scholarly journals Computerized Stroop Test to Assess Selective Attention in Children with Attention Deficit Hyperactivity Disorder

2007 ◽  
Vol 10 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Ellen Carolina dos Santos Assef ◽  
Alessandra Gotuzo Seabra Capovilla ◽  
Fernando Cesar Capovilla
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Selective Attention ◽  
Cognitive Flexibility ◽  
Attention Deficit ◽  
Target Stimulus ◽  
Reaction Times ◽  
Stroop Test ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Dsm Iv

Research shows abnormal function of the pre-frontal cortex in Attention Deficit Hyperactivity Disorder (ADHD). This cortex is involved in the control of executive functions related to planning and execution of goal-oriented strategies, working memory, inhibitions, cognitive flexibility, and selective attention. Selective attention involves focus on the target stimulus, ignoring competing distractions. The Stroop Test (Stroop, 1935) is usually used to evaluate selective attention. This study investigated whether children with ADHD could exhibit modified performance in the Stroop Test. Using a computerized version of this test (Capovilla, Montiel, Macedo, & Charin, 2005), the study compared the reaction times (RTs) of 62 Brazilian children, between 8 and 12 years of age, 31 of whom were diagnosed with ADHD and sent to psychiatric clinics, and 31 without ADHD studying in regular schools. All children with ADHD satisfied the criteria of the DSM-IV-TR and were evaluated with the Conners Abbreviated Questionnaire (Goyette, Conners, & Ulrich, 1978), completed by parents and teachers. The results revealed that children with ADHD exhibit greater interference in RT than children without ADHD. This corroborated the hypothesis that children with ADHD exhibit a deficit in selective attention, consisting in augmented RTs, as measured by the Computerized Stroop Test.

Neuropsychological Functioning in Children With DSM-IV Combined Type Attention Deficit Hyperactivity Disorder

2002 ◽  
Vol 36 (6) ◽  
pp. 771-779 ◽  
Author(s):  
Gail Tripp ◽  
Junita Ryan ◽  
Kathryn Peace
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Functioning ◽  
Frontal Lobe ◽  
Attention Deficit ◽  
Frontal Lobes ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Dsm Iv ◽  
Iq Scores ◽  
Frontal Lobe Functioning

Objective: To compare the global cognitive functioning and frontal lobe functioning of children with and without DSM-IV combined type Attention Deficit Hyperactivity Disorder (ADHD). Method: Participants were 6 to 10 year old, clinic-referred children diagnosed with combined type ADHD, who were medication naïve; and an age (± 3 months) and sex matched group of children without behaviour problems. The performance of the two groups were compared on measures of intellectual functioning and tests designed to assess the functions of the frontal lobes (verbal and-non-verbal fluency, reasoning, problem solving, spatial working memory, attention). Results: The children with ADHD obtained significantly lower Wechsler Intelligence Scale for Children-third edition IQ scores than controls and performed more poorly across the range of frontal lobe tests. Group differences on these tests were attenuated when IQ scores were included in the analyses as a covariate. Conclusions: Children with combined type ADHD have mild to moderate global cognitive impairment together with some impairment of functions subserved by the frontal lobes. Longitudinal studies are required to determine if the deficit in global cognitive functioning is a primary deficit or secondary to the deficit in frontal lobe functioning. The importance of neuropsychological assessment and follow-up for children with ADHD is stressed. Study limitations relate to the generalizability of the findings and the absence of a psychiatric control group.

scholarly journals Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
Mi Ji Kim ◽  
Hae Yean Park ◽  
Eun-Young Yoo ◽  
Jung-Ran Kim
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Stroop Test ◽  
Single Subject ◽  
Self Directed Learning ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Directed Learning

Background. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. Objective. The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. Method. A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children’s Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. Result. All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T-scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. Conclusion. The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.

scholarly journals Diagnosis dan penanganan rehabilitasi medik pada anak dengan Attention Deficit Hyperactivity Disorder

