Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

2011 ◽  
Vol 14 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Jesús Mª Alvarado ◽  
Aníbal Puente ◽  
Virginia Jiménez ◽  
Lorena Arrebillaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Comprehension ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Clinical Group ◽  
Education Students ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Students With Adhd

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Anxiety, depression, and behavioural rating scales in children with non-cardiac chest pain

2019 ◽  
Vol 29 (10) ◽  
pp. 1268-1271 ◽  
Author(s):  
Aytaç Kenar ◽  
Utku Arman Örün ◽  
Tamer Yoldaş ◽  
Şeyma Kayalı ◽  
Şahin Bodur ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Chest Pain ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Parent Rating ◽  
Children's Depression Inventory ◽  
Hyperactivity Disorder ◽  
Children’S Depression Inventory ◽  
Children’S Depression

AbstractIntroduction:Chest pain is the second most common reason for referral to paediatric cardiologists after benign heart murmurs. Aetiology frequently depends on non-cardiac reasons. In addition, individuals may experience non-cardiac chest pain which is idiopathic or of unknown origin. The aim of this study is to examine psychological symptoms in children and adolescents with medically unexplained chest pain.Methods:A total of 76 patients (ages 8–18 years) were included in the study, who were referred to the paediatric cardiology department with the complaint of chest pain but did not have any detected cardiac aetiology or any other organic causes of chest pain. The control group was composed of 51 healthy volunteers. Self-evaluation scales were given to both groups which included Beck Anxiety Inventory and Children’s Depression Inventory. Also parents of both groups completed the Conner’s Parent Rating Scale for assessment of Attention-deficit/hyperactivity disorder.Results:Anxiety scores of the non-cardiac chest pain group were significantly higher compared to controls. No significant differences were found between patients and controls in terms of attention-deficit/hyperactivity disorder and depression scores. In patient group, patterns were similar for boys and girls and for children and adolescents; except girls scored significantly higher than boys in children’s depression inventory.Conclusions:In children and adolescents, non-cardiac chest pain is associated with increased levels of anxiety. These results show the importance of psychiatric evaluation in non-cardiac chest pain patients. Larger controlled studies are needed to determine the prevalence and impact of attention-deficit/hyperactivity disorder and depression in children and adolescents with non-cardiac chest pain.

scholarly journals Neuropsychological differences between attention deficit hyperactivity disorder and control children and adolescents referred for academic impairment

2009 ◽  
Vol 31 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Gabriel Coutinho ◽  
Paulo Mattos ◽  
Leandro F. Malloy-Diniz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Children And Adolescents ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Digit Span ◽  
Control Group ◽  
Memory Tests ◽  
Hyperactivity Disorder ◽  
Academic Impairment

OBJECTIVE: To compare the performances of children and adolescents with attention deficit hyperactivity disorder with a group of control comparison subjects, both taken from a large clinical sample, using some of the most widely employed attention-based Brazilian tests. METHOD: The performances of 186 children and adolescents with attention deficit hyperactivity disorder were compared to that of 80 control individuals based on attention and working memory scores. Both groups had been referred due to academic impairment. All individuals were submitted to the TAVIS-3 sustained, shifted and focused attention tests, as well as to the working memory tests that make up the WISC-III Freedom from Distractibility Index (Digit Span and Arithmetic). RESULTS: The control group was slightly older than the attention deficit hyperactivity disorder group (p = 0.07); IQ and schooling did not differ between groups (p = 0.34 and p = 0.38, respectively). While performing a test requiring sustained attention for a longer period of time, the attention deficit hyperactivity disorder group showed a significantly higher number of commission errors compared to the controls, thus presenting sustained attention deficits (p = 0.003); when the influence of IQ, age and schooling was reduced, the attention deficit hyperactivity disorder group also made more omission errors during a sustained attention task in comparison to the control group, thus achieving a borderline significance level (p = 0.08); the attention deficit hyperactivity disorder group also performed worse in Digit Span forward and backward (p = 0.013 and p = 0.01, respectively) and in Arithmetic (p = 0.008). Other scores did not achieve significance. CONCLUSION : Our findings suggest that some of the most commonly used Brazilian attention-based tests - especially the sustained attention and working memory tests - may be useful to help distinguish subjects with attention deficit hyperactivity disorder from control subjects.

