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.

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 MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

2021 ◽  
Vol 12 ◽  
Author(s):  
Saray Bonete ◽  
Ángela Osuna ◽  
Clara Molinero ◽  
Inmaculada García-Font
Keyword(s):  
Clinical Trial ◽  
Selective Attention ◽  
Training Program ◽  
Cognitive Training ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Processing Speed ◽  
Community Settings ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.

Frontal Beta Activity in the Meta-Intention of Children With Attention Deficit Hyperactivity Disorder

2020 ◽  
pp. 155005942093314
Author(s):  
Yu-Chi Liao ◽  
Nai-Wen Guo ◽  
Bei-Yi Su ◽  
Shin-Jaw Chen ◽  
Hsing-Fang Tsai ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Frontal Lobe ◽  
Attention Deficit ◽  
Brain Activity ◽  
Beta Activity ◽  
Executive Attention ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Attention Tasks ◽  
Attention Performance

Children with attention deficit hyperactivity disorder (ADHD) have high theta and low beta activity in the frontal lobe. The higher the theta/beta ratio, the lower the level of central nervous system (CNS) cortical arousal. However, there is seldom evidence between electroencephalograms (EEGs) and the patient’s intentionality to regulate the cortical activity of executive attention tasks. We investigated whether children with ADHD intended to improve their performance in executive attention tasks and whether that increased their brain activity. Fifty-one children with ADHD (ADHD) and 51 typical developing (TD) children were investigated using focused attention (FA) and search attention (SA) tasks and a simultaneous EEG. The children were then regrouped as faster (ADHD-F, TD-F) and slower (ADHD-S, TD-S) depending on reaction time (RT). Quantitative EEGs of frontal lobe theta and beta activity at frontal F3, F4, and Fz were used. Twenty-eight (54.9%) ADHD children were regrouped as ADHD-S and 14 (27.5%) as TD-S. The ADHD-S group, however, had poorer FA and SA performance than the other 3 groups did: fewer correct answers, more frequent impulsive and missing errors, and higher RT variations. There were no significant differences in theta activity, but the TD-S group had higher beta activity than the ADHD-S group did. We conclude that the ADHD-F and ADHD-S groups had different attention processes. beta activity did not increase in the ADHD-S group, and their executive attention performance in the FA and SA tests was poor. It seems ADHD-S had poor meta-intention function. The frontal beta activity might be a feasible training target of neurofeedback in ADHD-S patients.

624 The association of circadian rhythms with cognitive functioning in children with attention-deficit hyperactivity disorder

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A245-A245
Author(s):  
Xiao Li ◽  
Ka Sin Caroline Shea ◽  
Ching Kwong Dino Wong ◽  
Waiyan Vivian Chiu ◽  
Lok Fan Lau ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Circadian Rhythm ◽  
Cognitive Functioning ◽  
Processing Speed ◽  
Digit Span ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Rest Activity

Abstract Introduction Disrupted circadian rhythms is associated with impaired cognitive function. Although circadian rhythm disturbances are commonly seen in individuals with attention-deficit hyperactivity disorder (ADHD), whether their cognitive functioning is thus affected remains unclear. This study aimed to examine the associations of circadian-related parameters with different cognitive abilities in children with ADHD. Methods Fifty-seven children with ADHD were recruited into this study (age range: 6–12 years, 66.7% male). They were assessed by parent-report questionnaires on sleep problems (Children’s Sleep Habits Questionnaire, CSHQ), and ADHD symptoms (Strengths and Weaknesses of ADHD Symptoms and Normal Behaviour Scale). Actigraphic data collected for seven consecutive days were analyzed using parametric and nonparametric methods. Cognitive functioning was assessed with Continuous Performance Test (CPT) for sustained attention, Letter-digit test for processing speed, Digit Span test and N-back task for working memory, Tower of London test for planning skills and Bergs Card Sorting Test for set-shifting ability. The relationship between circadian parameters and cognitive performance was analyzed using multiple regression while controlling for age, sex, ADHD medication, the day of cognitive assessment (school days vs non-school days), total sleep time, and CSHQ total score. Results Increased activity during the most active 10-h period of the day (St. β = 0.39, p = 0.012) was related to more omission errors on CPT, and later onset of the least active 5-h period of the day (St. β = 0.44, p = 0.004) was associated with longer correct reaction time on CPT. Lower relative amplitude was associated with poorer performance on Digit Span (St. β = 0.33, p = 0.042). No significant associations were found between the circadian-related parameters and the performance on other tasks measuring processing speed and executive functions. Conclusion Circadian rest-activity rhythms (blunted rest-activity rhythms, higher daytime activity, and later onset of nocturnal rest) were associated with cognitive functioning in ADHD children. Future longitudinal studies are needed to explore the long-term impact of circadian rhythm disturbances and the effects of circadian-focused intervention on cognitive functioning in ADHD children. Support (if any) This work was supported by the Health and Medical Research Fund (Project No.: 30160604).

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.

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.

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.)

Dopamine D4 Receptor Gene Polymorphism in a Sample of Egyptian Children With Attention-Deficit Hyperactivity Disorder (ADHD)

2016 ◽  
Vol 32 (2) ◽  
pp. 188-193 ◽  
Author(s):  
Farida ElBaz Mohamed ◽  
Tarek Mostafa Kamal ◽  
Sally Soliman Zahra ◽  
Mona Abdel Hakiem Khfagy ◽  
Azza Mohamed Youssef
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scale ◽  
Receptor Gene ◽  
Parent Rating ◽  
Children With Adhd ◽  
Repeat Allele ◽  
Hyperactivity Disorder ◽  
Egyptian Children ◽  
Adhd Children

This study aimed to detect DRD4 receptor gene polymorphisms in attention-deficit hyperactivity disorder (ADHD) children and to correlate their phenotype-genotype. Fifty children with ADHD were diagnosed by Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, criteria and were subjected to Conners Parent Rating Scale. All cases and controls were subjected to history taking, physical examination, IQ assessment, and dopamine receptor D4 (DRD4) exon 3 genotyping. The 7-repeat allele was present only in controls, whereas 2-repeat allele was present in the ADHD children (heterozygous 2-repeat allele in 16% and homozygous in 26% of cases). Eight percent of cases had homozygous 4-repeat allele vs 28% of controls, whereas 10% of cases had heterozygous 4-repeat allele vs 6% of controls, with its predominance in controls. The 2-repeat and 4-repeat alleles have been associated with more inattention, hyperactivity, and impulsivity phenotypes. In conclusion, children with ADHD had a significant presence of the 2-repeat allele and absence of the 7-repeat allele.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Verbal Working Memory ◽  
Typically Developing ◽  
Cognitive Profiles ◽  
Adhd Symptoms ◽  
Memory Processing ◽  
Numerical Processing ◽  
Hyperactivity Disorder ◽  
Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.


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.

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