Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention

Josephine Booth, James Boyle, Iain A. Mitchell, Phillip D. Tomporowski, Bryan A. McCullick, John J. Reilly

Research output: Contribution to conferenceAbstract

Abstract

Objective: Physical activity is beneficial for many psychological factors. Recent longitudinal studies have shown positive relationships among physical activity, academic attainment, executive functions, and behavior in typically developing (TD) young people. Attention-Deficit-Hyperactivity-Disorder (ADHD) and readingdifficulties (RD) are commonly reported in children, with high rates of co-occurrence. Both of these difficulties are associated with deficits in a range of factors, especially executive functions. Emerging research suggests that programmes of physical activity can lead to positive improvements, however a paucity of interventions have been reported for children with such difficulties. The present study explores whether a pilot physical activity programme improves cognition and behaviour in children with ADHD, RD, and co-occurring ADHD-and-RD. Method: 68 children, aged 9-12, took part in the present study: 15 with ADHD; 15 with RD; 15 with co-occurring ADHD + RD; and 23 TD. Participants completed tasks assessing: IQ; reading; working memory; inhibition; shifting and planning. Levels of physical activity were recorded using accelerometers. Parents and teachers also completed behavioural questionnaires. Half of the participants took part in a 12 week physical activity programme. Following this, all participants completed the same measures as at baseline. A delayed control design was employed whereby the control group then took part in the intervention before completing the assessments again. Results: Levels of moderate-to-vigorous physical activity (MVPA) were similar for all groups at baseline with the ADHD group averaging 62 mins/day, the RD group 61 mins/day, the co-occurring group 66 mins/day and the TD group 64 mins/day. Baseline task performance was controlled for using Analysis of Covariance. Taking part in the intervention led to improvements in working memory scores for those with ADHD and co-occurring difficulties (p<0.05, pη2=0.33). A trend for improvement was also seen for the RD and TD group compared to those who did not take part in the intervention. Conclusions: A physical activity programme resulted in selective score improvements for those with ADHD and co-occurring difficulties. Further analysis is planned following the completion of the intervention by the control group in December 2014. These findings have implications for treatment for ADHD and cooccurring difficulties.

Conference

ConferenceInternational Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015
CountryUnited Kingdom
CityEdinburgh
Period3/06/156/06/15
Internet address

Fingerprint

Attention Deficit Disorder with Hyperactivity
Cognition
Reading
Exercise
Executive Function
Short-Term Memory
Control Groups
Task Performance and Analysis
Child Behavior
Longitudinal Studies
Parents
Psychology
Research

Keywords

  • physical activity
  • cognition
  • children
  • attention deficit hyperactivity disorder
  • reading difficulties
  • intervention

Cite this

Booth, J., Boyle, J., Mitchell, I. A., Tomporowski, P. D., McCullick, B. A., & Reilly, J. J. (2015). Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention. Abstract from International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015, Edinburgh, United Kingdom.
Booth, Josephine ; Boyle, James ; Mitchell, Iain A. ; Tomporowski, Phillip D. ; McCullick, Bryan A. ; Reilly, John J. / Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention. Abstract from International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015, Edinburgh, United Kingdom.
@conference{9c51529025a447b48c7abcb9153a8a32,
title = "Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention",
abstract = "Objective: Physical activity is beneficial for many psychological factors. Recent longitudinal studies have shown positive relationships among physical activity, academic attainment, executive functions, and behavior in typically developing (TD) young people. Attention-Deficit-Hyperactivity-Disorder (ADHD) and readingdifficulties (RD) are commonly reported in children, with high rates of co-occurrence. Both of these difficulties are associated with deficits in a range of factors, especially executive functions. Emerging research suggests that programmes of physical activity can lead to positive improvements, however a paucity of interventions have been reported for children with such difficulties. The present study explores whether a pilot physical activity programme improves cognition and behaviour in children with ADHD, RD, and co-occurring ADHD-and-RD. Method: 68 children, aged 9-12, took part in the present study: 15 with ADHD; 15 with RD; 15 with co-occurring ADHD + RD; and 23 TD. Participants completed tasks assessing: IQ; reading; working memory; inhibition; shifting and planning. Levels of physical activity were recorded using accelerometers. Parents and teachers also completed behavioural questionnaires. Half of the participants took part in a 12 week physical activity programme. Following this, all participants completed the same measures as at baseline. A delayed control design was employed whereby the control group then took part in the intervention before completing the assessments again. Results: Levels of moderate-to-vigorous physical activity (MVPA) were similar for all groups at baseline with the ADHD group averaging 62 mins/day, the RD group 61 mins/day, the co-occurring group 66 mins/day and the TD group 64 mins/day. Baseline task performance was controlled for using Analysis of Covariance. Taking part in the intervention led to improvements in working memory scores for those with ADHD and co-occurring difficulties (p<0.05, pη2=0.33). A trend for improvement was also seen for the RD and TD group compared to those who did not take part in the intervention. Conclusions: A physical activity programme resulted in selective score improvements for those with ADHD and co-occurring difficulties. Further analysis is planned following the completion of the intervention by the control group in December 2014. These findings have implications for treatment for ADHD and cooccurring difficulties.",
keywords = "physical activity, cognition, children, attention deficit hyperactivity disorder, reading difficulties, intervention",
author = "Josephine Booth and James Boyle and Mitchell, {Iain A.} and Tomporowski, {Phillip D.} and McCullick, {Bryan A.} and Reilly, {John J.}",
year = "2015",
month = "6",
day = "3",
language = "English",
note = "International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015 ; Conference date: 03-06-2015 Through 06-06-2015",
url = "https://www.isbnpa.org/index.php?r=annualMeeting/index&year=2015",

}

Booth, J, Boyle, J, Mitchell, IA, Tomporowski, PD, McCullick, BA & Reilly, JJ 2015, 'Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention' International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015, Edinburgh, United Kingdom, 3/06/15 - 6/06/15, .

Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention. / Booth, Josephine; Boyle, James; Mitchell, Iain A.; Tomporowski, Phillip D.; McCullick, Bryan A.; Reilly, John J.

2015. Abstract from International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015, Edinburgh, United Kingdom.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention

AU - Booth, Josephine

AU - Boyle, James

AU - Mitchell, Iain A.

AU - Tomporowski, Phillip D.

AU - McCullick, Bryan A.

AU - Reilly, John J.

PY - 2015/6/3

Y1 - 2015/6/3

N2 - Objective: Physical activity is beneficial for many psychological factors. Recent longitudinal studies have shown positive relationships among physical activity, academic attainment, executive functions, and behavior in typically developing (TD) young people. Attention-Deficit-Hyperactivity-Disorder (ADHD) and readingdifficulties (RD) are commonly reported in children, with high rates of co-occurrence. Both of these difficulties are associated with deficits in a range of factors, especially executive functions. Emerging research suggests that programmes of physical activity can lead to positive improvements, however a paucity of interventions have been reported for children with such difficulties. The present study explores whether a pilot physical activity programme improves cognition and behaviour in children with ADHD, RD, and co-occurring ADHD-and-RD. Method: 68 children, aged 9-12, took part in the present study: 15 with ADHD; 15 with RD; 15 with co-occurring ADHD + RD; and 23 TD. Participants completed tasks assessing: IQ; reading; working memory; inhibition; shifting and planning. Levels of physical activity were recorded using accelerometers. Parents and teachers also completed behavioural questionnaires. Half of the participants took part in a 12 week physical activity programme. Following this, all participants completed the same measures as at baseline. A delayed control design was employed whereby the control group then took part in the intervention before completing the assessments again. Results: Levels of moderate-to-vigorous physical activity (MVPA) were similar for all groups at baseline with the ADHD group averaging 62 mins/day, the RD group 61 mins/day, the co-occurring group 66 mins/day and the TD group 64 mins/day. Baseline task performance was controlled for using Analysis of Covariance. Taking part in the intervention led to improvements in working memory scores for those with ADHD and co-occurring difficulties (p<0.05, pη2=0.33). A trend for improvement was also seen for the RD and TD group compared to those who did not take part in the intervention. Conclusions: A physical activity programme resulted in selective score improvements for those with ADHD and co-occurring difficulties. Further analysis is planned following the completion of the intervention by the control group in December 2014. These findings have implications for treatment for ADHD and cooccurring difficulties.

AB - Objective: Physical activity is beneficial for many psychological factors. Recent longitudinal studies have shown positive relationships among physical activity, academic attainment, executive functions, and behavior in typically developing (TD) young people. Attention-Deficit-Hyperactivity-Disorder (ADHD) and readingdifficulties (RD) are commonly reported in children, with high rates of co-occurrence. Both of these difficulties are associated with deficits in a range of factors, especially executive functions. Emerging research suggests that programmes of physical activity can lead to positive improvements, however a paucity of interventions have been reported for children with such difficulties. The present study explores whether a pilot physical activity programme improves cognition and behaviour in children with ADHD, RD, and co-occurring ADHD-and-RD. Method: 68 children, aged 9-12, took part in the present study: 15 with ADHD; 15 with RD; 15 with co-occurring ADHD + RD; and 23 TD. Participants completed tasks assessing: IQ; reading; working memory; inhibition; shifting and planning. Levels of physical activity were recorded using accelerometers. Parents and teachers also completed behavioural questionnaires. Half of the participants took part in a 12 week physical activity programme. Following this, all participants completed the same measures as at baseline. A delayed control design was employed whereby the control group then took part in the intervention before completing the assessments again. Results: Levels of moderate-to-vigorous physical activity (MVPA) were similar for all groups at baseline with the ADHD group averaging 62 mins/day, the RD group 61 mins/day, the co-occurring group 66 mins/day and the TD group 64 mins/day. Baseline task performance was controlled for using Analysis of Covariance. Taking part in the intervention led to improvements in working memory scores for those with ADHD and co-occurring difficulties (p<0.05, pη2=0.33). A trend for improvement was also seen for the RD and TD group compared to those who did not take part in the intervention. Conclusions: A physical activity programme resulted in selective score improvements for those with ADHD and co-occurring difficulties. Further analysis is planned following the completion of the intervention by the control group in December 2014. These findings have implications for treatment for ADHD and cooccurring difficulties.

KW - physical activity

KW - cognition

KW - children

KW - attention deficit hyperactivity disorder

KW - reading difficulties

KW - intervention

UR - https://www.isbnpa.org/index.php?r=annualMeeting/index&year=2015

UR - https://www.isbnpa.org/files/annual_meetings/2015/06/10/16/attachments/557869344fefe.pdf

M3 - Abstract

ER -

Booth J, Boyle J, Mitchell IA, Tomporowski PD, McCullick BA, Reilly JJ. Can physical activity improve cognition in children with ADHD and Reading Difficulties? Findings from a preliminary intervention. 2015. Abstract from International Society of Behavioral Nutrition and Physical Activity Annual Meeting 2015, Edinburgh, United Kingdom.