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Introduction:

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects individuals in their childhood and can persist into adulthood. It is characterized by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact academic, social, and occupational functioning. One of the core cognitive deficits associated with ADHD is impairments in working memory, which plays a crucial role in various cognitive processes such as attention, planning, problem-solving, and learning.

Working memory training has emerged as a potential intervention for individuals with ADHD to improve their cognitive functioning and academic performance. The aim of this thesis is to explore the role of working memory training in the management of ADHD. This research will investigate the effectiveness of working memory training in improving working memory capacity, attention, academic performance, and overall functioning in individuals with ADHD.

Chapter One: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective 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 Two: Literature Review
2.1 Overview of ADHD
2.2 Working Memory Deficits in ADHD
2.3 Working Memory Training Interventions
2.4 Effectiveness of Working Memory Training in ADHD
2.5 Cognitive and Academic Outcomes of Working Memory Training
2.6 Neuroplasticity and Working Memory Training
2.7 Factors Influencing Working Memory Training Efficacy
2.8 Cognitive Enhancements and Transfer Effects
2.9 Working Memory Training vs. Other Interventions
2.10 Current Challenges and Future Directions

Chapter Three: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Measures
3.4 Intervention Protocol
3.5 Data Collection Procedures
3.6 Data Analysis
3.7 Ethical Considerations
3.8 Validity and Reliability
3.9 Limitations

Chapter Four: Discussion of Findings
4.1 Working Memory Training Effects
4.2 Improvement in Working Memory Capacity
4.3 Attention and Focus
4.4 Academic Performance
4.5 Executive Functions
4.6 Transfer Effects
4.7 Moderators and Mediators
4.8 Practical Implications
4.9 Theoretical Implications

Chapter Five: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Practice
5.3 Implications for Research
5.4 Conclusion
5.5 Recommendations for Future Research

Thesis Overview:

Working memory deficits are a common feature of individuals with ADHD, impacting their cognitive functioning and academic performance. Working memory training has gained attention as a potential intervention to address these deficits and improve overall functioning in individuals with ADHD. This thesis aims to investigate the role of working memory training in the management of ADHD by examining its effectiveness in improving working memory capacity, attention, academic performance, and cognitive functioning.

The literature review will provide an overview of ADHD, working memory deficits in ADHD, different working memory training interventions, and the effectiveness of working memory training in individuals with ADHD. It will also explore factors influencing training efficacy, cognitive enhancements, and potential transfer effects of working memory training.

The research methodology chapter will outline the research design, participant selection criteria, measures used, intervention protocol, data collection procedures, and data analysis plan. Ethical considerations and limitations of the study will also be discussed.

The discussion of findings chapter will present the results of the study, including the effects of working memory training on working memory capacity, attention, academic performance, and executive functions in individuals with ADHD. Transfer effects, moderators, and mediators of working memory training efficacy will also be analyzed, along with practical and theoretical implications.

The conclusion and summary chapter will provide a summary of the findings and their implications for practice and future research. Recommendations for future studies in this area will also be discussed.

Overall, this thesis aims to contribute to the growing body of literature on the role of working memory training in ADHD management and provide valuable insights for clinicians, researchers, and educators working with individuals with ADHD.

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