1
|
Sullivan AJ, Anderson J, Beatty M, Choi J, Jaccard J, Hawkins K, Pearlson G, Stevens MC. A randomized clinical trial to evaluate feasibility, tolerability, and preliminary target engagement for a novel executive working memory training in adolescents with ADHD. Behav Res Ther 2024; 181:104615. [PMID: 39173523 DOI: 10.1016/j.brat.2024.104615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2024] [Revised: 07/05/2024] [Accepted: 08/16/2024] [Indexed: 08/24/2024]
Abstract
OBJECTIVE Working memory training for Attention-Deficit/Hyperactivity Disorder (ADHD) has focused on increasing working memory capacity, with inconclusive evidence for its effectiveness. Alternative training targets are executive working memory (EWM) processes that promote flexibility or bolster stability of working memory contents to guide behavior via selective attention. This randomized, placebo-controlled study was designed to assess feasibility, tolerability, and behavioral target engagement of a novel EWM training for ADHD. METHOD 62 ADHD-diagnosed adolescents (12-18 years) were randomized to EWM training or placebo arms for 20 remotely coached sessions conducted over 4-5 weeks. Primary outcome measures were behavioral changes on EWM tasks. Secondary outcomes were intervention tolerability, trial retention, and responsiveness to adaptive training difficulty manipulations. RESULTS Linear regression analyses found intervention participants showed medium effect size improvements, many of which were statistically significant, on Shifting and Filtering EWM task accuracy and Shifting and Updating reaction time measures. Intervention participants maintained strong self-rated motivation, mood, and engagement and progressed through the adaptive difficulty measures, which was further reflected in high trial retention. CONCLUSIONS The results suggest that these EWM processes show promise as training targets for ADHD. The subsequent NIMH R33-funded extension clinical trial will seek to replicate and extend these findings.
Collapse
Affiliation(s)
- Abigail J Sullivan
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA.
| | - Jacey Anderson
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA
| | - Morgan Beatty
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA
| | - Jimmy Choi
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA
| | - James Jaccard
- New York University Silver School of Social Work, New York, NY, 10003, USA
| | - Keith Hawkins
- Yale University School of Medicine, New Haven, CT, 06520, USA
| | - Godfrey Pearlson
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA; Yale University School of Medicine, New Haven, CT, 06520, USA
| | - Michael C Stevens
- Olin Neuropsychiatry Research Center, Hartford HealthCare, Hartford, CT, 06106, USA; Yale University School of Medicine, New Haven, CT, 06520, USA
| |
Collapse
|
2
|
Takahashi N, Ono T, Omori Y, Iizumi M, Kato H, Kasuno S, Persing B, Tsuchiya KJ. Assessment of executive functions using a 3D-video game in children and adolescents with ADHD. Front Psychiatry 2024; 15:1407703. [PMID: 39238936 PMCID: PMC11374763 DOI: 10.3389/fpsyt.2024.1407703] [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] [Received: 03/27/2024] [Accepted: 08/01/2024] [Indexed: 09/07/2024] Open
Abstract
Objective Executive functions are important factors that affect the well-being of children with ADHD. Therefore, inclusion of a convenient assessment of executive dysfunction in diagnosis and treatment of ADHD patients is warranted. However, executive dysfunction assessment presently relies on lab-based neuropsychological tests and symptom rating scales. The present study examined the potential of a 3-D action puzzle video game to reflect ecologically valid executive functioning in pediatric ADHD patients. Methods Participant gameplay metrics were compared to both their Cambridge Neuropsychological Test Automated Battery (CANTAB) and Conners 3 Parent Form's executive functioning subscale scores. Participants consisted of 33 ADHD and non-ADHD patients aged 8-21. Results Metrics from gameplay were associated with distinct CANTAB test scores, and a composite score from gameplay was significantly correlated with executive dysfunction from Conners 3. Conclusion For children with ADHD, cognitive domains related to executive function and overall real-life executive functioning appear to both be measurable via video games. It may be possible to develop individualized behavioral therapy based on the quantitative data obtained from the video game used in this study.