scholarly journals Reconocimiento de expresión facial emocional en el trastorno de déficit de atención e hiperactividad en la infancia

2018 ◽  
Vol 23 (2) ◽  
pp. 79
Author(s):  
Mireia Oliva-Macías ◽  
Pamela Parada-Fernández ◽  
Imanol Amayra ◽  
Esther Lázaro ◽  
Juan F. López-Paz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Skills ◽  
Facial Expression ◽  
Attention Deficit ◽  
Control Group ◽  
Clinical Group ◽  
Adhd Group ◽  
Expression Recognition ◽  
Emotional Facial Expression ◽  
Hyperactivity Disorder

Abstract: Recognition of emotional facial expression in attention deficit/hyperactivity disorder in childhood. The main symptoms of attention deficit/hyperactivity disorder (ADHD) are inattention, hyperactivity and impulsivity. In addition to cognitive and behavioral deficits present in ADHD, having difficulties in social skills has also been observed in different studies. The objective of this study was to analyze performance in recognizing emotional facial expression in this group. For this, a clinical group with ADHD was compared to a control group. Emotional facial expression recognition tools were applied. No statistically significant differences were found between groups in non-contextualized static emotions. However, differences were found in non-contextualized dynamic emotions, contextualized scenarios and secondary social skills. In addition, a more comprehensive analysis identified a subgroup of children with ADHD that performed better than the other ADHD group of children and similarly to the control group.Resumen: Los síntomas principales del trastorno de déficit de atención/hiperactividad (TDAH) son la inatención, la hiperactividad y la impulsividad. Además de los déficits cognitivos y conductuales presentes en el TDAH, se ha observado en diferentes estudios la presencia de dificultades en las habilidades sociales. El objetivo de este estudio fue analizar el rendimiento en el reconocimiento de expresión facial emocional en este colectivo. Para ello, se comparó un grupo clínico con TDAH con un grupo control. Se emplearon herramientas de reconocimiento de expresión facial emocional. No se encontraron diferencias estadísticamente significativas en las emociones estáticas no contextualizadas entre los dos grupos. Sin embargo, sí se encontraron diferencias en las emociones dinámicas no contextualizadas, en escenarios contextualizados y habilidades sociales secundarias. Además, un análisis más exhaustivo identificó un subgrupo de niños con TDAH con un rendimiento similar al presentado por el grupo control y superior al resto de niños del grupo TDAH. 

Association of Pediatric Allergic Rhinitis with the Ratings of Attention-Deficit/Hyperactivity Disorder

2017 ◽  
Vol 31 (3) ◽  
pp. 161-167 ◽  
Author(s):  
Bohai Feng ◽  
Haiyong Jin ◽  
Haijie Xiang ◽  
Bangliang Li ◽  
Xiuxiu Zheng ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Allergic Rhinitis ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Pearson Correlation ◽  
Control Group ◽  
Life Questionnaire ◽  
Prick Test ◽  
Hyperactivity Disorder

Background Allergic rhinitis (AR) is currently the most prevalent allergic disease in children and adolescents. Objective Surveys conducted by population-based studies of East Asia revealed an increased prevalence of behavioral disorders in patients with AR. Thus, in this study, we explored the prevalence of attention-deficit/hyperactivity disorder (ADHD) in pediatric patients with AR. Methods A total of 333 children (6–12 years of age) with AR and a total of 322 age-matched controls were included in this study. An otorhinolaryngologist diagnosed all AR cases and evaluated the severity of the disease. Skin-prick test results for 18 major allergens, Paediatric Rhinoconjunctivitis Quality of Life Questionnaire (PRQLQ), Child Behavior Checklist (CBCL), and Swanson, Nolan, and Pelham version IV (SNAP-IV) scores were recorded. Results In total, 320 age-matched controls and 323 children with AR completed the study. With respect to the Total Nasal Symptom Score and the PRQLQ, the condition of the experimental group was more serious than that of the controls. The scores on the hyperactivity/impulsivity and inattention subscales, which evaluate ADHD symptoms, and those on the CBCL subscales were significantly higher in patients with AR than in the controls (all p values were <0.01). From the results of the Pearson correlation, we deduced that there were significant positive correlations between the AR-related data and each subscale of the CBCL and SNAP-IV in the AR group. Moreover, two basic characteristics (males and environmental exposure to tobacco smoke) present significant positive and age showed a significant negative correlations affect ADHD symptom in both the AR group and the control group. Also, in the “pure AR” group, hierarchical regression analyses were performed to determine the subtests of the PRQLQ, which are significant predictors of SNAP-IV and CBCL. Conclusions Apart from AR per se, the possible comorbidities of impulsivity and inattention are important when managing children with AR. It is essential to evaluate the symptoms of ADHD in children and adolescents with AR.

