Delay aversion in school-aged children with attention-deficit hyperactivity disorder

2020 ◽  
pp. 008124632096435
Author(s):  
Ramatladi Meriam Mphahlele ◽  
Basil Joseph Pillay ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Limpopo Province ◽  
Control Group ◽  
Delay Aversion ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Gender And Age ◽  
And Gender ◽  
And Control

This study considered whether children with attention-deficit hyperactivity disorder displayed a stronger preference for smaller, more immediate rewards over larger, but delayed rewards (delay aversion) when compared to typically developing controls and, furthermore, whether age and gender influenced their preference in any way. Children, between 6 and 15 years of age, living in Limpopo province of South Africa, participated in the study. Two hundred sixteen children in total (108 with attention-deficit hyperactivity disorder and 108 matched controls without attention-deficit hyperactivity disorder symptoms) were assessed, on a task of delay aversion. The Two Choice Impulsivity Paradigm, which assesses immediate and delayed responses, was administered to both the attention-deficit hyperactivity disorder and control groups. The performance of both groups was compared on the Two Choice Impulsivity Paradigm, and the scores were analysed as a function of gender and age. The attention-deficit hyperactivity disorder group chose significantly more immediate, smaller responses than the neurotypical control group, which preferred significantly more delayed but larger responses. Gender and age did not affect the response choices for both immediate and delayed measurements. Children with attention-deficit hyperactivity disorder show a greater need for more immediate gratification, even if the reward is smaller, than the neurotypical control group who could delay gratification to receive a larger reward. Gender and age did not influence their preferences.

Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder

2019 ◽  
Vol 50 (2) ◽  
pp. 250-261 ◽  
Author(s):  
Maria Mokobane ◽  
Basil Pillay ◽  
Nicho Thobejane ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Limpopo Province ◽  
Primary School Children ◽  
Control Group ◽  
Delay Aversion ◽  
Negative Consequences ◽  
Hyperactivity Disorder ◽  
Significant Difference

Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.

Daily life impairments associated with self-reported childhood/adolescent attention-deficit/hyperactivity disorder and experiences of diagnosis and treatment: Results from the European Lifetime Impairment Survey

2014 ◽  
Vol 29 (5) ◽  
pp. 316-323 ◽  
Author(s):  
H. Caci ◽  
M. Doepfner ◽  
P. Asherson ◽  
R. Donfrancesco ◽  
S.V. Faraone ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Online Survey ◽  
Negative Impact ◽  
Control Group ◽  
Adhd Group ◽  
Adhd Diagnosis ◽  
Hyperactivity Disorder ◽  
Current Medication ◽  
And Control

AbstractThe Lifetime Impairment Survey assessed impairment and symptoms of attention-deficit/hyperactivity disorder (ADHD) in children/adolescents from six European countries. Parents/caregivers of children/adolescents aged < 20 years with ADHD (ADHD group; n = 535) and without ADHD (control group; n = 424) participated in an online survey. History of ADHD diagnosis was self-reported. ADHD and control groups were compared using impairment and symptom scales; higher scores indicate greater impairment. Mean (SD) age at ADHD diagnosis was 7.0 (2.8) years, following consultation of 2.7 (2.6) doctors over 20.4 (23.9) months. Parents/caregivers (64%; 344/535) reported frustration with some aspect of the diagnostic procedure; 74% (222/298) were satisfied with their child's current medication. ADHD had a negative impact on children/adolescents in all aspects of life investigated. The ADHD group had a higher mean (SD) school impairment score (2.7 [0.7]) compared with the control group (2.1 [0.7]; P < 0.001) and were more likely to be in the bottom of their class (P < 0.001). These data provide insights into impairments associated with ADHD in childhood/adolescence, and identify areas for improvement in its management and treatment.

Behaviour planning and inhibitory control in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder

2019 ◽  
Vol 50 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Maria Mokobane ◽  
Basil Joseph Pillay ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
School Children ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Rating Scale ◽  
Primary School Children ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Gender And Age

Attention-deficit hyperactivity disorder is one of the most common disorders that can occur in children. The symptoms are thought to result from a deficit in executive functions. This study investigated whether children with attention-deficit hyperactivity disorder subtypes differed in behavioural planning and response inhibition, two of the domains of executive functioning, from a control group without attention-deficit hyperactivity disorder symptoms. Furthermore, it examined whether the three attention-deficit hyperactivity disorder subtypes differed from each other in terms of performance. The sample ( n = 320) consisted of primary school children, aged between 6 and 14 years, from the Moletjie circuit (Limpopo). It consisted of an attention-deficit hyperactivity disorder group ( n = 160) and a control group ( n = 160). The Disruptive Behavioural Disorder rating scale was used to establish the symptoms of attention-deficit hyperactivity disorder. The Tower of London was used to measure planning ability, and the inhibition subtest (arrows and shapes) from the NEPSY-II (Developmental Neuropsychological Assessment, second edition) to measure response inhibition. Analysis of variance was employed to establish differences in subtype, gender, and age group. The results showed that children with the combined attention-deficit hyperactivity disorder subtype demonstrated significantly more deficits than the control group, in both behavioural planning and inhibition control. No significant differences between the hyperactive/impulsive and inattentive attention-deficit hyperactivity disorder subtypes and the control group were found. Gender and age did not influence performance with regard to planning and inhibition tasks. Correlations between planning behaviour and response inhibition were low, which suggests that they are distinct processes.

