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.

scholarly journals Method of Parents in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)

2019 ◽  
Vol 1 (2) ◽  
pp. 278-290
Author(s):  
Muhajir ◽  
Zahrul Mubarrak ◽  
Amiruddin ◽  
Khaidir ◽  
Fazil Saputra ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Analysis Model ◽  
Case Study Method ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Family ◽  
Adhd Children ◽  
Model Technique

Concentration disorders accompanied by hyperactivity in children with ADHD are conditions that show symptoms of lack concentration, hyperactivity and impulsiveness that causes an imbalance of most of their life activities. This makes parents have difficulty in providing prayer guidance to children who have ADHD. Starting from this problem, the researcher tries to make a scientific about Parents' Method in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)." This study was conducted to describe the method parents in providing prayer services to children with ADHD in  Kulam Kemukiman Syamtarail Village, North Aceh. This thesis research method uses the case study method which is a study that tries to examine individuals or a unit in depth with a qualitative approach. In collecting data researchers conducted observations and direct interviews within formants who have been used as samples, as well as documentation. While the analysis of data through observations in this thesis uses a theme analysis model technique where all data after being collected will be processed one by one. The results showed that ADHD children's prayer guidance involved all family members, namely the father, mother, siblings and cousins ​​of ADHD children. As for the methods carried out by the family in the guidance of prayers in children with ADHD can be concluded as follows:1. Intelegently; 2. Be haviour; 3. By monitoring.

Differential effects of methylphenidate and atomoxetine on intrinsic brain activity in children with attention deficit hyperactivity disorder

2016 ◽  
Vol 46 (15) ◽  
pp. 3173-3185 ◽  
Author(s):  
C. Y. Shang ◽  
C. G. Yan ◽  
H. Y. Lin ◽  
W. Y. Tseng ◽  
F. X. Castellanos ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Brain Activity ◽  
Movement Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Lingual Gyrus ◽  
Adhd Children ◽  
Pre Treatment ◽  
Intrinsic Brain Activity

BackgroundMethylphenidate and atomoxetine are commonly prescribed for treating attention deficit hyperactivity disorder (ADHD). However, their therapeutic neural mechanisms remain unclear.MethodAfter baseline evaluation including cognitive testing of the Cambridge Neuropsychological Test Automated Battery (CANTAB), drug-naive children with ADHD (n = 46), aged 7–17 years, were randomly assigned to a 12-week treatment with methylphenidate (n = 22) or atomoxetine (n = 24). Intrinsic brain activity, including the fractional amplitude of low-frequency fluctuations (fALFF) and regional homogeneity (ReHo), was quantified via resting-state functional magnetic resonance imaging at baseline and week 12.ResultsReductions in inattentive symptoms were related to increased fALFF in the left superior temporal gyrus and left inferior parietal lobule for ADHD children treated with methylphenidate, and in the left lingual gyrus and left inferior occipital gyrus for ADHD children treated with atomoxetine. Hyperactivity/impulsivity symptom reductions were differentially related to increased fALFF in the methylphenidate group and to decreased fALFF in the atomoxetine group in bilateral precentral and postcentral gyri. Prediction analyses in the atomoxetine group revealed negative correlations between pre-treatment CANTAB simple reaction time and fALFF change in the left lingual gyrus and left inferior occipital gyrus, and positive correlations between pre-treatment CANTAB simple movement time and fALFF change in bilateral precentral and postcentral gyri and left precuneus, with a negative correlation between movement time and the fALFF change in the left lingual gyrus and the inferior occipital gyrus.ConclusionsOur findings suggest differential neurophysiological mechanisms for the treatment effects of methylphenidate and atomoxetine in children with ADHD.

scholarly journals THE CORRELATION OF PARENTING STYLE WITH COGNITIVE DEVELOPMENT IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

2018 ◽  
Vol 4 (2) ◽  
pp. 271-278
Author(s):  
Dwi Fitri Genisti ◽  
Ni Komang Sukra Andini ◽  
Ni Luh Gede Puspita Yanti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Development ◽  
Child Development ◽  
Parenting Style ◽  
Attention Deficit ◽  
Learning Disorders ◽  
P Value ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children

