scholarly journals Sistem Pakar Berbasis Android untuk Mendeteksi Jenis Perilaku ADHD pada Anak

2019 ◽  
Vol 6 (2) ◽  
pp. 135
Author(s):  
Muhammad Alkaff ◽  
Husnul Khatimi ◽  
Yuslena Sari ◽  
Puja Darmawan ◽  
Rakhmadhany Primananda
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Expert System ◽  
Motor Activity ◽  
Experimental Test ◽  
Attention Deficit ◽  
Confidence Level ◽  
The Other ◽  
Hyperactivity Disorder ◽  
Child Psychologist ◽  
Confidence Value

<p class="Abstrak">ADHD (<em>Attention Deficit Hyperactivity Disorder</em>) adalah gangguan perkembangan otak pada anak yang mengakibatkan meningkatnya aktifitas motorik sehingga menyebabkan penderitanya menjadi hiperaktif, impulsif dan inatentif. Kondisi ini sering memperlihatkan tingkah laku yang tidak wajar seperti selalu bergerak tanpa tujuan, selalu gelisah, atau tidak bisa duduk dengan tenang. Gangguan ADHD terbagi menjadi tiga jenis yaitu Hiperaktif, Inatentif dan Impulsif. Salah satu cara untuk mendiagnosa jenis ADHD yang diderita oleh anak adalah dengan konseling. Tujuan dari penelitian ini adalah membangun sebuah sistem pakar yang dapat membantu memberikan kesimpulan tentang jenis penyakit ADHD yang diderita oleh anak serta tingkat keyakinan diagnosisnya. Penelitian ini menggunakan metode <em>Dempster</em><em>-Shafer</em> untuk melakukan perhitungan terhadap nilai keyakinan suatu diagnosa. Hal ini dilakukan dengan cara membandingkan setiap nilai keyakinan dari 2 gejala awal yang terjadi pada anak untuk selanjutnya dibandingkan lagi dengan nilai keyakinan dari gejala-gejala lainnya. Sehingga mengerucut pada suatu gejala yang mengacu kepada suatu jenis dari ADHD disertai dengan nilai keyakinannya seperti layaknya diagnosa seorang pakar psikologi anak. Dalam penelitian ini dibangun sistem pakar berbasis <em>Android</em> dengan basis pengetahuan dari 3 orang pakar untuk memudahkan orang tua anak dalam mendiagnosa gejala-gelaja yang mungkin diderita oleh anaknya. Hasil pengujian sistem terhadap pakar dengan persentase rata-rata sebesar 93,3% dari 3 orang pakar, menunjukan bahwa sistem pakar yang telah dibuat mampu mendiagnosa jenis perilaku ADHD yang diderita oleh anak-anak disertai dengan nilai tingkat keyakinan diagnosisnya.</p><p class="Abstrak"><strong>Abstract </strong></p><p class="Judul2"><em>ADHD (Attention Deficit Hyperactivity Disorder) is a brain development disorder in children resulting in increased motor activity causing the sufferer to become hyperactive, impulsive and inattentive. This condition often shows unnatural behavior like always moving aimlessly, always restless, or unable to sit quietly. ADHD disorders divided into three types, namely Hyperactive, Inattentive and Impulsif. One way to diagnose the type of ADHD suffered by children is by counseling. The purpose of this study is to build an expert </em>sistem<em> that can help provide conclusions about the kind of ADHD that the children had and the diagnosis level of confidence. This research uses Dempster-Shafer method to perform the calculation of confidence value of diagnosis. This is done by comparing each of the confidence values of the two early symptoms that occur in the child to furthermore compare with the belief value of the other symptoms. Therefore, conical to a symptom that refers to a type of ADHD accompanied by the value of the diagnosis beliefs, just like the diagnosis of a child psychologist. In this study, an Android-based expert system</em><em> with a knowledge base from three experts</em><em> is built to facilitate the child's parents in diagnosing symptoms that may be suffered by his son. The experimental test of the system with the </em><em>mean </em><em>percentage of 90% </em><em>from 3 experts</em><em>, indicates that the expert s</em><em>y</em><em>stem that has been made can diagnose the type of ADHD behavior suffered by the children accompanied by the value of the diagnosis confidence level.</em></p>

