Abstract

Purpose: This study aimed to examine the effects of Interactive Metronome (IM) training on impulsivity, attention, emotional, and behavioral regulation in a child with Attention-Deficit/Hyperactivity Disorder (ADHD). Research Design, Data, and Methodology: A single-case study was conducted with a 9-year-old child diagnosed with ADHD. The study followed an ABA' design, consisting of three phases: baseline, intervention, and follow-up. The intervention included a total of 12 IM training sessions. To assess pre- and post-intervention changes, the Abbreviated Conners Rating Scale (ACRS), Interactive Metronome’s Long Form Assessment (LFA), and Short Form Assessment (SFA) were used. Results: The results indicated positive changes in impulsivity and emotional regulation. The child's ACRS total score decreased from 26 to 16, demonstrating an improvement in behavioral symptoms. Additionally, significant improvements were observed in attention-related indicators, including SFA scores and synchronization rate (SRO), with sustained effects over time. Conclusion: These findings suggest that IM training can effectively enhance self-regulation, emotional control, and attention in children with ADHD, highlighting its clinical and homebased applicability. However, given the limitations of a single-case study, further research involving larger samples and long-term follow-ups is necessary