Attention-Deficit/Hyperactivity Disorder (ADHD)
Conditions
Keywords
attention, motor skills, motivation, reward-based therapy
Brief summary
This interventional study aimed to aimed to evaluate the effects of rewards on cognitive function, motor skills, and motivation in 8- to 10-year-old children with ADHD following 3- and 6-week interventions.
Detailed description
Research problem: children with Attention-Deficit/Hyperactivity Disorder (ADHD) are inattentive and distractible, which often makes it difficult for physiotherapists to keep them interested, as prolonged activity often causes boredom. The aim of this study was to determine the effects of reward on cognitive function, motor skills and motivation in 8-10 year old children with ADHD after 3 and 6 week interventions. Objectives of the study: 1\. To compare the cognitive function of children receiving conventional physiotherapy with that of children receiving reward therapy. 2. To compare the motor skills of the children receiving conventional physiotherapy with those of the children receiving the reward. 3. To compare the motivation of children receiving conventional physiotherapy with that of children receiving rewards. The hypothesis of the study is that exercise with rewards improves cognitive function, motor skills and motivation better than conventional physiotherapy in children aged 8 to 10 years with attention deficit disorder. Research methods: the study included 60 boys diagnosed with ADHD. Age: 8-10 years. Subjects were randomly divided into reward and conventional physiotherapy groups. In both groups, subjects performed exercises for balance and coordination for 3 times per week for 45 min, but in one group subjects received a reward using virtual reality.
Interventions
Participants in the regular physical therapy group performed balance and coordination exercises three times a week without the use of rewards. These subjects completed only physical exercises, without engaging in game-like interactive tasks using virtual reality (VR) glasses. Each session was conducted at the same time for each subject, with a potential variation of ±1 hour.
OTHERReward based physiotherapy group
Subjects in the reward group performed balance and coordination exercises three times a week, with the inclusion of rewards. At the end of each exercise session, participants engaged in game-like interactive tasks using virtual reality (VR) glasses. Exercise sessions were conducted at the same time for each subject, with a permissible variation of ±1 hour.
Sponsors
Lithuanian Sports University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
DOUBLE (Subject, Investigator)
Masking description
Reword group did not know about conventional PT group and vice versa.
Intervention model description
Qualitative research
Eligibility
Sex/Gender
MALE
Age
8 Years to 10 Years
Healthy volunteers
No
Inclusion criteria
1. Diagnosis of ADHD confirmed by a neurologist; 2. male gender; 3. age between 8 and 10 years. 4. ability to read and write; 5. patient's willingness to attend physiotherapy sessions;
Exclusion criteria
1. claustrophobia; 2. neurological disorders (e.g., autism spectrum disorder, depression, obsessive-compulsive disorder, Tourette's syndrome); 3. chronic medical conditions (e.g., cancer, diabetes, cardiovascular diseases); 4. previous treatment for ADHD (e.g., pharmacological therapy, cognitive behavioral therapy) within the last six months; 5. Medication use.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Attention task with spatial figures | At baseline and after 6 weeks | Number of mistakes and Speed coefficient was recorded. |
| Static balance | At baseline and after 6 weeks | was assessed with The Abili Balance Analyzer platform. The software associated with the platform provided an overall stability index based on the tests conducted: Very Good: 0.8; Good: 0.8 to 1.8; Poor: \>1.8. |
| Attention task with spatial numbers | At baseline and after 6 weeks | Number of mistakes and Speed coefficient was recorded. |
| Visuo-Constructional Ability task | At baseline and after 6 weeks | Number of successful attempts and duration (in seconds) was recorded |
| Easy figural memory task | At baseline and after 6 weeks | Number of mistakes and Speed coefficient was recorded. |
| Hard figural memory task | At baseline and after 6 weeks | Number of mistakes and Speed coefficient was recorded. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Pediatric motivation Scale (PMot) | At baseline and after 6 weeks | Participants were instructed to respond to the questions by selecting a visual image that best represented their emotional state. Each visual image was assigned a numerical value, ranging from 1 (very poor) to 6 (excellent), for statistical data analysis and outcome evaluation (numeric value). |
Countries
Lithuania
Outcome results
None listed