Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study
Table 2
Executive function changes following BRIEF.
-score (%)
Scale/index
Participant 1
Participant 2
Participant 3
Before intervention
After intervention
Follow-up
Before intervention
After intervention
Follow-up
Before intervention
After intervention
Follow-up
Inhibition
69 (96)
62 (91)
66 (94)
78 (98)
69 (96)
62 (91)
78 (98)
69 (96)
66 (94)
Shift
81 (99)
67 (96)
67 (96)
71 (97)
60 (85)
57 (79)
81 (99)
84 (99)
77 (99)
Emotional control
76 (98)
76 (98)
62 (90)
71 (98)
67 (92)
56 (73)
78 (99)
71 (98)
73 (98)
Behavioral regulation index
78 (98)
71 (96)
67 (95)
77 (98)
68 (95)
60 (84)
83 (99)
77 (98)
75 (97)
Initiate
66 (93)
72 (98)
69 (98)
68 (98)
63 (88)
47 (49)
72 (98)
56 (79)
56 (79)
Working memory
76 (98)
72 (97)
74 (98)
67 (95)
60 (85)
58 (81)
69 (96)
56 (77)
58 (81)
Plan/organize
73 (98)
69 (94)
71 (97)
67 (93)
63 (90)
54 (70)
67 (93)
52 (66)
52 (66)
Organization of materials
55 (74)
45 (35)
52 (63)
55 (74)
58 (78)
45 (35)
58 (78)
49 (45)
39 (18)
Monitor
75 (99)
69 (98)
62 (91)
72 (98)
69 (98)
56 (79)
78 (99)
72 (98)
72 (98)
Metacognition index
74 (98)
69 (96)
77 (99)
69 (96)
65 (91)
53 (64)
73 (98)
58 (77)
57 (73)
GEC
77 (98)
72 (97)
74 (97)
74 (97)
67 (94)
56 (77)
79 (98)
67 (94)
65 (92)
Values are presented as score (%); GEC: Global Executive Composite.
