Examination of the Movement Status and Basic School Skills of Compulsory School-Aged Children with ADHD Symptoms

Abstract

This study examines motor skills and basic school abilities in compulsory school-aged children exhibiting symptoms of Attention Deficit Hyperactivity Disorder (ADHD). A review of prior research highlights the correlation between ADHD and deficits in motor coordination, primitive reflex retention, and learning difficulties. The study aimed to investigate these relationships by addressing the following questions: (1) Do children with ADHD symptoms exhibit significant motor skill deficits? (2) Are their learning abilities weaker compared to peers without ADHD symptoms? (3) Does the presence of ADHD symptoms correlate with primitive reflex retention? Hypotheses included that children with ADHD symptoms would show (H1) significant motor deficits, (H2) weaker learning abilities, and (H3) greater retention of primitive reflexes than their peers. A sample of 73 Hungarian children (43 boys, 30 girls, mean age 5.66 years) was assessed using ADHD symptom scales, motor skill evaluations, and the DIFER test of basic school skills. Data analysis utilized SPSS 24.0, employing descriptive and non-parametric tests. Results confirmed motor skill deficits in children with ADHD symptoms, particularly in coordination and balance. These children also displayed weaker writing-movement coordination and a higher prevalence of retained primitive reflexes. Findings underscore the necessity for integrated motor and cognitive assessments in ADHD diagnosis and intervention.