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Mendes CG, de Paula JJ, Miranda DM. Effects of Background Music on Attentional Networks of Children With and Without Attention Deficit/Hyperactivity Disorder: Case Control Experimental Study. Interact J Med Res 2024; 13:e53869. [PMID: 39024557 PMCID: PMC11294770 DOI: 10.2196/53869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 03/30/2024] [Accepted: 04/29/2024] [Indexed: 07/20/2024] Open
Abstract
BACKGROUND To sustain performance during a task that requires attention may be a challenge for children with attention deficit/hyperactivity disorder (ADHD), which strongly influences motivation for tasks and has been connected to the level of arousal. OBJECTIVE This study aimed to analyze the effect of musical stimulus on attentional performance in children with ADHD and typically developing children. METHODS A total of 76 boys (34 with ADHD and 42 typically developing) performed the Attention Network Test (ANT) for children under 2 experimental conditions (with and without music). Four attentional measures were extracted from the ANT. We tested the effect of the experimental condition and its interaction with the group using repeated measures ANOVA. RESULTS We found no significant main effects or interactions for the reaction times of the alerting, orienting, and conflict attentional networks of the ANT (all P>.05). Regarding ANT errors, we found a significant main effect for music, with a moderate effect size (F1,72=9.83; P=.03; ηp2=0.06) but the condition×group interaction was not significant (F1,72=1.79; P=.18). Participants made fewer errors when listening to music compared to the control condition. CONCLUSIONS Music seems not to interfere in the attentional network in children and adolescents. Perhaps background music affects motivation. Future studies will be needed to validate this. TRIAL REGISTRATION ReBEC.gov U1111-12589039; https://ensaiosclinicos.gov.br/rg/RBR-8s22sh8.
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Affiliation(s)
| | - Jonas Jardim de Paula
- Department of Mental Health, Federal University of Minas Gerais, Belo Horizonte, Brazil
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Seppä S, Halt AH, Nordström T, Hurtig T. Effects of Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) on Academic Performance and Educational Attainment. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01598-7. [PMID: 37658240 DOI: 10.1007/s10578-023-01598-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 09/03/2023]
Abstract
The aim of this longitudinal population-based cohort study was to examine the effects of ADHD and ODD symptoms in adolescence on academic performance at age 16, and on educational attainment by the age of 32. The population studied here was the Northern Finland Birth Cohort 1986 (NFBC1986). The participants were classified into four groups: those with symptoms of ADHD, ODD, ADHD + ODD, and a control group. Early academic performance at the age of 16 years was based on the Joint Application Register for Secondary Education, and eventual educational attainment was derived from the registers of Statistics Finland and included information recorded up to 2018. Although symptoms of pure ODD had a negative effect on academic performance at school relative to the control group, this effect was weaker than that of pure ADHD symptoms. The ADHD + ODD group, both males and females, had the greatest deficits of all in educational attainment in adulthood and failed to progress to an institution of higher education as often as the control group. Symptoms of ODD in adolescent females predicted educational attainment in adulthood that extended no further than the compulsory comprehensive school level. The results remained statistically significant after adjustment for the educational level of the parents of the subjects, family type, and any psychiatric disorders (other than ADHD or ODD). The findings provide valuable information on the pervasive effects of co-occurring symptoms of ADHD and ODD that persist into adulthood.
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Affiliation(s)
- Sampo Seppä
- Research Unit of Clinical Medicine, University of Oulu, P.O. Box 5000, 90014, Oulu, Finland.
| | - Anu-Helmi Halt
- Research Unit of Clinical Medicine, University of Oulu, P.O. Box 5000, 90014, Oulu, Finland
- Department of Psychiatry, Oulu University Hospital, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Tanja Nordström
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Northern Finland Birth Cohorts, Arctic Biobank, Infrastructure for Population Studies, Faculty of Medicine, University of Oulu, Oulu, Finland
- Research Unit of Population Health, University of Oulu, Oulu, Finland
| | - Tuula Hurtig
- Research Unit of Clinical Medicine, University of Oulu, P.O. Box 5000, 90014, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Clinic of Child Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland
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Alhossein A, Abaoud AA, Becker D, Aldabas R, Bakhiet SF, Al Jaffal M, Alsufyani M, Abdu Elrahim NM, Alzrayer N. Psychometric Properties of ADHD Rating Scale—5 for Children and Adolescents in Sudan—School Version. Front Psychol 2022; 13:883578. [PMID: 35832925 PMCID: PMC9272821 DOI: 10.3389/fpsyg.2022.883578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 06/03/2022] [Indexed: 11/24/2022] Open
Abstract
The ADHD Rating Scale—5 for Children and Adolescents, School Version, has been adopted and validated to be used in assessing ADHD among school children within Western contexts. However, there are few assessment tools in use for identifying ADHD characteristics in children in Sudan. Therefore, this study aimed to investigate the psychometric properties of this rating scale in the context of Sudan. To accomplish this, data were collected on a sample of 3,742 school-aged children and adolescents as reported by their teachers. Psychometric properties can be classified as very good, with very high reliability (>0.90), and high construct validity tested by exploratory and confirmatory factor analysis. Thus, the ADHD Rating Scale—5 for Children and Adolescents, School Version, is valid, reliable, and suitable to use for assessing ADHD symptoms among children and adolescents in the Sudanese context.
