Incremental Validity of Multi-Method and Multi-Informant Evaluations in the Clinical Diagnosis of Preschool ADHD

2021 ◽  
pp. 108705472110457
Author(s):  
I-Chun Chen ◽  
Pai-Wei Lee ◽  
Liang-Jen Wang ◽  
Chih-Hao Chang ◽  
Cheng-Hsiu Lin ◽  
...  
Keyword(s):  
Preschool Children ◽  
Clinical Diagnosis ◽  
Slow Rate ◽  
Performance Test ◽  
Rating Scale ◽  
Disruptive Behavior Disorder ◽  
Classification Rate ◽  
Discriminative Validity ◽  
Children With Adhd ◽  
Eeg Data

Objectives: This study investigated the discriminative validity of various single or combined measurements of electroencephalogram (EEG) data, Conners’ Kiddie Continuous Performance Test (K-CPT), and Disruptive Behavior Disorder Rating Scale (DBDRS) to differentiate preschool children with ADHD from those with typical development (TD). Method: We recruited 70 preschoolers, of whom 38 were diagnosed with ADHD and 32 exhibited TD; all participants underwent the K-CPT and wireless EEG recording in different conditions (rest, slow-rate, and fast-rate task). Results: Slow-rate task-related central parietal delta (1–4 Hz) and central alpha (8–13 Hz) and beta (13–30 Hz) powers between groups with ADHD and TD were significantly distinct ( p < .05). A combination of DBDRS, K-CPT, and specific EEG data provided the best probability scores (area under curve = 0.926, p < .001) and discriminative validity to identify preschool children with ADHD (overall correct classification rate = 85.71%). Conclusions: Multi-method and multi-informant evaluations should be emphasized in clinical diagnosis of preschool ADHD.

Usefulness of a Clinician Rating Scale in Identifying Preschool Children With ADHD

2009 ◽  
Vol 13 (5) ◽  
pp. 479-488 ◽  
Author(s):  
Chaya Gopin ◽  
Dione Healey ◽  
Katia Castelli ◽  
David Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Preschool Children ◽  
Rating Scale ◽  
Children With Adhd ◽  
Clinician Rating

scholarly journals Attention and Response Control in ADHD. Evaluation through Integrated Visual and Auditory Continuous Performance Test.

2015 ◽  
Vol 18 ◽  
Author(s):  
Inmaculada Moreno-García ◽  
Gracia Delgado-Pardo ◽  
Carmen Roldán-Blasco
Keyword(s):  
Performance Test ◽  
Rating Scale ◽  
Continuous Performance Test ◽  
Auditory Stimuli ◽  
Fine Motor ◽  
Adhd Group ◽  
Continuous Performance ◽  
Response Control ◽  
Children With Adhd ◽  
History Of

AbstractThis study assesses attention and response control through visual and auditory stimuli in a primary care pediatric sample. The sample consisted of 191 participants aged between 7 and 13 years old. It was divided into 2 groups: (a) 90 children with ADHD, according to diagnostic (DSM-IV-TR) (APA, 2002) and clinical (ADHD Rating Scale-IV) (DuPaul, Power, Anastopoulos, & Reid, 1998) criteria, and (b) 101 children without a history of ADHD. The aims were: (a) to determine and compare the performance of both groups in attention and response control, (b) to identify attention and response control deficits in the ADHD group. Assessments were carried out using the Integrated Visual and Auditory Continuous Performance Test (IVA/CPT, Sandford & Turner, 2002). Results showed that the ADHD group had visual and auditory attention deficits, F(3, 170) = 14.38; p < .01, deficits in fine motor regulation (Welch´s t-test = 44.768; p < .001) and sensory/motor activity (Welch’st-test = 95.683, p < .001; Welch’s t-test = 79.537, p < .001). Both groups exhibited a similar performance in response control, F(3, 170) = .93, p = .43.Children with ADHD showed inattention, mental processing speed deficits, and loss of concentration with visual stimuli. Both groups yielded a better performance in attention with auditory stimuli.

scholarly journals Brain Network Connectivity and Association with Catechol-O-Methyltransferase Gene Polymorphism in Korean Attention-Deficit Hyperactivity Disorder Children

2020 ◽  
Vol 17 (9) ◽  
pp. 925-933
Author(s):  
Jeong Ha Park ◽  
Young Don Son ◽  
Yeni Kim ◽  
Doug Hyun Han
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Gene Polymorphism ◽  
Attention Deficit ◽  
Performance Test ◽  
Rating Scale ◽  
Brain Connectivity ◽  
Continuous Performance Test ◽  
Brain Network ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Objective We sought to determine if the links between and within the default mode network (DMN) and dorsal attention network (DAT) exhibited different conditions according to catechol-O-methyltransferase (COMT) gene polymorphism in relationship to attention-deficit hyperactivity disorder (ADHD) symptoms.Methods Fifty-seven children with ADHD and 48 healthy controls (HCs) were administered an intelligence test, the Children’s Depression Inventory, the Korean ADHD rating scale, and continuous performance test. Resting-state brain functional MRI scans were obtained, and COMT genotyping was performed to distinguish valine carriers and methionine homozygotes.Results Compared to controls, children with ADHD showed increased ADHD scale scores, increased visual commission errors, and increased functional connectivity (FC) within the DMN and DAT. Compared to all children with ADHD, children with the methionine homozygote and those who were valine carriers showed increased FC within the DMN and DAT and decreased FC between the DMN and DAT. FC within the DMN was also increased in HC valine carriers compared to HC children with the methionine homozygote, and in children with ADHD who were valine carriers compared to HC valine carriers.Conclusion We observed increased brain connectivity within the DMN and DAT and altered brain connectivity within and between the DMN and DAT associated with COMT polymorphism in children with ADHD.

scholarly journals Task-Related Brain Oscillation and Coherence Analysis Between High and Low Cognitive Proficiencies in Preschoolers With Attention Deficit Hyperactivity Disorder

2020 ◽  
Author(s):  
I-Chun Chen ◽  
Chia-Ling Chen ◽  
Chih-Hao Chang ◽  
Zuo-Cian Fan ◽  
Yang Chang ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Preschool Children ◽  
Attention Deficit ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Task Conditions ◽  
Wireless Eeg

Abstract BackgroundEarly diagnosis and intervention is essential for children at risk of attention deficit hyperactivity disorder (ADHD). For preschool-age children with ADHD, who have heterogeneous neurobehavioral deficits, the continuous performance test and quantitative electroencephalography (EEG) can facilitate clinical diagnosis. This study investigated EEG dynamics and task-based EEG coherence in preschoolers with ADHD, who exhibited varying cognitive proficiencies.MethodsThe participants comprised 54 preschoolers (aged 5–7 years), 18 and 16 of whom exhibited high and low cognitive proficiency (ADHD-H and ADHD-L, respectively). The remaining 20 children had typical development (TD). All the children underwent the Conners’ Kiddie Continuous Performance Test and wireless EEG recording under different task conditions (rest, fast, and slow). ResultsIn the slow-rate task condition, the task-related parietal delta power of preschoolers with ADHD-L was significantly higher than that of their peers with TD. In the fast-rate condition, the preschoolers with ADHD-L exhibited higher parietal delta and theta/beta ratio as well as lower parietal beta power than those with ADHD-H. Unlike those in the TD group, the alpha power values of the participants in both the ADHD groups declined from rest to the task conditions. Task- related EEG beta coherence was decreased in both ADHD groups, which were distinct with TD groups. ConclusionThe aforementioned findings suggest that task-related brain oscillations were related to cognitive proficiency in preschool children with ADHD. The novel wireless EEG system used was demonstrated to be convenient and highly suitable for clinical use in preschool children. The EEG profiles in the present study may contain specific neural biomarkers that can assist early detection, diagnosis, and clinical planning for the treatment of ADHD in preschool children.

Ginkgo biloba Extract EGb 761® in Children with ADHD

2014 ◽  
Vol 42 (5) ◽  
pp. 337-347 ◽  
Author(s):  
Henrik Uebel-von Sandersleben ◽  
Aribert Rothenberger ◽  
Björn Albrecht ◽  
L. Geza Rothenberger ◽  
Stephan Klement ◽  
...  
Keyword(s):  
Side Effects ◽  
Electrical Activity ◽  
Ginkgo Biloba ◽  
Performance Test ◽  
Rating Scale ◽  
Attention Problems ◽  
Brain Electrical Activity ◽  
Egb 761 ◽  
Children With Adhd ◽  
Core Symptoms

Objectives: The side effects, nonresponse, and prejudices against conventional pharmacological treatments call for complementary or alternative medical treatments (CAM) for ADHD. One possible treatment, at least for cognitive problems, might be the administration of Ginkgo biloba, though evidence is currently rare. This study tests the clinical efficacy of a Ginkgo biloba special extract (EGb 761®) and its correlation with brain electrical activity in children with ADHD combined type according to DSM-IV. Method: In this open clinical pilot study, EGb 761® was administered to 20 children with ADHD over 3 to 5 weeks. Dosage was increased to a maximum of 240 mg daily if attention problems persisted. Possible drug side effects were assessed using the Side Effect Rating Scale. Efficacy was assessed in a multilevel approach including clinical assessment, quality of life (QoL), as well as performance and preparatory brain-electrical activity evoked during a Continuous Performance Test (Cue-CNV in the CPT). Results: A very low rate of mild adverse effects occurred during the observation period. Following EGb 761® administration, possible improvements in QoL, ADHD core symptoms as well as CPT performance were detected. Improved core symptoms were positively related to elevated CNV amplitude. Conclusion: This preliminary evidence suggests that EGb 761® at a maximal dosage of 240 mg daily might be a clinically useful alternative treatment for children with ADHD, but further evidence is required before firm conclusions can be made.

scholarly journals The Comparison of Sensitivity to Reward and Punishment, Response Inhibition and Sustained Attention in Children with ADHD and SCT: Distinct Contribution of ADHD and SCT to Attention Problems Based on Cold and Hot Executive Circuits

2021 ◽  
Author(s):  
Elnaz Mohammadi ◽  
◽  
Mohammad Shadbafi ◽  
Keyword(s):  
Sustained Attention ◽  
Response Inhibition ◽  
Performance Test ◽  
Rating Scale ◽  
Screening Method ◽  
Attention Problems ◽  
Sensitivity To Reward ◽  
Children With Adhd ◽  
Behavior Rating Scale ◽  
Reward And Punishment

Objectives: Recent studies have identified a disorder called Sluggish Cognitive Tempo (SCT) that has similarities with attention deficit / hyperactivity disorder (ADHD) in attention problems and often mistakenly labeled as ADHD. Attention problems also cause malfunctions in executive functions, often involving the hot circuit and the cold circuit. The purpose of this study was to compare the sensitivity to reward and punishment, response inhibition and sustained attention in children with ADHD and SCT. Methods: The design of the present study was in the frame of Casual Comparative. Participants comprised 100 boys (50 ADHD and 50 SCT) from elem entary schools in Tabriz in 1398-1399 academic years, which were selected through a screening method using the Child Behavior Rating Scale (SNAP-IV) and the SCT scale. Then, balloon analogue risk task (BART) was used to measure the sensitivity to reward and punishment and the continuous performance test was used to measure response inhibition and sustained attention. For data analysis Manova and SPSS 20 were used. Results: The results showed that children with ADHD had higher scores in sensitivity to reward and children with SCT had higher scores in sensitivity to punishment. Moreover, children with ADHD have deficits in response inhibition and children with SCT have deficits in sustained attention (P<0.0001). Conclusion: Based on the research Background and the findings of this study, it seems that children with SCT have deficits in hot executive circuit and children with ADHD have trouble in cold executive circuit.

scholarly journals Screen Time Exposure in Preschool Children with ADHD: A Cross-Sectional Exploratory Study from South India

2020 ◽  
pp. 025371762093978
Author(s):  
Sivapriya Vaidyanathan ◽  
Harshini Manohar ◽  
Venkatesh Chandrasekaran ◽  
Preeti Kandasamy
Keyword(s):  
Preschool Children ◽  
Exposure Time ◽  
Parental Stress ◽  
Screen Time ◽  
Rating Scale ◽  
Total Duration ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Time Exposure ◽  
Stress Levels

Background: Concern is mounting regarding screen exposure among young children and its association with mental health. Children with attention deficit hyperactivity disorder (ADHD) may be more vulnerable to its effects such as increased externalizing behaviors and problems with language and cognitive development and biological functions such as sleep. We aimed to assess screen exposure in preschool children with ADHD and to study the correlation of screen time with the severity of ADHD and parental stress levels. Methods: Children of age 2.5–6 years, diagnosed with ADHD (n = 56) were included, and details of the total duration of screen exposure, maximum continuous screen exposure time, and types of screen-based devices used, reasons for screen exposure were collected from primary caregivers. ADHD symptom severity was assessed on Conner's Abbreviated Rating Scale. Family interview for stress and coping, adapted for ADHD, was used to measure parental stress. Results: Total screen exposure time in preschool children with ADHD was more than the recommended standards in 80.4% of children, with a median of 140.00 minutes (range: 20–500 minutes). The most commonly used modality was television (98.2%), followed by mobile phones (87.3%), tablets (17.9%), and laptops (10.7%). The severity of ADHD ( r = 0.29, P = 0.02) and parent stress levels ( r = 0.29, P = 0.03) were positively correlated to increased screen time exposure in the child. Conclusions: Preschool children with ADHD have screen exposure above the recommended duration of one hour/day. Structured parent training programs for children with preschool ADHD and providing developmentally appropriate interventions are essential in curtailing screen time exposure and also to address parental stress.

Virtual Remediation Versus Methylphenidate to Improve Distractibility in Children With ADHD: A Controlled Randomized Clinical Trial Study

2018 ◽  
Vol 24 (2) ◽  
pp. 326-335 ◽  
Author(s):  
Stéphanie Bioulac ◽  
Jean-Arthur Micoulaud-Franchi ◽  
Jenna Maire ◽  
Manuel P. Bouvard ◽  
Albert A. Rizzo ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Performance Test ◽  
Rating Scale ◽  
Cognitive Remediation ◽  
Continuous Performance Test ◽  
Virtual Classroom ◽  
Children With Adhd ◽  
Before And After ◽  
Therapeutic Tools

Objective: Virtual environments have been used to assess children with ADHD but have never been tested as therapeutic tools. We tested a new virtual classroom cognitive remediation program to improve symptoms in children with ADHD. Method: In this randomized clinical trial, 51 children with ADHD (7-11 years) were assigned to a virtual cognitive remediation group, a methylphenidate group, or a psychotherapy group. All children were evaluated before and after therapy with an ADHD Rating Scale, a Continuous Performance Test (CPT), and a virtual classroom task. Results: After therapy by virtual remediation, children exhibited significantly higher numbers of correct hits on the virtual classroom and CPT. These improvements were equivalent to those observed with methylphenidate treatment. Conclusion: Our study demonstrates for the first time that a cognitive remediation program delivered in a virtual classroom reduces distractibility in children with ADHD and could replace methylphenidate treatment in specific cases.

Self-Report and Objective Measures of ADHD-Related Behaviors in Parents of Preschool Children at Risk for ADHD

CNS Spectrums ◽  
2004 ◽  
Vol 9 (9) ◽  
pp. 639-647 ◽  
Author(s):  
Elizabeth A. Curko Kera ◽  
David J. Marks ◽  
Olga G. Berwid ◽  
Amita Santra ◽  
Jeffrey M. Halperin
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Cognitive Processing ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Performance Test ◽  
Negative Impact ◽  
Reaction Times ◽  
Self Report ◽  
Significant Group

ABSTRACTObjective: Few studies have used a combination of objective and self-report measures to examine neuropsychological and behavioral functioning in parents of children with attention-deficit/hyperactivity disorder (ADHD). This study examined attention and inhibitory control in the parents of preschool children who were rated as “at risk” for developing ADHD as compared with parents of controls.Methods:Preschool children (N=53) were divided into at risk for ADHD and control groups based on parent and teacher ratings of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition ADHD symptoms. One parent of each child was administered an identical pairs Continuous Performance Test (CPTIP), a Go/No-Go task, and the Brown Attention-Deficit Disorder Scale for Adults.Results: Parents of preschoolers at risk for ADHD showed a pattern of responding on measures of vigilance characterized by slower reaction times and increased commission errors as compared with parents of controls. There were no significant group differences on self-report measures on the Brown Attention-Deficit Disorder Scale for Adults.Conclusion: Parents of preschoolers at risk for ADHD appear to exhibit cognitive processing deficits that may not be evident using self-report measures. Further research is needed to more clearly identify the specific nature of these neuropsychological deficits and to determine whether they have a negative impact on their children.

Reduced electroencephalogram complexity in postoperative delirium

2021 ◽  
Author(s):  
Sean Tanabe ◽  
Maggie Parker ◽  
Richard Lennertz ◽  
Robert A Pearce ◽  
Matthew I Banks ◽  
...  
Keyword(s):  
Postoperative Delirium ◽  
Primary Outcome ◽  
Rating Scale ◽  
Monocyte Chemoattractant Protein 1 ◽  
Monocyte Chemoattractant ◽  
Monocyte Chemoattractant Protein ◽  
Eeg Data ◽  
Before And After ◽  
Electroencephalogram Eeg ◽  
Multiple Comparison Correction

Abstract Delirium is associated with electroencephalogram (EEG) slowing and impairments in connectivity. We hypothesized that delirium would be accompanied by a reduction in the available cortical information (i.e. there is less information processing occurring), as measured by a surrogate, Lempil-Ziv Complexity (LZC), a measure of time-domain complexity. Two ongoing perioperative cohort studies (NCT03124303, NCT02926417) contributed EEG data from 91 patients before and after surgery; 89 participants were used in the analyses. After cleaning and filtering (0.1-50Hz), the perioperative change in LZC and LZC normalized (LZCn) to a phase-shuffled distribution were calculated. The primary outcome was the correlation of within-patient paired changes in delirium severity (Delirium Rating Scale-98 [DRS]) and LZC. Scalp-wide threshold free cluster enhancement was employed for multiple comparison correction. LZC negatively correlated with DRS in a scalp-wide manner (peak channel r 2=0.199, p&lt;0.001). This whole brain effect remained for LZCn, though the correlations were weaker (peak channel r 2=0.076, p=0.010). Delirium diagnosis was similarly associated with decreases in LZC (peak channel p&lt;0.001). For LZCn, the topological significance was constrained to the midline posterior regions (peak channel p=0.006). We found a negative correlation of LZC in the posterior and temporal regions with monocyte chemoattractant protein-1 (peak channel r 2=0.264, p&lt;0.001, n=47) but not for LZCn. Complexity of the EEG signal fades proportionately to delirium severity implying reduced cortical information. Peripheral inflammation, as assessed by monocyte chemoattractant protein-1, does not entirely account for this effect, suggesting that additional pathogenic mechanisms are involved.

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