Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

• Published in: Medicine and science in sports and exercise Vol. 48; no. 7; pp. 1397 - 1407
• Main Authors: BUSTAMANTE, EDUARDO ESTEBAN, DAVIS, CATHERINE LUCY, FRAZIER, STACY LYNN, RUSCH, DANA, FOGG, LOUIS F, ATKINS, MARC S, MARQUEZ, DAVID XAVIER
• Format: Journal Article
• Language: English
• Published: United States American College of Sports Medicine 01-07-2016
• Subjects: Attention Deficit and Disruptive Behavior Disorders - therapy; Attention Deficit Disorder with Hyperactivity - therapy; Behavior Therapy - methods; Child; Executive Function; Exercise; Female; Humans; Male; Memory, Short-Term
• ISSN: 0195-9131; 1530-0315
• DOI: 10.1249/MSS.0000000000000891

PURPOSEThe objective of this study is to test the feasibility and impact of a 10-wk after-school exercise program for children with attention deficit hyperactivity disorder and/or disruptive behavior disorders living in an urban poor community.
METHODSChildren were randomized to an exercise program (n = 19) or a comparable but sedentary attention control program (n = 16). Cognitive and behavioral outcomes were collected pre-/posttest. Intent-to-treat mixed models tested group–time and group–time–attendance interactions. Effect sizes were calculated within and between groups.
RESULTSFeasibility was evidenced by 86% retention, 60% attendance, and average 75% maximum HR. Group–time results were null on the primary outcome, parent-reported executive function. Among secondary outcomes, between-group effect sizes favored exercise on hyperactive symptoms (d = 0.47) and verbal working memory (d = 0.26), and controls on visuospatial working memory (d = −0.21) and oppositional defiant symptoms (d = −0.37). In each group, within-group effect sizes were moderate to large on most outcomes (d = 0.67 to 1.60). A group–time–attendance interaction emerged on visuospatial working memory (F[1,33] = 7.42, P < 0.05), such that attendance to the control program was related to greater improvements (r = 0.72, P < 0.01), whereas attendance to the exercise program was not (r = 0.25, P = 0.34).
CONCLUSIONSAlthough between-group findings on the primary outcome, parent-reported executive function, were null, between-group effect sizes on hyperactivity and visuospatial working memory may reflect adaptations to the specific challenges presented by distinct formats. Both groups demonstrated substantial within-group improvements on clinically relevant outcomes. Findings underscore the importance of programmatic features, such as routines, engaging activities, behavior management strategies, and adult attention, and highlight the potential for after-school programs to benefit children with attention deficit hyperactivity disorder and disruptive behavior disorder living in urban poverty where health needs are high and services resources few.