Dual-Task Training Of Balance And Cognition As Compared To Cognitive Training On Cognitive And Behavioural Symptoms In Children With ADHD
Trial Snapshot
- Phase
- Phase 3
- Status
- Not yet recruiting
- Sponsor
- Enrollment
- 32
- Locations
- 1
- Primary Endpoint
- PEBL Test Battery – A standardized computerized tool measuring
Study Overview
Brief Summary
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders affecting children worldwide with symptoms that extend beyond inattention and impulsivity. Increasing evidence shows the children with ADHD virtual experience difficulties with balance coordination and sensory integration due to changes in the dopaminergic and vestibular systems. Neuroimaging studies have revealed alterations in the cerebellum caudate nucleus and basal ganglia-areas vital for motor control and postural stability.
Studies show that 30 to 50% of children with ADHD exhibit poor balance and coordination with vestibular dysfunction present approximately 60% of the combined type of ADHD. Deficits not only compromise motor performance but may also exacerbate attention and executive control problems. Despite this, physiotherapeutic interventions targeting balance in children with ADHD remain limited.
Considering the neuroplasticity of the developing brain, dual task training that combines balance and cognitive components may represent a potential non-pharmacological approach to influence postural stability attention and behavioural regulation in children with ADHD. It is possible that engaging both motor and cognitive systems simultaneously could promote better functional outcomes. Investigating the effective of structured dual task training may therefore offer valuable insights into its probable role as a holistic neuro rehabilitation intervention potentially bridging the gap between motor rehabilitation, cognitive enhancement, and behavioural modulation in children with ADHD.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Masking
- None
Eligibility Criteria
- Ages
- 6.00 Year(s) to 12.00 Year(s) (—)
- Sex
- All
Inclusion Criteria
- •Children aged between 6-12 years ADHD diagnosed formally using the DSM V criteria and confirmed by either a pediatrician or a psychologist or a psychiatrist Participants must have stable behavioral and medication management for at least three months prior to enrollment to minimize confounding effects from recent treatment changes Consenting Parents.
Exclusion Criteria
- •Children who are unable to follow instructions.
- •Children with any other medical (physical or psychological) conditions, such as epilepsy, cardiovascular issues, or orthopaedic injuries.
Outcomes
Primary Outcomes
PEBL Test Battery – A standardized computerized tool measuring
Time Frame: Baseline, 3 weeks, 6 weeks
Vanderbilt
Time Frame: Baseline, 3 weeks, 6 weeks
Secondary Outcomes
No secondary outcomes reported
Investigators
Priyanka Awatramani
DY Patil deemed to be University, School of Physiotherapy