Determining the Effectiveness of Phonological Awareness Combined With Music Rhythm on Executive Functions in Children With Attention-Deficit/Hyperactivity Disorder (ADHD) Comorbid With Developmental Dyslexia

Rahimi , Shekoofeh; Saeidmanesh , Mohsen; Demehri, Farangis

Volume 15 - Articles-1404 MEJDS (2025) 15: 103 | Back to browse issues page

Mendeley

Zotero

RefWorks

Rahimi S, Saeidmanesh M, Demehri F. Determining the Effectiveness of Phonological Awareness Combined With Music Rhythm on Executive Functions in Children With Attention-Deficit/Hyperactivity Disorder (ADHD) Comorbid With Developmental Dyslexia. MEJDS 2025; 15 (0) :103-103
URL: http://jdisabilstud.org/article-1-3391-en.html

Determining the Effectiveness of Phonological Awareness Combined With Music Rhythm on Executive Functions in Children With Attention-Deficit/Hyperactivity Disorder (ADHD) Comorbid With Developmental Dyslexia

Shekoofeh Rahimi¹

, Mohsen Saeidmanesh²

, Farangis Demehri ^*³

1- MA in Children and Adolescents Clinical Psychology, Science and Arts University, Yazd, Iran
2- Associate Professor, Department of Psychology, Science and Arts University, Yazd, Iran
3- Assistant Professor, Department of Psychology, Science and Arts University, Yazd, Iran

Abstract: (1409 Views)

Abstract
Background & Objectives: Attention–deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders seen in early childhood. A common disorder associated with ADHD is developmental dyslexia. It is a learning disorder characterized by difficulties in reading, writing, spelling, and word pronunciation despite normal intelligence, adequate education, and no sensory impairments. In general, the coexistence of ADHD with developmental dyslexia may cause several problems in the academic progress and overall functioning of children and have a significant impact on their mental health. In addition, in most cases, only one of these disorders is diagnosed in these children; that is, either ADHD or a learning disability. According to the research background, the majority of treatments for these children are drug therapy, play therapy, and cognitive consciousness therapy alone. Proper identification of both child disorders and timely treatment of common cognitive deficits can have a significant impact on academic achievement. Therefore, the present study aimed to determine the effectiveness of a phonological awareness program combined with rhythmic music on executive functions in children with ADHD comorbid with developmental dyslexia.
Methods: The present study was a quasi–experimental study with a pretest–posttest design with a control group. The statistical population included all children with the diagnosis of ADHD comorbid with developmental dyslexia in Yazd City, Iran, in 2023. Among these children, 30 people who met the entry requirements were selected from specialized child consulting centers in Yazd by sampling, with a minimum sample of 15 in each group. Participants were randomly assigned to the experimental and control groups (15 people each). The criteria for children to enter the study were the absence of psychological disorders such as anxiety and depression in the child (through a comprehensive interview and assessment by researchers) and the absence of physical disabilities. The criterion for excluding children from the study was the absence of more than 2 sessions in the educational intervention. The Barkley Deficits in Executive Functioning Scale–Children and Adolescents (BDEFS–CA) (Barkley, 2012) was used for pretest and posttest for two groups. For the experimental group, the phonological awareness program combined with music rhythm was held twice a week during 90–minute sessions. There was no treatment for the control group. To comply with research ethics, the present study obtained written consent from the subjects and provided them with the necessary information about the research in writing. The subjects also participated voluntarily in the study and were assured of the confidentiality of their information. At the end of the study, to maintain ethical standards, the treatment programs implemented in the experimental group were also applied to the control group. Data were analyzed in SPSS version 24 using descriptive statistics (percentage, frequency, mean, and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance tests), with a significance level of 0.05.
Results: The results showed that the intervention (phonological awareness training with music rhythm) was effective on time self–management (p=0.022), self–organizing/problem solving (p=0.010), self–control/inhibition (p=0.017), self–motivation (p=0.016), emotional self–regulation (p=0.014), and overall executive functions (p=0.008) in the posttest of the experimental group. In addition, according to the eta square, the average increase values for time self–management, self–organizing/problem solving, self–control/inhibition, self–motivation, emotional self–regulation, and overall executive functions were equal to 0.878, 0.974, 0.929, 0.937, 0.949, and 0.951, respectively, which showed the effect of the experimental intervention. Also, the greatest effectiveness was in self–organization/problem–solving, with a score of 0.97.
Conclusion: The results of the present study showed that phonological awareness training using musical rhythm improves executive functions in children with ADHD comorbid with developmental dyslexia, and this program can be used in schools and learning disability centers.

Keywords: Phonological awareness, Executive functions, Attention deficit hyperactivity disorder, Developmental dyslexia

Full-Text [PDF 307 kb] (32 Downloads)

Type of Study: Original Research Article | Subject: Psychology

References

1. Parlatini V, Itahashi T, Lee Y, Liu S, Nguyen TT, Aoki YY, et al. White matter alterations in attention-deficit/hyperactivity disorder (ADHD): a systematic review of 129 diffusion imaging studies with meta-analysis. Mol Psychiatry. 2023;28(10):4098–123. [DOI]

2. Koutsoklenis A, Honkasilta J. ADHD in the DSM-5-TR: what has changed and what has not. Front Psychiatry. 2023;13:1064141. [DOI]

3. Ben Hamida S, Sengupta SM, Clarke E, McNicholas M, Moroncini E, Darcq E, et al. The orphan receptor GPR88 controls impulsivity and is a risk factor for attention-deficit/hyperactivity disorder. Mol Psychiatry. 2022;27(11):4662–72. (2022). [DOI]

4. Araujo APDQC. Attention deficit hyperactivity disorder and dyslexia: a history of overlap. Arquivos de Neuro-Psiquiatria. 2012;70(2):83–4. [DOI]

5. Snowling MJ, Lervåg A, Nash HM, Hulme C. Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia. Dev Sci. 2019;22(1):e12723. [DOI]

6. Hess DW, Kennedy CH, Hardin RA, Kupke T. Attention deficit/hyperactivity disorder and learning disorders. In: Kennedy CH, Moore JL; editors. Military neuropsychology. Springer Publishing Company; 2010.