Background: Child development is a very important phase, which children learn various skills as future generations in the future. Disorders that can impede child development process of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have problems with cognitive abilities, of which about 20-60% of them have learning disorders. The efforts to support cognitive development in ADHD children is to approach the child's environment through parenting parents. Objective: This study aimed to determine the correlation of parenting style with cognitive development in the children with ADHD in SLB Negeri 1 Denpasar. Methods: This study used correlational design with cross sectional approach. The sample size of 30 respondents were taken by purposive sampling technique. Data were collected using parenting style questionnaire (PSQ) and the average value of odd semester report of 2016/2017 academic year. Results:  The result of this research was found that most parents with democratic parenting type were 19 people (63.3%), authoritarian parenting type were 7 people (23.3%) and permissive parenting were 4 people (13.3%). The result of contingency coefficient test with p-value = 0.039 (p <0.05) and correlation value of 0.501, which mean there was high correlation between parenting style with cognitive development in children with ADHD. Conclusion: It is suggested for parents with ADHD children to be able to provide good parenting for the child's development, especially for the child's cognitive development.

scholarly journals The incidence of dysgraphia in Arabic language in children with attention-deficit hyperactivity disorder

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Amira Salah Lotfy ◽  
Mohammed El Sayed Darwish ◽  
Ehab Sayed Ramadan ◽  
Rania Makram Sidhom
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Arabic Language ◽  
Finger Tapping ◽  
Fine Motor ◽  
Normal Children ◽  
Spelling Errors ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children

Abstract Background Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Although children with ADHD made much more spelling errors, they had a distinct pattern of letter insertions, replacements, transpositions, and omissions. This mistake type is sometimes referred to as graphemic buffer errors, and it is caused by a lack of attention required for motor planning. The aim of study was to assess the incidence of dysgraphia in Arabic language in children with ADHD for better helping, diagnosis and management of those children. Results Ten percent of ADHD children had normal handwriting with no disability, 40% had excellent handwriting with a minimum of disability and 50% of ADHD children showed mild to moderate disability. There were significant differences between ADHD children and control children regarding results of each item on the subtest of handwriting of dysgraphia disability scale (DDS), respecting lines, spacing between words, letter direction, spelling a sentence, and punctuation. Drawing affected in ADHD children. The finger tapping speed was affected in almost ADHD children. Conclusions Dysgraphia highly presents in our sample of ADHD children with poor fine motor skills in ADHD children than normal children. ADHD children have illegible handwriting, not respecting lines, insufficient space between and within words, multiple spelling errors, and omissions of letters or words. Graphesthesia and stereognosis are affected more in ADHD children than in control children drawing and finger tapping speed affected in ADHD children.

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.

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 Cool and hot executive functions in medication-naive attention deficit hyperactivity disorder children

2011 ◽  
Vol 41 (12) ◽  
pp. 2593-2602 ◽  
Author(s):  
B.-R. Yang ◽  
R. C. K. Chan ◽  
N. Gracia ◽  
X.-Y. Cao ◽  
X.-B. Zou ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Family History ◽  
Executive Functions ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Delay Aversion ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
History Of

BackgroundThis study aimed to compare ‘cool’ [working memory (WM) and response inhibition] and ‘hot’ (delay aversion) executive functions (EFs) in children with and without attention deficit hyperactivity disorder (ADHD).MethodA total of 100 ADHD children (45 with family history of ADHD and 55 with no family history) and 100 healthy controls, all medication free, were tested on tasks related to the ‘hot’ (i.e. two choice-delay tasks) and ‘cool’ domains of EF (i.e. Digits backward, Corsi Block Task backward, Go/No-Go Task, Stop-Signal Task, and the Stroop).ResultsCompared with the controls, children with ADHD were found to perform significantly worse on one or more measures of response inhibition, WM, and delay aversion after controlling for co-morbidities and estimated IQ. In addition, comparisons between ADHD children with family history of ADHD and those with no family history found significant differences on measures of response inhibition and WM but not delay aversion. These results are largely supported by results of two logistic regressions.ConclusionsADHD was found to be associated with deficits on both cool and hot EFs. There is also evidence to suggest that cool EFs impairment is related to a family history of ADHD. Findings of this study have helped to elucidate the nature and extent of EF deficits in children with ADHD.

scholarly journals Comparison of Nutrients' Intakes in Children with and without Attention Deficit Hyperactivity Disorder

2020 ◽  
Author(s):  
Elham Shareghfarid ◽  
Zohreh Sadat Sangsefidi ◽  
Mahdieh Hosseinzadeh ◽  
Amin Salehi-Abargouei ◽  
Mohammad Mohammadi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Healthy Children ◽  
Dietary Intakes ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Calcium Magnesium ◽  
Control Survey

