Depressive-Like Behavior Induced by Long-Term Ouabain Administration Accompanied Alteration in Neuroinflammation Parameters in Rats

Objective: The present study aims to investigate the effects of Lithium (Li) on manic- and depressive-like behaviors and inflammatory parameters in rats submitted to the bipolar disorder (BD) model induced by ouabain (OUA). Material and methods: Adult male rats received a single intracerebroventricular (ICV) injection of OUA or artificial cerebrospinal fluid (aCSF). On the fourth day after the ICV injection, the rats received intraperitoneal injections of saline (NaCl 0.9%) or Li (47.5 mg/kg), two times a day, for 14 days. On the seventh day after OUA injection, the locomotor activity was assessed (open field test), and on the fourteenth day, locomotion was evaluated again, which was followed by the forced swimming test to evaluate depressive-like behavior. After euthanasia, inflammatory parameters were evaluated in the frontal cortex and hippocampus. Results: After seven days of OUA administration, the animals showed a hyperactive behavior that was reversed by treatment with Li. After 14 days of ICV injections, rats exhibited a depressive behavior. Regarding the inflammatory parameters, measured after 14 days of the ICV infusions, OAU induced an increase in the levels of interleukin (IL)-1β, IL-6, tumor necrosis factor α, and cytokine-induced neutrophil chemoattractant-1. In contrast, Li treatment decreased these parameters. Conclusion: The animal model of BD induced by an OUA is able to induce neuroinflammation, which supports its construct validity for the BD research.

Curcumin for Attention Deficit Hyperactivity Disorder: a Behavioral Preliminary Investigation

Background: Curcumin has protective actions in neuropsychiatric disorders. Its mechanism of action is associated with the restoration of catecholaminergic balance, reduction of oxidative/nitrosative stress, protection against inflammation, and neuroprotection. Objective: In a first approach, the study presents an empty review of the potential effect of curcumin on cognitive performance in attention deficit hyperactivity disorder (ADHD).Methods: On a second moment, seeing the scarcity of studies and knowing that ADHD is related to hyperactive and anxious behavior, 20 spontaneously hypertensive Wistar rats (SHR) were divided into groups that received water (1 mg/kg/day), curcumin (50 mg/kg/day), or methylphenidate (1 mg/kg/day) for 42 days. Behavioral tests to assess activity (Open Field test), anxiety and impulsivity (Elevated Plus Maze, and Social Interaction), and memory (Y Maze and Object Recognition Test) were performed. Results: Animals treated with curcumin showed less anxious and hyperactive behavior. Related to the memory, the results can be related to hyperactivity. Conclusion: Thus, the data suggest that the treatments used here can beneficially modulate the anxious and hyperactive behavior of SHR.

The Implementation of CBT to Reduce Hyperactive Behaviors among Adolescents with ADHD

Adolescents with ADHD need serious handling to reduce their hyperactive Behavior. One strategy that is alleged to reduce this behavior is by implementing Cognitive Behavior Therapy (CBT). The purpose of this study was to determine the effect of the implementation of CBT and to analyze the effectiveness of CBT in reducing hyperactive behavior of adolescents with ADHD in Inclusive Junior High Schools. The implementation of this research used a pre-experimental research design with the One Group Pre-Test Post-Test research design by using the Vanderbilt ADHD Rating Scale behavior check instrument which is adopted by considering Indonesian language and culture. The subjects in this study were 3 adolescents with ADHD who had a level of activity representing the mild, moderate, and severe levels. The time used was 5 meeting sessions with a time allocation of 2 x 30 minutes for each meeting. The results showed that there is an effect of the implementation of CBT in reducing the hyperactive behavior of adolescents with ADHD at Inclusive Junior High School.

Token ekonomi sebagai perlakuan menurunkan perilaku hiperaktif pada anak dengan attention deficit hyperactivity disorder

Attention Deficit Hyperactivity Disorder (ADHD) is a behavior that can affect the others. In this case, the subject cannot sit quietly, running around, talk endlessly, cannot be queued, not focus and the pronunciation is not clear. Based on the problems experienced by the subject of today’s most troubling is hyperactive behavior, the subject is not able to sit quietly and often running around. It is reported by parents and the class teacher. Assessment methodswere interviews, observation and the Wechsler Adult Intelligence Scale. The intervention given to overcome these problems was token economy. The results of the intervention showed that the behavior of a hyperactive form of cannot sit quietly and often running around can be reduced.

