Psychiatria Danubina, Vol. 34 No. 2, 2022.
Original scientific paper
https://doi.org/10.24869/psyd.2022.288
EFFECTS OF MUSICOTHERAPY COMBINED WITH COGNITIVE BEHAVIORAL INTERVENTION ON THE COGNITIVE ABILITY OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Chenguang Zhu
; College of Music and Dance, Guangzhou University, Guangzhou, China
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) mainly manifests as learning difficulties, emotional impulsiveness,
excessive activities, and attention deficit disorder. Given that it can influence social communication abilities, as well as physical and
psychological health and viability, ADHD rehabilitation has attracted close attention. This study aims to discuss the influences of
musicotherapy combined with cognitive behavioral intervention on the cognitive ability of children with ADHD and provide some
references for ADHD rehabilitation.
Subjects and methods: A total of 120 children with ADHD in the Cooperative Hospital of Guangzhou University from June 2018
to May 2021 were chosen as the research objects. They were divided randomly into the control and observation groups with 60 cases
in each group via the observing random digital method. The control group was the blank control and did not receive any
intervention. The observation group received 16 weeks of musicotherapy combined with cognitive behavioral intervention. Symptoms
and the results of the numerical cross-attention test, the Wisconsin card sorting test, the combined Raven’s test (CRT), the Wechsler
intelligence scale for children test, and Conner’s child behavioral scale for parents of the two groups before and after the
intervention were compared.
Results: The relevant indexes of the control group did not show any significant changes after the intervention (P>0.05). In the
intervention group, the accurately crossed number and net scores increased significantly, whereas the wrongly crossed number and
missed crossed number scores and error; attention deficit; hyperactivity-impulsiveness; and ADHD-RS-Ⅳ total scores declined
dramatically after intervention relative to those before the intervention. Moreover, the above indexes of the observation group
showed more significant improvements than those of the control group (P<0.05). In the observation group, the conceptual level
percentage and the number of completed classes had significantly increased and the number of discontinuous errors and number of
continuous errors after the intervention had dropped sharply compared with those before. The above indexes of the observation
group had improved significantly compared with those of the control group (P<0.05). Moreover, in both groups, the
concentration/attention factor and CRT scores increased dramatically and the scores of Conner’s child behavior scale after the
intervention had dropped significantly compared with those before. After intervention, the above indexes of the observation group
showed greater improvements than those of the control group (P<0.05).
Conclusions: The musicotherapy combined with cognitive behavioral intervention can improve the cognitive functions of
children with ADHD and has clinical application values.
Keywords
musicotherapy; cognitive behavioral intervention; ADHD; children; cognitive functions
Hrčak ID:
280033
URI
Publication date:
5.7.2022.
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