The Effect of Neurocognitive-Academic Training to Improve Chinese Handwriting in Children with ADHD

Abstract

Neurocognitive-academic training (NAT) is an innovative training model that aims to concurrently improve academic behavior and achievement for children with ADHD. We used a single-subject design with a changing criterion design to investigate the effects of NAT on improving behavior and performance during Chinese handwriting tasks for children with ADHD. Four children from varied backgrounds received the training in three phases (i.e., Behavioral Presentation, Strategy and Progression, and Maintenance and Self-reflection). Functional relationships have been established between NAT and on-task behavior, speed, and quality in Chinese handwriting tasks. Overall, increasing trends with large or very large effect sizes in the Maintenance and Self-reflection phase and the three-week follow-up could be concluded. This case study supports the use of NAT to improve academic-related behavior and achievement in practicing Chinese handwriting in children with ADHD. We also discussed the implications and limitations of this preliminary study and encouraged future inquiry.