scholarly journals Desarrollo adaptativo y funcionamiento ejecutivo en niños con diagnóstico de trastorno disocial y trastorno de déficit de atención/hiperactividad tipo hiperactivo-impulsivo

2019 ◽  
Vol 24 (2) ◽  
pp. 117
Author(s):  
Jasmin Bonilla-Santos ◽  
Alfredis Gonzalez- Hernandez ◽  
Gisella Bonilla-Santos ◽  
Leidy Marcela Castaño- Baquero
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Disorder ◽  
Diagnostic Criteria ◽  
Attention Deficit ◽  
School Environment ◽  
Multinomial Logistic Regression ◽  
Clinical Samples ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Adaptive Development

Abstract: Adaptive development and executive functioning in children with diagnosis of conduct disorder and attention-deficit/hyperactivity disorder hyperactive/impulsive type. Adaptive development allows the subject emotional control, disposition towards new challenges and the expected socio-cognitive adjustment contextually, facilitating learning and executive and social functioning. The objective of the study was to determine executive-adaptive development in children with diagnostic criteria or conduct disorder (CD) or attention deficit hyperactive-impulsive type disorder (ADHD-I). With clinical instruments to identify diagnostic criteria for each nosology, 80 children were classified in control group (30), CD (34) or ADHD-I (16). Based on multinomial logistic regression, Kruskal Wallis, and χ2 tests, we found that an appropriate sleep, persistence in tasks, and academic achievement seem to act as protective factors for the clinical samples. Difficulties were observed in sequential planning, where the CD group presented better metacognitive control than ADHD-I. It was concluded that school environment provides factors to improve clinical symptomatology.Keywords: Adaptive factors; executive functions; attention deficit/hyperactivity disorder; conduct disorder; adaptive development.Resumen: El desarrollo adaptativo permite al sujeto el control emocional, la disposición hacia nuevos retos y el ajuste socio-cognitivo esperado contextualmente, facilitando el aprendizaje, funcionamiento ejecutivo y social. El objetivo del estudio fue determinar el desarrollo adaptativo-ejecutivo en niños con criterios diagnósticos para trastorno disocial (TD) o trastorno de déficit de atención/hiperactividad con predominio hiperactivo-impulsivo (TDAH-I). Con los instrumentos clínicos para identificar criterios diagnósticos de cada nosología, se seleccionaron 80 niños clasificados en el grupo de control (30), TD (34) o TDAH-I (16). Basándonos en pruebas de regresión logística multinomial, Kruskal Wallis, y χ2, encontramos que el sueño adecuado, la persistencia en las tareas y el logro académico parecían actuar como factores protectores para las muestras clínicas. Se observaron dificultades en planeación secuencial, donde el grupo TD presentó mejor control metacognitivo que el TDAH-I. Se concluyó que el ambiente escolar provee factores para mejorar la sintomatología clínica.Palabras clave: Factores adaptativos; funciones ejecutivas; trastorno de déficit de atención/hiperactividad; trastorno disocial; desarrollo adaptativo.

scholarly journals An Exercise Program Designed for Children with Attention Deficit/Hyperactivity Disorder for Use in School Physical Education: Feasibility and Utility

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 102 ◽  
Author(s):  
Taylor ◽  
Novo ◽  
Foreman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Education ◽  
Attention Deficit ◽  
School Environment ◽  
Exercise Program ◽  
Control Group ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Reported Data

Moderate to high intensity exercise can improve cognitive function and behavior in children including those with attention-deficit/hyperactivity disorder (ADHD). However, exercise with long periods of the same activity, or inactivity can fail to engage or maintain their attention. This study examined the effect of exercise sessions developed to engage children with ADHD. Twelve children (10–11 years), six with a diagnosis of ADHD and six with no diagnosis, undertook 40-minute sessions of short-duration, mixed activities bi-weekly for eleven weeks. ADHD symptoms and exercise enjoyment were recorded before six and eleven weeks of intervention. Teacher-reported data showed ADHD symptoms were significantly decreased in the children with ADHD, with a moderate to large effect size. There were no changes in the control group. All children indicated equal enjoyment of the exercise sessions. Specially designed exercise sessions stimulate and maintain engagement by children with ADHD and may reduce ADHD symptom levels in the school environment. The method that supports inclusive practice in physical education (PE) was successfully transferred to the study school and led by the usual class teacher. Children evaluated the exercises as acceptable and enjoyable for those with and without ADHD. This inclusive exercise method might help children manage ADHD symptoms.

The global burden of conduct disorder and attention-deficit/hyperactivity disorder in 2010

2014 ◽  
Vol 55 (4) ◽  
pp. 328-336 ◽  
Author(s):  
Holly E. Erskine ◽  
Alize J. Ferrari ◽  
Guilherme V. Polanczyk ◽  
Terrie E. Moffitt ◽  
Christopher J. L. Murray ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Disorder ◽  
Attention Deficit ◽  
Global Burden ◽  
Hyperactivity Disorder

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

Specificity in the familial aggregation of overt and covert conduct disorder symptoms in a referred attention-deficit hyperactivity disorder sample

2004 ◽  
Vol 34 (6) ◽  
pp. 1113-1127 ◽  
Author(s):  
M. C. MONUTEAUX ◽  
G. FITZMAURICE ◽  
D. BLACKER ◽  
S. L. BUKA ◽  
J. BIEDERMAN
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Disorder ◽  
Attention Deficit ◽  
Familial Aggregation ◽  
Preliminary Evidence ◽  
Male And Female ◽  
Hyperactivity Disorder ◽  
Modeling Methodology ◽  
Diagnostic Interviews ◽  
Conduct Disorder Symptoms

Background. To examine the familial associations of overt and covert antisocial behavior within the diagnosis of conduct disorder (CD) in families ascertained by referred children with attention-deficit hyperactivity disorder (ADHD), and to test if these familial associations differed between male and female probands.Method. Subjects were clinically-referred male and female ADHD children (n=273) and their first-degree biological relatives (n=807). Scores for overt and covert conduct problems were calculated by summing the DSM-III-R conduct disorder symptoms, as derived from structured diagnostic interviews. Familial aggregation analyses were conducted with multivariate regression modeling methodology.Results. Proband overt scores significantly predicted the overt scores of their relatives, and proband covert scores significantly predicted the covert scores of their relatives. There was no evidence of covert symptom scores predicting overt scores or vice versa. There was some evidence that the aggregation of covert symptoms was stronger in the families of female probands.Conclusions. These results provide preliminary evidence that overt and covert conduct disorder symptoms are independently transmitted through families and may represent distinct familial syndromes.

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