The camp met 3 days a week, about 45 min to an hour each session, over four consecutive weeks for a total of 9 to 12 hours. Six children with ADHD, age 8.6-14.3 years, who participated in a virtual magic camp program for children with disabilities, were included in this study. This single-group study aims to describe the effectiveness of a virtual summer magic camp program to enhance self-esteem in children and adolescents with ADHD. However, there is a paucity of evaluation studies using this intervention applied to children with ADHD. Magic, a performing art, when used therapeutically, has been shown to enhance self-esteem in children with neurodevelopmental disorders. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.Ĭhildren with attention-deficit/hyperactivity disorder (ADHD) have been reported to experience low self-esteem. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction.

Changes were maintained when the program was finished.

Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). Results demonstrated that the learning and performing of magic tricks could impact all three domains of learning resulting in student improvement in on task behaviors, planning and sequencing, socialization and meaningful conversation, and fine motor skills/dexterity. This is an activity-based, academic and functional curriculum that integrates simple magic tricks into classroom instruction in an organized, systematic manner. Teachers used the Hocus Focus tm curriculum for this project. This project was implemented to determine if learning and performing magic tricks as a part of an educational activity could bring about improvements in specific areas for special learners. However, instruction that addresses these needs is often not a component of the school-wide curriculum. Many of these students have – or will have – a significant need to develop not only academic skills but also functional and social skills. We are asking educators to teach an increasingly heterogeneous population of students, some of which face additional learning challenges. As a society, we are looking to schools to be or become settings where our children learn the skills for successful adulthood.

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