Objective: The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD.
Method: A total of 45 children with ADHD (M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training.
Result: The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group (M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group.
Conclusion: The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.
Keywords: ADHD; Mind Maps; Sketchnoting; metacognitive training; verbal fluency.