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.

Abnormal executive function in attention deficit hyperactivity disorder: the effect of stimulant medication and age on spatial working memory

2001 ◽  
Vol 31 (6) ◽  
pp. 1107-1115 ◽  
Author(s):  
R. BARNETT ◽  
P. MARUFF ◽  
A. VANCE ◽  
E. S. L. LUK ◽  
J. COSTIN ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Spatial Working Memory ◽  
Stimulant Medication ◽  
Memory Task ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Control Subjects ◽  
Psychostimulant Medication

Objective. This study sought to examine the factors associated with spatial working memory and the use of strategies to impairments in spatial working memory in children with attention deficit hyperactivity disorder (ADHD). The developmental trajectories for spatial working memory in medicated and medication naïve children with ADHD were investigated. In addition, the effect of psychostimulant medication on deficits in spatial working memory was examined.Method. A cross-sectional study compared performance between 21 psychostimulant medicated children with ADHD, 27 medication naïve children with ADHD and 26 matched control subjects on computerized tests of spatial memory and spatial working memory.Results. Compared with the controls, performance in medication naïve children with ADHD was significantly worse on the spatial working memory task. There was no difference in performance between the medicated children with ADHD and the control subjects on this same task, despite the ongoing symptoms of ADHD in the former group. The pattern of normal and abnormal performance in the ADHD groups was age-independent.Conclusions. Deficits in executive functions related to spatial working memory do occur in children with ADHD, although the magnitude of these deficits is not related to the child's age or the level of ADHD symptoms. These deficits were not present in the current sample of children who were receiving psychostimulant medication.

scholarly journals The effect of methylphenidate-OROS® on the narrative ability of children with attention-deficit hyperactivity disorder

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Tessa L. Rausch ◽  
Diane L. Kendall ◽  
Sara T. Kover ◽  
Elizabeth M. Louw ◽  
Ursula L. Zsilavecz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Full Potential ◽  
Systematic Analysis ◽  
Children With Adhd ◽  
Cascading Effects ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Narrative Ability

Background and objective: Children with attention-deficit hyperactivity disorder (ADHD) experience difficulty with expressive language, including form (e.g. grammatical construction) and content (e.g. coherence). The current study aimed to investigate the effect of methylphenidate-Osmotic Release Oral System® (MPH-OROS®) on the narrative ability of children with ADHD and language impairment, through the analysis of microstructure and macrostructure narrative elements.Method: In a single group off–on medication test design, narratives were obtained from 12 children with ADHD, aged 7–13 years, using wordless picture books. For microstructure, number of words, type–token ratio and mean length of utterance were derived from narrative samples using Systematic Analysis of Language Transcripts conventions. For macrostructure, the narratives were coded according to the Narrative Scoring Scheme, which includes seven narrative characteristics, as well as a composite score reflecting the child’s overall narrative ability.Results: The administration of MPH-OROS® resulted in a significant difference in certain aspects of language macrostructure: cohesion and overall narrative ability. Little effect was noted in microstructure elements.Conclusion: We observed a positive effect of stimulant medication on the macrostructure, but not on the microstructure, of narrative production. Although stimulant medication improves attention and concentration, it does not improve all aspects of language abilities in children with ADHD. Language difficulties associated with ADHD related to language content and use may be more responsive to stimulant medication than language form, which is likely to be affected by cascading effects of inattention, hyperactivity and impulsivity beginning very early in life and to progress over a more protracted period. Therefore, a combination of treatments is advocated to ensure that children with ADHD are successful in reaching their full potential.

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.

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 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.

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.

scholarly journals Which factors determine clinicians’ policy and attitudes towards medication and parent training for children with Attention-Deficit/Hyperactivity Disorder?

