Effectiveness of Neurocognitive Exercises to Improve Attention Among Children with ADHD

Background ADHD is a common neurodevelopmental disorder impacting children’s academic and social functioning. This study investigates the effectiveness of neurocognitive exercises as a complementary intervention to improve attention and reduce hyperactivity/impulsivity, assessed using the NICHQ Vanderbilt Assessment Scale.  Methodology A Quasi-Experimental (single group pre-test and post-test design) was conducted to assess the effectiveness of neurocognitive exercise to improve attention among children with ADHD. Convenient sampling was used for the study on 15 children between age group 7–12 years meeting ADHD diagnostic criteria. Participants will complete neurocognitive exercises three days weekly for six weeks. Changes in attention, hyperactivity/impulsivity, and academic performance will be evaluated using the NICHQ scale, and paired t-tests will determine significance.  Results The pre-test to post-test comparison showed significant improvements in attentional control, reduced hyperactive/impulsive behaviors, and enhanced academic performance following the intervention, with overall assessment scores indicating a statistically significant change (p < 0.001).  Conclusion Neurocognitive exercises effectively improved attention in individuals with ADHD. Future research was suggested to investigate their long-term effects and broader applications.