Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context

Abstract

Recent estimates indicate that attention deficit hyperactivity disorder (ADHD) is prevalent in about 2.5% of adults and 5.9% of young people. Negative impacts of ADHD are often reported in academic performance, emotional and cognitive functioning, and peer relationships, but little is known about ADHD and music. Using a detailed case study approach, structured observations in contrasting settings over a period of several school terms were made of one Primary and one Secondary school-aged boy, each with a formal assessment of ADHD. Analyses of video-based observations every 30 s ( n = 5,961 in total) were related to (1) the particular core ADHD symptoms attributed to inattention, hyperactivity and impulsivity, together with their observed severity; and (2) tutors’ and pupils’ actions during their focus music sessions. These quantitative data enriched the qualitative analyses. The research findings indicate that, notwithstanding their ADHD-related symptoms, the affected individuals could engage successfully in music and acquire musical skills. ADHD was not a static condition, but variable according to pedagogical and musical context. Habitual ADHD symptoms were either reduced or entirely absent when participants were engaged in playing and performing music. Analyses suggest that an effective, context-sensitive and inclusive pedagogy can integrate pupils into successful individual and collective music making.

Fluctuations of attention during self-paced naturalistic goal-directed behavior in ADHD

“…Everyday goal-directed behavior manifests as self-paced interaction with rich contexts filled with meaningful stimuli. While there is increasing evidence that, in individuals with ADHD the ability to concentrate is highly dependent on the context is accumulating (e.g., viewing movies 11 ; playing games 13 ; doing physical activity 14 ; listening to music 23 ), experimental approaches that allow reliable objective measurements of volitional real-world behavior have been lacking.…”

Yoga and music intervention reduces inattention, hyperactivity/impulsivity, and oppositional defiant disorder in children’s consumer with comorbid ADHD and ODD

“…Other researchers show that music can have positive psychological effects in the treatment of ADHD ( Park et al, 2022 ), as well as that music therapy can enhance the effectiveness of yoga practice and greatly relax the brain after stress ( Weerasinghe and Joniton, 2021 ). When participants in a prior study listened to or played music, their ADHD symptoms were reduced or disappeared completely ( Wilde and Welch, 2022 ). Furthermore, the interaction between musical rhythms can stimulate emotions and relax the mind ( Vajpeyee et al, 2022 ), and music reduces ADHD symptoms by influencing mood, cognition, and behavior ( Zemestani et al, 2023 ).…”

The Implementation of Inclusion and Pedagogical Support in Music Education: A Systematic Review

“…Two studies (Perry, 2022;Rozsics, 2010) were left out since they were inaccessible. Total of 19 studies (Altun & Eyüpoğlu, 2018;Bremmer et al, 2021;INCLUSIVE MUSIC EDUCATION REVIEW Preprint v1 | 180624 Draper, 2022;Draper, 2017;Draper et al, 2019;Majerus & Taylor, 2020;Monk et al, 2013;Pino, 2022;Salvador, 2015;Salvador et al, 2020;Smith, 2018;Sutela et al, 2020;VanWeelden & Whipple, 2014;Whipple & VanWeelden, 2012;Wilde & Welch, 2022;Wong, 2021;Wong & Chik, 2015, 2016aWong & Chik, 2016b) were included in the extraction phase (see Table 1).…”

“…In the study of Bremmer et al (2021), the movement was part of a multimodal pedagogical approach that included experiencing music through embodiment and using narrative and material elements with social aspects overarching all the dimensions (Bremmer et al, 2021). In their study on ADHD and musical behavior, Wilde and Welch (2022) reported that a need for movement and talking was combined with the set task, such as inventing and performing a rap song or enacting rhythms using body percussion.…”