TY - JOUR
T1 - Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder
T2 - brief report
AU - Shema-Shiratzky, Shirley
AU - Brozgol, Marina
AU - Cornejo-Thumm, Pablo
AU - Geva-Dayan, Karen
AU - Rotstein, Michael
AU - Leitner, Yael
AU - Hausdorff, Jeffrey M.
AU - Mirelman, Anat
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis.
PY - 2019/8/18
Y1 - 2019/8/18
N2 - Purpose: To examine the feasibility and efficacy of a combined motor-cognitive training using virtual reality to enhance behavior, cognitive function and dual-tasking in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Fourteen non-medicated school-aged children with ADHD, received 18 training sessions during 6 weeks. Training included walking on a treadmill while negotiating virtual obstacles. Behavioral symptoms, cognition and gait were tested before and after the training and at 6-weeks follow-up. Results: Based on parental report, there was a significant improvement in children’s social problems and psychosomatic behavior after the training. Executive function and memory were improved post-training while attention was unchanged. Gait regularity significantly increased during dual-task walking. Long-term training effects were maintained in memory and executive function. Conclusion: Treadmill-training augmented with virtual-reality is feasible and may be an effective treatment to enhance behavior, cognitive function and dual-tasking in children with ADHD.
AB - Purpose: To examine the feasibility and efficacy of a combined motor-cognitive training using virtual reality to enhance behavior, cognitive function and dual-tasking in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Fourteen non-medicated school-aged children with ADHD, received 18 training sessions during 6 weeks. Training included walking on a treadmill while negotiating virtual obstacles. Behavioral symptoms, cognition and gait were tested before and after the training and at 6-weeks follow-up. Results: Based on parental report, there was a significant improvement in children’s social problems and psychosomatic behavior after the training. Executive function and memory were improved post-training while attention was unchanged. Gait regularity significantly increased during dual-task walking. Long-term training effects were maintained in memory and executive function. Conclusion: Treadmill-training augmented with virtual-reality is feasible and may be an effective treatment to enhance behavior, cognitive function and dual-tasking in children with ADHD.
KW - Attention deficit hyperactivity disorder
KW - child
KW - executive function
KW - exercise
KW - virtual reality therapy
UR - http://www.scopus.com/inward/record.url?scp=85047144099&partnerID=8YFLogxK
U2 - 10.1080/17518423.2018.1476602
DO - 10.1080/17518423.2018.1476602
M3 - Article
AN - SCOPUS:85047144099
SN - 1751-8423
VL - 22
SP - 431
EP - 436
JO - Developmental Neurorehabilitation
JF - Developmental Neurorehabilitation
IS - 6
ER -