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Introduction

The ability to multitask is an essential skill in today’s fast-paced world. However, individuals with Attention Deficit Hyperactivity Disorder (ADHD) often struggle with multitasking due to difficulties in focusing, organizing, and managing time. Cognitive training has emerged as a potential intervention to improve cognitive functioning in individuals with ADHD, but its specific effects on multitasking abilities remain unclear. This thesis aims to investigate the effects of cognitive training on multitasking in individuals with ADHD.

Background of Study

ADHD is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity. Multitasking requires the coordination of multiple tasks simultaneously, which can be challenging for individuals with ADHD. Cognitive training involves activities and exercises designed to improve cognitive functions such as attention, working memory, and executive functioning. Previous research has shown promising results of cognitive training on cognitive functioning in individuals with ADHD, but its effects on multitasking abilities are not well-established.

Problem Statement

Despite the growing interest in cognitive training as an intervention for individuals with ADHD, there is limited research on its specific effects on multitasking abilities. Understanding how cognitive training impacts multitasking in individuals with ADHD is crucial for developing targeted interventions to improve their daily functioning.

Objectives of Study

The main objective of this study is to investigate the effects of cognitive training on multitasking abilities in individuals with ADHD. Specific objectives include examining the effectiveness of cognitive training in improving multitasking skills, identifying factors that may influence the effectiveness of cognitive training, and exploring the transfer of cognitive training effects to real-world multitasking tasks.

Limitation of Study

One limitation of this study is the reliance on self-reported measures of multitasking abilities, which may be subject to biases and inaccuracies. Another limitation is the potential variability in cognitive training programs and protocols, which may impact the generalizability of the findings.

Scope of Study

This study focuses specifically on the effects of cognitive training on multitasking abilities in individuals with ADHD. It does not address other interventions or treatments for ADHD, nor does it investigate the broader impacts of cognitive training on cognitive functioning.

Significance of Study

Understanding the effects of cognitive training on multitasking in individuals with ADHD has important implications for clinical practice and intervention development. By identifying effective strategies for improving multitasking abilities, this study can inform the development of targeted interventions to enhance daily functioning in individuals with ADHD.

Structure of the Thesis

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objectives of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
Chapter 3: Research Methodology
Chapter 4: Discussion of Findings
Chapter 5: Conclusion and Summary

Thesis Overview: The Effects of Cognitive Training on Multitasking in ADHD

ADHD is a neurodevelopmental disorder that affects individuals’ ability to focus, organize, and manage time. Multitasking is a crucial skill in today’s society, but individuals with ADHD often struggle with this complex cognitive process. Cognitive training has emerged as a potential intervention to improve cognitive functioning in individuals with ADHD. However, its specific effects on multitasking abilities remain unclear. This thesis aims to investigate the effects of cognitive training on multitasking in individuals with ADHD.

Chapter 1 provides an introduction to the study, including the background of ADHD, the problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms. Chapter 2 presents a comprehensive review of the literature on cognitive training, ADHD, and multitasking. Chapter 3 outlines the research methodology, including participant recruitment, cognitive training protocol, assessment measures, data analysis, and ethical considerations.

Chapter 4 discusses the findings of the study, including the effectiveness of cognitive training on multitasking abilities, factors influencing training outcomes, and the transfer of training effects to real-world tasks. Chapter 5 provides a conclusion and summary of the project, highlighting the implications of the findings for clinical practice, intervention development, and future research directions.

Overall, this thesis aims to contribute to the growing body of literature on cognitive training and ADHD by examining its effects on multitasking abilities. By improving our understanding of how cognitive training impacts multitasking in individuals with ADHD, this study can inform the development of targeted interventions to enhance daily functioning and quality of life for individuals with ADHD.

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