Neurocognitive training enhances the outcomes of children with attention deficit hyperactivity disorder: A preliminary study

Background Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by diverse clinical manifestations including inattention, hyperactivity and impulsivity. Objective The present study aims to investigate the effects of neurocognitive training (NT), a...

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Bibliographic Details
Published in:Child : care, health & development health & development, 2024-05, Vol.50 (3), p.e13268-n/a
Main Authors: Buker, Nurullah, Karagoz, Ezgi, Sengul, Yesim Salik, Guney, Sevay Alsen, Ozbek, Aylin
Format: Article
Language:English
Subjects:
ADHD
attention deficit
Attention Deficit Disorder with Hyperactivity - rehabilitation
Attention Deficit Disorder with Hyperactivity - therapy
Attention deficit hyperactivity disorder
balance
Behavior
Child
Children
Clinical outcomes
Clinical research
Clinical trials
Cognitive ability
Cognitive Behavioral Therapy - methods
Conceptual Tempo
Exercise Therapy - methods
Female
Humans
Hyperactivity
Impulsive Behavior
Impulsivity
Intervention
Long term
Male
Neurocognition
neurocognitive training
Oppositional defiant disorder
Treatment Outcome
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Summary:Background Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by diverse clinical manifestations including inattention, hyperactivity and impulsivity. Objective The present study aims to investigate the effects of neurocognitive training (NT), a personalized and specialized exercise programme on symptoms, attention and dynamic balance in treatment‐naïve children diagnosed with ADHD. Methods Fourteen treatment‐naïve children aged 7–12 years diagnosed with ADHD were enrolled in the intervention group. The NT intervention was administered weekly for 10 consecutive weeks, supplemented by a structured home exercise programme for 6 days a week over the same 10‐week period. ADHD‐related symptoms, attention and dynamic balance were assessed in pre‐treatment, post‐treatment, 6 months, and 12 months. Fifteen typically developing (TD) children, matched for age, underwent evaluation only once to establish baseline normative values. Results Following the NT (post‐treatment), significant improvements were observed in hyperactivity‐impulsivity scores, oppositional‐defiant behaviours and dynamic balance when compared to the TD children (p 
ISSN:0305-1862
1365-2214
1365-2214
DOI:10.1111/cch.13268