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Research Article  |   March 2001
Effect of Interactive Metronome® Training on Children With ADHD
Author Affiliations & Notes
  • Robert J. Shaffer, PhD, is Adjunct Assistant Professor of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Ann Arbor, Michigan
  • Lee E. Jacokes, PhD, is Professor of Psychology, Aquinas College, Grand Rapids, Michigan
  • James F. Cassily, is Director, Neural Technology Research Center, 3090 Dawes, SE, Grand Rapids, Michigan 49508; cassily@interactivemetronome.com
  • Stanley I. Greenspan, MD, is Clinical Professor of Psychiatry, Behavioral Sciences, and Pediatrics, George Washington University Medical School, Washington, DC
  • Robert F. Tuchman, MD, is Professor of Neurology, University of Miami Medical School, Miami Children’s Hospital, Miami, Florida
  • Paul J. Stemmer, Jr., PhD, is Director, Center for Research, Madonna University, Livonia, Michigan
  • Copyright © 2001 by the American Occupational Therapy Association, Inc.
Article Information
Attention Deficit Hyperactivity Disorder / Pediatric Evaluation and Intervention / Children
Research Article   |   March 2001
Effect of Interactive Metronome® Training on Children With ADHD
American Journal of Occupational Therapy, March/April 2001, Vol. 55, 155-162. doi:10.5014/ajot.55.2.155
American Journal of Occupational Therapy, March/April 2001, Vol. 55, 155-162. doi:10.5014/ajot.55.2.155
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 and posttreatment 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.