scholarly journals Interstimulus jitter facilitates response control in children with ADHD

2009 ◽  
Vol 16 (2) ◽  
pp. 388-393 ◽  
Author(s):  
MATTHEW RYAN ◽  
REBECCA MARTIN ◽  
MARTHA B. DENCKLA ◽  
STEWART H. MOSTOFSKY ◽  
E. MARK MAHONE
Keyword(s):  
Repeated Measures ◽  
Interstimulus Interval ◽  
Stimulus Presentation ◽  
Response Variability ◽  
Significant Group ◽  
Response Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Repeated Measures Analysis ◽  
Subject Variability

AbstractInterstimulus “jitter” involves randomization of intervals between successive stimulus events, and can facilitate performance on go/no-go tests among healthy adults, though its effect in clinical populations is unclear. Children with Attention-deficit/Hyperactivity Disorder (ADHD) commonly exhibit deficient response control, leading to increased intra-subject variability (ISV), which has been linked to anomalous functioning within frontal circuits, as well as their interaction with posterior “default mode” regions. We examined effects of interstimulus jitter on response variability in 39 children, ages 9–14 years (25 ADHD, 14 controls). Participants completed 2 computerized go/no-go tests: one with fixed interstimulus interval (ISI) and one with jittered ISI. Repeated measures analysis of variance (ANOVA) revealed a significant group–by test interaction, such that introduction of jitter produced a significant decrease in ISV among children with ADHD, but not among controls. Whereas children with ADHD were significantly more variable than controls on the go/no-go test with fixed ISI, their performance with jittered ISI was equivalent to that of controls. Jittering stimulus presentation provides a nonpharmacologic mechanism for improving response control in ADHD. This bottom-up approach may be mediated by increases in vigilance through noradrenergic circuits that facilitate maintenance of frontal circuits critical to response control. (JINS, 2010, 16, 388–393.)

Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 22 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ashley N. Simone ◽  
Anne-Claude V. Bédard ◽  
David J. Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Specific Pattern ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Condition ◽  
Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

The Effects of Group versus Individual Goal Setting on Bowling Performance

1997 ◽  
Vol 11 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Scott R. Johnson ◽  
Andrew C. Ostrow ◽  
Frank M. Perna ◽  
Edward F. Etzel
Keyword(s):  
Goal Setting ◽  
Repeated Measures ◽  
Group Versus ◽  
Interaction Effects ◽  
Significant Group ◽  
Goal Difficulty ◽  
Time Interaction ◽  
Goal Condition ◽  
Repeated Measures Analysis ◽  
Main Effects

The purpose of this study was to examine the effects of group and individual goal setting versus a control condition on bowling performance (BP), personal goals (PG), and perceived goal difficulty (PGD) across five weeks. Novice bowlers (N = 36) were randomly assigned to one of the three goal conditions. Three separate 3 × 5 (Goal Condition × Time: Weeks of Study) repeated measures analysis of variance (ANOVA) revealed significant main effects for time on BP and PGD, and significant group by time interaction effects on BP and PG. The significant group × time interaction effects revealed that participants in the group goal setting condition increased both BP and PG relatively more than participants in the other goal setting conditions. Therefore, group goal setting may enhance performance in an individual sport by potentially increasing personal goal setting under difficult performance demands.

scholarly journals Differential structure-function network coupling in the inattentive and combined types of attention deficit hyperactivity disorder

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260295
Author(s):  
Dongha Lee ◽  
Elizabeth Quattrocki Knight ◽  
Hyunjoo Song ◽  
Saebyul Lee ◽  
Chongwon Pae ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Structural Connectivity ◽  
Brain Network ◽  
Functional Network ◽  
Imaging Data ◽  
Network Efficiency ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

