Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.

Eye-tracking study of joint attention deficits in pre-school age

The article investigates joint attention deficits in various forms of atypical development using eye movement recording. Preschoolers aged 5-7 years from different clinical groups participated in the study: typically developing (n = 20), with mental retardation (ICD-10 class F83) (n = 20), preschoolers with delayed speech development (ICD-10 class R47) (n = 20), with hearing impairment (sensorineural hearing loss, ICD-10 class H90) (n = 10) and with visual impairment (amblyopia and strabismus, IBC-10 class H53) (n = 20). Contrasting group analyses allowed us to identify both specific and universal manifestations of joint attention deficit symptoms in the different forms of atypical development. Gaze tracking was used to analyze fixation duration and frequency, fixation distribution, areas of interest, and to identify markers of joint attention deficits that interfere with the child's productive interaction with an adult. Potential mechanisms of atypical joint attention are described, including atypical direction of gaze, changes in the dynamics of the operative visual field, duration of visual concentration, and accuracy in fixing the object’s elements. It is shown that fixation time in joint attention episodes can be regarded as a prognostic marker of joint attention disorders: joint attention is associated not only with spatial characteristics of areas of interest, but also with fixation duration on the object (decrease/increase in fixation duration).

Distractibility and impulsivity neural states are distinct from attention states and modulate the implementation of attention

In the context of visual attention, it has been classically assumed that missing the response to a target or erroneously selecting a distractor occurs as a consequence of the (miss)allocation of attention in space. In the present paper, we challenge this view and provide evidence that, in addition to encoding spatial attention, prefrontal neurons also encode a distractibility-to-impulsivity state. Using supervised dimensionality reduction techniques, we identify two partially overlapped neuronal subpopulations associated either with attention or overt behaviour. The degree of overlap accounts for the behavioural gain associated with the good allocation of attention. We further describe the neural variability accounting for distractibility-to-impulsivity behaviour by a two dimensional state associated with optimality in task and responsiveness. Overall, we thus show that behavioural performance arises from the integration of task-specific neuronal processes and pre-existing neuronal states describing task-independent behavioural states, shedding new light on attention disorders such as ADHD.

Post-viral fatigue syndrome in children: does it need to be treated?

Acute respiratory viral diseases continue to dominate among the causes for seeking medical help. In the pediatric population, about 60 % of cases have a recurrent course, which in turn often leads to the development of post-viral asthenic syndrome. In such children, one can find rapid fatigability, attention disorders and inability to concentrate, impaired information processing, emotional lability, and sleep disorders. All this disrupts the usual way of life of both the child and his relatives that undoubtedly requires the treatment of this condition and complete restoration of the state of the body after episodes of acute respiratory diseases. Phytotherapy has found its place in the management of children with post-viral asthenia due to the polyvalence of the pharmacological action, proven efficiency, safety of long-term therapy with phytopreparations and economic attractiveness for the majority of the population. In modern realities, phytotherapy is used as a reductive therapy, which makes up for the lack of products of intermediate metabolism in the body; as detoxification therapy that provides adsorption or chemical binding of exo- and endotoxins, increasing the body’s resistance to them and stimulating the excretory systems. It is important to use the neurotropic, immunotropic, hormone-like action of biologically active substances of plants; natural compounds, actively modifying the functions of regulatory systems, have prospects in the treatment of complex diseases. Analysis of the search databases PubMed, Web of Science, Scopus, Google Scholar, RSCI, Index Copernicus, BMJ, MEDLINE on the possibility of use, efficacy and safety of phytocomponents of Alleva in children of different ages with symptoms of post-viral asthenia allowed to ensure the application of this drug to control manifestations of asthenic syndrome. The article analyzes the options for correcting childhood asthenia with dry concentrates of linden flowers, lemon balm, chamomile, extracts of passionflower, hop, orange tree and lavender.

Vztah atopického ekzému a pozornosti

PROBLEM: Atopic eczema is linked with several other psychosomatic diseases and disorders like sleeping disorders or low quality, chronic itching, etc. First, it is important to define two related terms that are important not to confuse, namely ADHD and ADD. Both of these attention disorders are inherited neurodevelopmental disorders. ADD is characterized by loss of concentration, distraction, and emotional hypersensitivity. ADHD is an attention deficit hyperactivity disorder. It is characterized by inattention, hyperactivity, and impulsivity. The survey study aims at describing the relation of two variables – atopic eczema and attention. Based on the results of the available studies dealing with the said relation, the topic will be presented to the reader and the existing pieces of knowledge will be summarized. METHODS: The study worked with sources from available scientific databases: PubMed, PsycInfo, Scopus and Web of Science. The following key words were entered for search: atopic eczema, ADHD, ADD, attention, relation. Another criterion selected for search was the period of observation, which we set without determination; that decision was based on the fact that the topic in question is specific. The studies were selected based on their relevance for the goal set. 10 studies were analyzed in total. RESULTS: The analysis results show that studies dealing with the issue of the effect of atopic eczema can be divided into two groups. The first group consists of studies which state, based on research, that persons with diagnosed atopic eczema are endangered by attention disorders. While comparing them with healthy population, i.e., with persons without atopic eczema, it was found that persons with atopic eczema have higher proportional chance of attention disorders, and other health problems linked with the said disease, like low quality of sleep, anxieties, depressions or behaviour disorders were registered as well. The studies under analysis also mention a risk period that may be essential for the development of attention disorder. The other group consists of studies which did not demonstrate a direct causal relation between attention eczema and attention disorders, which, if demonstrated, could lead to setting of preventive and therapeutic plans. The results of some of these studies show the coexistence of atopic eczema and ADHD, but the authors state that both disorders may not have causal relation and that they may be influenced by other factors; they recommend other studies which could clarify the prevalence of ADHD in persons with atopic eczema. DISCUSSION AND CONCLUSION: In conclusion, it can be stated that there is a higher risk of attention disorder, ADHD, in individuals with atopic eczema. However, as studies show, a causal relation between the two variables in question has not been found yet. The results have also shown that this issue is still little explored, in spite of the fact that a number of studies had a large research set. Therefore, further extensive interdisciplinary studies are needed, in order to prove or disprove their mutual causal relation. In case of proving the causal relation, it is further recommended to proceed to determine preventive and therapeutic strategies for attention disorders caused by atopic eczema, in order to positively influence the resulting quality of life of the individuals with the said disorder type.

