The Impact of Game-Based Task-Shifting Training on Motivation and Executive Control in Children with ADHD

During one year (september 2013 � september 2014), 50 children from the residential institution for children SOS Satele Copiilor Bucharest, where included in our research. The children were distributed in two groups: Group A which consisted of 25 children (12 girls, 13 boys) who were not diagnosed with attention deficit hyperactivity disorder (ADHD) and Group B which consisted of 25 children (14 boys, 11 girls) who were diagnosed with ADHD. Initially, the two groups were subjected at a psycho-diagnostic battery of tests, one of them being the Evaluating the Health State of children with ADHD questionnaire elaborated by us, particularly for this research, with the purpose of highlighting the direct link between the children health state and their ADHD symptoms. This study sought to determine the concentration of copper in urine samples from a group of children with ADHD and a group of normal children, to highlight the role of copper in the development of ADHD symptoms. Levels of copper concentration in urine samples from the two groups were processed by Student�s t-Test. Statistical analysis showed that the arithmetic averages of copper concentration in urine samples, of the two groups do not differ significantly, so copper may be causing ADHD symptoms occur. The copper content in urine samples has been determined using atomic absorption spectrometry with graphite furnace.

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Experience and impact of the 1-2-3 magic parent programme for children with ADHD on the family unit from the mothers’ perspectives: A narrative analysis

Journal of Child Health Care ◽

10.1177/13674935211039933 ◽

2021 ◽

pp. 136749352110399

Author(s):

Stephanie Allen ◽

Stephen K Bradley ◽

Eileen Savage

Keyword(s):

Narrative Analysis ◽

Family Members ◽

Study Data ◽

Unintended Consequences ◽

Structured Interviews ◽

Children With Adhd ◽

Family Unit ◽

The Family ◽

Narrative Constructions ◽

The Impact

Parent programmes are often used in the clinical management of children with ADHD. Research into parent programmes has predominantly been concerned with their effectiveness and much less attention has been paid to the impact that they may be having on the family and the inter-relationships between family members. This study explores the perspectives and experiences of parents of children with ADHD, who participated in a parent programme, including its impact on the family unit. A purposive sample of six mothers of children with ADHD who completed a 1-2-3 Magic parent programme in Ireland was invited to take part in this qualitative study. Data were collected by means of individual in-depth, semi-structured interviews and a narrative inquiry approach further informed analysis of the interview data. Two major narrative constructions of experience: ‘parent programme as positive’ and ‘parent programme as negative’ were identified. Outcomes from this study illustrated some unintended consequences caused by the parent programme (i.e. sibling rivalry and conflict arising between family members). Mothers believed that the parent programme was a beneficial intervention, but it was not without its flaws and they felt it was helpful for their family when used in conjunction with other supports and mediations.

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How to Predict the Impact of Methylphenidate on Cardiovascular Risk in Children with Attention Deficit Disorder: Methylphenidate Improves Autonomic Dysfunction in Children with ADHD

ISRN Pharmacology ◽

10.5402/2012/170935 ◽

2012 ◽

Vol 2012 ◽

pp. 1-4 ◽

Cited By ~ 7

Author(s):

Reiner Buchhorn ◽

Christian Müller ◽

Christian Willaschek ◽

Kambiz Norozi

Keyword(s):

Sudden Cardiac Death ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Cardiac Death ◽

Control Group ◽

Healthy Children ◽

Children With Adhd ◽

Heart Defect ◽

Adhd Children ◽

The Impact

Background. Although stimulants have long been touted as treatments for attention deficit disorder with or without hyperactivity (ADHD), in recent years, increasing concerns have been raised about the cardiovascular safety of these medications. We aimed to prove if measurements of autonomic function with time domain analysis of heart rate variability (HRV) in 24-hour Holter ECG are useful to predict the risk of sudden cardiac death in ADHD children and adolescents. Methods. We analysed HRV obtained from children with the diagnosis of ADHD prior to (N=12) or during medical therapy (N=19) with methylphenidate (MPH), aged 10.8±2.0 years (mean ± SD), who were referred to our outpatient Paediatric Cardiology Clinic to rule out heart defect. As a control group, we compared the HRV data of 19 age-matched healthy children without heart defect. Results. Average HRV parameters from 24-hour ECG in the ADHD children prior to MPH showed significant lower values compared to healthy children with respect to rMSSD (26±4 ms versus 44±10 ms, P≤0.0001) and pNN50 (6.5±2.7% versus 21.5±9.0%, P≤0.0001). These values improved in MPH-treated children with ADHD (RMSSD: 36±8 ms; pNN50: 14.2±6.9%). Conclusion. Children who suffer from ADHD show significant changes in HRV that predominantly reflects diminished vagal tone, a well-known risk factor of sudden cardiac death in adults. In our pilot study, MPH treatment improved HRV.

