Motor adaptation in children with myelomeningocele: Comparison to children with ADHD and healthy siblings

2003 ◽  
Vol 9 (4) ◽  
pp. 642-652 ◽  
Author(s):  
ANDREW N. COLVIN ◽  
KEITH OWEN YEATES ◽  
BENEDICTA G. ENRILE ◽  
DANIEL L. COURY
Keyword(s):  
Motor Skills ◽  
Neurological Disorders ◽  
Motor Adaptation ◽  
The Other ◽  
Motor Deficits ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Healthy Siblings ◽  
Response Disinhibition ◽  
The Central Nervous System

Myelomeningocele is a common developmental malformation of the central nervous system that usually results in motor deficits. Previous studies of myelomeningocele have not examined motor adaptation, which involves changes in the control of movements that occur as a result of repeated task exposure but do not depend on conscious recall of the exposure. We studied motor adaptation in 17 children with myelomeningocele and shunted hydrocephalus, 19 children with attention deficit/hyperactivity disorder (ADHD), and 20 healthy siblings. All children were 8 to 15 years of age. They were administered 2 measures of motor adaptation known to be sensitive to subcortical abnormalities in adult neurological disorders. One task assessed the biasing in weight judgments that occurs after exposure to heavy versus light weights, and the other assessed the adaptation in reaching movements that occurs when vision is laterally displaced by prisms. Contrary to expectations, the groups did not differ in motor adaptation. Children in all 3 groups displayed significant biasing in their weight judgments and improvement in the accuracy of pointing during prism adaptation trials. Performance on the 2 motor adaptation tasks was not related to age or IQ. Weight biasing was positively related to a measure of response disinhibition. The findings suggest that myelomeningocele does not result in global impairment of motor skills, but instead in a profile of intact and impaired motor functions that potentially may be decomposed in accordance with the neuroscience of motor skills. (JINS, 2003, 9, 642–652.)

scholarly journals C-65 Transdiagnostic Factors of Social Impairment in Comorbid Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

2019 ◽  
Vol 34 (6) ◽  
pp. 1094-1094
Author(s):  
A Garagozzo ◽  
L Katz ◽  
M Scott ◽  
S Hunter
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Motor Dysfunction ◽  
Social Impairment ◽  
Motor Deficits ◽  
Social Deficits ◽  
Functional Communication ◽  
Children With Adhd

Abstract Objective Comorbid Autism Spectrum Disorder (ASD) and ADHD are associated with greater symptom severity, including social impairment. Furthering work by Lerner, Pothoff, and Hunter (2015), we sought to identify unique and shared factors that contribute to parent-reported social deficits in children with ADHD, ASD, and ADHD+ASD. We hypothesized attention, hyperactivity, and motor skills would predict social deficits in ADHD, while functional communication and motor skills would predict social deficits in ASD; and additively, all factors would predict social deficits in ADHD+ASD. Method Utilizing a clinical database, we identified 236 participants (4-21 years; Mage = 10.6; 71% male; 28% African American; FSIQ M = 94.31) with diagnoses of ADHD, ASD, and ADHD+ASD. We examined FSIQ from the WISC-4/5, WPPSI-3, or DAS-2, motor skills and social impairment from the SIB-R and attention, hyperactivity, and functional communication from the BASC-2/3. Results Using hierarchical linear regression and controlling for FSIQ, hypotheses were partially supported. FSIQ was controlled for in each group. For ADHD, hyperactivity, functional communication, and motor skills contributed significantly to the model (p < .001), while for ASD, motor skills contributed significantly to the model (p < .001). For ASD + ADHD, functional communication and motor skills contributed significantly to the model (p < .001) Conclusion Results support previous findings that motor deficits and functional communication are associated with social impairment in children with ADHD and ASD, independently and comorbidly. This suggests that targeting motor dysfunction and functional communication concurrently may be effective for improving social interaction skills in children with ADHD +ASD.

scholarly journals Educational Support of a Student with ADHD. An Analysis of Parents’ Biographical Experiences

2021 ◽  
Vol 35 (2) ◽  
pp. 5-31
Author(s):  
Iwona Myśliwczyk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
The Other ◽  
Educational Support ◽  
Children With Adhd ◽  
Parental Experiences ◽  
Hyperactivity Disorder ◽  
Definition Of ◽  
Subjective Meanings ◽  
Insufficient Knowledge ◽  
Individual Interpretation

