Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity/impulsivity, which is associated with various neuropsychological deficits. These deficits are thought to mediate the relationship between etiological factors and the manifestation of the disorder, making them important targets for treatment. Within this context, and based on promising results, computerized cognitive training (CCT) through adaptive programs and/or video games has garnered considerable interest. Therapeutic programs and video games for ADHD have even been commercialized. However, the most rigorous and reliable evidence currently available suggests that CCT, in its current forms, lacks sufficient empirical support to be considered either a standalone or an alternative treatment to first-choice interventions for ADHD. Its effects on core ADHD symptoms are modest and limited, with minimal transfer or generalization to other contexts or functional skills. The complexity of ADHD suggests that highly specific, singular interventions such as CCT may be neither appropriate nor sufficient as standalone treatments. Further research is needed to evaluate the added effects of CCT when integrated with existing treatments, including its role within more holistic and comprehensive neuropsychological interventions.