Effect of interactive Metronome® training on children with ADHD

Robert J. Shaffer, Lee E. Jacokes, James F. Cassily, Stanley I. Greenspan, Robert F. Tuchman, Paul J. Stemmer

Research output: Contribution to journalArticle

67 Scopus citations

Abstract

Objective. The purpose of this study was to determine the effects of a specific intervention, the Interactive Metronome®, on selected aspects of motor and cognitive skills in a group of children with attention deficit hyperactivity disorder (ADHD). Method. The study included 56 boys who were 6 years to 12 years of age and diagnosed before they entered the study as having ADHD. The participants were pretested and randomly assigned to one of three matched groups. A group of 19 participants receiving 15 hr of Interactive Metronome training exercises were compared with a group receiving no intervention and a group receiving training on selected computer video games. Results. A significant pattern of improvement across 53 of 58 variables favoring the Interactive Metronome treatment was found. Additionally, several significant differences were found among the treatment groups and between pretreatment andposttreatment factors on performance in areas of attention, motor control, language processing, reading, and parental reports of improvements in regulation of aggressive behavior. Conclusion. The Interactive Metronome training appears to facilitate a number of capacities, including attention, motor control, and selected academic skills, in boys with ADHD.

Original languageEnglish (US)
Pages (from-to)155-162
Number of pages8
JournalAmerican Journal of Occupational Therapy
Volume55
Issue number2
DOIs
StatePublished - Jan 1 2001

Keywords

  • Attention deficit disorder with hyperactivity
  • Coordination training
  • Motor control

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)

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    Shaffer, R. J., Jacokes, L. E., Cassily, J. F., Greenspan, S. I., Tuchman, R. F., & Stemmer, P. J. (2001). Effect of interactive Metronome® training on children with ADHD. American Journal of Occupational Therapy, 55(2), 155-162. https://doi.org/10.5014/ajot.55.2.155