Table 2.
Summary of the studies included into the Meta-analysis: Additional Outcome Measures.
| References | Age (in months) | Clinical status of the sample | Training condition | Control condition | Additional outcomes | Hedge's g, [95% CI] |
|---|---|---|---|---|---|---|
| Brock et al., 2018 | 72,84 | Typically developing | Executive functions training (Group) (n = 44) | Active control (n = 43) |
Problem behaviors: Social Skills Improvement System + Child Behavior Rating Scale | −0.303, [−0.392, −0.213] |
| Learning-related behaviors: Social Skills Improvement System + Child Behavior Rating Scale | −0.031, [−0.120, 0.057] | |||||
| Capodieci et al., 2018 | 65,88 | ADHD symptoms | Working Memory training Sviluppare la concentrazione e l'autoregolazione. Giochi e attività sul controllo della memoria di lavoro (both Individual and Group) (n = 18) | Passive control (n = 16) | Inattention: PDDAI (Identificazione Precoce del Disturbo da Deficit di Attenzione/iperattività per Insegnanti) (Teacher) | 0.022, [−0.199, 0.243] |
| Hyperactivity: IPDDAI (Teacher) | 0.029, [−0.192, 0.249] | |||||
| WM items of IPDDAI (Teacher) | 0.230, [0.008, 0.452] | |||||
| Inattention: IPDDAG (Identificazione Precoce del Disturbo da Deficit di Attenzione/iperattività per Genitori) (Parent) | −0.237, [−0.459, −0.015] | |||||
| Hyperactivity: IPDDAG (Parent) | 0.177, [-0.044, 0.399] | |||||
| Foy and Mann, 2014 | 62, 15 | Low SES | Visuo-spatial WM training Cogmed JM (Individual, Computerized) (n = 23) | Passive control (n = 28) | Letter Knowledge: Letter Naming Fluency (LNF) subtest of the Dynamic Indicators of Basic Early Literacy Skills (DIBELSNext) assessment tool | 1.191, [1.013, 1.368] |
| Garcia Fernandez et al., 2018 | 74,39 | Typically developing | Motor and executive functions training Motor area Activity with Executive Functions Program (Group) (n = 35) | Passive control (n = 31) | Phoneme Awareness: First Sounds Fluency (FSF) subtest of the DIBELSNext test | −0.836, [−0.999, −0.672] |
| Literacy: CUMANIN (Infant neuropsychological maturity questionnaire)—reading subscale | 0.163, [0.046, 0.280] | |||||
| Literacy: CUMANIN (Infant neuropsychological maturity questionnaire)—writing subscale | 0.482, [0.362, 0.601] | |||||
| Math: TEMA-−3 (Test of early mathematics ability-3) | 0.212, [0.095, 0.329] | |||||
| Joekar et al., 2017 | 68,8 | ADHD symptoms | Visual Attention Training Pay Attention Program (Individual) (n = 15) | Passive control (n = 15) | Inattention: CSI-4 (Child symptom inventory-4) (Parent) | −0.083, [−0.330, 0.165] |
| Inattention: CSI-4 (Teacher) | −0.209, [−0.457, 0.040] | |||||
| Hyperactivity: CSI-4 (Parent) | 0.461, [0.207, 0.716] | |||||
| Hyperactivity: CSI-4 (Teacher) | 0.441, [0.187, 0.695] | |||||
| Romero López (2018) (Dissertation) Contrast 1 | 67,19 | Typically developing | Executive functions training EFE – 5 (Group) (n = 66) | Active control (n = 50) |
EF: BRIEF-P (Behavior rating inventory of executive function–Preschool version) | 1.434, [1.349, 1.520] |
| Romero López (2018) (Dissertation) Contrast 2 | 67,19 | Typically developing | Executive functions training EFE – 5 (Group) (n = 69) | EF: BRIEF-P | 1.206, [1.127, 1.285] | |
