Trial reportBMC pediatrics2026
Comparative effectiveness of 12-week open- and closed-skill exercises on executive function in children with ADHD and developmental dyslexia: a randomized controlled trial.
Trial report in BMC pediatrics, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundChildren with attention deficit/hyperactivity disorder and comorbid developmental dyslexia (ADHD + DD) demonstrate both core symptoms of ADHD and pronounced reading difficulties, which further compromise executive function (EF). This study compared the effects of open-versus closed-skill exercises (OSE vs. CSE) on EF in children with ADHD + DD.
methodsThirty children (6.9-8.5 years) with ADHD + DD were randomly assigned to OSE (n = 15) or CSE (n = 15) training, with 15 typically developing (TD) children receiving CSE. All completed 12-week, thrice-weekly, moderate-to-high intensity (> 60% VO₂ max) sessions. OSE performed table tennis; CSE did track-and-field. EF was assessed with SCWT, CFT, and TMT; visual perception used DTVP-3. Data were analyzed by two-way repeated-measures ANOVA, with ANCOVA used to adjust baseline differences.
resultsCompared with TD peers, ADHD + DD children exhibited impairments in inhibitory control (including Stroop A/B/C/D RT, Stroop B/D error count, and word interference time), all working memory indices, cognitive flexibility (digit-alphabet linking time), and all visual perception measures (all p < 0.05). After intervention the outcomes revealed significant Group × Time differences in EF, including inhibitory control (Stroop B/D RT, word interference time), working memory (delayed detail and structural memory), and cognitive flexibility (digit-alphabet linking time) (p < 0.05). Post-hoc tests confirmed that OSE yielded significantly greater improvements than CSE. For secondary visual perception outcomes, all measures showed significant Group × Time interactions (all p < 0.05). Further adjusted analyses demonstrated that OSE outperformed CSE significantly in visual-motor integration (VMI), copying ability, motor-reduced visual perception (MRP), form consistency, and general visual perception (GVP) (all p < 0.05).
conclusionsOSE (table tennis training) has superior efficacy in improving EF and visual perception in children with ADHD + DD compared with CSE (track-and-field training), providing preliminary empirical evidence for a feasible non-pharmacological intervention strategy for this population.
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