Effects of interactive metronome training on timing, attention, working memory, and processing speed in children with ADHD: a case study of two children.
Yun-Yi Park, Yu-Jin Choi
PMID 29643596WHAT IT FOUND
In two children with ADHD, interactive metronome training was followed by faster timing and higher attention scores, but one child showed no working-memory change.
It is a case report, not proof the training works.
Key findings
01Both children's timing task averages were lower after training: Child 1 from 244 to 134 ms, and Child 2 from 238 to 97 ms.
02Both children's attention SRO% was higher after training: Child 1 from 3.5% to 13.7%, and Child 2 from 4.0% to 27.6%.
03Working memory percentile ranks moved from 94 to 97 for Child 1 and from 68 to 96 for Child 2; processing speed percentile ranks moved from 20 to 55 for Child 1 and from 34 to 83 for Child 2.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTs
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What it does not show
The study included only two children, and the authors say generalising the results calls for caution. The design was before and after, and the paper does not describe a control group, blinding, or independent outcome assessment. One child showed no significant change in working memory. Parent and teacher reports were used, but no blinded or standardised follow-up outcome is reported. The paper does not report funding or conflicts of interest.
Declared interests
No funding or conflict-of-interest statement is provided.
The easy way to misread this
Do not conclude that interactive metronome training alone improves ADHD. The study included only two children, was a before-and-after report, and does not describe other concurrent treatments.