Start Date
17-6-2025 9:00 AM
End Date
17-6-2025 10:30 AM
Abstract
Introduction
Recently, exercise has become an important adjunctive intervention for children with ADHD, but the structured exercise intervention integrating behavioral interventions (SEIIBI) is still scarce. The aim of the study is to design a SEIIBI modle and to validate the effect, so as to provide more improvement paths for ADHD and creating new opportunities to thrive.
Methodology
35 children with ADHD were recruited (n experimental group =20，n control group =15). The experiment was conducted from March to July 2023, with three weekly interventions of 60 minutes each. The effect was assessed by the Swanson, Nolan, and Pelham-IV rating scales and Developmental Coordination Disorder Questionnaire, conducted before and after the experiment, and 3 months after. Data were analyzed using ANOVA, and the T-test was processed using SPSS 26.0.
Results
The results showed a significant time and group interaction effect for children's ADHD symptoms and DC (FAD=6.322, PHD=7.740, PDC =13.427, PDC in the experimental group were significantly improved more than the control group (TAD=5.023, PHD=5.338, PDC= 8.000, PDC in the experimental group remained significantly better than pre-experiment (TAD = -4.579, PHD = -3.579, PDC= 4.611, P
Conclusions
The SEIIBI are effective in improving core symptoms, and developmental coordination in children with ADHD, with some sustained effects. This study provides effective exercise intervention strategies and content for children with ADHD, which is beneficial for promoting the health and well-being of children with ADHD.
Reference
World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour. World Health Organization.
ZHOU Jin-Bo, GUO Lan-Ting，&CHEN Ying. (2013). Reliability and validity of the Chinese version of Swanson，Nolan，and Pelham Version IV Rating Scale-Parent Form for attention-deficit / hyperactivity disorder. Chinese Mental Health Journal, 27(6), 424–428.
Chen, M., Chia, M., Chua, T., Shen, Z., Kang, M., Chen, L., Tong, T., & Wang, X. (2024). Associations between Parental Educational Attainment, Children’s 24-h Behaviors and Children’s Hyperactivity Behavior in the COVID-19 Pandemic. Healthcare, 12(5), Article 5.
Zhang, Z., Li, R., Zhou, Z., Wang, P., Yang, B., & Wang, X. (2023). The effect of physical activity on quality of life and parenting stress in children with attention-deficit/hyperactivity disorder: A randomized controlled trial. Disability and Health Journal, 16(1), 101377.
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., Allen LaPointe, N. M., Goode, A. P., Coeytaux, R. R., Befus, D., Kosinski, A. S., Bowen, S. E., McBroom, A. J., Lallinger, K. R., & Sanders, G. D. (2018). Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality.
Neudecker, C., Mewes, N., Reimers, A. K., & Woll, A. (2019). Exercise Interventions in Children and Adolescents With ADHD: A Systematic Review. Journal of Attention Disorders, 23(4), 307–324.
Rassovsky, Y., & Alfassi , T. (2019). Attention Improves During Physical Exercise in Individuals With ADHD. Frontiers in Psychology, 9, 2747.
Swanson, J. M., Kraemer, H. C., etc. (2001). Clinical Relevance of the Primary Findings of the MTA: Success Rates Based on Severity of ADHD and ODD Symptoms at the End of Treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 168–179.
Tseng, M.-H., Fu, C.-P., Wilson, B. N., & Hu, F.-C. (2010). Psychometric properties of a Chinese version of the Developmental Coordination Disorder Questionnaire in community-based children. Research in Developmental Disabilities, 31(1), 33–45.
Recommended Citation
Chen, Meiyuan; Wang, Xiaozan; Xu, Guifeng; and Liu, Fang, "Effects of a structured exercise intervention incorporating behavioral interventions on children with ADHD: a randomized controlled pilot study" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 6.
https://sword.mtu.ie/isapa/2025/day2/6
Effects of a structured exercise intervention incorporating behavioral interventions on children with ADHD: a randomized controlled pilot study
Introduction
Recently, exercise has become an important adjunctive intervention for children with ADHD, but the structured exercise intervention integrating behavioral interventions (SEIIBI) is still scarce. The aim of the study is to design a SEIIBI modle and to validate the effect, so as to provide more improvement paths for ADHD and creating new opportunities to thrive.
Methodology
35 children with ADHD were recruited (n experimental group =20，n control group =15). The experiment was conducted from March to July 2023, with three weekly interventions of 60 minutes each. The effect was assessed by the Swanson, Nolan, and Pelham-IV rating scales and Developmental Coordination Disorder Questionnaire, conducted before and after the experiment, and 3 months after. Data were analyzed using ANOVA, and the T-test was processed using SPSS 26.0.
Results
The results showed a significant time and group interaction effect for children's ADHD symptoms and DC (FAD=6.322, PHD=7.740, PDC =13.427, PDC in the experimental group were significantly improved more than the control group (TAD=5.023, PHD=5.338, PDC= 8.000, PDC in the experimental group remained significantly better than pre-experiment (TAD = -4.579, PHD = -3.579, PDC= 4.611, P
Conclusions
The SEIIBI are effective in improving core symptoms, and developmental coordination in children with ADHD, with some sustained effects. This study provides effective exercise intervention strategies and content for children with ADHD, which is beneficial for promoting the health and well-being of children with ADHD.
Reference
World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour. World Health Organization.
ZHOU Jin-Bo, GUO Lan-Ting，&CHEN Ying. (2013). Reliability and validity of the Chinese version of Swanson，Nolan，and Pelham Version IV Rating Scale-Parent Form for attention-deficit / hyperactivity disorder. Chinese Mental Health Journal, 27(6), 424–428.
Chen, M., Chia, M., Chua, T., Shen, Z., Kang, M., Chen, L., Tong, T., & Wang, X. (2024). Associations between Parental Educational Attainment, Children’s 24-h Behaviors and Children’s Hyperactivity Behavior in the COVID-19 Pandemic. Healthcare, 12(5), Article 5.
Zhang, Z., Li, R., Zhou, Z., Wang, P., Yang, B., & Wang, X. (2023). The effect of physical activity on quality of life and parenting stress in children with attention-deficit/hyperactivity disorder: A randomized controlled trial. Disability and Health Journal, 16(1), 101377.
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., Allen LaPointe, N. M., Goode, A. P., Coeytaux, R. R., Befus, D., Kosinski, A. S., Bowen, S. E., McBroom, A. J., Lallinger, K. R., & Sanders, G. D. (2018). Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality.
Neudecker, C., Mewes, N., Reimers, A. K., & Woll, A. (2019). Exercise Interventions in Children and Adolescents With ADHD: A Systematic Review. Journal of Attention Disorders, 23(4), 307–324.
Rassovsky, Y., & Alfassi , T. (2019). Attention Improves During Physical Exercise in Individuals With ADHD. Frontiers in Psychology, 9, 2747.
Swanson, J. M., Kraemer, H. C., etc. (2001). Clinical Relevance of the Primary Findings of the MTA: Success Rates Based on Severity of ADHD and ODD Symptoms at the End of Treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 168–179.
Tseng, M.-H., Fu, C.-P., Wilson, B. N., & Hu, F.-C. (2010). Psychometric properties of a Chinese version of the Developmental Coordination Disorder Questionnaire in community-based children. Research in Developmental Disabilities, 31(1), 33–45.