scholarly journals Mejorando la calidad de vida de niños con TDAH a través de la estimulación cognitiva-conductual

2020 ◽  
pp. 31-40
Author(s):  
Marisol Arroyo-Almaguer ◽  
Alejandra Cisneros-García ◽  
Sergio Salvador Tafoya-Ramírez ◽  
María de Jesús Rodríguez-Vargas
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Substantial Improvement ◽  
Evolutionary Development ◽  
Depression And Anxiety ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Calidad De Vida ◽  
Memory Inhibition ◽  
And Behavior

Attention Deficit Hyperactivity Disorder (ADHD) is behavioral, usually detected from the age of 7, with a chronic nature, presenting difficulties of sustained attention, working memory, inhibition and self-regulation processes, cognitive flexibility, among others, interfering not only in academic performance but causing self-esteem problems, depression and anxiety in the child or adolescent. A support application was developed in the treatment of children with ADHD that integrate occupational and multisensory activities to stimulate their cognitive-behavioral development. It was implemented by applying an evolutionary development model, using several of the T.I. more current such as JavaScript, HTML5, CSS, PHP and MySQL. The results in children are encouraging when comparing the evaluation of their initial diagnosis before starting treatment, with those obtained after ten months of using the application. It was possible to capture and focus the children's attention, favoring memory, attention and teamwork, as well as a substantial improvement in their mood, motivation, relaxation and behavior.

Behavior and orofacial characteristics of children with attention-deficit hyperactivity disorder during a dental visit

2006 ◽  
Vol 30 (3) ◽  
pp. 183-190 ◽  
Author(s):  
Gabriela Atmetlla ◽  
Verónica Burgos ◽  
Angela Carrillo ◽  
Roberto Chaskel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Dental Visit ◽  
Children With Adhd ◽  
Oral Habits ◽  
Hyperactivity Disorder ◽  
And Behavior

ADHD is a neuropsychological disorder, affecting attention, impulsiveness and activeness. The study included 36 children with ADHD, 47 without, and two silent observers.A dental form, SNAP-IV and ADHDT symptom checklists were used. Statistically significant differences were observed in hospitalization histories, oral habits, tongue characteristics, and facial biotype. Differences in orofacial characteristics and behavior between the groups were confirmed.

ADHD: The Facts

2021 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Occupational Therapists ◽  
Self Esteem ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Behavioural Difficulties ◽  
Common Causes ◽  
Skills Learning ◽  
Poor Concentration

ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.

scholarly journals Balance Training as an Adjunct to Methylphenidate: A Randomized Controlled Pilot Study of Behavioral Improvement Among Children With ADHD in China

2021 ◽  
Vol 11 ◽  
Author(s):  
Lei Feng ◽  
Yuanchun Ren ◽  
Jia Cheng ◽  
Yufeng Wang
Keyword(s):  
Behavioral Problems ◽  
Balance Training ◽  
Control Group ◽  
Therapeutic Effects ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
And Behavior ◽  
Core Symptoms ◽  
And Control ◽  
Experimental Group

Objective: This study aimed to compare the therapeutic effects of two different approaches to attention deficit hyperactivity disorder (ADHD): (1) methylphenidate (MPH) treatment combined with balance training, and (2) MPH monotherapy.Methods: The study was based on a randomized, single-blind trial involving 27 ADHD patients. An experimental group received the treatment combining MPH and balance training, while a control group were administered just MPH. After 40 sessions of training at the 6-month mark, patients' improvement as observed in their core symptoms and behavioral problems were compared between the experimental and control group.Results: A total of 27 patients underwent randomization, with 13 assigned to the experimental group and 14 to the control group. After the 6-month trial, the experimental group outperformed the control group in terms of teachers' scores for inattention on the ADHD-RS-IV (19.38 ± 2.96 vs. 23.21 ± 3.91, t = −2.854, P = 0.009). The experimental group also showed greater improvement on the items involving behavior (3.14 ± 1.46 vs. 5.24 ± 1.04, t = 1.463, P = 0.026) and hyperactivity (1.92 ± 1.19 vs. 3.86 ± 2.32, t = −2.697, P = 0.012).Conclusion: In children with ADHD, the experimental group displayed a significant improvement in the symptoms and behavior associated with inattention than did the group whose treatment consisted of only MPH.

