Combining Working Memory Training and Parental Interventions in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: A Narrative Review

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Volume 26 Num. 3

Volume 26 Num. 3 - October 2026

Combining Working Memory Training and Parental Interventions in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: A Narrative Review

Volume 26 Num. 3 - October 2026 - Pages 397-414

Authors:

Lamiae Haddioui , Abdessamad Nabil

lamiae.haddioui@uit.ac.ma

Abstract:

This narrative review aims to synthesize current evidence on the therapeutic value of combining working memory training with parental interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). The review included peer-reviewed studies published in English or French between 2000 and 2025 that investigated parental, cognitive, or combined interventions and reported cognitive, behavioral, or functional outcomes in pediatric populations with ADHD. Studies focusing exclusively on pharmacological treatments, adult populations, or interventions not specifically targeting ADHD were excluded. The findings suggest that combining these approaches may provide complementary benefits for attention, behavioral regulation, and the transfer of acquired skills to everyday functioning. These benefits appear to be more pronounced in younger children and in those with more severe symptoms, particularly when interventions are introduced early, tailored to individual needs, and supported by active parental involvement. The integration of metacognitive components may further enhance cognitive outcomes. However, considerable methodological heterogeneity across the available studies limits the strength of the conclusions. Large-scale, well-controlled, multicenter randomized trials are needed to validate standardized combined intervention protocols and strengthen the evidence supporting their implementation in clinical practice.

How to cite this paper:
Haddioui L & Nabil A (2026). Combining Working Memory Training and Parental Interventions in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: A Narrative Review. International Journal of Psychology & Psychological Therapy, 26, 3, 397-414.

Key words:

attention-deficit/hyperactivity disorder, parent skills training, computerized cognitive training, combined intervention, working memory training

Full Article

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International Journal of Psychology and Psychological Therapy

Volume 26 Num. 3 - October 2026