Background: Attention deficit hyperactivity disorder (ADHD) is the most common chronic mental disorder among children. Children with ADHD may be at risk for a variety of nutrients' deficiencies. We aimed to assess the nutrients' intakes among ADHD children and compare them with the healthy ones. Methods: This was a hospital-based case-control survey over 120 ADHD as the cases and 240 non-ADHD children as the control participants aged 6-13 years. Usual dietary intakes were assessed using a validated semi quantitative food-frequency questionnaire (FFQ). The P-values were considered significant if they were < 0·05. Results: Energy: 2812.2 ± 1029.9 kcal/day vs. 3136.4 ± 1360.3 kcal/day, P = 0.001), fat: 78.3 ± 28.8 g/day vs. 87.2 ± 44.9 g/day, P > 0.001), and carbohydrate: 436.8 ± 192.6 g/day vs. 479.9 ± 244.2 g/day, P = 0.009) intakes were significantly lower in ADHD than healthy children. Similarly, consumption of calcium: 968.5 ± 358.3 mg/day vs. 1055.7 ± 453.4 mg/day, P = 0.03) and magnesium: 363.1 ± 173.9 mg/day vs. 411.9 ± 220.8 mg/day, P = 0.01) were significantly lower in the cases than control group. However, intakes of thiamin: 34.4±18.8 mg/day vs. 40.4 ± 25.6 mg/day, P = 0.002), riboflavin: 1.99 ± 0.76 mg/day vs. 2.21 ± 0.95 mg/day, P = 0.01), niacin: 24.9 ± 10.6 mg/day vs. 27.5 ± 13.2 mg/day, P = 0.01), and vitamin B5: 6.85 ± 3.35 mg/day vs. 7.49 ± 3.84 mg/day, P = 0.02) were significantly lower in the case than control group. Conclusion: Children with ADHD consumed significantly lower quantities of energy, macronutrients, calcium, magnesium, B vitamins (B1, B2, B3, B5), and vitamin C compared with the healthy children.

scholarly journals An Exigent Device that aids to Educate the Attention Deficit Hyperactivity Disorder (ADHD) Children

2019 ◽  
Vol 9 (2) ◽  
pp. 3812-3815
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Virtual Reality ◽  
Real World ◽  
Attention Deficit ◽  
Self Control ◽  
Slight Variation ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
3D Environment ◽  
Adhd Children

ADHD called the Attention Deficit Hyperactivity Disorder is predominant among the children and the teens. Children having ADHD has differences in the way they persevere things and also has slight variation in their brain development that affects attention, the ability to focus and self control. Thus children with ADHD face obstacles in their path towards success than the normal student. These children get bored with the tasks and get distracted easily. Completing their routine would be a difficult task for them. They are unable to sit still in the class and they roam around. In order to overcome this difficulty in learning among ADHD children Virtual Reality can be implemented. These ADHD children could use VR glasses for simulating their vision and creating a immersive 3D environment. VR headset will put forth a screen in front of the eyes which eliminates the contact with the real world .By doing so, they can learn things without any boredom and they will have a feeling of being in motion. This helps to increase their ability to concentrate.

Sense of Time in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

2010 ◽  
Vol 69 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Vincent Quartier ◽  
Grégoire Zimmermann ◽  
Sadegh Nashat
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Knowledge Questionnaire ◽  
Adhd Children ◽  
French Speaking ◽  
Sense Of Time ◽  
Perception Of Time

Parents of children with attention-deficit/hyperactivity disorder (ADHD) frequently report that their children have a poor sense of time. Several studies looking at the perception of time mentioned a form of temporal myopia. The present study investigates the sense of time in children with ADHD. Twenty-two French-speaking Swiss children with ADHD and 22 controls between the ages of 6 and 13 years were tested using a conventional time knowledge questionnaire and two Piagetian time conservation tasks. Parents were asked to complete the “It’s about time” questionnaire. Better performance was observed in matched control group children than in children with ADHD on a conventional time knowledge questionnaire. For children under 10 years of age, the two Piagetian time conservation tasks were able to differentiate children with and without ADHD. Parents of ADHD children reported more frequently that their children had time-related difficulties in daily activities. This study suggests that children with ADHD take longer to develop several time-related abilities.

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