scholarly journals Molecular Analysis of STin2 (Intron 2) Variant of The SLC6A4 Gene in Children and Adolescents With Attention Deficit Hyperactivity Disorder

2021 ◽  
Author(s):  
Shahrokh Amiri ◽  
Mahan Asadian ◽  
Mahmoud Shekari Khaniani ◽  
Sima Mansouri Derakhshan ◽  
Negar Pourhossein Rahmani ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
P Value ◽  
Case Group ◽  
Retrospective Case ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Intron 2

Abstract Background Attention deficit hyperactivity disorder (ADHD) is recognized as one of the most familiar childhood psychiatric disorders. Many molecular genetic reviews suggest that genes play a crucial role in susceptibility to ADHD. The serotonin transporter gene (SLC6A4) has polymorphisms that seem to correlate with ADHD development. The association between ADHD and the SLC6A4 gene variants in the Iranian population has not been investigated yet. This study analyzes the STin2 (intron 2) variant of the SLC6A4 gene in Iranian children and adolescents with ADHD . Materials and Methods In this retrospective case-control study, 86 ADHD patients and 99 healthy volunteers aged 5 to 14 years old were enrolled as the case group and the control group, respectively. The STin2 (intron2) fragment of the SLC6A4 gene was amplified using specific primers by conventional PCR, and three STin2 alleles of the SLC6A4 gene (STin2.9, STin2.10, and STin2.12) were examined using the acrylamide gel method. Results We found no significant difference between the ADHD and the control groups in STin2.9(34.9% vs 39.4%, p-value = 0.824), STin2.10(29.1% vs 23.2%, p-value = 1.354), and STin2.12(36% vs 36.4%, p-value = 0.986) variants. Conclusion It is concluded that there was no association between the frequency of STin2 variant alleles of the SLC6A4 gene andADHD, but in the study of risk estimation, it was found that allele 10 of this variant is a risk allele in ADHD patients.

scholarly journals Behavioral and Electrophysiological Correlates of Performance Monitoring and Development in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 10 (2) ◽  
pp. 79 ◽  
Author(s):  
Yanni Liu ◽  
Gregory L. Hanna ◽  
Barbara S. Hanna ◽  
Haley E. Rough ◽  
Paul D. Arnold ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Performance Monitoring ◽  
Longitudinal Design ◽  
Flanker Task ◽  
Developmental Trajectory ◽  
Time Variability ◽  
Hyperactivity Disorder

The pathophysiology of attention-deficit/hyperactivity disorder (ADHD) involves deficits in performance monitoring and adaptive adjustments. Yet, the developmental trajectory and underlying neural correlates of performance monitoring deficits in youth with ADHD remain poorly understood. To address the gap, this study recruited 77 children and adolescents with ADHD and 77 age- and gender-matched healthy controls (HC), ages 8–18 years, who performed an arrow flanker task during electroencephalogram recording. Compared to HC, participants with ADHD responded more slowly and showed larger reaction time variability (RTV) and reduced post-error slowing; they also exhibited reduced error-related negativity (ERN) and error positivity effects, and reduced N2 and P3 congruency effects. Age effects were observed across groups: with increasing age, participants responded faster, with less variability, and with increased post-error slowing. They also exhibited increased ERN effects and increased N2 and P3 congruency effects. Increased RTV and reduced P3 amplitude in incongruent trials were associated with increased ADHD Problems Scale scores on the Child Behavior Checklist across groups. The altered behavioral and ERP responses in ADHD are consistent with the pattern associated with younger age across groups. Further research with a longitudinal design may determine specific aspects of developmental alteration and deficits in ADHD during performance monitoring.

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