scholarly journals Effects of Balance Training on Postural Control of Children with Attention Deficit/Hyperactivity Disorder

2020 ◽  
Vol 30 (4) ◽  
Author(s):  
Jalil Moradi ◽  
Shamsi Jalali ◽  
Maria Pia Bucci
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Postural Control ◽  
Attention Deficit ◽  
Dynamic Balance ◽  
Balance Training ◽  
Control Group ◽  
Children With Adhd ◽  
Balance System ◽  
Hyperactivity Disorder ◽  
Experimental Group

Background: Children with attention-deficit/hyperactivity disorder (ADHD) have shown deficiencies in many physical activities in comparison with normally developing children. One of the problems of these children is the balance and postural control. Objectives: The aim of this study was to investigate the effects of balance training on postural control of children with ADHD. Methods: Thirty children with ADHD participated in this study and were divided randomly into experimental and control groups. The experimental group performed balance training three times per week for seven weeks. During this period, the control group did not experience any exercises but continued their normal activities. The Biodex balance system (BBS) was used to evaluate static and dynamic balance. Results: The balance training significantly increased static and dynamic balance in the experimental group (P < 0.001), while the balance scores of children with ADHD in the control group did not change. Participants in the experimental group also performed static and dynamic balance tests significantly better than members of the control group (P < 0.001). Conclusions: The results showed that specific balance training improves postural control of children with ADHD. These balance trainings probably lead to an adaptive mechanism in the sensory process and cerebellar integration of children with ADHD.

scholarly journals Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder

2013 ◽  
Vol 71 (11) ◽  
pp. 896-901 ◽  
Author(s):  
Elizabeth Zambrano-Sanchez ◽  
Jose A. Martinez-Cortes ◽  
Minerva Dehesa-Moreno ◽  
Yolanda del Rio-Carlos ◽  
Adrian Poblano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Executive Dysfunction ◽  
Group Method ◽  
Control Group ◽  
Intelligence Scale ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Pediatric Sleep Questionnaire

Objective To compare frequency of sleep disorders (SD) and executive dysfunction (ED) in children with attention deficit-hyperactivity disorder (ADHD) and a control group. Method We studied 156 children with ADHD with a mean age of 8.5 years, and a control group with 111 children with a mean age of 8.3 years. We utilized the Pediatric Sleep Questionnaire (PSQ) to screen SD and the working memory measurement from the Wechsler intelligence scale for children (WISC-IV) to screen ED. Results We did not observe an increased frequency of SD in children with ADHD compared with the controls. However, we did identify ED in children with ADHD; additionally a significant correlation was observed between the type of ADHD and SD and among ED, WISC-IV measurements, and type of SD in children with ADHD. Conclusion An increase of SD frequency in children with ADHD was not observed, but we did identify ED in children with ADHD. Additionally, a correlation among ADHD types, SD, ED, and WISC-IV measurements was observed in children with ADHD.

An investigation of visuospatial memory impairment in children with attention deficit hyperactivity disorder (ADHD), combined type

2005 ◽  
Vol 35 (10) ◽  
pp. 1433-1443 ◽  
Author(s):  
R. BARNETT ◽  
P. MARUFF ◽  
A. VANCE
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Memory Impairment ◽  
Stimulant Medication ◽  
Memory Task ◽  
Control Group ◽  
Visuospatial Memory ◽  
Careful Study ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background. Memory impairment is not considered a core cognitive feature of attention deficit hyperactivity disorder, combined type (ADHD-CT), although it is associated with impairments in attentional and executive functions. This study investigates visuospatial memory impairment, in particular encoding and retrieval aspects, in children with ADHD-CT who are stimulant-medication naive and medicated with stimulant medication.Method. A cross-sectional study of visuospatial memory in 6- to 12-year-old children with stimulant-medication-naive ADHD-CT (n=62) and medicated ADHD-CT (n=58) compared to an age- and gender-matched healthy control group (n=39) was completed.Results. Both medication-naive and medicated ADHD-CT groups demonstrated subtle yet significant impairment in visuospatial memory. The memory impairment was delay-independent, which, along with other factors, suggest dysfunction of the encoding rather than retrieval phase of visuospatial memory.Conclusions. Careful study of large ADHD-CT samples does detect deficits in a visuospatial memory task, but these reflect attentional deficits rather than being specifically due to dysfunction of the medial temporal lobe explicit memory system. Children with ADHD-CT may benefit from cognitive and behavioural strategies focused on improving encoding of relevant information rather than retrieval strategies.