The heterogeneous presentation of inattentive and hyperactive-impulsive core symptoms in attention deficit hyperactivity disorder (ADHD) warrants further investigation into brain network connectivity as a basis for subtype divisions in this prevalent disorder. With diffusion and resting-state functional magnetic resonance imaging data from the Healthy Brain Network database, we analyzed both structural and functional network efficiency and structure-functional network (SC-FC) coupling at the default mode (DMN), executive control (ECN), and salience (SAN) intrinsic networks in 201 children diagnosed with the inattentive subtype (ADHD-I), the combined subtype (ADHD-C), and typically developing children (TDC) to characterize ADHD symptoms relative to TDC and to test differences between ADHD subtypes. Relative to TDC, children with ADHD had lower structural connectivity and network efficiency in the DMN, without significant group differences in functional networks. Children with ADHD-C had higher SC-FC coupling, a finding consistent with diminished cognitive flexibility, for all subnetworks compared to TDC. The ADHD-C group also demonstrated increased SC-FC coupling in the DMN compared to the ADHD-I group. The correlation between SC-FC coupling and hyperactivity scores was negative in the ADHD-I, but not in the ADHD-C group. The current study suggests that ADHD-C and ADHD-I may differ with respect to their underlying neuronal connectivity and that the added dimensionality of hyperactivity may not explain this distinction.

Assessing Change With the Psychological Inventory of Criminal Thinking Styles

2002 ◽  
Vol 29 (3) ◽  
pp. 308-331 ◽  
Author(s):  
Glenn D. Walters ◽  
Marie Trgovac ◽  
Mark Rychlec ◽  
Roberto DiFazio ◽  
Julie R. Olson
Keyword(s):  
Repeated Measures ◽  
Good Prognosis ◽  
Thinking Styles ◽  
Criminal Thinking ◽  
Significant Group ◽  
Group Participant ◽  
The Third ◽  
Repeated Measures Analysis ◽  
Psychological Inventory ◽  
Paired T Test

The sensitivity of the Psychological Inventory of Criminal Thinking Styles (PICTS) to psychotherapeutically assisted change was evaluated in a series of three studies. In the first study, a repeated-measures analysis of variance (ANOVA) revealed significant group (participant-waiting list) and time (pretest-posttest) effects, and a paired t test indicated significant reductions on the PICTS Current Criminal Thinking scale in group participants. In the second study, inmates from four different settings who were participating in programs of differing length and content achieved statistically significant temporal reductions on the Current and Historical Criminal Thinking scales. Results from the third study showed that significant pre-post reductions on the Current Criminal Thinking scale were specific to good-prognosis participants.

Effect of Caffeine on Motor Performance by Caffeine-Naive and -Familiar Subjects

1992 ◽  
Vol 74 (1) ◽  
pp. 151-157 ◽  
Author(s):  
B. H. Jacobson ◽  
S. R. Thurman-Lacey
Keyword(s):  
Body Weight ◽  
Repeated Measures ◽  
Motor Performance ◽  
Placebo Control ◽  
Significant Group ◽  
Significant Group Difference ◽  
Performance Skills ◽  
College Age ◽  
Error Frequency ◽  
Repeated Measures Analysis

The purpose of this investigation was to assess the effect of caffeine on selected manipulation skills by caffeine-naive and caffeine-familiar subjects. The subjects were 20 caffeine-naive (<90 mg/d) and 20 caffeine-familiar (>750 mg/d) college-age (21 ± 1.7 yr.) women. Measurements included steadiness error time and frequency, duration of tracing, error time and frequency, and dexterity. Doses of 2.5, 5.0 mg-kg−1 body weight caffeine or a placebo (200 mg. methylcellulose) were administered randomly to all subjects on three separate occasions. A 2 × 3 repeated-measures analysis of variance yielded a significant group difference for steadiness error time between the 5 mg·kg−1 and 2.5 mg·kg−1 dose and between 5 mg·kg−1 and the placebo. For frequency of steadiness errors, the nonuser group posted significant gains for both 5.0 and 2.5 mg·kg−1 over the placebo control. On tracing error time and error frequency, 5.0 mg·kg−1 resulted in significant increases from both 2.5 mg·kg−1 and the placebo group. In the caffeine-naive group, both doses of caffeine led to significant increases in dexterity time from the placebo, and the 5.0 mg·kg−1 dose was significantly different from the 2.5 mg·kg−1 trial. It was concluded that caffeine had detrimental effects on selected performance skills of caffeine-naive women but not in caffeine-familiar women.