Hypnosis: Teaching Children Self-Regulation

1996 ◽  
Vol 17 (1) ◽  
pp. 5-11
Author(s):  
Laurence I. Sugarman
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Art Of Medicine ◽  
Clinical Encounters ◽  
Future Challenges ◽  
Therapeutic Rapport ◽  
Positive Expectancy ◽  
And Behavior

Hypnosis applies and strengthens a child's naturally enhanced ability to focus his or her concentration and imagination to change symptoms, physiology, and behavior. This field of naturalistic psychology is supported both experimentally and clinically. It can be incorporated into all clinical encounters, increasing therapeutic rapport, the young person's self-esteem, and efficiency. It is most effective when introduced before fearful responses become conditioned, and it can reduce the amount of medication required for relief of symptoms. This capacity can grow with the child, allowing him or her to approach future challenges with equanimity. It has been said, "All hypnosis is not therapy, but all therapy is hypnosis."30 Hypnosis training teaches us the sensitivity to language, to our patients' states of awareness, and to the power of our own positive expectancy and rapport that underlies what we call the "art of medicine."

The Effects of COMT Polymorphism on Cortical Thickness and Surface Area Abnormalities in Children with ADHD

2018 ◽  
Vol 29 (9) ◽  
pp. 3902-3911 ◽  
Author(s):  
Minyoung Jung ◽  
Yoshifumi Mizuno ◽  
Takashi X Fujisawa ◽  
Shinichiro Takiguchi ◽  
Jian Kong ◽  
...  
Keyword(s):  
Frontal Cortex ◽  
Surface Area ◽  
Cortical Thickness ◽  
Comt Gene ◽  
Abnormal Development ◽  
Comt Genotype ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Machine Learning Approach ◽  
And Behavior

Abstract The catechol-O-methyltransferase (COMT) gene is associated with frontal cortex development and the pathophysiology of attention-deficit/hyperactivity disorder (ADHD). However, how the COMT gene impacts brain structure and behavior in ADHD remains unknown. In the present study, we identify the effect of COMT on cortical thickness and surface area in children with ADHD and children with typically developing (TD) using a machine learning approach. In a sample of 39 children with ADHD and 34 age- and IQ-matched TD children, we found that cortical thickness and surface area differences were predominantly observed in the frontal cortex. Furthermore, a path analysis revealed that a COMT genotype affected abnormal development of the frontal cortex in terms of both cortical thickness and surface area and was associated with working memory changes in children with ADHD. Our study confirms that the role of COMT in ADHD is not restricted to the development of behavior but may also affect the cortical thickness and surface area. Thus, our findings may help to improve the understanding of the neuroanatomic basis for the relationship between the COMT genotype and ADHD pathogenesis.

Effects of neurofeedback on the dysregulation profile in children with ADHD: SCP NF meets SDQ-DP – a retrospective analysis

2019 ◽  
Vol 50 (2) ◽  
pp. 258-263 ◽  
Author(s):  
Hartmut Heinrich ◽  
Holger Gevensleben ◽  
Andreas Becker ◽  
Aribert Rothenberger
Keyword(s):  
Self Regulation ◽  
Group Analysis ◽  
Skills Training ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Intraindividual Comparison ◽  
Dysregulation Profile ◽  
Using Data ◽  
Core Symptoms

AbstractBackgroundAs children with attention-deficit/hyperactivity disorder (ADHD) usually show psychopathological signs beyond their core symptoms (e.g. elevated scores of the dysregulation profile (DP) in 30–40%), treatments with a broader approach to self-regulation skills may be supportive. Neurofeedback (NF) may reflect such an option. Aim of the present analysis was to compare the effects of slow cortical potential (SCP) NF and θ/β NF on the DP using data from a previous trial.MethodsThirty children with ADHD (aged 8–12 years) and a DP score in the Strengths and Difficulties Questionnaire (SDQ-DP) ⩾ 3 were included. NF treatment consisted of one block of SCP NF and one block of θ/β NF (18 units per block) allowing an intraindividual comparison. Effects of the NF protocols were also contrasted to a control group (n = 18) that completed an attention skills training (between-group analysis).ResultsRegarding the SDQ-DP, SCP NF was superior to θ/β NF and the control condition. Effects of SCP NF and θ/β NF on ADHD symptom severity were not significantly different. The SDQ-DP score did not correlate with EEG-related measures previously found to be predictors for SCP NF on ADHD symptoms.ConclusionsSCP NF may reflect a more general approach to improve cognitive, emotional and behavioral self-regulation skills. If confirmed in a larger sample, the SDQ-DP score could be used as an indication criterion and contribute to the individualization of NF in ADHD. Overall, the differential effect provides further evidence for the specificity of NF effects.

Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions

2019 ◽  
Vol 32 (1) ◽  
pp. 205-217 ◽  
Author(s):  
Aisling Mulvihill ◽  
Annemaree Carroll ◽  
Paul E. Dux ◽  
Natasha Matthews
Keyword(s):  
Systematic Review ◽  
Neurodevelopmental Disorders ◽  
Language Disorder ◽  
Self Regulation ◽  
Autism Spectrum ◽  
The Self ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Future Research Directions ◽  
And Behavior

AbstractSelf-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD).A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech.In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation.

scholarly journals A Comparison between Children with ADHD and Children with Epilepsy in Self-Esteem and Parental Stress Level

2014 ◽  
Vol 10 (1) ◽  
pp. 176-183 ◽  
Author(s):  
Antonella Gagliano ◽  
Marco Lamberti ◽  
Rosamaria Siracusano ◽  
Massimo Ciuffo ◽  
Maria Boncoddo ◽  
...  
Keyword(s):  
Parental Stress ◽  
Rating Scales ◽  
Self Esteem ◽  
Stress Index ◽  
Parent Rating ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Parental Stress Level ◽  
Multidimensional Self Concept Scale ◽  
The Relationship

Attention-deficit/hyperactivity disorder (ADHD) is frequently associated with negative psychological outcomes. This study explores the relationship between self-esteem, ADHD symptoms and parental stress. It compares children with ADHD, children with epilepsy (E) and typical developmental controls (TD). Participants included 65 children (aged 9-12 yrs) and their parents. The assessment was conducted by Multidimensional Self-Concept Scale (MSCS), Parent Stress Index (PSI) and Conners' Parent Rating Scales–Revised. Significant differences were found in Social, Competence and Academic areas of self-esteem between children with ADHD, with E and TD. Moreover, parents of children with ADHD showed a higher overall stress than both other groups. In conclusion, it seems important to evaluate the psychological aspects of ADHD con-dition, both in children and in parents, in order to suggest an individual multimodal treatment.

Written composition performance of students with attention-deficit/hyperactivity disorder

2011 ◽  
Vol 34 (3) ◽  
pp. 443-460 ◽  
Author(s):  
ANA MIRANDA CASAS ◽  
MANUEL SORIANO FERRER ◽  
INMACULADA BAIXAULI FORTEA
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Self Regulation ◽  
Large Degree ◽  
Written Composition ◽  
Process Measures ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Comparison Groups ◽  
Written Compositions

ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning disabilities. The present study examined the written composition of children with ADHD, which depends to a large degree on continuous self-regulation and attentional control skills for organizing information and maintaining the level of effort. Fifty children with ADHD and 50 normally developing children, matched on age and IQ, were assessed using a composition writing task. The results contribute to prior research findings by showing that the children with ADHD performed significantly worse than the comparison groups on the majority of the planning, translation, and revision process measures usually employed to assess the quality of written compositions. Deficiencies in executive functioning or poor linguistic and metalinguistic competence could account for the results found. More research is needed to clarify the underlying causes of the written composition performance profile of children with ADHD.

Supporting Caregivers of Children with ADHD

2020 ◽  
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O'Brien ◽  
Christina M. Danko
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
The Self ◽  
Evidence Based ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Parent Mental Health ◽  
Or Organization

Although the causes of attention-deficit/hyperactivity disorder (ADHD) are largely neurobiological and genetic, the manner in which parents respond to their child’s challenging behaviors can influence both the severity and developmental course of the child’s difficulties. What makes this more challenging for many families is that ADHD and many of the problems that go along with it are highly heritable, making it even harder for many parents of children with ADHD to create the consistent, calm, and organized environment in which the child with ADHD is most likely to thrive. Even parents with the very best intentions may not have the self-regulation skills, motivation, persistence, or organization to do what the authors’ evidence-based interventions require. Until now, few interventions for ADHD have given adequate attention to this very important issue, and none has integrated the focus on parent mental health and parenting in exactly the way the authors do in this program.

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