The aim of this paper is to present the results of a study on the subjective interpretation and the construction of biographies by parents of children with ADHD. The research was driven by insufficient knowledge regarding the definition of the support offered at school to a child with attention deficit hyperactivity disorder among parents and to determine what is important and unique from a parental perspective. The presented studies were constructivist, interpretative studies using the biographical method. Narrative interviews were conducted with parents of children with ADHD living in Poland. Reconstruction of their parental experiences allowed an understanding of their individual feelings and experiences, which showed “the truth” about the educational support provided to a child. The aim of the studies was a reconstruction of the narrative and an analysis of the subjective meanings which parents give to the educational support that is offered to their children at school. The central thesis took the form of a question: How did parents interpret their own experiences related to educational support given at school to a child with ADHD? The analysis of the narration shows different parental experiences regarding the educational support received. The reality reconstructed by examined parents is complex and consists of hope and expectations, but also doubts, powerlessness and helplessness. Some parts of the narration are poignant, sorrowful and rife with feelings of loneliness, which is a consequence of misunderstanding a specific child’s needs. The other parts of the narrative are dominated by happiness and joy caused by the support that a student received and its effects. By speaking about the help which was received at school, the parents expose their personal feelings towards that event, and they show their individual interpretation of the reality that they experienced. They give subjective meaning to a narrative that they feel is significant.

scholarly journals ADHD: relation between cognitive characteristics and DAT1 / DRD4 dopamine polymorphisms

2018 ◽  
Author(s):  
Pinto María Cristina ◽  
Ávila Jorge Enrique ◽  
Polanco Angela María ◽  
Vásquez Rafael Antonio ◽  
Arboleda Humberto
Keyword(s):  
Processing Speed ◽  
Direct Analysis ◽  
The Other ◽  
Children With Adhd ◽  
Repeat Allele ◽  
Cognitive Characteristics ◽  
Hyperactivity Disorder ◽  
Functional Polymorphisms ◽  
Logistic Analysis ◽  
Attention Tasks

AbstractAttention deficit hyperactivity disorder (ADHD) is a clinical and diagnostic heterogeneous picture. This study analysed the association of functional polymorphisms in DAT1 VNTR 3’ UTR and DRD4 VNTR Exon III candidate genes, and the neuropsychological characterisation of attention and executive functions of a group of children with ADHD vs. controls. 32 patients and 51 controls were selected. The DAT1 10-repeat allele appeared more frequently in the two groups (cases: 0.93/control: 0.82), showing an OR: 2.5 (IC 95%: 0.684-9.133; p: 0.158). In DRD4, the 4-repeat allele shows the highest occurrence (cases: 0.62/controls: 0.60). None of the markers presented a significant association after a direct analysis, but the DRD4 7-repeat marker showed a positive risk when performing a Bayesian logistic analysis (coefficient: −1.69; OR: 5.39 CI 95%: 1.167-40.97). On the other hand, when considering association with cognitive performance, a positive risk for processing speed and attention tasks was identified.

Multimethod Assessment of Attention, Executive Functions, and Motor Skills in Children With and Without ADHD: Children’s Performance and Parents’ Perceptions

2019 ◽  
Vol 25 (4) ◽  
pp. 596-606 ◽  
Author(s):  
Anette Bünger ◽  
Natalie Urfer-Maurer ◽  
Alexander Grob
Keyword(s):  
Executive Functions ◽  
Motor Skills ◽  
Adhd Group ◽  
Mean Values ◽  
Children With Adhd ◽  
Number Of Children ◽  
Hyperactivity Disorder ◽  
Comprehensive Picture ◽  
Parent Questionnaires ◽  
And Performance

Objective: We examined whether children with attention-deficit/hyperactivity disorder (ADHD) differ from children without ADHD in attention, executive functions, and motor skills and whether measures of parents’ perceptions and children’s performance reveal comparable results. Method: About 52 children with ADHD and 52 children without ADHD aged 6 to 13 years completed performance-based measures of attention, executive functions, and motor skills. Parents completed questionnaires to rate their children’s skills. Results: Parent questionnaires but not performance-based measures revealed higher inattention and lower executive function skills in children with ADHD compared to controls. For motor skills, both measurement methods revealed lower mean values and a higher number of children showing an impairment in the ADHD group. Parent-reported difficulties but not performance-based measures were related to the presence of an ADHD diagnosis. Conclusion: Our findings suggest that considering both parent questionnaires and performance-based measures will lead to a comprehensive picture of a child’s strengths and difficulties.

scholarly journals Differential motor alterations in children with three types of attention deficit hyperactivity disorder

