Attention Span Remediation of Attention Deficit Hyperactive Disorders (ADHD) Preschoolers with Music as Learning Background

Abstract

The purpose of this study is to investigate effects of background music on the attention span of ADHD preschoolers using an A-B-A-B reversal design. Students’ attention span were compared base on the ability to complete sole puzzle play. The attention span was firstly measured in terms of the accuracy of the puzzle pieces filled as well the speed t complete the puzzles play. The next
analysis involves the occurrences of attention span in terms of students’ behavior. A particular checklist served as the instrument to measure the occurrences of students’ attention span behaviour. The total occurrence of targeted behaviours were counted and divided by the total number of intervals during each session lasting for thirty minutes. Participants in the study consist of two preschoolers diagnosed with Attention Deficit Hyperactive Disorder (ADHD). Participants attention span behavior were measured individually during each phase while solitary puzzle play commences. Participants were exposed to background music during the intervention phases as the intervention to their inattention deficits. Overall findings show that music effectively increases the attention span of ADHD preschoolers across time. The increasing mean scores were more significant during the second cycle of intervention phase for both participants. The finding implies that the use of music may serve as a remediating approach for intervening ADHD children. The findings also shows that the inattentive deficits of ADHD children may be promptly attended, thus the executive function of these children may effectively results in academic success and meaningful learning experiences.