Collapse
Affiliation(s)
- Nagahide Takahashi
- Department of Child and Adolescent Psychiatry, Nagoya University Hospital, Nagoya, Japan
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan
| | - Tomihiro Ono
- Department of Research and Development, Almaprism Inc., Kyoto, Japan
| | - Yuka Omori
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Misuzu Iizumi
- Department of Child and Adolescent Psychiatry, Nagoya University Hospital, Nagoya, Japan
| | - Hidekazu Kato
- Department of Child and Adolescent Psychiatry, Nagoya University Hospital, Nagoya, Japan
| | - Shinichi Kasuno
- Department of Research and Development, Almaprism Inc., Kyoto, Japan
| | - Barry Persing
- Department of Research and Development, Almaprism Inc., Kyoto, Japan
| | - Kenji J Tsuchiya
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan
| |
Collapse
|
3
|
Kang J, Lee H, Kim S, Kim HJ, Lee H, Kwon R, Son Y, Kim S, Woo HG, Kim MS, Koyanagi A, Smith L, Fond G, Boyer L, Rahmati M, López Sánchez GF, Dragioti E, Solmi M, Shin JI, Kim T, Yon DK, Cortese S. Comorbid health conditions in people with attention-deficit/hyperactivity disorders: An umbrella review of systematic reviews and meta-analyses. Asian J Psychiatr 2024; 99:104135. [PMID: 39003821 DOI: 10.1016/j.ajp.2024.104135] [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] [Received: 03/12/2024] [Revised: 05/19/2024] [Accepted: 05/25/2024] [Indexed: 07/16/2024]
Abstract
BACKGROUND We aimed to systematically review meta-analyses on the link between attention-deficit/hyperactivity disorder (ADHD) and a broad range of psychiatric, physical, and behavioral health conditions (PROSPERO; no.CRD42023448907). RESULTS We identified 22 meta-analyses that included 544 primary studies, covering 76 unique conditions in over 234 million participants across 36 countries and six continents. We found high-certainty evidence for the associations between ADHD and neuropsychiatric conditions (bipolar disorders, personality disorders, schizophrenia, and pragmatic language skills), night awakenings, obesity, decayed incipient surfaces, asthma, astigmatism, hyperopia and hypermetropia, strabismus, and suicide ideation. Moderate-certainty evidence suggested that ADHD was associated with headache, mood/affective disorders, depression, bruxism, bone fractures, atopic rhinitis, vision problems, suicide attempts, completed suicide, and all-cause mortality. Low-certainty evidence indicated associations with eating disorders, sleep efficiency, type 2 diabetes, dental trauma prevalence, atopic diseases, and atopic dermatitis. Very low-certainty evidence showed associations between ADHD and several sleep parameters. CONCLUSION We found varied levels of evidence for the associations of ADHD with multiple health conditions. Therefore, clinicians should consider a wide range of neurological, psychiatric, sleep and suicide-related, metabolic, musculoskeletal, oral, allergic, and visual conditions, as well as the increased risk of mortality when assessing individuals with ADHD.
Collapse
Affiliation(s)
- Jiseung Kang
- Division of Sleep Medicine, Harvard Medical School, Boston, MA, USA; Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, USA
| | - Hyeri Lee
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea; Department of Regulatory Science, Kyung Hee University, Seoul, South Korea
| | - Soeun Kim
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Hyeon Jin Kim
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea; Department of Regulatory Science, Kyung Hee University, Seoul, South Korea
| | - Hayeon Lee
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Rosie Kwon
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Yejun Son
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Sunyoung Kim
- Department of Family Medicine, Kyung Hee University Medical Center, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Ho Geol Woo
- Department of Neurology, Kyung Hee University Medical Center, Kyung Hee University College of Medicine, Seoul, South Korea
| | - Min Seo Kim
- Cardiovascular Disease Initiative, Broad Institute of MIT and Harvard, Cambridge, MA, USA
| | - Ai Koyanagi
- Research and Development Unit, Parc Sanitari Sant Joan de Deu, Barcelona, Spain
| | - Lee Smith
- Centre for Health, Performance and Wellbeing, Anglia Ruskin University, Cambridge, UK
| | - Guillaume Fond
- Research Centre on Health Services and Quality of Life, Aix Marseille University, Marseille, France
| | - Laurent Boyer
- Research Centre on Health Services and Quality of Life, Aix Marseille University, Marseille, France
| | - Masoud Rahmati