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

scholarly journals Diminished modulation of preparatory sensorimotor mu rhythm predicts attention-deficit/hyperactivity disorder severity

2017 ◽  
Vol 47 (11) ◽  
pp. 1947-1956 ◽  
Author(s):  
N. ter Huurne ◽  
D. Lozano-Soldevilla ◽  
M. Onnink ◽  
C. Kan ◽  
J. Buitelaar ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Motor Activity ◽  
Attention Deficit ◽  
Rating Scale ◽  
Oscillatory Activity ◽  
Adhd Group ◽  
Mu Rhythm ◽  
Hyperactivity Disorder ◽  
Α Band ◽  
Μ Rhythm

BackgroundAttention-deficit/hyperactivity disorder (ADHD) is characterized by problems in regulating attention and in suppressing disruptive motor activity, i.e. hyperactivity and impulsivity. We recently found evidence that aberrant distribution of posterior α band oscillations (8–12 Hz) is associated with attentional problems in ADHD. The sensorimotor cortex also produces strong 8–12 Hz band oscillations, namely the μ rhythm, and is thought to have a similar inhibitory function. Here, we now investigate whether problems in distributing α band oscillations in ADHD generalize to the μ rhythm in the sensorimotor domain.MethodIn a group of adult ADHD (n = 17) and healthy control subjects (n = 18; aged 21–40 years) oscillatory brain activity was recorded using magnetoencephalography during a visuo-spatial attention task. Subjects had to anticipate a target with unpredictable timing and respond by pressing a button.ResultsPreparing a motor response, the ADHD group failed to increase hemispheric μ lateralization with relatively higher μ power in sensorimotor regions not engaged in the task, as the controls did (F1,33 = 8.70, p = 0.006). Moreover, the ADHD group pre-response μ lateralization not only correlated positively with accuracy (rs = 0.64, p = 0.0052) and negatively with intra-individual reaction time variability (rs = −0.52, p = 0.033), but it also correlated negatively with the score on an ADHD rating scale (rs = −0.53, p = 0.028).ConclusionsWe suggest that ADHD is associated with an inability to sufficiently inhibit task-irrelevant sensorimotor areas by means of modulating μ oscillatory activity. This could explain disruptive motor activity in ADHD. These results provide further evidence that impaired modulation of α band oscillations is involved in the pathogenesis of ADHD.

The Validity of the DSM-IV Subtypes of Attention-Deficit/Hyperactivity Disorder

2005 ◽  
Vol 39 (5) ◽  
pp. 344-353 ◽  
Author(s):  
Bernardine S. C. Woo ◽  
Joseph M. Rey
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Age Distribution ◽  
The Other ◽  
Genetic Studies ◽  
Main Research ◽  
Hyperactivity Disorder ◽  
Dsm Iv ◽  
Almost All ◽  
All Treatment

Objective: To examine the validity of the three subtypes of ADHD defined by DSM-IV. Method: Studies published in English were identified through searches of literature databases. Results: Estimates of the prevalence of ADHD have increased as a result of the introduction of DSM-IV criteria. Factor analytical and genetic studies provide some support for the validity of the distinction between the three subtypes. However, diagnosis of the combined subtype seems more reliable than the other two subtypes, although reliability is largely unknown for the latter. The hyperactive-impulsive subtype, the least common, differs from the other two subtypes in age distribution, association with other factors and neuropsychological parameters. Almost all treatment trials are based on participants with the combined type. Conclusion: Data supporting the validity of the inattentive and hyperactive-impulsive subtypes of ADHD a decade after the publication of DSM-IV are still scarce. Given that inattention is the hypothesized core ADHD symptom, it remains to be demonstrated that hyperactive-impulsive children who are not inattentive have the same condition. One of the main research deficits refers to data on treatment of the inattentive and hyperactive impulsive subtypes.

