Children with attention deficit hyperactivity disorder (ADHD) may have difficulty with activities that require concentration. A study by the Federal University of Minas Gerais (UFMG), with the participation of children and adolescents with ADHD and typically developing, investigates whether stimulation from music can help or hinder in this context.
Despite not finding an effect in relation to attention, as was the main objective, the research obtained relevant findings. The participants had fewer errors in the activity in which they were evaluated when they were listening to music, as well as reported preferring this stimulus.
“There was no direct effect on the question of alertness, orientation or conflict. There was no difference with or without music, both for boys with ADHD and those with typical development”, says occupational therapist, Camila Mendes, research coordinator.
“However, they made less mistakes doing it with music. Therefore, our perception is that, perhaps, the direct effect of music is not specifically on attention. Maybe it makes them more motivated to achieve, more excited and interested in doing well in that ‘game’. So they end up making less mistakes”, he comments.
The specialist states that these findings also contribute to the literature, considering that worldwide there are notes on the relationship between music and attention, but in a controversial and scarce way.
The initial search for scientific references on the relationship between stimulus and attention was the starting point of the researcher’s thesis, with an article published in the scientific journal Developmental Neuropsychology.
In other words, including a child’s favorite song, as long as it does not contain lyrics and has a positive meaning, which the child likes, can increase motivation and reduce the rate of errors in their activities.
Camila Mendes, occupational therapist
Measuring the sound stimulus
In addition to being an occupational therapist, the researcher responsible for the study is also a musician. “The intention was to show the use of music, not within the therapeutic approach, such as music therapy, or within music education, but rather as a daily strategy that could help children”, points out the researcher.
According to her, there also had to be a relationship and not be just any sound like white or pink noise, for example, pointed out by some studies as beneficial to concentration.
“The chosen track was known by the public, because it was necessary to have a relationship, an emotional involvement, since this tends to be a motivator”, says Camila. “It’s like in literature: there is usually a result when the songs are known and instrumental. That’s why the voice was removed and we reached the format of a musical stimulus in a passive way, with only the instrumental and listened with headphones that blocked out external noise”, she completes.
The researcher adds that the choice was made based on an interview prior to the research, with the children with and without ADHD themselves. “Before taking the test, I still showed them the songs and asked if they liked it, if they knew it, if they felt happier or sadder”.
The test was carried out individually, some at the Borges da Costa Outpatient Clinic, at the Hospital das Clínicas of UFMG and others at the children’s and adolescents’ homes, lasting up to 15 minutes, consisting of five electronic or game songs. On the computer, the child performed the attention test sometimes listening to the sound, sometimes not.
“It was a specific task that required his concentration. She had to point the direction of the fish on the screen. Sometimes this could be made more difficult with variations, such as appearing with more fish, in opposite directions, having clues or not where it would be. And the answers were given by the control similar to a video game”, explains Camila.
In this way, it was possible to evaluate three attention skills: alertness, orientation and conflict, from the comparison of the result of the activity, to verify if performance improved or worsened listening to music or not, explains the therapist.
The study involved the participation of 76 boys aged 10 to 12 years old, 34 with ADHD, who were followed up at the Borges da Costa Outpatient Clinic, and 42 without a diagnosis of the disorder. They were matched for age, gender, and socioeconomic status (low and middle class).
According to Camila, the fact that the group is only male is due to the prevalence of ADHD, thus making it easier to recruit a sufficient number for equalization.
Assessment on a case-by-case basis
According to Camila, there are indications that music motivates children, including those without ADHD, as observed in the study.
“It still cannot be generalized and point out that doing homework listening to music will be good, because we did a specific test of attention and in a controlled environment. It is necessary to test with other activities and in other environments”, he points out.
“Music acts on several areas in our brain, so perhaps there were greater activations of areas more related to motivation and emotions”, he comments in relation to the results found.
Indirectly we understand that yes, musical stimulus can be a path. So there must be an unfolding of this research to evaluate this with day-to-day activities, with homework, a math test or a specific task, at home or in a school environment, for example
Camila Mendes, occupational therapist
Source: CNN Brasil
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