Authors : Ganga Shaj S; Abhipsha Biswal

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/5efd5peh

Scribd : https://tinyurl.com/bd25yznf

DOI : https://doi.org/10.38124/ijisrt/25aug315

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : Background ADHD is a common neurodevelopmental disorder impacting children’s academic and social functioning. This study investigates the effectiveness of neurocognitive exercises as a complementary intervention to improve attention and reduce hyperactivity/impulsivity, assessed using the NICHQ Vanderbilt Assessment Scale.  Methodology A Quasi-Experimental (single group pre-test and post-test design) was conducted to assess the effectiveness of neurocognitive exercise to improve attention among children with ADHD. Convenient sampling was used for the study on 15 children between age group 7–12 years meeting ADHD diagnostic criteria. Participants will complete neurocognitive exercises three days weekly for six weeks. Changes in attention, hyperactivity/impulsivity, and academic performance will be evaluated using the NICHQ scale, and paired t-tests will determine significance.  Results The pre-test to post-test comparison showed significant improvements in attentional control, reduced hyperactive/impulsive behaviors, and enhanced academic performance following the intervention, with overall assessment scores indicating a statistically significant change (p < 0.001).  Conclusion Neurocognitive exercises effectively improved attention in individuals with ADHD. Future research was suggested to investigate their long-term effects and broader applications.

Keywords : Neurocognitive Exercises, ADHD, Attention, Academic Performance, NICHQ Vanderbilt Assessment Scale.

References :

1. Association AP. The DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition); 2013.
2. Barkley) RAB (. ADHD in Adults: What the Science Says. In. New York: Guilford Press; 2008.
3. Stephen V. Faraone RHPAEDJWSJJGMAHSPP. Molecular genetics of attention-deficit/hyperactivity disorder. Biological Psychiatry. 2005.
4. Molly A. Nikolas SAB. Genetic and environmental influences on ADHD symptom dimensions of inattention and hyperactivity: A meta-analysis. Journal of Abnormal Psychology. 2010.
5. Panicker AS RV. Prevalence of attention deficit hyperactivity disorder in primary school children. Indian J Psychiatry. 2013.
6. Bansal PD BR. Psychopathology of school going children in the age group of 10–15 years. International Journal of Applied and Basic Medical Research. 2011.
7. Venkata Jyothsna Akam PA. Prevalence of attention deficit hyperactivity disorder in primary school children. Indian Journal of Psychiatry. 2013; 338–342.
8. Venkata Jyothsna Akam P PA. Prevalence of attention deficit hyperactivity disorder in primary school children. Indian Journal of Psychiatry. 2013.
9. Von Hecker U MT. Defocused attention in depressed mood: Evidence from source monitoring. American Psychological Association (APA). 2006.
10. Mirsky AF PDDCFL. A model of attention and its relation to ADHD. Mental Retardation and Developmental Disabilities Research Reviews. 1999.
11. Nurullah BÜKER DÖKŞT. Neurocognitive exercise program improves selectiveattention in children aged between 7-13 years:a pilot study. Journal of Exercise Therapy and Rehabilitation. 2020.
12. Suthar N GVSSB. Prevalence of attention deficit hyperactivity disorder in primary school children: A cross-sectional study. Journal of Indian Association for Child and Adolescent Mental Health. 2018.
13. Ludyga S, Pühse U, Gerber M, Kamijo K. How children with neurodevelopmental disorders can benefit from the neurocognitive effects of exercise. Neuroscience & Biobehavioral Reviews. 2021.
14. Tribhuvan Srikanth DMAKaBF. To Investigate the Effectiveness of Cognitive Orientation to Daily Occupational Performance (CO-OP) in Children with ADHD. Indian Journal of Occupational Therapy, 52(1), 45-51. 2020.
15. Adele Diamond DSL. "Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience. 2016.
16. Verret C GMBCGPBL. A physical activity program improves behavior and cognitive functions in children with ADHD: an exploratory study. Journal of Attention Disorders. 2021.
17. Chang Y-K LSYHHLYH. Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Archives of Clinical Neuropsychology. 2012.
18. Klingberg T. Training and plasticity of working memory. Trends in Cognitive Sciences. 2010.
19. Gapin JI LJEJ. he effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Preventive Medicine. Preventive Medicine. 2011.
20. Halperin JM BACLJ. Preventive interventions for ADHD: A neurodevelopmental perspective. neurotherapeutics.
21. JR B. Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review. 2010.