This study investigated the effect of the Interactive Metronome (IM) intervention on timing, attention, and motor function in two boys diagnosed with ADHD. The participants were a seven-year-old first grader and a fourteen-year-old second grader. They underwent IM training over three weeks, from January to February 2015. Pre- and post-intervention evaluations measured their timing (using IM Long Form Assessment), attention (using RehaCom screening module), and motor skills (using Bruininks-Oseretsky Test of Motor Proficiency, second version, BOT-2).

Both boys demonstrated improved timing, as indicated by reduced response times across all motor tasks. In terms of attention, the seven-year-old showed enhancements in visual attention division, neglect, and response inhibition, while the fourteen-year-old exhibited improved sustained attention. Moreover, both children showed significant progress in motor function, with the younger boy improving his percentile rank in short motor tasks from 42nd to 96th, and the older boy from 21st to 66th percentile.

In conclusion, these case studies suggest that IM training may significantly improve timing, attention, and motor control in children with ADHD.
This case report study tracks the journey of two elementary school boys, one in the first year and the other in the second. Both boys underwent 3 weeks of IM training and were evaluated before and after the intervention on three significant areas: timing, attention, and motor skills. The tools of assessment were the Long Form Assessment (LFA) for timing, RehaCom screening for attention, and the Bruininks-Oseretsky Test of Motor Proficiency, second version (BOT-2) for motor function.

Witness a striking transformation as both boys demonstrate improvements in timing with reduced response times for all motor tasks on the LFA. The attention dimension also flourishes; case 1 shows enhanced visual attention division, neglect, and response inhibition, while case 2 displays improvements in sustained attention.

Finally, the BOT-2 presents a compelling picture of progress; both boys significantly boost their percentile ranks, with case 1 skyrocketing from 42nd to 96th percentile and case 2 leaping from the 21st to the 66th percentile.

This compelling journey offers encouraging evidence of the potency of Interactive Metronome training, highlighting its potential to significantly enhance the timing, attention, and motor control of children with ADHD. Clinicians, delve into this exciting research and bolster your understanding of this powerful tool.