43. Intervention study on the combined effect of english language training and psychological support for patients with attention deficit hyperactivity disorder

Abstract Background Patients with Attention Deficit Hyperactivity Disorder (ADHD) commonly exhibit inattention, poor impulse control, and emotional instability, with approximately 60% experiencing functional impairment beyond adolescence and continuing into adulthood. Traditional interventions mainly focus on medication or behavioral training, often neglecting the synergistic impact of language-based cognitive enhancement and emotional regulation. Structured English language training may improve executive function through semantic comprehension, task memory, and interactive speaking activities, while psychological support can stabilize emotional responses and enhance motivation to maintain engagement. Previous studies have demonstrated that combining emotional regulation with cognitive training yields significantly greater improvement in executive function than single-modality interventions. Therefore, this study systematically investigates the integrated effect of English language training and psychological support on attention and emotional management in ADHD patients. Methods A total of 56 adolescents diagnosed with mild to moderate ADHD were selected and randomly assigned to an experimental group (n = 28) and a control group (n = 28) for a 12-week intervention. The experimental group received task-based English language training three times per week combined with psychological support counseling once per week, while the control group received routine behavior management training and family guidance. The Conners’ Rating Scale and the Beck Anxiety Inventory (BAI) were administered before and after the intervention, supplemented by an executive-function task duration test. Data were analyzed using paired t-tests and repeated-measures ANOVA, with p