Extended Abstract
1.    Introduction
Attention Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition affecting a substantial portion of the population. In addition to attention deficits and impulsivity, adolescents with ADHD often exhibit motor coordination difficulties, particularly in maintaining static and dynamic balance (3, 4). The Alexander Technique, a body-awareness–based educational approach, has recently gained attention among researchers and clinicians. This technique is grounded in three core principles: enhancing postural awareness, inhibiting maladaptive motor patterns, and replacing them with more effective and conscious movement strategies (13–16). Empirical evidence suggests that the Alexander Technique can improve postural control in older adults, individuals with chronic musculoskeletal pain, and those with neuromuscular disorders (13–18). However, its effectiveness in improving postural balance among adolescents with ADHD remains largely underexplored. Given that children with ADHD often demonstrate deficits in sensory–motor integration and motor control (11), interventions that target body awareness, self-regulation, and sensory processing may offer innovative and effective rehabilitative options. Therefore, this study aims to investigate the effects of an Alexander Technique training program on static and dynamic balance in adolescent girls with ADHD.
2.    Methods
This semi-experimental study employed a pretest–posttest design with a control group and included female middle school students aged 13 to 16 years in Tehran. Based on the inclusion criteria, 30 participants were selected and randomly assigned to the experimental and control groups (n = 15 per group). Initial screening was conducted using the Conners Parent Rating Scale (3), and final diagnostic confirmation was obtained through a structured DSM-5–based clinical interview and the Integrated Visual and Auditory Continuous Performance Test (IVA-CPT) (4). Ethical procedures were fully observed, including a clear explanation of study objectives to parents and students, written informed consent from parents, and verbal assent from participants, in accordance with the Declaration of Helsinki (2013) (5). Static balance was assessed using the Stork Balance Test, a validated measure with reported reliability coefficients of approximately 0.66 (23), while dynamic balance was evaluated using the Y-Balance Test, recognized for its high precision and reliability, with coefficients ranging from 0.85 to 0.93 (23). The experimental group completed an eight-week Alexander Technique training program consisting of two sessions per week, each lasting 30–45 minutes; early sessions emphasized body awareness and proprioceptive development, whereas later sessions focused on applying these principles to functional movement and complex postural tasks (13–18). All statistical analyses, including ANCOVA and paired t-tests, were conducted using SPSS version 26, with the significance level set at 0.05 (6).
3.    Results
Paired t-tests revealed significant improvements in static and dynamic balance within the experimental group from pretest to posttest (p < 0.05), while no significant changes were observed in the control group. ANCOVA results indicated significant between-group differences in the posttest stage after controlling for pretest effects (Table 1). 

4.    Discussion
The findings of this study align with previous research by Chimiklis et al. (2018) (24), Roushan et al. (2024) (25), and Zhang et al. (2023) (26), which demonstrated that mind–body approaches such as the Alexander Technique and yoga can improve motor coordination, reduce excessive muscular tension, and enhance balance in children with ADHD. The improvements observed in both static and dynamic balance in the present study suggest that the Alexander Technique may exert its effects through enhanced neuromuscular coordination. Contemporary theoretical models propose that the technique operates through three primary mechanisms: increasing postural awareness, modulating maladaptive muscle tension, and improving the regulation of conscious and efficient movement patterns (14, 27). Considering its low cost, ease of implementation, and suitability for school environments, the Alexander Technique represents a promising non-pharmacological and complementary rehabilitation method for children with ADHD. The technique likely facilitates improvements in sensory awareness and motor pattern recognition by enhancing the alignment of the head, neck, and trunk. These cognitive-perceptual changes support the reorganization of tonic muscle activity—particularly within the core and pelvic stabilizing muscles—which play essential roles in maintaining balance. One of the distinguishing features of the Alexander Technique is its ability to regulate muscle tone and reduce unnecessary rigidity, thereby contributing to more efficient postural control and improved balance performance (27). Overall, the findings of this study confirm that Alexander Technique exercises can produce meaningful improvements in static and dynamic balance among adolescent girls with ADHD by optimizing motor patterns and reducing maladaptive muscular tension. These outcomes are both statistically significant and clinically relevant, underscoring the value of incorporating non-invasive, movement-based interventions into rehabilitation programs for children with ADHD. Given its simplicity, affordability, and compatibility with educational settings, the Alexander Technique may serve as an effective adjunctive approach alongside traditional cognitive and pharmacological treatments.

Ethical Considerations
Compliance with ethical guidelines
All ethical principles were fully observed in this study. Participants and their parents were informed about the purpose and procedures of the research, and assurances were provided regarding the confidentiality of all personal information. Participation was entirely voluntary, and individuals were free to withdraw from the study at any point without any consequences. Additionally, participants were informed that they could access the study results upon request.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. 
Authors' contributions
All authors equally contributed to preparing article.
Conflicts of interest
The author declares no conflict of interest.