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.

Entropy-Based Quantitative Electroencephalogram Analysis for Diagnosing Attention-Deficit Hyperactivity Disorder in Girls

2018 ◽  
Vol 50 (3) ◽  
pp. 172-179 ◽  
Author(s):  
Julie Chi Chow ◽  
Chen-Sen Ouyang ◽  
Chin-Ling Tsai ◽  
Ching-Tai Chiang ◽  
Rei-Cheng Yang ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Federal Drug Administration ◽  
Hyperactivity Disorder ◽  
Feature Descriptors ◽  
Related Feature ◽  
And Control ◽  
Girls With Adhd

Diagnosis of attention-deficit hyperactivity disorder (ADHD) is currently based on core symptoms or checklists; however, the inevitability of practitioner subjectivity leads to over- and underdiagnosis. Although the Federal Drug Administration has approved an elevated theta/beta ratio (TBR) of the electroencephalogram (EEG) band as a tool for assisting ADHD diagnosis, several studies have reported no significant differences of the TBR between ADHD and control subjects. This study detailed the development of a method based on approximate entropy (ApEn) analysis of EEG to compare ADHD and control groups. Differences between ADHD presentation in boys and girls indicate the necessity of separate investigations. This study enrolled 30 girls with ADHD and 30 age-matched controls. The results revealed significantly higher ApEn values in most brain areas in the control group than in the ADHD group. Compared with TBR-related feature descriptors, ApEn-related feature descriptors can produce the higher average true positive rate (0.846), average true negative rate (0.814), average accuracy (0.817), and average area under the receiver operating characteristic curve value (0.862). Therefore, compared with TBR, ApEn possessed the better potential for differentiating between girls with ADHD and controls.

scholarly journals Attention-Deficit/Hyperactivity Disorder, Its Pharmacotherapy, and Adrenal Gland Dysfunction: A Nationwide Population-Based Study in Taiwan

2020 ◽  
Vol 17 (10) ◽  
pp. 3709
Author(s):  
Pin-Han Peng ◽  
Meng-Yun Tsai ◽  
Sheng-Yu Lee ◽  
Po-Cheng Liao ◽  
Yu-Chiau Shyu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Adrenal Gland ◽  
Attention Deficit ◽  
Potential Effect ◽  
Population Based ◽  
Occurrence Rate ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
And Gender ◽  
Gender Matching

This study aims to examine the co-occurrence rate of attention deficit hyperactivity disorder (ADHD) and adrenal gland disorders, as well as whether pharmacotherapy may affect ADHD patients’ risk of developing adrenal gland disorder. One group of patients newly diagnosed with ADHD (n = 75,247) and one group of age- and gender-matching controls (n = 75,247) were chosen from Taiwan′s National Health Insurance database during the period of January 1999 to December 2011. Both patients and controls were monitored through December 31, 2011, in order to identify the occurrence of adrenal gland disorders (ICD-9-CM code 255.X). We also explored the potential effect of methylphenidate (MPH) and atomoxetine (ATX) treatments on the risk of developing adrenal gland disorders. We found that ADHD patients showed a significantly increased probability of developing an adrenal gland disorder compared to the control group (0.2% of ADHD vs. 0.1% of controls). However, neither MPH nor ATX treatment significantly influenced the patients’ risk of developing adrenal gland dysfunction. We propose that patients with ADHD had greater comorbid rates with adrenal gland dysfunction than the control subjects. Nevertheless, undergoing treatment with MPH or ATX did not significantly influence the risk of developing adrenal gland dysfunction among ADHD patients.

scholarly journals Effect of Cognitive Behavioural Therapy on Pupils with Attention Deficit Hyperactivity Disorder in Two Selected Primary Schools in Cape Coast Metropolis, Ghana

2021 ◽  
Vol 17 (35) ◽  
pp. 146
Author(s):  
Felix Senyametor ◽  
Vera Arhin ◽  
Rebecca Kaedabi-Donkor ◽  
Lydia Aframea Dankyi ◽  
Kwame Nkrumah
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Affective Disorders ◽  
Primary Schools ◽  
Control Group ◽  
Cape Coast ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Cognitive Behavioural ◽  
Significant Difference

This study focused on investigating the effect of the Cognitive Behavioural Therapeutic treatment (CBT) on pupils with Attention Deficit Hyperactivity Disorder (ADHD) at Bekkyford and Felicomfort Primary Schools in Cape Coast, Ghana. The quasi-experimental design was used for the study. The sample for the study was 43 participants which include 8 parents, 6 teachers, 16 siblings of participants, 13 pupils made up of 9 males and 4 females. The pupils were purposively sampled for the study with the aid of the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS). Data were collected with the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS), questionnaire, and Clinical Global Impression Severity Scale (GCI-I). The results revealed that three out of the 9 males (representing 30 percent) reported minimal improvement in their symptoms regarding impulsivity and inattentiveness. There was a significant difference between the experimental group (M = 18.70, SD = 2.243) and the control group (M = 08.45, SD = 4.185), t(37)= 8.023; sig.=.003, P<.05 with respect to the CBT. It was recommended that parents, teachers and siblings should be included in all psychosocial interventions for people with ADHD for lasting and effective management of the symptoms.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

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