NAT significantly reduced homeroom teacher-rated inattention and hyperactivity/impulsivity relative to control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Significant Time × Group interactions emerged for both homeroom teacher-rated inattention (η²p = 0.25) and hyperactivity/impulsivity (η²p = 0.16), with the NAT group improving and controls stable. → Han Jiang 2026

Evidence¶

Han Jiang 2026¶

Han Jiang, Stuart J. Johnstone, Yingxin Li, Jinjin Lu & Bo-Bei Mao. (2026). Neurocognitive Academic Training to Improve Symptoms Executive Functions and Chinese Handwriting in Children with ADHD. npj Science of Learning. https://doi.org/10.1038/s41539-026-00415-9

q3 · i3 · causal · r2

Homeroom teacher ADHD-RS ratings in the same RCT. For teacher-rated inattention the interaction was also significant (F(1,54) = 17.76, p < 0.001, η²p = 0.25); for hyperactivity the intervention group improved (p < 0.001) while controls were stable (p = 0.128), with a significant post-intervention group difference (p < 0.001).

"Hyperactivity/Impulsivity demonstrated a significant Time main effect (F(1,54) = 29.30, p < 0.001, η²p = 0.35), significant Group main effect (F(1,54) = 5.98, p < 0.05, η²p = 0.10), and significant interaction (F(1,54) = 9.94, p < 0.01, η²p = 0.16)."

Discussion¶

Related Claims¶

• NAT significantly reduced parent-rated inattention in children with ADHD relative to control (η²p = 0.46) — related
• Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — related
• Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related