scholarly journals LA ACTIVIDAD FÍSICA EN JÓVENES CON DIFICULTADES DE APRENDIZAJE

2017 ◽  
Vol 2 (1) ◽  
pp. 469
Author(s):  
Sara Suáerz-Manzano
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Web Of Science ◽  
Work Memory ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Hyperactivity Disorder

Abstract.PHYSICAL ACTIVITY IN YOUNG PEOPLE WITH LEARNING DIFFICULTIESThe majority of children and adolescents diagnosed as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) show learning difficulties. The results obtained by several studies show the positive effect of Physical Activity (PA) in these students. In this paper we intend to know the immediate effect of PA on academic (AP) and cognitive (CP) performance. We used four databases (PubMed, SportDiscus, Web of Science and SCOPUS), limited study dates to January 2010 – September 2016. Combinations of the terms “physical fitness”, “attention-deficit hyperactivity disorder” , “Autism spectrum disorder” and “adolescent” “children”. From a total of 260 articles, 13 were selected, all of high quality. In all of them, the participants were schoolchildren (6-18 years old) diagnosed with ADHD or ASD. The works measured AP and / or CP variables before and after intervening with a PA program. The sessions used in each study are very diverse, but all used the aerobic PA and at moderate / moderate-vigorous intensity. At the end of the PA program, improvements were observed in the variables of work memory, planning, inhibition and processing speed, compared to the control group and to the pre-intervention measurements. Therefore, we conclude that ADHD and ASD students with learning disabilities who practice PA consistently improve their AP and CP levels.Key words: Academic Performance, Cognitive Performance, Physical Exercise programResumen.La mayor parte de los niños y adolescentes diagnosticados como Trastorno por Déficit de Atención e Hiperactividad (TDAH) o Trastorno del Espectro Autista (TEA) muestran dificultades de aprendizaje. Los resultados obtenidos por diversos estudios muestran el efecto positivo de la Actividad Física (AF) en estos escolares. En este trabajo pretendemos conocer el efecto inmediato de la AF sobre el rendimiento académico (RA) y cognitivo (RC). Se consultaron cuatro bases de datos (PubMed, SportDiscus, Web of Science and SCOPUS), limitado las fechas de los estudios a enero 2010 – septiembre 2016. Se emplearon combinaciones de los términos: “physical fitness”, “attention-deficit hyperactivity disorder”, “Autism spectrum disorder” y “adolescent” “children”. De un total de 260 artículos, se seleccionaron 13, todos de alta calidad. En todos ellos, los participantes eran escolares (6-18 años) diagnosticados TDAH o TEA. Los trabajos midieron variables de RA y/o RC antes y después de intervenir con un programa de AF. Las sesiones empleadas en cada estudio son muy diversas, pero todas coinciden en que la actividad realizada fue de carácter aeróbico y a una intensidad moderada/moderada-vigorosa. Al finalizar el programa de AF se comprobaron mejoras en las variables dmemoria de trabajo, planificación, inhibición y velocidad de procesamiento, frente al grupo control y respecto a las mediciones previas a la intervención. Por lo tanto, concluimos que los escolares TDAH y TEA con dificultades de aprendizaje que práctica AF de forma sistemática mejoran sus niveles de RA y RC.Palabras clave: Rendimiento Académico, Rendimiento Cognitivo, programa de Ejercicio Físico

Attention Deficit Hyperactivity Disorder in Autism Spectrum Disorder

2020 ◽  
pp. 158-176
Author(s):  
Karen Bearss ◽  
Aaron J. Kaat
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Developmental Trajectory ◽  
Spectrum Disorder ◽  
Adhd Symptoms ◽  
Functional Impairments ◽  
Hyperactivity Disorder ◽  
Delayed Recognition

This chapter will review the available evidence on individuals with co-occurring diagnoses of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). This chapter contends that children diagnosed with both disorders (ASD+ADHD) are a subset of the ASD population that is at risk for delayed recognition of their ASD diagnosis, poor treatment response, and poorer functional outcomes compared to those with ASD without ADHD. Specifically, the chapter highlights the best estimates of the prevalence of the comorbidity, the developmental trajectory of people with co-occurring ASD and ADHD, how ADHD symptoms change across development, overlapping genetic and neurobiological risk factors, psychometrics of ADHD diagnostic instruments in an ASD population, neuropsychological and functional impairments associated with co-occurring ASD and ADHD, and the current state of evidence-based treatment for both ASD and ADHD symptoms. Finally, the chapter discusses fruitful avenues of research for improving understanding of this high-risk comorbidity so that mechanism-to-treatment pathways for ADHD in children with ASD can be better developed.

scholarly journals Medications for attention-deficit/hyperactivity disorder in individuals with or without coexisting autism spectrum disorder: analysis of data from the Swedish prescribed drug register

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Viktoria Johansson ◽  
Sven Sandin ◽  
Zheng Chang ◽  
Mark J. Taylor ◽  
Paul Lichtenstein ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prescribing Patterns ◽  
Adhd Medication ◽  
Hyperactivity Disorder ◽  
Drug Register

Abstract Background Clinical studies found that medication for attention-deficit/hyperactivity disorder (ADHD) is effective in coexisting autism spectrum disorder (ASD), but current research is based on small clinical studies mainly performed on children or adolescents. We here use register data to examine if individuals with ADHD and coexisting ASD present differences in the prescribing patterns of ADHD medication when compared to individuals with pure ADHD. Methods Data with information on filled prescriptions and diagnoses was retrieved from the Swedish Prescribed Drug Register and the National Patient Register. We identified 34,374 individuals with pure ADHD and 5012 individuals with ADHD and coexisting ASD, aged between 3 and 80 years. The first treatment episode with ADHD medications (≥ 2 filled prescriptions within 90 days) and daily doses of methylphenidate during a 3-year period was measured. Odds ratios (ORs) were calculated for the likelihood of being prescribed ADHD medication in individuals with and without ASD and Wilcoxon rank-sum test was used to compare group differences in dose per day. Results Individuals with ADHD and coexisting ASD were less likely to start continuous treatment with ADHD medication (ADHD 80.5%; ADHD with ASD 76.2%; OR, 0.80; 95% confidence interval, 0.75-0.86), were less likely to be prescribed methylphenidate, and were more commonly prescribed second line treatments such as dexamphetamine, amphetamine, or modafinil. No group difference was observed for atomoxetine. In adults with ADHD and coexisting ASD, methylphenidate was prescribed in lower daily doses over three years as compared to individuals with pure ADHD. Conclusions The findings indicate that there are differences in the medical treatment of individuals with or without ASD. If these differences are due to different medication responses in ASD or due to other factors such as clinicians’ perceptions of medication effects in patients with ASD, needs to be further studied.

Sign in / Sign up

Export Citation Format

Share Document