| Passolunghi and Costa, 2016 Contrast 1 | 65,1 | Typically developing | WM training (Group) (n = 15) | Passive control (n = 18) | Early numeracy: ENT (Early numeracy test) | 0.390, [0.157, 0.622] |
| Passolunghi and Costa (2016) Contrast 2 | 65,235 | Typically developing | Active control (n = 15) |
Early numeracy: ENT | −0.496, [−0.751, −0.240] | |
| Re et al., 2015 study 1 | 63,225 | ADHD symptoms | Executive Functions training Sviluppare la concentrazione e l'autoregolazione (Group) (n = 13) | Passive control (n = 13) | Inattention: PDDAI (Identificazione Precoce del Disturbo da Deficit di Attenzione/iperattività per Insegnanti) (Teacher) | −0.118, [−0.401, 0.165] |
| Hyperactivity: IPDDAI (Teacher) | −0.029, [−0.312, 0.254] | |||||
| Re et al., 2015 study 2 | 65,38 | Typically developing | Executive Functions training Sviluppare la concentrazione e l'autoregolazione (Group) (n = 13) | Passive control (n = 13) | Inattention: PDDAI (Teacher) | −0.626, [−0.923, −0.328] |
| Hyperactivity: IPDDAI (Teacher) | −0.036, [−0.319, 0.247] | |||||
| Rojas-Barahona et al., 2015 | 52,3 | Low SES | WM training (Individual, Computerized) (n = 144) | Active control (n = 124) |
Literacy: ELS (Tejas LEE test)—overall | 0.680, [0.649, 0.711] |
| Salvaguardia et al., 2009 | 71 | ADHD symptoms | WM training Sviluppare la concentrazione e l'autoregolazione: Giochi e attività sul controllo della memoria di lavoro (Group) (n = 18) | Passive control (n = 14) | Inattention: SDAI (Scala di disattenzione e iperattività) (Teacher) | −0.386, [−0.628, −0.145] |
| Hyperactivity: SDAI (Teacher) | −0.307, [−0.546, −0.067] | |||||
| Schmitt et al., 2018 study 1 | 55,2 | Typically developing | Executive functions training using block play (Individual) (n = 24) | Passive control (n = 35) | Early numeracy: PENS-B (Preschool Early Numeracy Skills Screener -Brief Version) | 0.125, [−0.009, 0.259] |
| Schmitt et al., 2015 study 2 | 51,645 | Low SES | Executive functions training (Group) (n = 126) | Passive control (n = 150) | Problem behaviors: CBRS (Child behavior rating scale) | −0.047, [−0.076, −0.019] |
| Maths: Applied problems | −0.001, [−0.029, 0.027] | |||||
| Literacy: Letter/Word identification | 0.137, [0.109, 0.166] | |||||
| Tominey and McClelland, 2011 | 54,5 | Typically developing | Executive functions training Red Light Purple Light (Group) (n = 28) | Passive control (n = 37) | Literacy: Letter/Word identification | 0.424, [0.301, 0.547] |
| Maths: Applied problems (counting, additions, reading numbers) | 0.022, [−0.098, 0.142] | |||||
| Volckaert and Noël, 2015 | 60,32 | Typically developing | Inhibition training (Group) (n = 24) | Active control (n = 23) |
Problem behaviors: CPRS (Conners parent rating scale)—conduct problems | 0.205, [0.043, 0.368] |
| Problem behaviors: CPRS—hyperactivity | 0.402, [0.237, 0.567] | |||||
| Problem behaviors: CPRS—impulsivity | 0.351, [0.187, 0.515] | |||||
| Problem behaviors: CTRS (Conners teacher rating scale)—conduct problems | −0.164, [−0.326, −0.002] | |||||
| Problem behaviors: CTRS—inattention | 0.505, [0.339, 0.672] | |||||
| Problem behaviors: CTRS—hyperactivity | −0.053, [−0.215, 0.108] |
Italic text indicates the commercial name of that training programs.