2014 ◽  
Vol 72 (11) ◽  
pp. 856-861 ◽  
Author(s):  
Adrián Poblano ◽  
Belinda Luna ◽  
César Reynoso
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Motor Skills ◽  
Attention Deficit ◽  
Healthy Children ◽  
Age And Gender ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Hand Coordination ◽  
And Gender ◽  
Motor Alterations

Objective To determine frequency of motor alterations in children with attention deficit hyperactivity disorder (ADHD). Method We evaluated 19 children aged 7-12 years with ADHD classified in three sub-types: Combined (ADHD-C), with Inattention (ADHD-I), and with Hyperactivity (ADHD-H). Controls were age- and gender matched healthy children. We utilized Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) for measuring motor skills. Results We observed differences between children with ADHD and controls in BOTMP general score and in static coordination, dynamic general- and hand- coordination, and in synkinetic movements. We also found differences in dynamic hand coordination between controls and children with ADHD-C; in dynamic general coordination between controls and children with ADHD-H; and in frequency of synkinetic movements between controls and children with ADHD-H. Conclusion Children with ADHD with a major degree of hyperactivity showed greater frequency of motor alterations.

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 AYRES SENSORY INTEGRATION FOR THE CHILDREN WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD):A MIXED METHOD STUDY

2020 ◽  
Vol 8 (9) ◽  
pp. 1034-1042
Author(s):  
Nandgaonkar Hemant P ◽  
◽  
Zarine Ferzandi ◽  
Keyword(s):  
Occupational Therapy ◽  
Sensory Processing ◽  
Attention Deficit ◽  
Sensory Integration ◽  
Pilot Trial ◽  
Quantitative Measure ◽  
The Other ◽  
Double Blind Study ◽  
Children With Adhd ◽  
Hyperactivity Disorder

For intervention of children with a diagnosis of Attention deficit hyperactivity disorder (ADHD), there are many modalities. Sensory Processing issues are present in children with ADHD. There is a wide use of Ayres Sensory Integration (ASI®) to treat children with ADHD. But effectiveness of ASI® in children with ADHD is unknown. The purpose of study was to examine the effects of ASI® Interventions on Participation of the child in addition to the parent’s perspective about the outcome of therapy in children with a diagnosis of ADHD. Method: Study was divided as 1. Development of the questionnaire for the evaluation of “Participation of the child with ADHD”. 2. Randomized controlled Pilot trial, double blind study. 3. Family perspective about the effect of intervention on children with ADHD using qualitative interview method. Eligible candidates were children having average intelligence with a diagnosis of ADHD, between age of 5 years and 12 years, sensory processing disorder. Children included in the study received occupational therapy with either protocol. Results: 1. Self-care, academics, interpersonal interactions and communication are important primacies for the parents of children with a diagnosis of ADHD. 2. Priorities of the parents of children with a diagnosis of ADHD change according to the culture they belong. 3. ADHD Participation Profile (APP) is a valid & reliable questionnaire to monitor progress of children with a diagnosis of ADHD. The responsiveness of the ADHD Participation Profile questionnaire has been proven to be good. Herein, the ADHD Participation Profile can be used reliably to document the treatment progress of patients with ADHD for research and clinical purposes.The children in ASI® Group, made gains that were significantly greater than the children in the other group on Goal Attainment Scale and ADHD Participation Profile. Large Effect sizes were found between and within the on both the outcome measures (1.87 & 0.939). Conclusion: ADHD does not have only represents sensory processing issues. It’s is complex disorder which embodies issues other than Sensory Processing and will be receptive to the other modes of intervention. If existing, the sensory processing issues needs to be addressed specifically, as it will influence the global performance.Occupational Therapy has brought a notable change in kids and parent’s life. Most of the caretakers were ready for new boundaries in their daily family occupations. Though some goals are met after the intervention, the list of apprehensions is unending. Many parents less worried after Occupational Therapy intervention, whereas the few were still doubtful about future of their kids. We would have overlooked this ironic data, if we should have given a verdict about the effect of the intervention though quantitative measure. Mixing the methods was a suitable solution.

scholarly journals Fine Motor Skills and Unsystematic Spatial Binding in the Common Region Test: Under-Inclusivity in Autism Spectrum Disorder and Over-Inclusivity in Attention-Deficit Hyperactivity Disorder

2020 ◽  
Vol 8 (3) ◽  
pp. 544-568
Author(s):  
Christiane Lange-Küttner ◽  
Ridhi Kochhar
Keyword(s):  
Motor Skills ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Common Region ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Children With Asd ◽  
The Common

