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| Intervention effect of paper and pen training group course on pre-schoolers with attention-deficit/hyperactivity disorder |
| ZHOU Meijun, WEI Rongmei, ZHAO Ting, ZUO Hailing |
| Yangzhou Maternal and Child Health Hospital, Medical College of Yangzhou University, Yangzhou 225002, Jiangsu Province, China |
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Abstract Objective To compare the intervention effects of group attention training and routine training on children with attention-deficit/hyperactivity disorder （ADHD） , and provide new ideas and practical basis for attention training of ADHD children. Methods A total of 86 children （62 males and 24 females, aged 4 -6 years）were enrolled. They were randomly divided into experimental group and control group. The experimental group used the combination of routine training and group attention training, and the control group only used routine training. The attention and partial executive function of children in the two groups were evaluated with SNAP-Ⅳ scale and childhood executive functioning inventory（CHEXI）before and after treatment, and the improvement of children in the two groups were compared. Results Before intervention, there were no significant differences in SNAP-Ⅳ total scores, attention-deficit, hyperactivity and impulsivity,CHEXI working memory, and inhibition scores between the two groups （ P>0.05）. After 3 months of intervention, each score decreased significantly in the experimental group and the control group （P<0.001）. Compared with decreases in the control group, there were more significant decreases in the experimental group. Conclusion Group attention training can effectively improve ADHD children’s attention and reduce hyperactivity and impulsivity.
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