Neurocognitive Rehabilitation in Children With Adhd: A Literature Review

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by impairments in sustained focus and behavioral self-control, manifested as persistent patterns of inattention and/or hyperactivity-impulsivity. These symptoms significantly disrupt academic performance, social relationships, family life, and—at later stages—professional functioning, and must appear before the age of twelve. This study aimed to identify the cognitive skills most frequently altered in children with ADHD throughout their development and to evaluate the contributions of neuropsychological rehabilitation, including specific intervention models. An exploratory literature review was conducted in the Lilacs, Medline, BVS Brasil, BVS Psic and SciELO databases using the descriptors “Attention-Deficit/Hyperactivity Disorder,” “Neuropsychological Rehabilitation,” and “Neuropsychological Assessment,” with a fourteen-year publication window, yielding seventeen articles and twenty-three book chapters for analysis. Evidence was found of attentional deficits (divided, alternating, and focused attention) and executive dysfunctions (inhibitory control, cognitive flexibility, planning, and working memory) in children with ADHD, with variability in severity and daily-life impact. Neuropsychological assessment proved effective for identifying these deficits, thereby justifying targeted interventions. Neuropsychological rehabilitation—through strategies addressing cognitive, affective-emotional, and social functions—demonstrated potential to improve both functioning and quality of life in these children.