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Bayu D. Susanto ◽  
Lidwina S. Sengkey
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Peer Relationships ◽  
Attention Deficit ◽  
Age Of Onset ◽  
Medical Rehabilitation ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Brain Functions ◽  
Dsm Iv

Abstract: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. The average age of onset is 7 years old. Symptoms in children is characteriterized by inattention, hyperactivity and impulsivity, or a combination of these symptoms, which compromise basic daily functions such as learning to read and making friends. ADHD is a complex disorder of impairment of brain functions, associated with low rates of high-school graduation and completion of postsecondary education as well as poor peer relationships, even when it is appropriately managed, leading to high economic and social burdens. In many cases, it is accompanied by one or more serious psychiatric comorbidities. In practice, the diagnosis is often made in children who meet some but not all of the criteria recommended in DSM-IV. According to National Institute of Mental Health and professional organizations such as AACAP, the management of children with ADHD is a comprehensive, multidisciplinary and multimodal approach. The managerial team of children with ADHD involves medical rehabilitation specialists, physiatrists with occupational therapiests, psychologists, social workers, parents, teachers, care givers, and environment.Keywords: ADHD, inattention, hyperactivity, impulsivity, rehabilitation medicineAbstrak: Attention deficit hyperactivity disorder (ADHD) adalah adanya pola menetap dari inatensi yang disertai hiperaktifitas dan impulsivitas, umumnya terjadi pada anak usia dini dan usia sekolah. Gejala dapat diketahui sebelum usia 7 tahun dan dapat menetap sampai masa remaja dan dewasa. ADHD dapat mengganggu fungsi dasar seorang anak, permasalahan dalam hal belajar, dan kesulitan membina hubungan dengan teman. ADHD merupakan gangguan yang kompleks dari fungsi otak yang menimbulkan masalah dalam pendidikan dan sosial serta membutuhkan biaya yang cukup besar. Pada banyak kasus disertai oleh 1 atau lebih masalah psikiatri yang serius. Kriteria diagnosis didasarkan pada Diagnostic and Statistic Manual IV (DSM-IV). Sampai saat ini belum ada satu jenis terapi yang dapat diakui untuk menyembuhkan anak dengan ADHD secara total. Berdasarkan National Institute of Mental Health serta organisasi profesi lainnya di dunia seperti AACAP penanganan anak dengan ADHD ialah dengan pendekatan komprehensif yang multidisiplin dan multimodal. Penanganan pada anak dengan ADHD melibatkan multidisipliner ilmu termasuk dokter spesialis kedokteran fisik dan rehabilitasi bersama tim termasuk psikolog, okupasi terapi, sosial medik, orang tua, guru, care giver dan lingkungan.Kata kunci: ADHD, inattention, hyperactivity, impulsivity, rehabilitation medicine

Effects of Methylphenidate on Attention Skills in Children With Attention Deficit/Hyperactivity Disorder

2005 ◽  
Vol 6 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Genevieve Lajoie ◽  
Vicki Anderson ◽  
Peter Anderson ◽  
Alan R. Tucker ◽  
Ian H. Robertson ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Selective Attention ◽  
Attention Deficit ◽  
Divided Attention ◽  
Adhd Group ◽  
Trade Off ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Speed Accuracy ◽  
Completion Times

AbstractThis study aimed to investigate the effects of methylphenidate on children with Attention Deficit Hyperactivity Disorder (ADHD). The study employed a conceptual framework of attention, consistent with contemporary theory, and including the following components: sustained attention, selective attention, divided attention, shifting attention, and speed of information processing. Fifteen children (12 boys and 3 girls) of normal intelligence, with a diagnosis of ADHD according to the DSM-IV criteria, and ranging in age from 8 to 11 years participated in the study. Children's attentional abilities were evaluated using the Test of Everyday Attention for Children (TEA-Ch: Manly, Roberston, Anderson, & Nimmo-Smith, 1999). A double-blind counterbalanced repeated-measures design approach was employed to tap on–off medication effects, and deviations from normal. Results showed that comparisons between on–off medication conditions generally detected few differences with respect to sustained and selective attention measures and simple processing speed. In contrast, for higher-level attention domains, including shifting and divided attention, children on medication demonstrated a speed–accuracy trade-off, exhibiting greater accuracy, but slower completion times. When data from the ADHD group were compared to controls a consistent pattern emerged, with children with ADHD in the medication condition being more accurate across all attention domains on all measures. While these children also tended to record slower completion times, group differences and effect sizes were of smaller magnitude. The findings of this study suggest a possible speed–accuracy trade-off effect for children with ADHD on medication.

