Effects of Fairytales on Preschool Children With Attention Deficit Hyperactivity Disorder

Effects of Individualized Fairytales on Preschool Children With Attention Deficit Hyperactivity Disorder With Developmental Delay

Under traditional rehabilitation programs, investigate the additional effects of individualized fairytales on preschool children with Attention Deficit Hyperactivity Disorder with developmental delays.

Thirty preschool children with Attention Deficit Hyperactivity Disorder and developmental delays will be enrolled in regular traditional rehabilitation programs. They will be randomized to the intervention group and control group. The participants in the intervention group will receive an additional 30 minutes per week for 12 sessions of individualized fairytales classes by a child and educational teacher for three months. The participants of both groups will continue to receive the traditional rehabilitation programs. Therapeutic effects, including attention, cognitive function, vocabulary function, physical functional performance, and quality of life at baseline, will be evaluated after 12 weeks of treatment and three months after the treatment. The evaluator will be blinded to the group's allocation during the whole course of the intervention.

In addition to traditional rehabilitation programs, 30 minutes per week for 12 sessions of individualized fairytales classes by a child and educational teacher for three months, to preschool children with Attention Deficit Hyperactivity Disorder and developmental delays in regular traditional rehabilitation programs

score assessed by Swanson, Nolan and Pelham questionnaire, higher score indicating greater hyperactivity

score change by Conners Kiddie Continuous Performance Test, greater score indicating lower attention span

score change by Receptive and Expressive Vocabulary Test, higher score indicating greater performance

score change by Wechsler Intelligence Scale for Children, the average score is 100, with a higher score indicating higher intelligence and a lower score indicating a lower level of intelligence

score assessed by Pediatric Outcome Data Collection Instrument, 0-100, a higher score indicating greater performance

score assessed by the Pediatric Quality of Life Inventory, 0-100, a higher score indicating a greater quality of life

score assessed by Child Health Questionnaire, parent form 28, 0-100, a higher score indicating better performance

Inclusion Criteria: preschool children with a diagnosis of Attention Deficit Hyperactivity Disorder and developmental delay, under regular traditional rehabilitation programs, intelligence quotient 70 or greater Exclusion Criteria: age less than 3 or greater than 6 of children diagnosed with Attention Deficit Hyperactivity Disorder and developmental delay, under regular traditional rehabilitation programs, intelligence quotient below 70