Neurocognitive-Academic Training to Improve Symptoms, Executive Functions, and Chinese Handwriting in Children with ADHD

This study examined the efficacy of Neurocognitive-Academic Training (NAT)—integrating computerized neurocognitive training, teacher positive feedback, and handwriting practice—for children with ADHD. Fifty-six children (5–9 years) were assigned to NAT or a control group. Significant Time × Group interactions revealed that NAT yielded large-effect improvements in inhibitory control, on-task behavior, handwriting construction and accuracy, and parent/teacher-rated inattention and hyperactivity. While working memory also showed significant improvement in the NAT group, its progression differed, reflected in significant main effects rather than an interaction. No effects emerged for handwriting directionality. Domain-specific efficacy gradients were observed, with maximal benefits for handwriting construction (η²p = 0.68) and accuracy (η²p = 0.45), and parent-rated inattention (η²p = 0.46). The findings demonstrate that a low-frequency NAT protocol can simultaneously enhance behavioral, cognitive, and academic outcomes, highlighting the value of embedding neurocognitive training within ecologically valid academic contexts.