Psychological and pedagogical influence on the holistic development of the child's personality

The aim was to identify a link between receiving behavioral treatment for ADD or ADHD, such as training or an intervention, and difficulties with emotions, concentration, and behavior. The research methodology is based on a correlation analysis of the results of a structured interview of the National Survey of Children's Health of children aged 3-17 years in 51 US states in 2018-2019. The results show that personality traits determine the predisposition to mental disorders. In particular, the child's psyche is most affected by such character traits as non-conflicting honesty in performing tasks, control and calm, interest and curiosity. Friendliness has almost no effect on the manifestations of attention disorders and hyperactivity. The practical value of the results is to prove the reduction of the level of problems related to emotionality, concentration and behavior, through psychological and pedagogical intervention.

Distracted? Blame Your Claustrum!

To succeed in reading these sentences, your brain must ignore a variety of distractions—sights, sounds, and smells. Resisting distractions is a vital ability for our daily lives, and it poses a unique challenge for people who are dealing with attention disorders. In a recent study, we asked whether an area in the brain called the claustrum supports the ability to ignore distractions. We developed methods that allowed us to silence the claustrum in mice. We challenged these mice with tasks requiring them to pay attention. We found that mice whose claustra were silenced were especially sensitive to distractions. These results provide an important clue about the function of the claustrum, and we hope that they will contribute to the development of new methods that will assist people dealing with attention disorders.

Physical-mental multimorbidity in children and youth: a scoping review

ObjectiveEfforts to describe the current state of research are needed to advance the field of physical-mental multimorbidity (ie, the co-occurrence of at least one physical illness and at least one mental disorder) among children and youth. Our objective was to systematically explore the breadth of physical-mental multimorbidity research in children and youth and to provide an overview of existing literature topics.DesignScoping review.MethodsWe conducted a systematic search of four key databases: PubMed, EMBASE, PsycINFO and Scopus as well as a thorough scan of relevant grey literature. We included studies of any research design, published in English, referring to physical-mental multimorbidity among children and youth aged ≤18 years. Studies were screened for eligibility and data were extracted, charted and summarised narratively by research focus. Critical appraisal was employed using the modified Quality Index (QI).ResultsWe included 431 studies and 2 sources of grey literature. Existing research emphasises the co-occurrence of anxiety, mood and attention disorders among children with epilepsy, asthma and allergy. Evidence consists of mostly small, observational studies that use cross-sectional data. The average QI score across applicable studies was 9.1 (SD=1.8).ConclusionsThere is a pressing need for more robust research within the field of child physical-mental multimorbidity.

Scope and Principles of Neuropsychiatry in the Young

This chapter introduces the concept of neurodevelopmental disorders, a group of conditions characterized by onset in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. Genetic influences are strong and male gender predominates. Such disorders are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. They used to be regarded as distinct categories of disturbance, but a modern understanding has established them as common conditions, frequently present together and having continuous distribution in the population. Attention disorders, the spectrum of autism, intellectual and learning deficits, language disorders, and abnormalities of movement all figure and commonly account for difficulties in education and the development of problems in personal relationships.

Which Training Strategy is most Effective for the Treatment of Binge Eating?

The main aim of this study was to evaluate changes in attention level in response to different physical activity strategies for patients with binge eating and investigates the most effective type of training. Binge eating symptomatology is linked to attention disorders (ADHD) and motor activity is a constituent tool for their treatment. The variability of attention was used to determine the effectiveness of the sport training treatment, the physical activity protocols have been adapted for the patients in relation to their general health and emotional state. The medical team of "Villa Guerrini-Galantara" has created an open group dedicated to physical activity. The subjects were 15 and 52± SD years old, they were sedentary and volunteer to study. Attention levels were assessed at each training session with cognitive tests adapted from "Trail Making Test" and "The d2 Test" and named "T0-T1-T2-T3", before the training session (T+EX) and after the training session (EX+T). The research lasted 18 months and on the basis of the results obtained, a statistically significant difference emerges in in attention level compared to hypothesis (0.003<0.05p) and between the different types of training, which concerns only the administration of the first motor work protocol (P1). The physical activity protocol P1 seems to be a promising tool for enhancing therapeutic interventions. Keywords: attention, eating disorders, physical activity