7. Barkley RA. Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). Guilford Press; 2012.

8. Crisci G, Caviola S, Cardillo R, Mammarella IC. Executive functions in neurodevelopmental disorders: comorbidity overlaps between attention deficit and hyperactivity disorder and specific learning disorders. Front Hum Neurosci. 2021;15:594234. [DOI]

9. Galesi O, Di Blasi FD, Grillo L, Elia F, Giambirtone MC, Figura MG, et al. Dyslexia and attention deficit hyperactivity disorder associated to a De Novo 1p34.3 Microdeletion. Genes. 2022;13(11):1926. [DOI]

10. Darvishi E, Demehri F, Saedmanesh M, Abooyi A. Investigating the effectiveness of motor based cognitive rehabilitation on orientation and neuropsychological. symptoms in children with non-verbal learning disorder. Journal of Learning Disabilities. 2020;10(1):70–86. [Persian] [Article]

11. Araújo S, Faísca L. A meta-analytic review of naming-speed deficits in developmental dyslexia. Sci Stud Read. 2019;23(5):349–68. [DOI]

12. Araujo APDQC. Attention deficit hyperactivity disorder and dyslexia: a history of overlap. Arq Neuro-Psiquiatr. 2012;70(2):83–4. [DOI]

13. Soltani Kouh Banani MH, Zarenezhad S, Abazari K. Psychometric properties of Barkley's Children and Adolescent Functional Performance Scale. Psychology of Exceptional Individuals. 2018;8(30):19–45. [Persian] [Article]

14. Dastjerdi Kazemi M, Soleimani Z. Phonological Awareness Test. Tehran; 2009. [Persian]

15. Demehri F, Darvishi E, Saiedmanesh M. Effectiveness of motor based cognitive rehabilitation on orientation, learning memory, attention, and cognition in children with non-verbal learning disorder. Scientific Journal of Rehabilitation Medicine. 2020;9(2):249–56. [Persian] [Article]

16. Bayrami M, Hashemi T, Esmailpour K, Nemmati F, Khosheghbal M. Evaluation of the effectiveness of cognitive rehabilitation focused on working memory in improving symptoms of reading disorder in primary school students. Cognitive Strategies in Learning. 2021;9(17):1–16. [Persian] [Article]

17. Pape-Neumann J, Ermingen-Marbach M, Grande M, Willmes K, Heim S. The role of phonological awareness in treatments of dyslexic primary school children. Acta Neurobiol Exp (Wars). 2015;75(1):80–106. [DOI]

18. Crick I. Children's self-esteem: the benefits of art therapy in elementary schools [Internet]. Kutenai Art Therapy Institute; 2016.

19. Firoozi M, Barfi V, Towhidi AZ. Music therapy for autism: a preliminary investigation of acceptability, efficacy, and treatment challenges in a mixed design. Journal of Rehabilitation Medicine. 2021;10(5):1024–37.. [Persian] [DOI]

20. Siponkoski ST, Martínez-Molina N, Kuusela L, Laitinen S, Holma M, Ahlfors M, et al. Music therapy enhances executive functions and prefrontal structural neuroplasticity after traumatic brain injury: evidence from a randomized controlled trial. J Neurotrauma. 2020;37(4):618–34. [DOI]

21. Peretz I. Processing of local and global musical information by unilateral brain-damaged patients. Brain. 1990;113 (Pt 4):1185-205. [DOI]

22. Martínez‐Molina N, Siponkoski S, Särkämö T. Cognitive efficacy and neural mechanisms of music‐based neurological rehabilitation for traumatic brain injury. Ann N Y Acad Sci. 2022;1515(1):20–32. [DOI]

23. Flaugnacco E, Lopez L, Terribili C, Montico M, Zoia S, Schön D. Music training increases phonological awareness and reading skills in developmental dyslexia: a randomized control trial. PLoS One. 2015;10(9):e0138715. [DOI]

24. Groß C, Serrallach BL, Möhler E, Pousson JE, Schneider P, Christiner M, et al. Musical performance in adolescents with ADHD, ADD and dyslexia—behavioral and neurophysiological aspects. Brain Sci. 2022;12(2):127. [DOI]

25. Shin HJ, Lee HJ, Kang D, Kim JI, Jeong E. Rhythm-based assessment and training for children with attention deficit hyperactivity disorder (ADHD): a feasibility study protocol. Front Hum Neurosci. 2023;17:1190736. [DOI]

26. van der Oord S, Buitelaar J, Prins PJM. Identifying language development in children with ADHD: differential challenges, interventions, and collaborative strategies. Children. 2024;11(7):841. [DOI]

27. Rodriguez-Gomez DA, Talero-Gutiérrez C. Effects of music training in executive function performance in children: a systematic review. Front Psychol. 2022;13:968144. [DOI]