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Associations between different components of executive control in childhood and sleep problems in early adolescence: A longitudinal study

Journal of Health Psychology ◽

10.1177/1359105318801065 ◽

2018 ◽

Vol 25 (13-14) ◽

pp. 2440-2452 ◽

Cited By ~ 1

Author(s):

Cara C Tomaso ◽

Jennifer Mize Nelson ◽

Kimberly Andrews Espy ◽

Timothy D Nelson

Keyword(s):

Working Memory ◽

Early Adolescence ◽

Executive Control ◽

Daytime Sleepiness ◽

Inverse Relationship ◽

Sleep Problems ◽

Interference Suppression ◽

Self Report ◽

Poor Sleep ◽

The Impact

Research has examined the impact of poor sleep on executive control and related abilities, but the inverse relationship has received less attention. Youth completed objective executive control tasks in childhood ( N = 208; Mage = 10.03; 50.5% girls) and self-report measures of sleep–wake problems and daytime sleepiness in early adolescence ( Mage = 12.00). Poorer interference suppression and flexible shifting abilities both predicted sleep–wake problems, but response inhibition and working memory did not. For daytime sleepiness, interference suppression was the only significant predictor among executive control components. Socioeconomic status did not moderate any of these associations. Findings have implications for targeting specific executive control abilities in childhood to improve sleep outcomes later in development.

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Os efeitos da aprendizagem da esgrima sobre o controle executivo da memória

10.25242/8868113820212410 ◽

2021 ◽

Author(s):

Gabriel MenezesPaes Rodrigues ◽

Nilo Terra Arêas Neto

Keyword(s):

Executive Control ◽

Learning Difficulties ◽

Field Research ◽

School Failure ◽

Before And After ◽

Brazilian Students ◽

And Performance ◽

The Impact ◽

Dependent Samples ◽

Learning And Performance

Treated as one of the biggest challenges in the Brazilian educational system, school failure, despite being multi-causal, is closely linked to learning difficulties associated with aspects of cognition, with special attention to the Executive Control of Memory, which in this study will be represented by the variables: Working Memory (MT), Concentrated Attention (AC) and Motor Reaction Time (TRM). Under neuropsychological aspects, the executive control of memory comprises closely linked phenomena and mechanisms and learning, such as: cognitive flexibility, decision making, attention mechanisms, inhibitory control, selection and integration of current information with information already memorized, in addition to planning and monitoring their own learning and performance. This form of cognitive ability is defined by renowned researchers in the “field” as being preponderant to human learning and performance. Dysfunctions in the executive control of memory are commonly a reflection of innate or non-innate psychopathological issues, may be associated with other comorbidities, and are determinants of school failure in a significant number of Brazilian students. Thus, the main objective of this research project is to verify the impact of the practice of the fighting modality Fencing on the executive control of the memory of students from the public school system, participants of this action research, included in psychopedagogical care for issues related to learning difficulties cognitive. The Field Research technique will be used in this study, with the process of testing the variables under study in moments before and after the intervention with fencing classes. The data obtained in the testing process will be treated in a descriptive statistical perspective. For the inference of the data obtained, the Student T Test for dependent samples will be used. To verify the distribution of data, the Shapiro-Wilk test will be used. As a result, research participants are expected to obtain statistically significant results in the studied variables.

