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Interactive metronome training for a 9-year-old boy with attention and motor coordination difficulties.针对一名患有注意力和运动协调困难的9岁男孩的交互式节拍器训练。
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Effect of interactive metronome training on children with ADHD.交互式节拍器训练对多动症儿童的影响。
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4
WISC-III subtest patterns of ADHD and normal samples.注意力缺陷多动障碍（ADHD）样本与正常样本的韦氏儿童智力量表第三版（WISC-III）分测验模式。
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交互式节拍器训练对多动症儿童时间感知、注意力、工作记忆和处理速度的影响：两名儿童的案例研究

Effects of interactive metronome training on timing, attention, working memory, and processing speed in children with ADHD: a case study of two children.

作者信息

Park Yun-Yi, Choi Yu-Jin

机构信息

Department of Occupational Therapy, Dongnam Health College, Republic of Korea.

Department of Occupational Therapy, College of Health Science, Jungwon University: 85 Munmu-ro, Goesan-eup, Goesan-gun, Chungcheongbuk-do 28024, Republic of Korea.

出版信息

J Phys Ther Sci. 2017 Dec;29(12):2165-2167. doi: 10.1589/jpts.29.2165. Epub 2017 Dec 7.

DOI:10.1589/jpts.29.2165
PMID:29643596
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5890222/
Abstract

[Purpose] The purpose of this study was to present the effects of Interactive metronome (IM) on timing for children with Attention-Deficit Hyperactivity Disorder (ADHD). [Subjects and Methods] The subjects of the present study were 2 children diagnosed with ADHD. Pre- and post-intervention tests were completed by the researcher using Long Form Assessment (LFA) test of IM and K-WPPSI-IV. The subjects were provided with IM for 40 minutes at a time, 2 times per week, for a total of 8 weeks. [Results] The timing decreased after IM intervention. The subjects showed improvement in attention span after IM intervention. Working memory index as well as processing speed index were increased after intervention, as shown by the Korean-Wechsler Preschool and Primary Scale of Intelligence-IV (K-WPPSI-IV). [Conclusion] IM was effective in improving timing, attention, working memory and processing speed in children with ADHD.

摘要

[目的] 本研究旨在呈现交互式节拍器（IM）对注意力缺陷多动障碍（ADHD）儿童时间感知的影响。[对象与方法] 本研究的对象为2名被诊断为ADHD的儿童。研究者使用IM的长式评估（LFA）测试和韩国韦氏幼儿及初小智力测验第四版（K-WPPSI-IV）在干预前后进行测试。受试者每次接受40分钟的IM训练，每周2次，共8周。[结果] IM干预后时间感知能力下降。IM干预后受试者的注意力广度有所改善。如韩国韦氏幼儿及初小智力测验第四版（K-WPPSI-IV）所示，干预后工作记忆指数和处理速度指数均有所提高。[结论] IM对改善ADHD儿童的时间感知、注意力、工作记忆和处理速度有效。