Evaluation of a pilot physical activity intervention for children with ADHD symptoms and reading difficulties

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Booth, Josephine N. and Mitchell, Ian A. and Tomporowski, Philip D. and McCullick, Bryan A. and Boyle, James M. E. and Reilly, John J. (2023) Evaluation of a pilot physical activity intervention for children with ADHD symptoms and reading difficulties. Journal of Research in Special Educational Needs, 24 (2). pp. 254-268. ISSN 1471-3802 (https://doi.org/10.1111/1471-3802.12628)

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Abstract

Background Physical activity (PA) benefits children’s cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD), and co-occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g. in-school or after-school hours), intensity of PA during the programme, and effect sizes. Outcomes evaluated were EF, academic attainment, and social and emotional behaviour. Method Sixty-nine children (35 males) aged 7-13 years participated in a delayed control design. The sample comprised 15 children with RD, 15 with high levels of ADHD symptoms, 15 with co-occurring RD and ADHD symptoms, and 24 typically developing children. 31 of the participants took part in a 12 week PA intervention designed to enhance cognition and 38 acted as a control group. The control group subsequently received the intervention and data was combined for analysis. Results The study was successful in recruiting participants for the intervention; more success was observed for in-school than after-school hours. Participants spent 46% (SD=14) of the intervention in Moderate-to-Vigorous intensity PA (MVPA). A significant effect of time-point (pre- vs. post-intervention) was found for inhibition and visuo-spatial working memory (η2= 0.11 and 0.18 respectively). There was no interaction with symptomatology though; all groups had higher scores on EF tasks after the intervention. Conclusions It is possible to recruit and retain participants with ADHD symptoms and reading difficulties to a school-based PA programme and adherence to measurements was good. Taking part in the programme may improve inhibition and visuo-spatial working memory and reduce symptomatology suggesting this is a potential source of remediation which should be explored.

ORCID iDs

Booth, Josephine N., Mitchell, Ian A., Tomporowski, Philip D., McCullick, Bryan A., Boyle, James M. E. ORCID logoORCID: https://orcid.org/0000-0002-4621-478X and Reilly, John J. ORCID logoORCID: https://orcid.org/0000-0001-6165-5471;
CORE (COnnecting REpositories)