This paper reviews cognitive training studies with children showing behavioral, attentional, or cognitive problems. Various cognitive procedures have been employed, including self-instructional, problem solving, and component attentional skills training. The most consistently sensitive index of training effectiveness has been improved performance on the Matching Familiar Figures Test, a measure of cognitive impulsivity. Reports of improved reading performance suggest that cognitive training may enhance academic functioning. The effectiveness of cognitive training in reducing disruptive classroom behavior has been equivocal. Positive findings suggest the necessity of including a social skills training component. Strong support for maintenance effects is lacking. Among hyperactive children, cognitive training has had little impact on classroom behavior but has resulted in improved and sustained cognitive functioning. This training may be a useful adjunct in the clinical management of hyperactive children undergoing stimulant treatment.
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