scholarly journals Emotional Intelligence and its role in Cognitive Flexibility of Children with and without Attention Deficit Hyperactivity Disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 299 ◽  
Author(s):  
Seyed Amir Amin Yazdi ◽  
Seyedeh Maryam Moshirian Farahi ◽  
Seyed Mohammad Mahdi Moshirian Farahi ◽  
Javad Hosseini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotional Intelligence ◽  
Cognitive Flexibility ◽  
Attention Deficit ◽  
Stroop Test ◽  
Normal Children ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Low Performance

<p class="AbstractText">The aim of this study was to compare role of emotional intelligence in cognitive flexibility of children with and without Attention Deficit Hyperactivity Disorder (ADHD). Participants were 20 children (mean age = 10.25, SD = 2.12) with ADHD and 30 normal children (mean age = 10.96, SD = 1.32) that all of they were boy. All participants completed the Emotional Intelligence Questionnaire (Schutte et al., 1998) and the classic Stroop test, as a measure of cognitive flexibility.  ADHD children performed poorer on both measures than non-ADHD children.  And emotional intelligence predictors of cognitive flexibility in two groups. Overall, in children with attention deficit – hyperactivity disorder there are low performance of emotional intelligence and cognitive flexibility.</p>

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

Subtypes of Attention Deficit Hyperactivity Disorder: Evidence From DSM-IV Field Trials

1995 ◽  
Author(s):  
B. B. Lahey ◽  
B. Applegate ◽  
K. McBurnett ◽  
J. Biederman ◽  
L. Greenhill ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Field Trials ◽  
Hyperactivity Disorder ◽  
Dsm Iv

The Impact of Copper in Children with Attention Deficit Hyperactivity Disorder

2017 ◽  
Vol 68 (2) ◽  
pp. 279-283
Author(s):  
Mihail Silviu Tudosie ◽  
Elena Truta ◽  
Ana Maria Davitoiu ◽  
Luminita Stanciulescu ◽  
George Jinescu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Copper Concentration ◽  
Graphite Furnace ◽  
Urine Samples ◽  
Health State ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Impact

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.

scholarly journals A Cross-Sectional Study of 0.6 Million Children with Attention-Deficit/Hyperactivity Disorder in the United States

2020 ◽  
Vol 10 (01) ◽  
pp. e97-e103
Author(s):  
Irene Rethemiotaki
Keyword(s):  
United States ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Family Income ◽  
Neurodevelopmental Disorder ◽  
Multiple Logistic Regression Analysis ◽  
The United States ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractAttention-deficit hyperactivity disorder (ADHD) is an increasingly recognized chronic neurodevelopmental disorder. This work aims at studying the prevalence and clinical characteristics of children with ADHD in the United States in the period between 2009 and 2018. Data from the National Health Interview Survey were analyzed by univariate and multivariate statistics to assess the role of socioeconomic factors in the development of ADHD. It has been studied 615,608 children, 51.2% male and 48.7% female. The prevalence of ADHD was 9.13%, with males predominating over females. The number of children with ADHD increased from 2009 to 2018 by 14.8%. As specified by multiple logistic regression analysis, males (odds ratio [OR] 2.38) who have neither mother nor father (OR 1.76) are twice as likely to have ADHD compared with their peers. In addition, family income (OR 1.40) and parent's education (OR 1.12) were significantly associated with ADHD. It has been highlighted the significance of deprivation of both family and financial comfort as primary indicators for ADHD in children. Moreover, children with ADHD were more likely to be males in the age group of 12 to 17.

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