Effectiveness of Positive Discipline Parenting Program on Parenting Style, and Child Adaptive Behavior

In this study, a community sample of parents attending free 7-week Positive Discipline parenting workshops were recruited, as well as a non-randomized community control. Both samples consisted of primarily Hispanic parents with similar demographic information and attrition rates (initial N = 91), as well as children of similar age (mean age 6.89 and 6.95 years) and gender. Parenting stress, parenting style, and parent-reported child adaptive behavior were assessed at baseline and after three months. Longitudinal analysis was performed using mixed-effects regression modeling. Results indicate that attendance in Positive Discipline parenting workshops was related to a decrease in authoritarian parenting style, a decrease in permissive parenting style, and a decrease in parental stress. It was also related to an increase in child academic competence, and a decrease in externalizing-hyperactive behavior (both parent-report). These results suggest that positive discipline parenting workshops may alter parenting style and may positively impact children of parents who attend.

ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children

Children in foster care have a high prevalence of attention deficit and hyperactivity disorder (ADHD) diagnosis, together with other difficulties in inattentive/hyperactive behaviors, executive and cognitive processes. Early exposure to adversity is a risk factor for developing ADHD via neurodevelopmental pathways. The goal of this research is (a) to study the cognitive and executive performance and inattentive/hyperactive behavior of ADHD-diagnosed children living in foster families in Spain, and (b) to analyze the role of placement variables in their performance. The sample was composed of 102 ADHD-diagnosed children aged 6- to 12-years-old, divided into two groups: 59 children living with non-relative foster families and 43 children not involved with protection services. Children’s executive function–inhibition, working memory, flexibility, attention, intellectual capacity, verbal comprehension, perceptive reasoning, working memory and processing speed were assessed using objective testing measures. At the same time, parents and teachers reported on children’s inattentive, hyperactive and impulsive behaviors. Children in foster care obtained lower scores in the general ability index than the control group after controlling the age at assessment. However, no differences were found in executive processes. Regarding placement factors, children with shorter exposure to adversities in their birth families and more time in foster care showed better executive performance. Professionals should consider the placement history of children in foster care and its influence on their symptomatology and cognitive capacities.

SENSORY INTEGRATION AND ACTIVITIES THAT PROMOTE SENSORY INTEGRATION IN CHILDREN WITH AUTISM SPECTRUM DISORDERS

The aim of this review was to systematically identify, analyze, and summarize research involving interventions based on sensory integration and activities that promote sensory integration in children with ASD. Based on the selection criteria ten out of thirty studies were selected and described in terms of: a) participant characteristics, b) assessments used in the studies, c) intervention procedures, d) study goals, e) intervention outcomes and whether or not there was improvement in behavior or clinical conditions. The results of the analyzed studies indicate a remarkable heterogeneity profile of sensory function in children with ASD, which affect the applicability of different forms of treatment. Based on the results of these studies, we can conclude that treatments based on SI theory can reduce stereotypical, aggressive, auto-aggressive, irritable, and hyperactive behavior, as well as improve self-regulation of behavior.

Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools

(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized.

Hyperactive Behavior and Altered Brain Morphology in Adult Complement C3a Receptor Deficient Mice

The C3a receptor (C3aR) is a seven trans-membrane domain G-protein coupled receptor with a range of immune modulatory functions. C3aR is activated by the third complement component (C3) activation derived peptide C3a and a neuropeptide TLQP-21. In the central nervous system (CNS), C3aR is expressed by neural progenitors, neurons as well as glial cells. The non-immune functions of C3aR in the adult CNS include regulation of basal neurogenesis, injury-induced neural plasticity, and modulation of glial cell activation. In the developing brain, C3aR and C3 have been shown to play a role in neural progenitor cell proliferation and neuronal migration with potential implications for autism spectrum disorder, and adult C3aR deficient (C3aR−/−) mice were reported to exhibit subtle deficit in recall memory. Here, we subjected 3 months old male C3aR−/− mice to a battery of behavioral tests and examined their brain morphology. We found that the C3aR−/− mice exhibit a short-term memory deficit and increased locomotor activity, but do not show any signs of autistic behavior as assessed by self-grooming behavior. We also found regional differences between the C3aR−/− and wild-type (WT) mice in the morphology of motor and somatosensory cortex, as well as amygdala and hippocampus. In summary, constitutive absence of C3aR signaling in mice leads to neurodevelopmental abnormalities that persist into adulthood and are associated with locomotive hyperactivity and altered cognitive functions.