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The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

Babcock University Medical Journal (BUMJ) ◽

10.38029/bumj.v1i1.21 ◽

2015 ◽

Vol 1 (1) ◽

pp. 14-20

Author(s):

I Adeosun ◽

O Ogun ◽

S Adeyemo ◽

A Bello ◽

O Fatiregun

Keyword(s):

Primary School ◽

Educational Intervention ◽

Intervention Program ◽

Psychological Treatment ◽

Child And Adolescent Psychiatry ◽

School Teachers ◽

Post Intervention ◽

Primary School Teachers ◽

Children With Adhd ◽

The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

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PARENTAL PERCEPTIONS OF MEDICATION IMPACT ON BEHAVIOUR AND LEARNING IN CHILDREN WITH ATTENTION/DEFICIT-HYPERACTIVITY DISORDER

Paediatrics & Child Health ◽

10.1093/pch/pxy054.090 ◽

2018 ◽

Vol 23 (suppl_1) ◽

pp. e35-e35

Author(s):

Jean-Francois Lemay ◽

Julie-Anne Lemay ◽

Hanna Kubas

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Parental Perceptions ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

Long Term Treatment ◽

Stimulant Medications ◽

The Impact

Abstract BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often negatively impacts behaviour, cognition, and learning. Stimulant medications are the most commonly used treatment for ADHD, with informant reports (e.g., parent questionnaires, surveys) frequently used to evaluate medication impact on behavioural and academic functioning in affected children. OBJECTIVES To determine parental perceptions of medication impact on behaviour and learning in a long-acting methylphenidate (LA-MPH) trial of their children with ADHD. DESIGN/METHODS A randomized controlled LA-MPH medication trial was conducted with children ages 8–12 with a diagnosis of ADHD. Trial began with one-week of baseline assessment, followed by a randomized three-week standard of care medication trial, and a one-week best dose assessment. Following the conclusion of the study (6 months to 2 years’ range post-treatment), families were asked to participate in a voluntary follow-up phone survey to evaluate parental perceptions on child’s behaviour and learning. RESULTS A total of 34/42 (81%) families participated (male to female ratio: 2.1/1). At the time of the follow-up survey, 53% (18/34) and 68% (23/34) of patients were having “difficulty” or “significant difficulty” with their behaviour and learning, respectively. Twenty-three patients (68%) were still on psycho-stimulant medications. Although parents of those 23 children said LA-MPH had in general “significant” or “very significant” impact on their child’s behaviour (87%) and learning (79%), these parents were still reporting challenges with behaviour (52%) and learning (61%) at follow-up. In addition, parents of children not on medication said that their current child’s behaviour and learning was still having the same or more challenging issues (82% and 73% respectively). CONCLUSION Overall, parents reported that medication significantly impacted their child’s behaviour and learning; however, long-term medication impact appears less effective. Thus, an ongoing relationship with families and paediatricians is recommended to better understand the impact of medication on behaviour and learning. Evaluating the effects of medication on behaviour and learning may ultimately lead to targeted intervention that help foster long-term treatment efficacy for children with ADHD.

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Physical Health, Media Use, and Mental Health in Children and Adolescents With ADHD During the COVID-19 Pandemic in Australia

Journal of Attention Disorders ◽

10.1177/1087054720978549 ◽

2020 ◽

pp. 108705472097854

Author(s):

Emma Sciberras ◽

Pooja Patel ◽

Mark A. Stokes ◽

David Coghill ◽

Christel M. Middeldorp ◽

...

Keyword(s):

Mental Health ◽

Social Media ◽

Attention Deficit Hyperactivity Disorder ◽

Depressed Mood ◽

Attention Deficit ◽

Odds Ratio ◽

Family Time ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

The Impact

Objective: To examine the impact of COVID-19 restrictions among children with attention-deficit/hyperactivity disorder (ADHD). Methods: Parents of 213 Australian children (5–17 years) with ADHD completed a survey in May 2020 when COVID-19 restrictions were in place (i.e., requiring citizens to stay at home except for essential reasons). Results: Compared to pre-pandemic, children had less exercise (Odds Ratio (OR) = 0.4; 95% CI 0.3–0.6), less outdoor time (OR = 0.4; 95% 0.3–0.6), and less enjoyment in activities (OR = 6.5; 95% CI 4.0–10.4), while television (OR = 4.0; 95% CI 2.5–6.5), social media (OR = 2.4; 95% CI 1.3–4.5), gaming (OR = 2.0; 95% CI 1.3–3.0), sad/depressed mood (OR = 1.8; 95% CI 1.2–2.8), and loneliness (OR = 3.6; 95% CI 2.3–5.5) were increased. Child stress about COVID-19 restrictions was associated with poorer functioning across most domains. Most parents (64%) reported positive changes for their child including more family time. Conclusions: COVID-19 restrictions were associated with both negative and positive impacts among children with ADHD.

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