scholarly journals Fine motor deficits and attention deficit hyperactivity disorder in primary school children

2019 ◽  
Vol 25 ◽  
Author(s):  
Maria Mokobane ◽  
Basil J. Pillay ◽  
Anneke M. Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Attention Deficit ◽  
Primary School Children ◽  
Fine Motor ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background: Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting.Aim: This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands.Methods: The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area.Results: Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls.Conclusion: Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.

Behaviour planning and inhibitory control in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder

2019 ◽  
Vol 50 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Maria Mokobane ◽  
Basil Joseph Pillay ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
School Children ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Rating Scale ◽  
Primary School Children ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Gender And Age

Attention-deficit hyperactivity disorder is one of the most common disorders that can occur in children. The symptoms are thought to result from a deficit in executive functions. This study investigated whether children with attention-deficit hyperactivity disorder subtypes differed in behavioural planning and response inhibition, two of the domains of executive functioning, from a control group without attention-deficit hyperactivity disorder symptoms. Furthermore, it examined whether the three attention-deficit hyperactivity disorder subtypes differed from each other in terms of performance. The sample ( n = 320) consisted of primary school children, aged between 6 and 14 years, from the Moletjie circuit (Limpopo). It consisted of an attention-deficit hyperactivity disorder group ( n = 160) and a control group ( n = 160). The Disruptive Behavioural Disorder rating scale was used to establish the symptoms of attention-deficit hyperactivity disorder. The Tower of London was used to measure planning ability, and the inhibition subtest (arrows and shapes) from the NEPSY-II (Developmental Neuropsychological Assessment, second edition) to measure response inhibition. Analysis of variance was employed to establish differences in subtype, gender, and age group. The results showed that children with the combined attention-deficit hyperactivity disorder subtype demonstrated significantly more deficits than the control group, in both behavioural planning and inhibition control. No significant differences between the hyperactive/impulsive and inattentive attention-deficit hyperactivity disorder subtypes and the control group were found. Gender and age did not influence performance with regard to planning and inhibition tasks. Correlations between planning behaviour and response inhibition were low, which suggests that they are distinct processes.

Effectiveness of attention-shaping training in reinforcing attention and academic development and self-efficacy for primary school children with attention deficit hyperactive disorder

2017 ◽  
Vol 41 (S1) ◽  
pp. S448-S449 ◽  
Author(s):  
M. Nazer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
School Children ◽  
Attention Deficit ◽  
Divided Attention ◽  
Self Efficacy ◽  
Primary School Children ◽  
Control Group ◽  
Academic Improvement ◽  
Hyperactivity Disorder

IntroductionThe present research have done with concentration on examining the impact of selected and divided attention-shaping training in reinforcing attention and the academic improvement and self-efficacy of primary school children with attention deficit-hyperactivity disorder.MethodThe research method was a quasi-experimental design with per- and post-test and follow-up with control group. Statistical society contained all of the primary school children with attention deficit-hyperactivity disorder in Rafsanjan City. Forty children with attention deficit-hyperactivity disorder were chosen by the method of random sampling and randomly assigned in control and experimental groups (20 children in experimental group and 20 children in control group). At first in pretest stage used academic self-efficacy questionnaire and the software of selected and divided attention. For measurements of academic improvement were used the scores of a teacher build test mathematic and spelling. Then, experimental group take 8 sessions education of selected and divided attention-shaping Training. The data were analyzed by analysis of variance with repeated measurement test.ResultsResults of this research show that selected and divided attention training improved the amount of divided and selected attention and academical improvement of children < but it's not effective significantly on reaction time and academic self-efficacy of children with attention deficit disorder-hyperactivity.ConclusionAttention training can be effective to increase attention and academical achievement in children with ADHD.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Prevalence of Attention Deficit Hyperactivity Disorder Among Primary School Children in Riyadh, Saudi Arabia; 2015–2016

2017 ◽  
Vol 41 (S1) ◽  
pp. S120-S120
Author(s):  
T. Albatti ◽  
Z. ALHedyan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Saudi Arabia ◽  
Primary School ◽  
School Children ◽  
Attention Deficit ◽  
Rating Scale ◽  
Neurodevelopmental Disorder ◽  
First Grade ◽  
Primary School Children ◽  
Hyperactivity Disorder

IntroductionADHD is one of the most common neurodevelopmental disorder among children. It is described as a chronic impairing disorder that negatively affects the academic attainment and social skills of the child. Furthermore, ADHD symptoms continue into adulthood in 30–60% of affected children. Consequently, they will most likely be missed from employment many times.AimsDetermine the prevalence of attention deficit hyperactivity disorder among children in Saudi Arabia.ObjectivesDetermine the prevalence of attention deficit hyperactivity disorder among both governmental and private primary Saudi school children aged 6–9-year-old. And to measure the gender difference of ADHD prevalence. Also, to determine any association between the socio-demographic characteristic of parents of children with ADHD.MethodsAn observational cross-sectional study of 1000 primary school children belonging to 1st, 2nd and 3rd grade. The selected students were screened by the ADHD rating scale using multistage sampling technique. The first stage was selection of 20 schools from all Riyadh regions by simple randomization. The second stage was choosing children whom serial numbers were multiplies of five in each class. The ADHD rating scale was filled by both parents and teachers along with a socio-demographic questionnaire for the parents.ResultsThe estimated prevalence of ADHD was 3.4%. ADHD manifestations affect boys more than girls. In addition, ADHD was more frequent among children of illiterate mothers. Finally, ADHD was significantly more prevalent among first grade children.ConclusionThis epidemiological study filled the data gap of ADHD prevalence in Riyadh. The study's findings go in line with many nearby and global studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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