scholarly journals Effectiveness of computerized motion-based cognitive rehabilitation on improvement of working memory of children with ADHD

2019 ◽  
Vol 29 (2) ◽  
pp. 171-180 ◽  
Author(s):  
Fatemeh Jalili ◽  
Vahid Nejati ◽  
Hasan Ahadi ◽  
Seyed Ali Katanforosh ◽  
◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Children With Adhd

Clinical and Neuropsychological Profile in a Sample of Brazilian Children with Attention Deficit Hyperactivity Disorders (ADHD)

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
S. Rizzutti ◽  
E.G. Sinnes ◽  
L.F. Coelho ◽  
L. Freitas ◽  
D. Pinheiro ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Performance Test ◽  
Memory Performance ◽  
Motor Planning ◽  
Continuous Performance Test ◽  
Diagnostic Procedures ◽  
Children With Adhd ◽  
Neuropsychological Profile ◽  
Brazilian Children

The main objective of this study was to analyse the clinical and neuropsychological profile of a sample of Brazilian children with ADHD, in order to contribute for diagnostic procedures. Participants were 150 children aged 7 to 14 with complaints of attention difficulties and/or hyperactivity. They were assessed by a multidisciplinary team with a battery of neuropsychological tests.Results:75 children (55 male) fulfilled the criteria for ADHD: 35 of inattentive type, 28 of combined type and 12 hyperactive/impulsive. In addition, 33 (44%) of the children had comorbities. Children with higher scores for hyperactivity and impulsivity showed low performance in these working memory measures than those with other types. In the Conners’ Continuous Performance Test (CPT), a higher rate of omissions was found in the inattentive group. Children with comorbidity of oppositional desafiant disorder presented lower ISI and Hit RT scores in addition to higher rates of omission.Conclusion:This study suggests that neuropsychological profile in children with ADHD is associated to specific differences in working memory performance and also in specific measures of the CPT. In addition, better defined tests, involving not only attention and motor planning may determine different neuropsychological profiles and, consequently, different approaches in cognitive rehabilitation.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 22 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ashley N. Simone ◽  
Anne-Claude V. Bédard ◽  
David J. Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Specific Pattern ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Condition ◽  
Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

scholarly journals Intra-Individual Variability Among Children with ADHD on a Working Memory Task: An Ex-Gaussian Approach

2009 ◽  
Vol 15 (5) ◽  
pp. 441-459 ◽  
Author(s):  
Wendy M. Buzy ◽  
Deborah R. Medoff ◽  
Julie B. Schweitzer
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Individual Variability ◽  
Children With Adhd

scholarly journals Comparative Efficacy of Structured Games and Behavioural Parent Training on Working Memory in Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

2020 ◽  
Author(s):  
Raghumahanti Raghuveer ◽  
. Ruchi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Parent Training ◽  
Attention Deficit ◽  
Uttar Pradesh ◽  
Test Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Behavioural Parent Training

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) may develop during the preschool years of the child and extend into adulthood. ADHD also leads to impaired Working Memory (WM) creating problems in various functions. Aim: To compare the effectiveness of behavioural parent training and structured games on WM of children with ADHD. Materials and Methods: This prospective interventional study was conducted in 18 schools of Ghaziabad City, Uttar Pradesh, India. Seventy subjects were selected based on Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) criteria. Group A (n=35) received structured games and Group B (n=35) received Behavioural Parent Training (BPT). Seguin Form Board Test Time (SFBTT) was recorded as outcome on baseline and 5th week. Student’s paired and unpaired t-test was done. SPSS 22.0 version was the software used and p<0.05 was considered as level of significance. Results: Analysed data showed significant results within structured games group with t=2.355, p<0.05, and no significant result within BPT group with t=-0.776, p>0.05. Between group comparison showed significant difference with t=-2.804, p<0.05. Conclusion: Training of WM in form of structured games can be an effective method when compared to BPT in children with ADHD.

scholarly journals Dopamine transporter genotype modulates brain activity during a working memory task in children with ADHD

2019 ◽  
Vol 92 ◽  
pp. 103430 ◽  
Author(s):  
Guillaume Pineau ◽  
Thomas Villemonteix ◽  
Hichem Slama ◽  
Martin Kavec ◽  
Danielle Balériaux ◽  
...  
Keyword(s):  
Working Memory ◽  
Dopamine Transporter ◽  
Brain Activity ◽  
Memory Task ◽  
Children With Adhd

scholarly journals Pre-attention and Working Memory in ADHD: A 25-Year Follow-Up Study

2019 ◽  
pp. 108705471987949
Author(s):  
Bendik Rund Torgalsbøen ◽  
Pål Zeiner ◽  
Merete Glenne Øie
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Digit Span ◽  
Initial Assessment ◽  
Adhd Group ◽  
Healthy Controls ◽  
Backward Masking ◽  
Attentional Processing ◽  
Diagnostic Measures

Objective: The aim of the study was to compare the development of working memory and preliminary stages of attentional processing in individuals with ADHD over a 23- to 25-year period. Method: Individuals with ADHD ( n = 19) and healthy controls ( n = 26) were followed up after 13 years (T2) and 23 to 25 years (T3) after initial assessment (T1). They were reassessed with diagnostic measures and the Backward masking task (pre-attention) and the Digit span distractibility test with and without distraction conditions (working memory). Results: The ADHD group performed below the healthy controls on all time points on the Digit span distractibility test. On the distractibility condition, we found a selective decline in performance from T2 to T3 for the ADHD group. Conclusion: The results highlight that ADHD individuals continue to display working memory deficits, also in adulthood, thus creating an imperative for cognitive rehabilitation techniques to help address attention difficulties.

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