scholarly journals Eye-Tracking Training Improves Inhibitory Control in Children with Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 11 (3) ◽  
pp. 314
Author(s):  
Tsz Lok Lee ◽  
Michael K. Yeung ◽  
Sophia L. Sze ◽  
Agnes S. Chan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eye Tracking ◽  
Inhibitory Control ◽  
Attention Deficit ◽  
Incongruent Condition ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Common Sign ◽  
Experimental Group

Disinhibition is a common sign among children with attention-deficit/hyperactivity disorder (ADHD). The present study examined the effect of computerized eye-tracking training to improve inhibitory control in ADHD children. Thirty-two ADHD children (mean age = 8.4 years) were recruited. Half of the participants underwent 240 min of eye-tracking training over two weeks (i.e., experimental group), while the other half did not receive any training (i.e., control group). After training, the experimental group exhibited significant improvements in neuropsychological tests of inhibition, such as faster reaction time in the incongruent condition of the Flanker test, more unique designs in the Category Fluency and Five-Point Tests, and a faster completion time in Trail 2 of the Children’s Color Trail Test. The control group did not show significant changes in any of these tests. Our findings support the use of eye-tracking training to improve the inhibitory control of ADHD children.

scholarly journals Computerized Eye-Tracking Training Improves the Saccadic Eye Movements of Children with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 10 (12) ◽  
pp. 1016
Author(s):  
Tsz Lok Lee ◽  
Michael K. Yeung ◽  
Sophia L. Sze ◽  
Agnes S. Chan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eye Movements ◽  
Eye Tracking ◽  
Attention Deficit ◽  
Saccadic Eye Movements ◽  
Saccade Latency ◽  
Pharmacological Intervention ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Abnormal saccadic eye movements, such as longer anti-saccade latency and lower pro-saccade accuracy, are common in children with attention-deficit/hyperactivity disorder (ADHD). The present study aimed to investigate the effectiveness of computerized eye-tracking training on improving saccadic eye movements in children with ADHD. Eighteen children with ADHD (mean age = 8.8 years, 10 males) were recruited and assigned to either the experimental (n = 9) or control group (n = 9). The experimental group underwent an accumulated 240 min of eye-tracking training within two weeks, whereas the control group engaged in web game playing for the same amount of time. Saccadic performances were assessed using the anti- and pro-saccade tasks before and after training. Compared to the baseline, only the children who underwent the eye-tracking training showed significant improvements in saccade latency and accuracy in the anti- and pro-saccade tasks, respectively. In contrast, the control group exhibited no significant changes. These preliminary findings support the use of eye-tracking training as a safe non-pharmacological intervention for improving the saccadic eye movements of children with ADHD.

scholarly journals Balance Training as an Adjunct to Methylphenidate: A Randomized Controlled Pilot Study of Behavioral Improvement Among Children With ADHD in China

2021 ◽  
Vol 11 ◽  
Author(s):  
Lei Feng ◽  
Yuanchun Ren ◽  
Jia Cheng ◽  
Yufeng Wang
Keyword(s):  
Behavioral Problems ◽  
Balance Training ◽  
Control Group ◽  
Therapeutic Effects ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
And Behavior ◽  
Core Symptoms ◽  
And Control ◽  
Experimental Group