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Affiliation(s)
- Abdulkarim Alhossein
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
- *Correspondence: Abdulkarim Alhossein,
| | | | - David Becker
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Rashed Aldabas
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
| | - Salaheldin Farah Bakhiet
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
| | - Mohammed Al Jaffal
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
| | - Manar Alsufyani
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
| | - Nagda Mohamed Abdu Elrahim
- Department of Psychology, College of Education, Sudan University of Science and Technology, Khartoum, Sudan
| | - Nouf Alzrayer
- Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
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Furukawa E, Uchida R, Tatsuki MO, Fitts M, Tripp G. Wishes of Children With ADHD. Front Psychiatry 2022; 13:885496. [PMID: 35586408 PMCID: PMC9108194 DOI: 10.3389/fpsyt.2022.885496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 04/12/2022] [Indexed: 11/28/2022] Open
Abstract
Understanding the desires and motivations of children with ADHD is important in helping them thrive. Their inner worlds, however, have not been well captured. The Three Wishes task provides minimal cues and structure to elicit their desires and hopes in an unbiased manner. The wishes of 299 school-aged children with ADHD (193 boys, aged 6-12) were elicited during a research diagnostic assessment. We developed a coding scheme to characterize different aspects of their wishes, including beneficiary, valence, and immediacy. Maslow's hierarchy of needs, adapted to take account of the participants' ages, was used to identify the motivations underlying the children's wishes. As expected, many of the wishes reported were for immediate fulfillment, with many reflecting material desires. Affiliative wishes, highlighting the children's desire for positive interpersonal relationships, were also common. There was some evidence for self-actualization/self-betterment goals and a small number of altruistic wishes. A word cloud presents the content of the children's wishes grouped according to this hierarchy. This study highlights the diversity and typicality of the self-reported needs, desires and hopes of children with ADHD. It also serves as a timely reminder of the value of seeking such information directly from children themselves.
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Affiliation(s)
- Emi Furukawa
- Human Developmental Neurobiology Unit and Children's Research Center, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Ryoko Uchida
- Human Developmental Neurobiology Unit and Children's Research Center, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Miho Otomo Tatsuki
- Human Developmental Neurobiology Unit and Children's Research Center, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Margaret Fitts
- Human Developmental Neurobiology Unit and Children's Research Center, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Gail Tripp
- Human Developmental Neurobiology Unit and Children's Research Center, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
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Tessarollo V, Scarpellini F, Costantino I, Cartabia M, Canevini MP, Bonati M. Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic. J Atten Disord 2022; 26:902-914. [PMID: 34388941 DOI: 10.1177/10870547211027640] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE This research involved the parents of ADHD students to explore how their children coped with online distance learning during COVID-19 pandemic and what implications this schooling method had on their emotional and behavioral well-being. METHOD Data were collected during lockdown using an online questionnaire addressed to 100 mothers and were compared with 184 matched controls from a national survey launched in the same period. RESULTS Attention span, spontaneous commitment, and autonomy in distance learning was found to be more limited in ADHD group. Compared to controls, 21.7% of ADHD students were not assessed and 40.9% did not receive grades. Behavioral changes were reported in both groups (64.2%), represented mainly by restlessness, aggressiveness, and anxiety. CONCLUSION Distance education increases academic difficulties, especially in ADHD pupils. The effects of lockdown should be adequately evaluated upon school reopening and appropriate recovery interventions should be planned.
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Affiliation(s)
| | | | | | - Massimo Cartabia
- Istituto di Ricerche Farmacologiche Mario Negri IRCCS, Milan, Italy
| | | | - Maurizio Bonati
- Istituto di Ricerche Farmacologiche Mario Negri IRCCS, Milan, Italy
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El compromiso con la tarea en el alumnado Con TDAH: análisis del tiempo de escritura digital. REVISTA IBEROAMERICANA DE PSICOLOGÍA 2021. [DOI: 10.33881/2027-1786.rip.15104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
La evolución de las nuevas tecnologías y la reciente situación de la Pandemia por COVID-19, han modificado las condiciones de la docencia educativa pasando mayoritariamente a una docencia digital. La utilización del ordenador se ha convertido en una herramienta necesaria para el aprendizaje. El alumnado con Trastorno por Déficit de Atención e Hiperactividad (TDAH) presenta especiales dificultades en la escritura y en la composición escrita. La presente investigación tiene como objetivo analizar la velocidad de la escritura (mecanografiado) en el alumnado con TDAH utilizando el ordenador en diferentes tareas. La muestra está formada por 48 niños y niñas entre 8-12 años, 24 forman el grupo con TDAH y 24 el grupo con desarrollo típico. Los tiempos de escritura se valoran mediante una tarea de dictado de frases a mecanografiar y con una tarea de chat de interacción social en tres momentos, al inicio, durante y al finalizar el chat social. Los resultados muestran que el alumnado con TDAH presenta significativamente mayor lentitud en la tarea de dictado de frases que el grupo de desarrollo típico. Sin embargo, el perfil de tiempo de escritura en la tarea de chat social es similar a sus compañeros/as. Los hallazgos evidencian que el tiempo de escritura (mecanografiado) empleado por el alumnado, está relacionado con el tipo de tarea, independientemente de la complejidad de esta. Se concluye que la motivación hacia la tarea es un aspecto crucial en el TDAH, que afecta a la variabilidad de la ejecución en las tareas digitales.
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