Introduction: The Common Region Test (CRT) is useful for predicting children’s visual memory as individual object-place binding predicted better object memory while objects-region coding predicted better place memory. Aim: To test children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) with regards to spatial binding in the CRT. Methods: 19 children with ASD and 20 children with ADHD were gender-matched with 39 typically developing children by chronological age and with another 39 children by verbal mental age as control groups (N = 117) and tested with the CRT and Bender Gestalt test. Results: Children with ASD and ADHD showed more unsystematic coding than typically developing children. This was due to lower fine motor skills, and in children with ADHD also because of reduced verbal naming. Almost all children with ASD presented the less mature under-inclusive Type I unsystematic coding which included object-place binding, while children with ADHD showed the over-inclusive Type II unsystematic coding that was overriding the Gestalt-like properties of proximity and similarity. Conclusions: It was demonstrated that the CRT is a useful screening instrument for ASD and ADHD that shows that their spatial categorization varies in their unsystematic visuo-spatial classification due to fine motor skill deficiencies.

Module 1: Psychoeducation and Theoretical Foundations

2020 ◽  
pp. 25-40
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Parent Stress ◽  
The Other ◽  
Transactional Model ◽  
Treatment Goals ◽  
Abc Model ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Time To Build ◽  
Theoretical Foundations ◽  
Infants And Young Children

In Module 1, parents learn the theoretical foundations for the program. This is a time to build rapport, learn more about the child’s specific problems, identify treatment goals, and instill hope. Parents learn about two foundational models in Module 1: the ABC model of child behavior and the transactional model of attention-deficit/hyperactivity disorder (ADHD) and families. The difficulties that children with ADHD experience can contribute to parent stress and/or negative reactions to their child. Parents may feel frustrated, stressed, worried, and/or sad about their child’s behavior. Some parents may blame themselves or feel they’re not doing a good job. On the other hand, the degree to which a parent is responsive and sensitive can help or hinder temperamentally at-risk infants and young children in terms of the later development of ADHD-related problems. Teaching parents effective ways to respond to their child can have important implications for the child’s ongoing adjustment.

scholarly journals Perceptual-Motor Skills Reconstruction Program Improves Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 13 (11) ◽  
pp. 6210
Author(s):  
Sakineh Soltani Kouhbanani ◽  
Aribert Rothenberger
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Motor Skills ◽  
Response Inhibition ◽  
Children With Adhd ◽  
Verbal Skills ◽  
Hyperactivity Disorder ◽  
Perceptual Motor Skills

Objective: Many children suffering from attention-deficit/hyperactivity disorder (ADHD) show problems in executive functions (EF), which reflect neuronal pathways from perception to controlled action. Treatment approaches that improve executive functions may prevent a negative cycle of failures in students. Hence, this research aims to study the efficacy of the perceptual-motor skills reconstruction program on EF in children with ADHD while considering cognitive flexibility, abstract verbal skills, response inhibition, and working memory. Also, its effect on clinical ADHD symptoms should be considered. Method: The research design included pretest, posttest, and a follow-up after six months. The sample included third-grade school children with ADHD (50 students, aged 8–10 years, boys and girls) who were referred to the Child Psychology Clinic, Iran, Mashhad 2018–2019. After clinical assessment for ADHD, children were randomly assigned to an experimental (n = 25) and a waiting control (n = 25) group. The experimental group received the perceptual-motor skills reconstruction program for 16 sessions (three times per week, i.e., five weeks and one session in the sixth week). Delis–Kaplan executive function system (D-KEFS) was applied at three measurement points (M1–3) in order to test for changes over time. Results: Data analysis (analysis of covariance (ANCOVA) with post-hoc-testing) showed that there was a significantly better performance of experimental versus waiting control group at posttest (M2) and follow-up (M3) for cognitive flexibility (t(24) = 4.9, df = 14, p < 0.0001), abstract verbal skills (t(24) = 3.5, df = 14, p < 0.004), response inhibition (t(24) = 7.54, df = 14, p < 0.0001) and working memory (t(24) = 12.69, df = 14, p < 0.004). Further, Conners-Scales-Score improved for the experimental group. Conclusions: Training with perceptual-motor skills reconstruction program clearly improved the trained variables (i.e., cognitive flexibility, abstract verbal skills, response inhibition, and working memory) and clinical symptoms of the children with ADHD. The obtained training may lead in practice to better preconditions for successfully handling daily tasks at school and in society.

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