- Research Centre on Health Services and Quality of Life, Aix Marseille University, Marseille, France; Department of Physical Education and Sport Sciences, Faculty of Literature and Human Sciences, Lorestan University, Khoramabad, Iran; Department of Physical Education and Sport Sciences, Faculty of Literature and Humanities, Vali-E-Asr University of Rafsanjan, Rafsanjan, Iran
| | - Guillermo F López Sánchez
- Division of Preventive Medicine and Public Health, Department of Public Health Sciences, School of Medicine, University of Murcia, Murcia, Spain
| | - Elena Dragioti
- Pain and Rehabilitation Centre, and Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Research Laboratory Psychology of Patients, Families, and Health Professionals, Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Marco Solmi
- Department of Psychiatry, University of Ottawa, Ottawa, ON, Canada; On Track: The Champlain First Episode Psychosis Program, Department of Mental Health, The Ottawa Hospital, ON, Canada; Ottawa Hospital Research Institute (OHRI) Clinical Epidemiology Program University of Ottawa, Ontario, Canada; Department of Child and Adolescent Psychiatry, Charité Universitätsmedizin, Berlin, Germany
| | - Jae Il Shin
- Department of Pediatrics, Yonsei University College of Medicine, Seoul, South Korea; Severance Underwood Meta-Research Center, Institute of Convergence Science, Yonsei University, Seoul, South Korea.
| | - Tae Kim
- Department of Biomedical Science and Engineering, Gwangju Institute of Science and Technology, Gwangju, South Korea.
| | - Dong Keon Yon
- Center for Digital Health, Medical Science Research Institute, Kyung Hee University College of Medicine, Seoul, South Korea; Department of Regulatory Science, Kyung Hee University, Seoul, South Korea; Department of Pediatrics, Kyung Hee University Medical Center, Kyung Hee University College of Medicine, Seoul, South Korea.
| | - Samuele Cortese
- Centre for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK; Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, UK; Solent NHS Trust, Southampton, UK; Hassenfeld Children's Hospital at NYU Langone, New York University Child Study Center, New York City, NY, USA; DiMePRe-J-Department of Precision and Regenerative Medicine-Jonic Area, University of Bari "Aldo Moro", Bari, Italy
| |
Collapse
|
4
|
Anning KL, Langley K, Hobson C, De Sonneville L, Van Goozen SHM. Inattention symptom severity and cognitive processes in children at risk of ADHD: the moderating role of separation anxiety. Child Neuropsychol 2024; 30:264-288. [PMID: 36960813 DOI: 10.1080/09297049.2023.2190964] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 02/24/2023] [Indexed: 03/25/2023]
Abstract
Impairments in cognitive processes and their associations with dimensional measures of inattention, hyperactivity-impulsivity and anxiety were examined in children at risk of Attention-Deficit Hyperactivity Disorder. Children referred by teachers for exhibiting ADHD-type problems (n = 116; 43 meeting full diagnostic criteria for ADHD; 4-8 years) completed computerized tasks measuring episodic memory, response inhibition, visuomotor control and sustained attention, while parents were interviewed (DAWBA) to assess ADHD and anxiety symptoms. Of the 116 children assessed, 72% exhibited impaired cognitive processes; 47% had impaired visuomotor control, 37% impaired response inhibition, and 35% had impaired episodic memory. Correlational and hierarchical regression analyses using our final analytic sample (i.e., children who completed all cognitive tasks and a vocabulary assessment, n = 114) showed that poorer task performance and greater within-subject variability were significantly associated with more severe inattention symptoms but not with hyperactivity-impulsivity severity. Symptoms of separation anxiety, which were reported in over half of the sample, moderated associations between inattention and episodic memory, and between inattention and inhibition. Only children without separation anxiety showed significant correlations between ADHD symptoms and poor performance. However, separation anxiety had no moderating effect on associations between inattention and visuomotor control or sustaining attention. Children exhibiting signs of ADHD show impairments across a range of cognitive tasks. Further research to improve our understanding of these processes may be useful in the development of early interventions. Our results suggest that separation anxiety should be taken into account when considering interventions to address emerging neuropsychological deficits associated with this disorder.