scholarly journals Motor Activity in Adult Patients with Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 12 (4) ◽  
pp. 474 ◽  
Author(s):  
Ole Bernt Fasmer ◽  
Kristin Mjeldheim ◽  
Wenche Førland ◽  
Anita L. Hansen ◽  
Steven Dilsaver ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Motor Activity ◽  
Attention Deficit ◽  
Adult Patients ◽  
Hyperactivity Disorder

Attention-deficit/hyperactivity disorder and sequential organization difficulties

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Significant Problem ◽  
Learning Difficulty ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Sequential Organization ◽  
Specific Learning ◽  
Experience Difficulty

This chapter deals with two separate areas of learning: attention and sequential organization. Difficulties in either area can occur in isolation or in combination with other forms of specific learning difficulty. The ability to ignore distractions and to focus on one activity at a time is a skill that children usually develop gradually as they grow. It is quite normal for toddlers and pre-school-aged children to be easily distractible, but the ability to channel attention selectively usually increases progressively once children start school. Some children experience significant difficulties in learning to attend. As a result, they are easily distractible and do not persist for long with tasks. If this is a significant problem, it is referred to by the umbrella term ‘attention-deficit/hyperactivity disorder’ (ADHD). This means attention-deficit with or without hyperactivity. Such children may be overactive and impulsive, although this is not always the case. It is this overactivity that has given rise to the term hyperactivity (‘hyper’ is Greek for ‘over’). All children with attention-deficit/hyperactivity disorder experience difficulty with concentration. There are two forms of the condition: one where overactivity and impulsivity are present and the other where these coexisting problems are absent. The two forms of attention-deficit/hyperactivity disorder may be clarified by describing two children, each with one of the forms of the disorder. George is his mother’s third child. She describes him as completely different from the other two. As a baby he slept very little and cried constantly. As a toddler he was always on the go, ‘as if driven by a motor’. Now, aged nine years, his teacher describes him as ‘disorganized, disruptive, and fidgety’. His mother reports that he hardly ever sits still at home. He will not sit through a favourite TV programme or a meal. He is still so disorganized that if she did not help him to dress in the morning, he would not be in time for school. He is also very impulsive. He does not seem to think before he acts. He takes terrible risks and often says the first thing that comes in to his head.

Prevalence of bruxism in children receiving treatment for attention deficit hyperactivity disorder: a pilot study

2005 ◽  
Vol 29 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Ghadah Malki ◽  
Khalid Zawawi ◽  
Marcello Melis ◽  
Christopher Hughes
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Signs And Symptoms ◽  
The Other ◽  
Adhd Group ◽  
Age And Gender ◽  
Hyperactivity Disorder ◽  
Dental Attrition ◽  
Adhd Children ◽  
And Gender

The objective of this study was to evaluate reported bruxism among children affected by attention deficit hyperactivity disorder (ADHD).Thirty children diagnosed with ADHD and 30 healthy age and gender matched controls participated in the study. All subjects were examined for dental attrition, and the parents were asked for signs and symptoms of bruxism in their children using a questionnaire. Prevalence of oral parafunction was evaluated comparing ADHD children taking medications, ADHD children not taking medications, and controls. Subjects affected by ADHD and pharmacologically treated showed higher occurrence of bruxism compared to subjects affected by ADHD not taking medicines and controls; and within the ADHD group taking medications, CNS-stimulants have been associated with such side effect more frequently than the other drugs.

Comorbidity and WISC–III Profiles of Greek Children with Attention Deficit Hyperactivity Disorder, Learning Disabilities, and Language Disorders

2005 ◽  
Vol 97 (2) ◽  
pp. 485-504 ◽  
Author(s):  
Diamanto N. Filippatou ◽  
Eleni A. Lpvaniou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Attention Deficit ◽  
Language Disorder ◽  
Function Analysis ◽  
Language Disorders ◽  
The Other ◽  
Discriminative Ability ◽  
Hyperactivity Disorder

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC–III scores for children with Attention Deficit Hyperactivity Disorder ( n = 22), Learning Disability ( n = 50), and Language Disorder ( n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC–III test or their ACID profile.

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