Effects of vestibular stimulation techniques in children with attention deficit/hyperactivity disorder

Background: The literature on Ayres Sensory Integration (ASI) therapy has long-recognized the benefits of vestibular stimulation, particularly in relation to occupational therapy. Children with poor discrimination of proprioceptive and vestibular input usually show poor attention and are constantly moving and fidgeting. Learning becomes difficult without proper and sufficient sensory integration, and affected individuals typically feel uncomfortable about themselves. However, most studies have evaluated the ASI in an occupational therapy context and very few studies have examined its use in the classroom.

Objective: This interdisciplinary study evaluated the effectiveness of 30-minute vestibular stimulation techniques (e.g., super tramp, slides, seesaws) in improving attention to tasks in students aged 8-10 years with Attention Deficit/Hyperactivity Disorder (ADHD).

Method: Three children with ADHD received the intervention, whereas 5 children with ADHD did not. The attention levels, executive function, and disruptive behaviors of the participants were assessed using ADHD Rating Scale-5 for children and structured observations before and after the 5-day intervention. 

Results: The result showed that the vestibular stimulation techniques increased the level of attention, improved executive function, and thus decreased disruptive behaviors of the ADHD training group. 

Conclusions: Children with ADHD increased the level of attention and improved classroom executive function, consequently reducing disruption in the classroom; thus, using the 5-day vestibular stimulation intervention positively affected children with ADHD.

Implications: Children can be provided with early intervention and one or more therapies, including medical interventions and occupational therapy. These combined treatments could decrease inattention, improve executive functioning, and decrease disruptive behaviors.