Collapse
Affiliation(s)
- Kate L Anning
- School of Psychology, Cardiff University, Cardiff, UK
| | - Kate Langley
- School of Psychology, Cardiff University, Cardiff, UK
| | | | - Leo De Sonneville
- Department of Clinical Neurodevelopmental Studies, Leiden University, Leiden, The Netherlands
| | - Stephanie H M Van Goozen
- School of Psychology, Cardiff University, Cardiff, UK
- Department of Clinical Neurodevelopmental Studies, Leiden University, Leiden, The Netherlands
| |
Collapse
|
5
|
Pinto Silva R, Mota B, Candeias L, Viana V, Guardiano M. Irony Understanding in Children With Attention-Deficit/Hyperactivity Disorder: A Comparative Analysis. Cureus 2024; 16:e53892. [PMID: 38465167 PMCID: PMC10924699 DOI: 10.7759/cureus.53892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/08/2024] [Indexed: 03/12/2024] Open
Abstract
INTRODUCTION Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that can significantly impact a child's daily life and academic performance. Some studies have noted challenges in social cognition among children with ADHD, specifically in aspects like emotion perception and processing, empathy, Theory of Mind, and pragmatics. One of the lesser-explored aspects of ADHD is its potential impact on higher-level language skills, such as irony understanding. Our goal in this study was to compare irony comprehension in two groups: schoolchildren with normal development and schoolchildren with ADHD. METHODS We performed a comparative cross-sectional study on a total of 35 children aged between 6 and 12 years: 17 with ADHD and 18 not neurodevelopmentally impaired. Irony comprehension was evaluated using an assessment method validated for the Portuguese population: Turtle on the Island - Battery of Assessment of Executive Functions in Children (TI-BAFEC). We also applied the EACE (Emotional Awareness and Coping in Children) scale. It is the Portuguese adaptation of the Assessment of Children's Emotion Skills and assesses children's emotional knowledge. RESULTS We obtained two comparable groups concerning sociodemographic data. The analysis of the data, using the Mann-Whitney U Test, showed that in all parameters, the control group consistently exhibited superior performance compared to the ADHD group. However, only TI-BAFEC (p = 0.005) and emotional behavior (p = 0.007) showed a significant statistical variance between the two groups. CONCLUSION This article shows that children with ADHD encounter challenges in grasping irony. However, the underlying cognitive processes contributing to these difficulties warrant further investigation.
Collapse
Affiliation(s)
| | - Bárbara Mota
- Pediatrics, Centro Hospitalar Universitário de São João, Porto, PRT
| | - Linda Candeias
- Psychology, Prisma - Therapies and Development Center, Porto, PRT
| | - Victor Viana
- Psychology, Centro Hospitalar Universitário de São João, Porto, PRT
| | | |
Collapse
|
6
|
Sun F, Fang Y, Chan CKM, Poon ETC, Chung LMY, Or PPL, Chen Y, Cooper SB. Structured physical exercise interventions and children and adolescents with attention deficit hyperactivity disorder: A systematic review and meta-analysis. Child Care Health Dev 2024; 50:e13150. [PMID: 37433667 DOI: 10.1111/cch.13150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 06/05/2023] [Accepted: 06/15/2023] [Indexed: 07/13/2023]
Abstract
BACKGROUND The efficacy of structured physical exercise (SPE) has been examined in empirical studies to treat attention deficit hyperactivity disorder (ADHD). This review aimed (i) to systematically review and quantify the effects of SPE on ADHD symptomology and executive function (primary outcomes) and on physical health, physical fitness and mental health issues (secondary outcomes) in children/adolescents with ADHD; (ii) to evaluate the study quality and explore moderation of the effects of SPE; and (iii) to summarize the design of SPE interventions. METHODS An extensive literature search in the databases of PubMed, Web of Science and EBSCOhost was conducted to identify eligible intervention studies for meta-analysis. A descriptive account of the features of the studies is provided, including assessment of risk/quality (ROB-2/ROBINS-I). Standardized mean difference (SMD) with 95% confidence intervals (CIs) were calculated with random effects models to compare post-intervention effects. RESULTS A total of 18 studies were included in the review. The majority of the studies examined the effects of SPE lasting for 3-12 weeks. Assessment of bias/quality indicated half of the included studies as high quality. The meta-analysis (pooled n = 627) revealed that SPE had a positive effect on primary and secondary outcomes, that is, inattention (SMD = -1.79), executive function (SMD = 2.19), physical fitness (SMD = 1.39) and mental health issues (SMD = -0.89). Subgroup analysis showed that long-term practice of SPE, featured/tailored SPE, non-Chinese participants, taking methylphenidate and study with low quality had larger effects. CONCLUSIONS There is emerging evidence that SPE is a promising option to enhance symptom management and physical/mental health in children/adolescents with ADHD.
