Computer-assisted cognitive training in children with developmental disorders: a scoping review of available tools, clinical targets, and evidence gaps

Maria Grazia Maggio · Paolina Ettorre · Alessandra Benenati · Irene Ciancarelli · Fulvia Di Iulio · Marco Iosa +2 more

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Developmental and Educational Neuropsychology Attention Deficit Hyperactivity Disorder Cognitive Abilities and Testing

Abstract

Background: Computerized cognitive training (CCT) is increasingly used in pediatric rehabilitation; however, its application across developmental disorders remains heterogeneous in terms of targets, delivery models, and outcomes. This scoping review aimed to map the currently available CCT tools used in children with developmental disorders and to summarize their main characteristics, clinical targets, and evidence gaps. Methods: We conducted a scoping review in accordance with the PRISMA-ScR framework and registered the protocol on the Open Science Framework (OSF; DOI 10.17605/OSF.IO/9XQ5H). We searched peer-reviewed studies investigating CCT in children with developmental disorders and extracted data on device characteristics, target domains, training modalities, study design, and main findings. Results: Twenty-two studies describing 21 devices were included. Evidence was heterogeneous across diagnoses, intervention architectures, comparators, and outcome measures. The most consistent signal emerged in ADHD, where some programs reported improvements in working memory and selected executive-function outcomes. Evidence in learning-related and intellectual developmental conditions was more variable and device-specific, while the only ASD study identified did not show superiority over mock training. Discussion: CCT appears clinically attractive because of its adaptability, gamified delivery, and potential for home-based use; however, the current evidence base is uneven and does not support broad efficacy claims across developmental disorders. More disorder-specific studies with stronger comparators and ecologically valid outcomes are needed. Systematic Review Registration: https://osf.io/9xq5h, doi: 10.17605/OSF.IO/9XQ5H.

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2018PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation 2008Training and transfer effects of executive functions in preschool children 2022Global and regional prevalence of disabilities among children and adolescents: Analysis of findings from global health databases 2020Characteristics and challenges of the clinical pipeline of digital therapeutics 2015Executive Function in SLI: Recent Advances and Future Directions 2005Resistance of grammatical impairment to computerized comprehension training in children with specific and non‐specific language impairments 2013Effective intervention for expressive grammar in children with specific language impairment 2020Computer-assisted learning for improving ADHD individuals’ executive functions through gamified interventions: A review

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