2021 ◽  
Author(s):  
Tycho J. Dekkers ◽  
Annabeth P. Groenman ◽  
Lisa Wessels ◽  
Hanna Kovshoff ◽  
Pieter J. Hoekstra ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parent Training ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Evidence Based ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Medical Background ◽  
Positive Attitudes ◽  
Evidence Based Care

AbstractBehavioral parent and teacher training and stimulant medication are recommended interventions for children with attention-deficit/hyperactivity disorder (ADHD). However, not all children with ADHD receive this evidence-based care, and the aim of the current study was to find out why. More specifically, we investigated clinicians’ policy, guideline use, and attitudes towards medication and parent training when treating children with ADHD, as well as several factors that could affect this. A total of 219 Dutch clinicians (mainly psychologists, psychiatrists and educationalists) completed a survey. Clinicians were likely to recommend medication more often than parent training, and clinicians’ policy to recommend medication and parent training was positively associated with their attitudes towards these interventions. Less experienced clinicians and those with a non-medical background reported lower rates of guideline use, whereas clinicians with a medical background reported less positive attitudes towards parent training. Furthermore, a substantial portion of the clinicians based their decision to recommend parent training on their clinical judgement (e.g., prior estimations of efficacy, perceived low abilities/motivation of parents), and many clinicians reported barriers for referral to parent training, such as waiting lists or a lack of skilled staff. To achieve better implementation of evidence-based care for children with ADHD, guidelines should be communicated better towards clinicians. Researchers and policy-makers should further focus on barriers that prevent implementation of parent training, which are suggested by the discrepancy between clinicians’ overall positive attitude towards parent training and the relatively low extent to which clinicians actually advise parent training.

scholarly journals Utilization of Art Therapy with Children with ADHD Co-Morbid Intellectual Disability for Decreasing Inattention

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 71-76
Author(s):  
Dr. Hina Ayaz Habib ◽  
Dr. Uzma Ali
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Intellectual Disability ◽  
Art Therapy ◽  
Attention Deficit ◽  
Wilcoxon Test ◽  
Control Group ◽  
Positive Role ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
And Control

The research aimed to examine the positive role art therapy could play in improving the attention span of children with Attention-Deficit/Hyperactivity Disorder co-morbid Intellectual Disability in the context of Karachi (Pakistan). The key presumption was that art therapy can help in decreasing inattention among the children with ADHD co-morbid Intellectual Disability. Purposive sampling was used for the selection of cases from schools in Karachi (Pakistan) which are offering educational services to the children with special needs. The sample comprised 14 children, ages 6 to 12 years (mean age= 7.391; SD = 1.315) with ADHD co-morbid Mild ID. Experimental design was adopted for carrying out the investigation, entailing the division of the sample into the treatment group (which received 25 art therapy sessions as a form of intervention) and control group (which was provided with regular classroom activities). The allocation of children to both groups was carried out through the ABBA technique as well as the use of observation. The tools of the Attention Deficit Hyperactivity Disorder test were used to gauge the differences in the level of inattention in both groups. Analysis of data was conducted through SPSS version 17.0, using descriptive statistics to examine the pattern of data as well as identify the level of effectiveness of art therapy through administering the Wilcoxon test. The findings of the study support the assumption that art therapy is useful for curtailing impulsiveness in children with ADHD. Therefore, it can be concluded that art therapy is likely to bring positive changes in the level of attention in children with ADHD co-morbid ID. The study carries implications for individuals practicing in the field of mental health care and special education.

scholarly journals Serum Galectin-3 Levels in Children with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 17 (3) ◽  
pp. 256-261
Author(s):  
Ümit Is¸ ık ◽  
Faruk Kılıç ◽  
Arif Demirdas¸ ◽  
Evrim Aktepe ◽  
Pınar Aydog˘ an Avs¸ ar
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Depression Symptoms ◽  
Adhd Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Galectin 3

Objective Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder with underlying pathogenesis and etiological factors not fully understood. We assumed that galectin-3, which is also linked with inflammatory responses, may play an important role in the ethiopathogenesis of ADHD. In this study, we aimed to investigate whether serum galectin-3 levels are related to ADHD in childhood.Methods The current study consisted of 35 treatment-naive children with ADHD and 35 control subjects. The severities of ADHD and conduct disorder symptoms were assessed via parent- and teacher-rated questionnaires. The severity of anxiety and depression symptoms of the children were determined by the self-report scale. Venous blood samples were collected and serum galectin-3 levels were measured.Results The ADHD group had significantly higher serum Galectin-3 levels than the control group. To control confounding factors, including age, sex, and BMI percentile, one-way analysis of covariance (ANCOVA) test was also performed. Analyses revealed a significantly higher serum log- Galectin-3 levels in children with ADHD compared to controls. No association was found between the mean serum galectin-3 levels and sociodemographic characteristics and clinical test scores, except the oppositional defiant behavior scores.Conclusion Our research supports the hypothesis that serum levels of galectin-3 might be related to ADHD.

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