Use of Gross Motor Interventions for Improving Attention-to-Task Among Children With ADHD: An Exploratory Study

Abstract

Date Presented 03/23/24

Research supports the role of physical activity in improving attention in children with attention deficit hyperactivity disorder (ADHD). This case series was conducted to determine the role of OT-implemented gross motor interventions in improving attention to task among children with ADHD.

Primary Author and Speaker: Sheryl Zylstra

Additional Authors and Speakers: Lauren Hamilton

Research supports the role of physical activity in improving attention in the pediatric population diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) (de Greeff et al., 2018; Xie et al., 2021). As OTs frequently use physical activity to improve participation, an exploratory study (n=2) was designed to investigate the impact of OT gross motor (GM) interventions on attention-to-task in children diagnosed with ADHD. Children were recruited from a university OT clinic, using a convenience sampling method. Eligibility criteria included children ages 6-10, with a diagnosis of ADHD. Participants were seen for 10 hourly sessions over 8 weeks. Attention-to-task was recorded during a non-preferred table-top task, at the beginning and end of each session. An operational definition of 5 seconds or greater of ‘off-task’ behaviors was utilized (e.g. looking around the room, off topic conversation), with timing and recording done by hand. OT intervention consisted of gross motor activities including obstacle courses, running games, ball games and active yoga poses, for a continuous 40 minute period. The COPM was used as an additional outcome measure.

RESULTS: Both participants demonstrated a downward trend in distractions from non-preferred table-top activities following participation in GM activities. COPM results demonstrated clinically significant improvements on attention-related goals set for one child, and progress approaching clinical significance on attention-related goals set for the other. One child’s caregiver reported that attention-based strategies provided were effective in the home environment. Finally, both participants’ caregivers indicated a high level of satisfaction with services.

CONCLUSIONS: Both participants demonstrated overall decreased distractibility on non-preferred tasks.

IMPLICATIONS: OT provided GM interventions may support attention to task in children with ADHD. Further research is needed with a larger sample size.

References

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