Objective: This study aimed to compare the therapeutic effects of two different approaches to attention deficit hyperactivity disorder (ADHD): (1) methylphenidate (MPH) treatment combined with balance training, and (2) MPH monotherapy.Methods: The study was based on a randomized, single-blind trial involving 27 ADHD patients. An experimental group received the treatment combining MPH and balance training, while a control group were administered just MPH. After 40 sessions of training at the 6-month mark, patients' improvement as observed in their core symptoms and behavioral problems were compared between the experimental and control group.Results: A total of 27 patients underwent randomization, with 13 assigned to the experimental group and 14 to the control group. After the 6-month trial, the experimental group outperformed the control group in terms of teachers' scores for inattention on the ADHD-RS-IV (19.38 ± 2.96 vs. 23.21 ± 3.91, t = −2.854, P = 0.009). The experimental group also showed greater improvement on the items involving behavior (3.14 ± 1.46 vs. 5.24 ± 1.04, t = 1.463, P = 0.026) and hyperactivity (1.92 ± 1.19 vs. 3.86 ± 2.32, t = −2.697, P = 0.012).Conclusion: In children with ADHD, the experimental group displayed a significant improvement in the symptoms and behavior associated with inattention than did the group whose treatment consisted of only MPH.

scholarly journals Effectiveness of Psycho - Educational Intervention on the Rate of Attention of Preschool Children with Attention Deficit/Hyperactivity Disorder (ADHD)

2014 ◽  
Vol 24 ◽  
pp. 52-57
Author(s):  
Mokhtar Malekpour ◽  
Mozhgan Shooshtari
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Preschool Children ◽  
Educational Intervention ◽  
Attention Deficit ◽  
Educational Interventions ◽  
Analysis Of Covariance ◽  
Statistical Population ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Experimental Group

The aim of this research was to investigating the effectiveness of psycho-educational interventions on the Rate of attention of preschool children with attention deficit / hyperactivity disorder (ADHD). Statistical population included all Preschool boys with ADHD in Isfahan city, Iran during 2011-2012. The sample of this research was 30 children with ADHD Symptoms. To select this sample, multi-stage random sampling was employed. Then these 30 pre-schoolers were randomly assigned in two groups, (15 children in the experimental group and 15 children in the control group). Research method was experimental with pre and post test design. Research tool, was parent’s Conner’s questionnaire and clinical interview. Psycho-educational interventions as independent variable was performed on experimental group. Data was analyzed by analysis of Covariance. The results showed that the Psycho - Educational interventions is effective on the rate of attention of preschool children with ADHD (p < 0/001). Therefore, psycho-educational intervention is one of appropriate approach for improvement of attention in children with ADHD.

scholarly journals Computer-based inhibitory control training in children with Attention-Deficit/Hyperactivity Disorder (ADHD): Evidence for behavioral and neural impact

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0241352
Author(s):  
Kristin N. Meyer ◽  
Rosario Santillana ◽  
Brian Miller ◽  
Wes Clapp ◽  
Marcus Way ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Inhibitory Control ◽  
Attention Deficit ◽  
Psychological Disorder ◽  
Stop Signal Task ◽  
Control Group ◽  
Children With Adhd ◽  
Theta Power ◽  
Hyperactivity Disorder ◽  
Computerized Training

Attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychological disorder of childhood. Medication and cognitive behavioral therapy are effective treatments for many children; however, adherence to medication and therapy regimens is low. Thus, identifying effective adjunct treatments is imperative. Previous studies exploring computerized training programs as supplementary treatments have targeted working memory or attention. However, many lines of research suggest inhibitory control (IC) plays a central role in ADHD pathophysiology, which makes IC a potential intervention target. In this randomized control trial (NCT03363568), we target IC using a modified stop-signal task (SST) training designed by NeuroScouting, LLC in 40 children with ADHD, aged 8 to 11 years. Children were randomly assigned to adaptive treatment (n = 20) or non-adaptive control (n = 20) with identical stimuli and task goals. Children trained at home for at least 5 days a week (about 15m/day) for 4-weeks. Relative to the control group, the treatment group showed decreased relative theta power in resting EEG and trending improvements in parent ratings of attention (i.e. decreases in inattentive behaviors). Both groups showed improved SST performance. There was not evidence for treatment effects on hyperactivity or teacher ratings of symptoms. Results suggest training IC alone has potential to positively impact symptoms of ADHD and provide evidence for neural underpinnings of this impact (change in theta power; change in N200 latency). This shows promising initial results for the use of computerized training of IC in children with ADHD as a potential adjunct treatment option for children with ADHD.

