A-125: Engaging Body and Mind: Effects on Attention in ADHD and Neurotypical Children

Abstract

Objective: In Quebec, the prevalence of attention-deficit/hyperactivity disorder (ADHD) in children is increasing. While pharmacological treatments are effective, their limitations have led to growing interest in alternative approaches, such as physical activity (PA) combined with cognitive engagement. This study aims to compare the acute effects of such an intervention on inattention and impulsivity in children with ADHD and neurotypical peers, across control and experimental conditions. Method/Data Selection: A total of 119 elementary school students (aged 8–10), including children with ADHD and neurotypical peers, were assigned to either an experimental group (Cogni-Actif Game) or a control group (standardized video), each receiving a 15-minute intervention. Participants completed the Boston Cancellation Test (BCT) pre- and post-intervention to assess changes in attention. Results/Data Synthesis: A significant difference was observed in completion time for the Boston Cancellation Test (star condition) between ADHD and neurotypical peers (F(1,89)= 6.586, p=0.012), regardless of condition. Although performance improved over time in both groups, children with ADHD remained slower at both time points. This suggests slower information processing in tasks requiring sustained attention and inhibitory control, independent of the intervention, and may reflect cognitive overload. Conclusions: Findings suggest that 15-minute physically active learning session did not provide greater benefits on selective attention than a control video, but indicate that children with ADHD exhibited slower processing speed than neurotypical peers, despite overall improvement. Strengths of the study include a controlled design, while fatigue and medication may have influenced outcomes. Future studies should include clinically confirmed ADHD diagnoses and use longer intervention durations.