Development of Audio and Visual Attention Assessment System in Combination with Brain Wave Instrument: Apply to Children with Attention Deficit Hyperactivity Disorder

2017 ◽  
pp. 153-161
Author(s):  
Chin-Ling Chen ◽  
Yung-Wen Tang ◽  
Yong-Feng Zhou ◽  
Yue-Xun Chen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Assessment System ◽  
Brain Wave ◽  
Hyperactivity Disorder

Visual attention in adults with attention-deficit/hyperactivity disorder before and after stimulant treatment

2018 ◽  
Vol 49 (15) ◽  
pp. 2617-2625 ◽  
Author(s):  
Ann-Marie Low ◽  
Signe Vangkilde ◽  
Julijana le Sommer ◽  
Birgitte Fagerlund ◽  
Birte Glenthøj ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Processing Speed ◽  
Visual Processing ◽  
Stimulant Medication ◽  
Hyperactivity Disorder ◽  
Visual Processing Speed ◽  
Adhd Symptomatology

AbstractBackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder which frequently persists into adulthood. The primary goal of the current study was to (a) investigate attentional functions of stimulant medication-naïve adults with ADHD, and (b) investigate the effects of 6 weeks of methylphenidate treatment on these functions.MethodsThe study was a prospective, non-randomized, non-blinded, 6-week follow-up design with 42 stimulant medication-naïve adult patients with ADHD, and 42 age and parental education-matched healthy controls. Assessments included measures of visual attention, based on Bundesen's Theory of Visual Attention (TVA), which yields five precise measures of aspects of visual attention; general psychopathology; ADHD symptoms; dyslexia screening; and estimates of IQ.ResultsAt baseline, significant differences were found between patients and controls on three attentional parameters: visual short-term memory capacity, threshold of conscious perception, and to a lesser extent visual processing speed. Secondary analyses revealed no significant correlations between TVA parameter estimates and severity of ADHD symptomatology. At follow-up, significant improvements were found specifically for visual processing speed; this improvement had a large effect size, and remained when controlling for re-test effects, IQ, and dyslexia screen performance. There were no significant correlations between changes in visual processing speed and changes in ADHD symptomatology.ConclusionsADHD in adults may be associated with deficits in three distinct aspects of visual attention. Improvements after 6 weeks of medication are seen specifically in visual processing speed, which could represent an improvement in alertness. Clinical symptoms and visual attentional deficits may represent separate aspects of ADHD in adults.

scholarly journals Neurofeedback Training Versus Perceptual-Motor Exercises Interventions in Visual Attention for Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

2021 ◽  
pp. 1-20
Author(s):  
Neda Ghadamgahi Sani ◽  
◽  
Malahat Akbarfahimi ◽  
Shadi Akbari ◽  
Mehdi Alizadeh Zarei ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Normal Children ◽  
Motor Proficiency ◽  
Hyperactivity Disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders which is characterized by poor attention and subsequently lower learning capacities comparing with normal children. The purpose of this study was to compare the effectiveness of neurofeedback and perceptual-motor exercises as two common non-pharmacological treatments on visual attention. Method: 40 combined medicated ADHD children (aged 5-12 years) were allocated randomly in two groups: neurofeedback training and perceptual-motor exercises. Visual attention and motor proficiency were assessed before and after the treatment by Continuous Performance Test (CPT) and Bruininks-Oseretsky Test (BOT), respectively. Results: according to repeated measures ANOVA, both groups showed significant improvement in three attention-related areas of CPT including reaction time, omission and commission errors (p<0.001), while the difference between two groups was not significant (p>0.05). However, in perceptual-motor exercises group, motor proficiency improved significantly (p<0.01). Conclusion: neurofeedback training intervention, as well as perceptual-motor exercises, are effective in improving ADHD symptoms and given the similar effect of both interventions and their lack of side-effects, perceptual-motor exercises appear to be the more appropriate option for reducing symptoms of ADHD, due to its additional effect on motor proficiency, rich content of purposeful activities and social interactions.

The Speed of Visual Attention and Motor-Response Decisions in Adult Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 78 (2) ◽  
pp. 107-115 ◽  
Author(s):  
Fernando Cross-Villasana ◽  
Kathrin Finke ◽  
Kristina Hennig-Fast ◽  
Beate Kilian ◽  
Iris Wiegand ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Motor Response ◽  
Hyperactivity Disorder ◽  
Response Decisions

scholarly journals Do Preschoolers’ Neuropsychological Functioning and Hyperactivity/Inattention Predict Social Functioning Trajectories Through Childhood?

2020 ◽  
Vol 45 (7) ◽  
pp. 793-802
Author(s):  
Jenna Karlsberg Bennett ◽  
Sarah O’Neill ◽  
Khushmand Rajendran ◽  
Jeffrey M Halperin,
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Skills ◽  
High Risk ◽  
Social Functioning ◽  
Attention Deficit ◽  
Neuropsychological Functioning ◽  
Assessment System ◽  
Functional Communication ◽  
Hyperactivity Disorder ◽  
High Risk Children

Abstract Objective This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children’s social functioning from age 3 to 4 through 12 years. Methods Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as “High” or “Low” risk for ADHD. Children’s neuropsychological functioning was assessed using the NEPSY. Teachers’ reports of children’s social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers’ neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status. Results High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood. Conclusions Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children’s ability to clearly express thoughts and feelings and obtain and provide information.

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