scholarly journals Comparison of Nutrients' Intakes in Children with and without Attention Deficit Hyperactivity Disorder

2020 ◽  
Author(s):  
Elham Shareghfarid ◽  
Zohreh Sadat Sangsefidi ◽  
Mahdieh Hosseinzadeh ◽  
Amin Salehi-Abargouei ◽  
Mohammad Mohammadi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Healthy Children ◽  
Dietary Intakes ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Calcium Magnesium ◽  
Control Survey

Background: Attention deficit hyperactivity disorder (ADHD) is the most common chronic mental disorder among children. Children with ADHD may be at risk for a variety of nutrients' deficiencies. We aimed to assess the nutrients' intakes among ADHD children and compare them with the healthy ones. Methods: This was a hospital-based case-control survey over 120 ADHD as the cases and 240 non-ADHD children as the control participants aged 6-13 years. Usual dietary intakes were assessed using a validated semi quantitative food-frequency questionnaire (FFQ). The P-values were considered significant if they were < 0·05. Results: Energy: 2812.2 ± 1029.9 kcal/day vs. 3136.4 ± 1360.3 kcal/day, P = 0.001), fat: 78.3 ± 28.8 g/day vs. 87.2 ± 44.9 g/day, P > 0.001), and carbohydrate: 436.8 ± 192.6 g/day vs. 479.9 ± 244.2 g/day, P = 0.009) intakes were significantly lower in ADHD than healthy children. Similarly, consumption of calcium: 968.5 ± 358.3 mg/day vs. 1055.7 ± 453.4 mg/day, P = 0.03) and magnesium: 363.1 ± 173.9 mg/day vs. 411.9 ± 220.8 mg/day, P = 0.01) were significantly lower in the cases than control group. However, intakes of thiamin: 34.4±18.8 mg/day vs. 40.4 ± 25.6 mg/day, P = 0.002), riboflavin: 1.99 ± 0.76 mg/day vs. 2.21 ± 0.95 mg/day, P = 0.01), niacin: 24.9 ± 10.6 mg/day vs. 27.5 ± 13.2 mg/day, P = 0.01), and vitamin B5: 6.85 ± 3.35 mg/day vs. 7.49 ± 3.84 mg/day, P = 0.02) were significantly lower in the case than control group. Conclusion: Children with ADHD consumed significantly lower quantities of energy, macronutrients, calcium, magnesium, B vitamins (B1, B2, B3, B5), and vitamin C compared with the healthy children.

Caries Experience Associated with Attention – Deficit / Hyperactivity Disorder

2006 ◽  
Vol 30 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Michael Todd Grooms ◽  
Martha Ann Keels ◽  
Michael Roberts ◽  
F. Thomas McIver
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Caries Experience ◽  
Control Group ◽  
Daily Routine ◽  
Healthy Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Whole Saliva ◽  
Significant Difference

The purpose of this cross-sectional study was to examine whether children with attention-deficit / hyperactivity disorder (ADHD) had a total caries experience that was equivalent to children without the disorder. Methods: The test sample included children ages 6 to 10 years old diagnosed with ADHD by physicians at Duke University Medical Center. The control group also included healthy children 6 to 10 years old without the diagnosis of ADHD.A visual dental exam for caries was performed and a sample of whole, unstimulated saliva was collected. The parent / guardian of each participant completed a health/medication history and a questionnaire concerning the child's oral health and habits, daily routine, and demographic information. Results: Wilcoxon and chi-square tests showed that children with ADHD have significantly more enamel caries in the primary and permanent dentitions and a significantly higher prevalence of total caries experience when compared to controls. There was no significant difference in whole saliva production between the ADHD children and the controls. Conclusions: Dentists should be aware that children with ADHD are at higher risk for caries.

scholarly journals Fine motor deficits and attention deficit hyperactivity disorder in primary school children

2019 ◽  
Vol 25 ◽  
Author(s):  
Maria Mokobane ◽  
Basil J. Pillay ◽  
Anneke M. Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Attention Deficit ◽  
Primary School Children ◽  
Fine Motor ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background: Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting.Aim: This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands.Methods: The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area.Results: Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls.Conclusion: Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.

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