43. Intervention study on the combined effect of english language training and psychological support for patients with attention deficit hyperactivity disorder

Abstract Background Patients with Attention Deficit Hyperactivity Disorder (ADHD) commonly exhibit inattention, poor impulse control, and emotional instability, with approximately 60% experiencing functional impairment beyond adolescence and continuing into adulthood. Traditional interventions mainly focus on medication or behavioral training, often neglecting the synergistic impact of language-based cognitive enhancement and emotional regulation. Structured English language training may improve executive function through semantic comprehension, task memory, and interactive speaking activities, while psychological support can stabilize emotional responses and enhance motivation to maintain engagement. Previous studies have demonstrated that combining emotional regulation with cognitive training yields significantly greater improvement in executive function than single-modality interventions. Therefore, this study systematically investigates the integrated effect of English language training and psychological support on attention and emotional management in ADHD patients. Methods A total of 56 adolescents diagnosed with mild to moderate ADHD were selected and randomly assigned to an experimental group (n = 28) and a control group (n = 28) for a 12-week intervention. The experimental group received task-based English language training three times per week combined with psychological support counseling once per week, while the control group received routine behavior management training and family guidance. The Conners’ Rating Scale and the Beck Anxiety Inventory (BAI) were administered before and after the intervention, supplemented by an executive-function task duration test. Data were analyzed using paired t-tests and repeated-measures ANOVA, with p<.05 considered statistically significant. Results After the intervention, the experimental group showed an 18.6% reduction in Conners’ scores, with the attention-deficit and impulsivity subscales decreasing by 21.4% and 17.3% (p<.01). In the control group, reductions were 7.9% and 5.2% (p>.05). The experimental group’s executive-task duration increased from 6.3 to 9.1 minutes, a 44.4% improvement, significantly higher than the control group’s 14.8%. The BAI score decreased by 12.5% in the experimental group, compared with 3.1% in the control group. The proportion of patients with frequent emotional fluctuations declined from 25.0% to 10.7%. Intervention engagement was moderately correlated with attention improvement (r = 0.47, p<.01), indicating that psychological support enhanced involvement in language training. Discussion The results indicate that English language training combined with psychological support significantly improves attention persistence and impulse control in ADHD patients, while also contributing to more stable emotional regulation. The mechanism may involve language training strengthening executive function pathways, whereas psychological support promotes cognitive motivation and self-regulation, together creating a dual enhancement effect. Compared with conventional behavioral training, this combined approach demonstrates enhanced tolerance, higher engagement, and better adaptability, especially among patients with stronger language learning ability or pronounced emotional fluctuations. Future research may incorporate digital language training and real-time psychological monitoring, extend follow-up periods, and further optimize intervention frequency to confirm long-term effectiveness. Overall, this intervention model shows strong clinical feasibility and considerable potential for wider implementation, offering a new and promising strategy for comprehensive ADHD rehabilitation. Funding No. 2412055212.