scholarly journals Comparison of Theta Beta Ratio in children with Attention deficit/hyperactive disorder and specific Learning Disorder during active EEG

2021 ◽  
pp. 1-21
Author(s):  
Fatemeh Gholamali Nezhad ◽  
◽  
Mahdieh Sadat Mirmohammad ◽  
Reza Rostami ◽  
Hanie Ahmadi ◽  
...  
Keyword(s):  
Attention Deficit ◽  
Cognitive Task ◽  
Reaction Times ◽  
Learning Disorder ◽  
Continuous Performance Task ◽  
Cognitive Measures ◽  
School Aged Children ◽  
Specific Learning Disorder ◽  
Active Condition ◽  
Specific Learning

Introduction: Theta-Beta Ratio (TBR) has been claimed as a biomarker to diagnose Attention Deficit and Hyperactivity Disorder (ADHD). However, the effectiveness of this index to differentiate between different groups of disorders is still under discussion. The primary purpose was to determine to what extent active TRB can differentiate between children with ADHD and specific Learning Disorder (sLD) as the most common comorbid disorder. Methods: Two groups of school-aged children with sLD (N=15) and ADHD (N=15) were diagnosed through a process of clinical interview and observation. Electroencephalography (EEG) was recorded in both groups during active condition. The implemented cognitive task was the visual continuous performance task (VCPT). TBR in sites of CZ and Fz, and cognitive measures of VCPT were calculated in the aforementioned groups. Results: There was no significant differences in cognitive measures (containing Commission, Omission, Reaction Time, and Variability of Reaction Times) shown in two matched groups of children with sLD and ADHD. According to TBR, two groups demonstrated no significant results in comparison. Conclusion: TBR cannot be considered as a reliable biomarker to differentiate between those groups of psychological disorders that contain primary cognitive deficits and require the allocation of attention and working memory loads.

scholarly journals Psychiatric Comorbidities in Children with Specific Learning Disorder-Mixed Type: A Cross-sectional Study

2019 ◽  
Vol 10 (04) ◽  
pp. 617-622 ◽  
Author(s):  
Anamika Sahu ◽  
Vaibhav Patil ◽  
Rajesh Sagar ◽  
Rachna Bhargava
Keyword(s):  
Executive Function ◽  
Attention Deficit ◽  
Mixed Type ◽  
Cross Sectional Study ◽  
Learning Disorder ◽  
Sectional Study ◽  
Cross Sectional ◽  
Peer Relation ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Background Specific learning disorder (SLD) is a neurodevelopmental condition which frequently exhibits with comorbidities of other disorders, including attention deficit hyperactivity disorder (ADHD), conduct disorder, anxiety, and depression. SLD with any comorbidity may affect the expression and severity of the SLD and may make its management difficult. Thus, the present cross-sectional study was planned to examine the psychiatric comorbidities among children with SLD. Materials and Methods The sample consisted of 41 patients aged between 7 and 12 years with a diagnosis of SLD-mixed type. Clinical and psychological assessment included the following tests for behavioral, anxiety, mood, and interpersonal problems: child behavior checklist, Mini-international Neuropsychiatric Interview for Children and Adolescents (MINI-KID), and Conner’s 3 Parent Short form-45. Results The mean age of the participants was 9.8 years (standard deviation [SD] = 1.5). About 75.6% of participants were male, and their mean years of education was 5 years (SD = 1.5). Twenty-four percent of children had a history of delayed developmental milestones. Among comorbidities of SLD, association with attention deficit disorder (ADD)/ADHD has been found to be significant along with difficulties in executive function, peer relation, and aggression. Conclusion Children with SLD are likely to exhibit signs of ADHD/ADD and dysfunction in executive function, peer relation, and aggression. The management of comorbid conditions is recommended along with remediation of learning problem to overall educational and behavioral achievements and development of child.

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