Collapse
Affiliation(s)
- Fenghua Sun
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Yuan Fang
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Carmen Ka Man Chan
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Eric Tsz Chun Poon
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Louisa Ming Yan Chung
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Peggy Pui Lai Or
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Yajun Chen
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, Guangdong, China
| | - Simon B Cooper
- Department of Sport Sciences, Sport, Health and Performance Enhancement (SHAPE) Research Centre, Nottingham Trent University, Nottingham, UK
| |
Collapse
|
7
|
Seçen Yazıcı M, Serdengeçti N, Dikmen M, Koyuncu Z, Sandıkçı B, Arslan B, Acar M, Kara E, Tarakçıoğlu MC, Kadak MT. Evaluation of p300 and spectral resolution in children with attention deficit hyperactivity disorder and specific learning disorder. Psychiatry Res Neuroimaging 2023; 334:111688. [PMID: 37517295 DOI: 10.1016/j.pscychresns.2023.111688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2023] [Revised: 06/11/2023] [Accepted: 07/17/2023] [Indexed: 08/01/2023]
Abstract
This study aims to examine auditory processing, P300 values and functional impairment levels among children with Attention Deficit and Hyperactivity Disorder (ADHD), Specific Learning Disorder (SLD), ADHD+SLD and healthy controls. Children with ADHD (n = 17), SLD (n = 15), ADHD+SLD (n = 15), and healthy controls (n = 15) between the ages of 7-12 were evaluated with K-SADS, Weiss Functional Impairment Rating Scale, Turgay DSM-IV Disruptive Behavior Disorders Rating Scale, The Mathematics, Reading, Writing Assessment Scale and Children's Auditory Performance Scale (CHAPS). Auditory P300 event-related potentials and Spectral-Temporally Modulated Ripple Test (SMRT) were applied. Three patient groups were found to be riskier than healthy controls according to the CHAPS. There was no significant difference between the groups in the SMRT. In post-hoc analyses of P300 parietal amplitudes, ADHD, SLD, and ADHD+SLD were found to be significantly lower than the control group. The amplitudes of the ADHD+SLD were by far the lowest. It has been shown that auditory performance skills and p300 amplitudes are lower in children diagnosed with only ADHD or SLD compared to the control group, with the lowest values observed in ADHD+SLD. This study suggests that the difficulties with attention and cognitive functions in the ADHD+SLD are more severe than ADHD and/or SLD without comorbidity.
Collapse
Affiliation(s)
- Meryem Seçen Yazıcı
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey.
| | - Nihal Serdengeçti
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Merve Dikmen
- Research Institute for Health Sciences and Technologies (SABITA), Regenerative and Restorative Medicine Research Center (REMER), Clinical Electrophysiology, Neuroimaging and Neuromodulation Lab, Istanbul Medipol University, Istanbul, Turkey; Vocational School of Health Services, Program of Electroneurophysiology, Istanbul Medipol University, Istanbul, Turkey
| | - Zehra Koyuncu
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Beyza Sandıkçı
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Büşra Arslan
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Melda Acar
- Department of Audiology, Faculty of Health Science, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Eyyup Kara
- Department of Audiology, Faculty of Health Science, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Mahmut Cem Tarakçıoğlu
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Muhammed Tayyib Kadak
- Department of Child and Adolescent Psychiatry, Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa, Istanbul, Turkey
| |
Collapse
|
8
|
Frolli A, Cerciello F, Esposito C, