scholarly journals Enhancing neural markers of attention in children with ADHD using a digital therapeutic

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261981
Author(s):  
Courtney L. Gallen ◽  
Joaquin A. Anguera ◽  
Molly R. Gerdes ◽  
Alexander J. Simon ◽  
Elena Cañadas ◽  
...  
Keyword(s):  
Attentional Control ◽  
Real Life ◽  
Negative Consequences ◽  
Behavioral Measures ◽  
Multiple Features ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Positive Effects ◽  
Link Type ◽  
Before And After

Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental condition characterized by diminished attentional control. Critically, these difficulties are related to negative consequences in real-life functioning both during development and into adulthood. There is now growing evidence that modulating the underlying neural circuits related to attention can improve behavior and brain function in children with ADHD. We have previously shown that game-based digital therapeutics targeting a key neural marker of attention–midline frontal theta (MFT)–yield positive effects on attentional control in several populations. However, the effects of such digital therapeutics in children with ADHD and no other comorbidities has not been yet examined. To address this gap, we assessed a sample of 25 children with ADHD (8–12 years old) on neural, behavioral, and clinical metrics of attention before and after a 4-week at-home intervention on an iPad targeting MFT circuitry. We found that children showed enhancements on a neural measure of attention (MFT power), as well as on objective behavioral measures of attention and parent reports of clinical ADHD symptoms. Importantly, we observed relationships between the neural and behavioral cognitive improvements, demonstrating that those children who showed the largest intervention-related neural gains were also those that improved the most on the behavioral tasks indexing attention. These findings provide support for using targeted, digital therapeutics to enhance multiple features of attentional control in children with ADHD. Study registration: ClinicalTrials.gov registry (NCT03844269) https://clinicaltrials.gov/ct2/show/NCT03844269.

scholarly journals Clinical Application of Mindfulness-Oriented Meditation: A Preliminary Study in Children with ADHD

2020 ◽  
Vol 17 (18) ◽  
pp. 6916
Author(s):  
Ornella Santonastaso ◽  
Vittoria Zaccari ◽  
Cristiano Crescentini ◽  
Franco Fabbro ◽  
Viviana Capurso ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Clinical Manifestations ◽  
Empirical Support ◽  
Neuropsychological Measures ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Positive Effects ◽  
Alternative Intervention ◽  
Promising Tool ◽  
Before And After

Mindfulness-oriented meditation (MOM) is a self-regulatory training used for attentional and behavioral problems. With its focus on attention, MOM is a promising form of training that is gaining empirical support as a complementary or alternative intervention for attention deficit/hyperactivity disorder (ADHD). In this study, we tested the preliminary efficacy of MOM training in children with ADHD, by comparing its efficacy with an active control condition (Emotion Education Program, EEP). Twenty-five children with ADHD aged 7–11 years participated in MOM training (n = 15) or EEP (n = 10) 3 times per week for 8 weeks. Neuropsychological and academic measures and behavioral, emotional, and mindfulness ratings were collected before and after the two programs. On average, MOM training had positive effects on neuropsychological measures, as evidenced by a significant mean improvement in all outcome measures after training. Moreover, positive effects on ADHD symptoms were found only in the MOM group. Although they are preliminary, our results documented that MOM training promotes changes in neuropsychological measures and in certain behavioral symptoms, suggesting it as a promising tool for ameliorating cognitive and clinical manifestations of ADHD.

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600
Author(s):  
M. Ann Shillingford-Butler ◽  
Lea Theodore
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
School Counselors ◽  
Attention Deficit ◽  
School Setting ◽  
Negative Consequences ◽  
Effective School ◽  
Children With Adhd ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
Core Symptoms

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

Social Class, Diagnoses of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being

2020 ◽  
Vol 61 (2) ◽  
pp. 134-152
Author(s):  
Jayanti Owens
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Well Being ◽  
Mental Health Disorder ◽  
Mental Health Stigma ◽  
Testing Time ◽  
Negative Consequences ◽  
Hyperactivity Disorder ◽  
Positive Effects

Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communities, mental health diagnoses are less stigmatized and parents have greater ability to connect children to support resources, suggesting greater positive effects of diagnosis for high-SES children. Alternatively, the greater academic pressure present in high-SES communities may amplify the negative effects of mental health stigma, suggesting larger negative diagnostic effects. Using the Early Childhood Longitudinal Study–Kindergarten Cohort of 1998–1999, I found that diagnosed and medicated high-SES but not low-SES children exhibit significantly poorer future self-competence and teacher-rated school behaviors than undiagnosed matches. Findings suggest that diagnosis may not always be a net positive.

scholarly journals Efficacy of parent information sessions for understanding Attention-deficit/Hyperactivity disorder children

2020 ◽  
Author(s):  
Benjamin Pearcy ◽  
Parma Barbaro ◽  
Nathan Adey ◽  
Lee-Ann Bamess ◽  
Stephanie Curtis ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sensory Processing ◽  
Attention Deficit ◽  
Social Connectedness ◽  
Treatment Approach ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Efficacious Treatment ◽  
Before And After ◽  
Attention Deficit Hyperactivity Disorders

Background: The Complex Attention-deficit Hyperactivity Disorders Service (CAHDS) conduct caregiver information sessions across a number of different topics throughout each year. The aim of these workshops is to help caregivers better understand and relate to their child with attention-deficit hyperactivity disorder (ADHD). The four workshops cover different topics related to ADHD, and are facilitated by related disciplines. The topics covered include; understanding your childs behaviour, family self-care and stress management, Social connectedness and communication, sensory processing and ADHD. Objective: To assess the efficacy of the caregiver information workshops on caregiver belief in their understanding, use of strategies, and resources, to help their child with ADHD. Method: Caregivers who had children with or previously with the CAHDS service were invited to attend workshops held throughout the year. Caregivers complete a feedback survey before and after the session, and the results were compared. Data was collected from 2016 to 2019. Results: For each of the workshop topics, caregivers reported a weak to moderate improvement in their understanding, strategies, and resources for helping their children with ADHD. Significance and sampling issues are discussed. Conclusions : Information sessions for caregivers present as an efficacious treatment approach in the understanding and support of children with ADHD.

scholarly journals Perceptual timing in children with attention-deficit/hyperactivity disorder (ADHD) as measured by computer-based experiments versus real-life tasks: protocol for a cross-sectional experimental study in an ambulatory setting

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e027651
Author(s):  
Ivo Marx ◽  
Olaf Reis ◽  
Christoph Berger
Keyword(s):  
Experimental Study ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Real Life ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Computer Based ◽  
Research Questions ◽  
Perceptual Timing

IntroductionThe goal of this study is to get a better understanding of the fundamentals of perceptual timing deficits, that is, difficulties with estimating durations of explicitly attended temporal intervals, in children with attention-deficit/hyperactivity disorder (ADHD). Whereas these deficits were repeatedly demonstrated in laboratory studies using computer-based timing tasks, we will additionally implement a more practical task reflecting real-life activity. In doing so, the research questions of the planned study follow a hierarchically structured path ‘from lab to life’: Are the timing abilities of children with ADHD really disturbed both in the range of milliseconds and in the range of seconds? What causes these deficits? Do children with ADHD rather display a global perceptual timing deficit, or do different ‘timing types’ exist? Are timing deficits present during real-life activities as well, and are they based on the same mechanisms as in computerised tasks?Methods and analysesA quasi-experimental study with two groups of male children aged 8–12 years (ADHD; controls) and with a cross-sectional design will be used to address our research questions. Statistical analyses of the dependent variables will comprise (repeated) measures analyses of variance, stepwise multiple regression analyses and latent class models. With an estimated dropout rate of 25%, power analysis indicated a sample size of 140 subjects (70 ADHD, 70 controls) to detect medium effect sizes.Ethics and disseminationEthics approval was obtained from the ethics committee of the Faculty of Medicine, University of Rostock. Results will be disseminated to researcher, clinician and patient communities in peer-reviewed journals and at scientific conferences, at a meeting of the local ADHD competence network and on our web page which will summarise the study results in an easily comprehensible manner.Trial registration numberDRKS00015760

scholarly journals Organizational skills training for children with ADHD: study protocol for a randomized, controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Aida Bikic ◽  
Søren Dalsgaard ◽  
Kristoffer Dalsgaard Olsen ◽  
Denis G. Sukhodolsky
Keyword(s):  
Treatment Response ◽  
Outcome Measurement ◽  
Controlled Trial ◽  
Skills Training ◽  
Control Group ◽  
Children With Adhd ◽  
Organizational Skills ◽  
Positive Effects ◽  
Link Type ◽  
Age Range

Abstract Background Problems with sustained attention, impulsivity, and hyperactivity are the most prominent symptoms of attention-deficit hyperactivity disorder (ADHD), but many children with this diagnosis also present with poor organizational skills that are important in relation to school. These problems tend to increase from childhood to adolescence and are often not well managed by medication. Organizational skills training (OST) is a range of behavioral interventions that specifically target organizational skills deficits. Evidence supports the effect of OST on improving organizational skills, inattention, and academic performance in children with ADHD. Because previous clinical trials included mostly children above the age of 8 years, this trial includes children in the age range 6–13 years to expand the knowledge on the effects of OST in younger children. Previous OST research has also shown improvement on inattention in parent ratings; we will investigate if a change in inattention can be confirmed with neurocognitive tests. Finally, little is known about predictors of treatment response in OST. Objectives The primary objective is to investigate if OST has positive effects on organizational skills in children with ADHD. The primary outcome measurement is the parent-rated Children’s Organizational Skills Scale (COSS), collected before and at the end of the 10 week intervention. Secondary and exploratory outcomes include inattention ratings, family and school functioning, and cognitive functions measured before the intervention period, immediately after, and at a 6 month follow-up. Additional objectives are to investigate both neurocognitive outcomes and age as predictors of treatment response. Methods This is a randomized clinical superiority trial investigating the effect of OST vs a treatment-as-usual (TAU) control group for children with ADHD in the age range of 6–13 years. All participants (n = 142) receive TAU. OST is administered in a group format of 10 weekly sessions. Adverse events are monitored by study clinicians during weekly therapy sessions and all assessments. Data analyses will be conducted using mixed linear regression models with random intercepts for patients, adjusted for the stratification variables and the baseline value. Perspectives This study will provide important new knowledge and expand on existing research in the field of non-pharmacological treatment of children with ADHD. OST can potentially have a significant impact on the lives of children with ADHD by helping them learn how to cope with their present deficits and to become more independent and self-reliant. It is also important to investigate predictors of treatment response in order to optimize OST. Trial registration ClinicalTrials.gov NCT03160378. Registered on May 19, 2017.

scholarly journals Patients’ health outcomes after an implementation intervention targeting the physiotherapists’ clinical behaviour

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Johanna Fritz ◽  
Lena Almqvist ◽  
Anne Söderlund ◽  
Lars Wallin ◽  
Maria Sandborgh
Keyword(s):  
Sick Leave ◽  
Health Outcomes ◽  
Musculoskeletal Pain ◽  
Behavioural Medicine ◽  
Implementation Support ◽  
Positive Effects ◽  
Link Type ◽  
Before And After ◽  
Active Implementation ◽  
Over Time

Abstract Background A behavioural medicine approach in physiotherapy has shown positive effects on increased and sustained activities and participation, including reduced sick leave for patients with persistent musculoskeletal pain. The aim of this study was to explore the health outcomes of patients with persistent musculoskeletal pain treated by physiotherapists who had received active compared with passive support when implementing a behavioural medicine approach. Methods An explorative and comparative pre−/post-test trial was conducted. A total of 155 patients with musculoskeletal pain ≥4 weeks were consecutively recruited by physiotherapists in primary healthcare who had received active or passive support when implementing a behavioural medicine approach. Data concerning health outcomes for patients were collected using questionnaires before and after the physiotherapy treatment and at half-, one- and two-year follow-ups. Descriptive, non-parametric and parametric bi- and multivariate statistics were used. Results There were no differences over time between the patients treated by physiotherapists who had received active compared to passive implementation support regarding pain-related disability, pain intensity, self-rated health, self-efficacy in performing daily activities, catastrophic thinking related to pain, and fear of movement. Significant improvements over time were identified in both groups regarding all variables and the effect sizes were large. The percentage of patients on sick leave significantly decreased in the patient group treated by physiotherapists who had received active implementation support. Conclusion It is very important to include patient outcomes when evaluating the implementation of multicomponent interventions. It seems that the implementation method did not play a major role for the patients’ outcomes in this study. Most of the patients’ health outcomes improved regardless of whether they were treated by physiotherapists who had received active or passive support when implementing a behavioural medicine approach. This was likely because the active implementation support was not extensive enough to enable the physiotherapists to sustain the behavioural medicine approach. Trial registration The study protocol was retrospectively registered in ClinicalTrials.gov. ID NCT03118453, March 20, 2017.

Does ACT-Group Training Improve Cognitive Domain in Children with Attention Deficit Hyperactivity Disorder? A Single-Arm, Open-Label Study

2020 ◽  
Vol 37 (1) ◽  
pp. 33-44
Author(s):  
Laura Vanzin ◽  
Alessandro Crippa ◽  
Valentina Mauri ◽  
Angela Valli ◽  
Maddalena Mauri ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Training Programme ◽  
Group Training ◽  
Open Label ◽  
Open Label Study ◽  
Label Study ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Positive Effects

AbstractThis single-arm, open-label study aimed to investigate the efficacy of a cognitive-behavioural group training based on acceptance and commitment therapy (ACT) on cognition in drug-naïve children with attention deficit hyperactivity disorder (ADHD). Thirty-six children with ADHD aged 8–13 were invited to participate in the 9-month ACT training programme, which consisted of 26 weekly sessions of group therapy lasting 90 min each. Their parents also received 12 sessions of ACT-based parent training, every 2 weeks. The outcome measure for the present study was the change in the cognitive performance assessed by a battery of computerised task. The cognitive outcome of children receiving ACT-group intervention was compared to that of an external untreated control group of children with ADHD. No significant improvements were observed in any of the cognitive measures. This preliminary study suggests that the 9-month ACT-group training programme might not have positive effects on cognitive difficulties usually occurring in ADHD. Future randomised controlled trials with larger sample sizes are required to shed more light on this issue.

scholarly journals THE EFFECT OF AVASIN THERAPY ON COGNITIVE, EXECUTIVE, AND ATTENTION FUNCTIONS IN ADHD CHILDREN: A CASE SERIES

2021 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Andika Tansir ◽  
Gian G. Paramitha ◽  
Gita Putri ◽  
Vicky Wiharmawan ◽  
Deny Hamdani ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Brain Mapping ◽  
Case Series ◽  
Complementary Alternative Medicine ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Conventional Medication ◽  
Adhd Children ◽  
Before And After ◽  
Long Time

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that most commonly occurs in children. The number of ADHD events is getting more increase. Its handling takes a long time so that the use of Complementary Alternative Medicine (CAM) is increasingly in demand. CAM is used by 60-65% of parents with ADHD children to improve symptoms and reduce side effect of conventional medication. Avasin therapy is one the complementary treatments that we used to treat ADHD children.We conducted avasin therapy to 3 children with ADHD. Before and after avasin therapy, the three children were examined by Children's Color Trail Test to access cognitive nd function, BRIEF 2 to access executive function, as well asTOVA and QEEG Brain Mapping to assess attention function.The changes in values on Children's Color Trail Test, nd BRIEF 2 , TOVA, and QEEG Brain Mapping were obtained after a series of avasin therapy.

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604 ◽  
Author(s):  
M. Ann Shillingford-Butler ◽  
Lea Theodore
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
School Counselors ◽  
Attention Deficit ◽  
School Setting ◽  
Negative Consequences ◽  
Effective School ◽  
Children With Adhd ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
Core Symptoms

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

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