scholarly journals The Improvement of Individually Defined Problem Behaviors During a Telephone-Assisted Self-Help Intervention for Parents of Pharmacologically Treated Children with ADHD

2020 ◽  
Vol 48 (3) ◽  
pp. 215-223
Author(s):  
Christina Dose ◽  
Friederike Waschau ◽  
Elena von Wirth ◽  
Manfred Döpfner
Keyword(s):  
Problem Behaviors ◽  
Repeated Measures ◽  
Psychotherapy Research ◽  
Parental Satisfaction ◽  
Standardized Measures ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Self Help ◽  
Problem Severity ◽  
The Individual

Abstract. Background: This study examined change in individually defined problem behaviors during a telephone-assisted self-help (TASH) intervention for parents of children with attention-deficit/hyperactivity disorder (ADHD). Method: Parents of children with ADHD and functional impairment despite methylphenidate treatment participated in a 12-month TASH intervention (8 self-help booklets plus up to 14 counseling telephone calls). The severity of three individually defined target problems, of ADHD symptoms, and oppositional symptoms were rated at baseline and after 6 and 12 months; parental satisfaction with the intervention was assessed after 12 months. The problems were categorized according to the type of behavior and the disorder to which they were related (ADHD vs. oppositional symptoms). Results: Repeated measures analyses of variance revealed a significant decrease in problem severity during the intervention. The change in problem severity was greater than the change in ADHD and oppositional symptoms. Correlations between problem severity and symptom severity were low to moderate. Correlations between the change in problem severity and parental satisfaction were moderate. Discussion: The decrease in the individual problem severity during TASH is stronger than the decrease in ADHD and oppositional symptoms. Individually defined problems should be attended to in psychotherapy research to avoid underestimating the benefit of interventions by solely considering standardized measures.

scholarly journals Functional Connectivity based Brain Signatures of Behavioral Regulation in Children with ADHD, DCD and ADHD-DCD

2020 ◽  
Author(s):  
Christiane S. Rohr ◽  
Signe Bray ◽  
Deborah Dewey
Keyword(s):  
Functional Connectivity ◽  
Developmental Coordination Disorder ◽  
Self Regulation ◽  
Resting State Fmri ◽  
Behavioral Regulation ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Life Challenges ◽  
Coordination Disorder

ABSTRACTBackgroundChildren with neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) often struggle with behavioral self-regulation (BR), which is associated with daily-life challenges. ADHD sometimes presents with Developmental Coordination Disorder (DCD), but little is known about BR in DCD. BR is thought to involve limbic, prefrontal, parietal and temporal brain areas. Given the risk for negative outcomes, gaining a better understanding of the brain mechanisms underlying BR in children with ADHD and/or DCD is imperative.MethodsResting-state fMRI data collected from 115 children (31 typically developing (TD), 35 ADHD, 21 DCD, 28 ADHD-DCD) aged 7-17 years were preprocessed and motion was mitigated using ICA-AROMA. Emotion control, inhibition, and shifting were assessed as subdomains of BR. Functional connectivity (FC) maps were computed for ten limbic, prefrontal, parietal and temporal regions of interest and were investigated for associations with BR subdomains across all participants as well as for significant group differences.ResultsMultiple FC patterns were associated with BR across all participants. Some FC patterns were associated with multiple BR subdomains, while others were associated with only one. Differences in BR were found only between children with ADHD (i.e. ADHD and ADHD-DCD) and those without ADHD (i.e. TD and DCD). FC differences were also found between children with and without ADHD.ConclusionsOur results show dimensional associations between BR subdomain scores and whole-brain FC and highlight the potential of these associative patterns as brain-based signatures of BR in children with and without ADHD.

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.

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

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.

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