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Beat the Distraction: How Motor Sequence Training Enhances Attention in Children with ADHD

Published in International Journal on Disability and Human Development

Keywords

Pediatric, Cognitive Skills

In this study, Interactive Metronome (IM) training’s effect on improving focus in ADHD children was explored.

Two groups of male children aged 6-11 years, diagnosed with ADHD, were studied; one group (n=36) underwent IM training for three months while the other (n=42) did not.

In addition, two groups of normal children of the same age range were included for comparison: one group (n=16) was exposed to IM training and the other (n=15) was not.

Before and after the three-month period, academic performance measures and neuropsychological tests were analyzed.

It was found that the ADHD children who underwent IM training demonstrated significant improvements in their behavior.

Abridged Summary & Results of Study

Effects of motor sequence training on attentional performance in ADHD children

AUTHORS: Gerry Leisman & Robert Melillo

PUBLICATION: INTERNATIONAL JOURNAL ON DISABILITY AND HUMAN DEVELOPMENT

YEAR: 2011

RESULTS:
Elementary school-aged children with ADHD demonstrated significant improvement in behavior following Interactive Metronome (IM) training.

DETAILS:

  • Group 1 n=36 male children aged 6 – 11 years, diagnosed with ADHD randomly assigned to group 1
    • Demonstrating inattention, hyperactivity, impulsivity, academic underachievement, or behavior problems
    • RECEIVED IM training for a period of 3 months
  •  Group 2 n=42 male children aged 6 – 11 years, with ADHD randomly assigned to group 2
    • Demonstrating inattention, hyperactivity, impulsivity, academic underachievement, or behavior problems
    • DID NOT RECEIVE IM training for the period of 3 months
  •  Group 3 n= 16 normal male children aged 6 – 11 years were the matched control group
    • RECEIVED 3-month exposure to IM training
  •  Group 4 n=15 normal male children aged 6 – 11 years
    • DID NOT RECEIVE IM training exposure
  •  Academic performance measures and neuropsychological tests were analyzed pre and post

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