In the wide range of studies carried out on neurodevelopmental disorders (NDD), rhythm disorders have been identified as a major cross-cutting component. The aim of our research is to evaluate the effect of intensive rhythm-based rehabilitation on rhythmic abilities and its generalization to attentional, executive and reading skills.

Current knowledge of impaired rhythmic skills in NDD is based on a number of studies, mainly carried out with groups of children presenting either Attention Deficit Disorder with or without Hyperactivity (ADHD), Developmental Coordination Disorder (DCD) or Learning to Read Disorder (dyslexia, DYS). The authors highlighted an impairment of the temporal sphere, and more specifically a timing deficit. A few studies have already evaluated the effect of rhythm-based rehabilitation in children with isolated NDD (Flaugnacco et al., 2015; Habib et al., 2013; Jamey et al., 2024; Puyjarinet et al., 2020) and show an improvement in certain untrained cognitive functions (reading skills, phonological awareness, attention, working memory, inhibition).

The intervention, in groups of 6 children, takes place face-to-face, during a school vacation period over 5 consecutive days, 4 hours per day. The sessions are based on specific multimodal training and motor response using the djembe.

After an inclusion visit, all patients undergo a full neuropsychological assessment, which is repeated 2 months later (before-after design). These measurements will take place over one day at the Toulouse University Hospital, in person.

In the meantime, measurements of the assessment criteria are repeated daily before, during and after the intervention, according to a Single Case Experimental Design (SCED). Daily assessments, excluding weekends, will be performed and recorded via the Toulouse University Hospital's TéléO tool. A 5-days final evaluation phase will be carried out 3 months after the intervention to assess long-term effects.

Inclusion Criteria:

• Diagnosis of neurodevelopmental disorder involving at least two impairments (ADHD + DCD, ADHD + Dyslexia, Dyslexia + DCD, ADHD + Dyslexia + DCD), according to DSM-5 criteria (2015), established at the Language and Learning Disorders Reference Center (CRTLA) of Toulouse University Hospital.
• Aged between 8 years and 10 years 6 months.
• Enrolled in elementary school.
• Visual, auditory (with permitted aids), motor, oral and written expression and comprehension abilities sufficient, according to the investigator physician's assessment, to perform cognitive tests and follow the intervention.
• Patient beneficiary/affiliate of the French Social Security system.
• Signed informed consent from parent(s) / legal guardian(s) in accordance with French law and Good Clinical Practice, along with minor's assent.
• Authorization for image and sound recording.

Exclusion Criteria:

• Practice of a musical instrument during the current year (in a music school or leisure activity).
• Behavioral disorder making group practice difficult (e.g., oppositional defiant disorder) according to the investigator's opinion.
• Patient diagnosed with autism spectrum disorder or intellectual developmental disorder (IQ < 70).
• Patient with epilepsy (with or without treatment).
• Uncorrected hearing or visual impairment.
• Current treatment with psychostimulants or psychotropic drugs (notably methylphenidate, antidepressants).
• Patient lacking access to a stable internet connection required for teleconsultation assessments.
• Any family or sociological condition preventing compliance with the procedures outlined in the study protocol, according to the investigator's opinion.
• Patient participating in another human research study involving experimental treatment or behavioral therapy.
• Ongoing rehabilitative care is not an exclusion criterion for the study.