Outcomes of a movement-rythm based intervention in students with Attention-deficit/hyperactivity disorder

Olazábal C.S.C. · Revista Habanera de Ciencias Medicas (2024)

Resumen

Introduction: Attention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in childhood that is associated with higher risk of school failure and adaptive problems. A movement- and rhythm- based routine is a series of coordinated motor activities guided by music or voice commands. Objective: To determine the effects of a movement- and rhythm-based intervention as therapy in four students with ADHD admitted to the Learning Disabilities Department of the National Institute of Rehabilitation in Perú. Case presentation: Four cases admitted with the diagnosis of ADHD and learning disability participated in a 5-week movement- and rhythm-based intervention program. The assessment consisted of neuropsychological tests prior and post intervention such as CARAS-R test (for attention and inhibitory control), Wisconsin test (for cognitive flexibility), Backward Digit Span (for working memory) and SDQ questionnaire (for behavioral performance). After the intervention there was an increase in working memory, attention (cases 3 and 4) and cognitive flexibility (cases 1 and 3). There was also improvement in the willingness to socialize (cases 1 and 4), emotional symptoms (cases 1,2 and 4) and hyperactivity was reduced (cases 1,3 y 4). Conclusions: The findings show changes in performance of attention, behavior, working memory and cognitive flexibility in four students with ADHD after participating in a movement- and rhythm-based intervention as therapy.

Instituciones: Universidad Peruana de Ciencias Aplicadas