ADHD is a neurodevelopmental difference reflected in a wide range of individual profiles. Children with ADHD may regulate attention, inhibit responses, plan actions, coordinate movement, or adapt to environmental information in distinctive ways.

Current models recognize that attention differences do not arise from a single isolated cognitive mechanism. They reflect complex interactions among executive functioning, behavioral regulation, motor control, perception, motivation, and engagement with the environment.

Support for children with ADHD is typically multimodal and individualized. Depending on each child’s needs, it may combine educational strategies, behavioral supports, occupational or other therapy services, environmental adaptations, and medication when appropriate. Nonpharmacological and complementary approaches play an important role in supporting self-regulation strategies, functional skills, and participation in everyday activities.

Within this context, MoveR combines visual information, body movement, and cognitive engagement to support functions involved in attention, visual-motor coordination, and learning.

MoveR is not intended to replace evidence-based ADHD care. It is a complementary tool for professionals supporting children with distinctive attention profiles. It can be integrated into an individualized support plan, alongside educational, therapeutic, behavioral, environmental, and medical approaches as appropriate.

Vision, Attention, and Gaze Control: Supporting the Connection Between Perception and Action

Attention is a dynamic process that includes selecting relevant information, staying engaged with a task, and adapting behavior to a goal. Research on ADHD indicates that some children may show distinctive patterns in attentional control, visual information processing, and response regulation.

Research by Maria-Pia Bucci and colleagues has highlighted connections among visual attention, oculomotor control, and postural regulation in children with ADHD. These findings support approaches that consider the interaction among gaze, posture, movement, and attention.

MoveR creates situations in which a child explores visual information, selects a relevant target, maintains attention, and produces an adaptive motor response. This approach engages several functions involved in learning at the same time.

Movement and Executive Functioning: Learning Through Action

Current research suggests that structured physical activity can support selected cognitive functions in children with ADHD, including attention, inhibition, and executive functioning.

Movement can be an especially useful learning medium because it engages the child in an active loop:

Perceive -> analyze -> plan -> act -> adjust

MoveR reflects this approach by using interactive activities in which movement supports regulation and engagement. The child is not simply observing; they participate in an active experience that requires adaptation, anticipation, and motor control.

Motor Coordination and Visual-Motor Integration

Studies show that some children with ADHD also have motor coordination, movement accuracy, or motor planning differences.

Visual-motor integration is the ability to use visual information effectively to guide action. It contributes to handwriting, object use, school activities, independence, and interaction with the environment.

MoveR supports this connection between perception and action through activities engaging:

• eye-hand coordination;
• spatial orientation;
• adapting movement to a target;
• planning a motor response.

Engagement, Motivation, and Active Learning

Current ADHD supports emphasize environments that encourage:

• active engagement;
• immediate feedback;
• adjustable levels of challenge;
• motivation through game-based interaction.

Interactive environments can help a child stay involved in a task and provide the repetition needed to develop new strategies.

MoveR allows professionals to adjust activity settings and create individualized, progressive experiences that align with therapeutic or educational goals.

MoveR Within an Individualized Support Plan

MoveR is a complementary approach designed to support functional skills in children with ADHD.

It can be used:

• as part of early nonpharmacological support while a broader individualized plan is being developed;
• alongside medication when medication is appropriate, to support attention, movement, and learning strategies;
• over time to reinforce strategies and encourage transfer into everyday activities.

The goal is not to change a child’s personality or natural way of functioning. It is to provide an environment in which the child can develop attention, coordination, and adaptive strategies in ways that build on their strengths.