Perceptual-Motor Skills Reconstruction Program Improves Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder

Abstract

Objective: Many children suffering from attention-deficit/hyperactivity disorder (ADHD) show problems in executive functions (EF), which reflect neuronal pathways from perception to controlled action. Treatment approaches that improve executive functions may prevent a negative cycle of failures in students. Hence, this research aims to study the efficacy of the perceptual-motor skills reconstruction program on EF in children with ADHD while considering cognitive flexibility, abstract verbal skills, response inhibition, and working memory. Also, its effect on clinical ADHD symptoms should be considered. Method: The research design included pretest, posttest, and a follow-up after six months. The sample included third-grade school children with ADHD (50 students, aged 8–10 years, boys and girls) who were referred to the Child Psychology Clinic, Iran, Mashhad 2018–2019. After clinical assessment for ADHD, children were randomly assigned to an experimental (n = 25) and a waiting control (n = 25) group. The experimental group received the perceptual-motor skills reconstruction program for 16 sessions (three times per week, i.e., five weeks and one session in the sixth week). Delis–Kaplan executive function system (D-KEFS) was applied at three measurement points (M1–3) in order to test for changes over time. Results: Data analysis (analysis of covariance (ANCOVA) with post-hoc-testing) showed that there was a significantly better performance of experimental versus waiting control group at posttest (M2) and follow-up (M3) for cognitive flexibility (t(24) = 4.9, df = 14, p < 0.0001), abstract verbal skills (t(24) = 3.5, df = 14, p < 0.004), response inhibition (t(24) = 7.54, df = 14, p < 0.0001) and working memory (t(24) = 12.69, df = 14, p < 0.004). Further, Conners-Scales-Score improved for the experimental group. Conclusions: Training with perceptual-motor skills reconstruction program clearly improved the trained variables (i.e., cognitive flexibility, abstract verbal skills, response inhibition, and working memory) and clinical symptoms of the children with ADHD. The obtained training may lead in practice to better preconditions for successfully handling daily tasks at school and in society.

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

“…Studies have highlighted the engagement of neural regions associated with cognitive functions during motor tasks, emphasizing the potential of motor-based interventions in enhancing cognitive abilities (Spanou et al, 2022;Cardoso et al, 2021b;Gashaj et al, 2021). The systematic incorporation of motor development tasks within educational settings can serve as a potent catalyst for cognitive enhancement, particularly when coupled with innovative approaches such as the one utilized in our study (Soltani-Kouhbanani & Rothenberger, 2021;Rafiei et al, 2021;Zelazo et al, 2018).…”

Structured physical exercise interventions and children and adolescents with attention deficit hyperactivity disorder: A systematic review and meta‐analysis

“…overall ADHD symptoms and inattention). However, subgroup analysis revealed that featured programme design significantly increased the effect of SPE on overall ADHD symptoms (p subgroup < 0.001), that is, a large effect was found in one SPE programme with perceptual training (SMD = À3.23, < 0.001; Kouhbanani & Rothenberger, 2021), whereas a nonsignificant small effect was obtained based on other three programmes without perceptual training (SMD = À0.27, p = 0.19,…”

“…overall ADHD symptoms and inattention). However, subgroup analysis revealed that featured programme design significantly increased the effect of SPE on overall ADHD symptoms ( p subgroup < 0.001), that is, a large effect was found in one SPE programme with perceptual training (SMD = −3.23, p < 0.001; Kouhbanani & Rothenberger, 2021), whereas a non‐significant small effect was obtained based on other three programmes without perceptual training (SMD = −0.27, p = 0.19, I 2 = 0%). Moreover, the increase of study quality significantly decreased the effect of SPE programmes on inattention ( p subgroup < 0.001, SMD was −3.56 in studies with low quality, while it was −0.40 in studies with high quality).…”

Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life

“…They use descriptive, predictive and comparative data analyses. One article shows the effects of an intervention based on perceptual-motor skills' reconstruction to improve the executive functions and key symptoms in ADHD, based on a sample of 50 students (8-10 years) equally distributed in a control and an experimental group, following a pretest-posttest design [18]. Additionally, this Special Issue includes a follow-up study based on a 12-year time lapse, where the main aim is to examine the role of family and behavioral and neuropsychological factors when predicting long-term functional outcomes in young adults with ADHD [19].…”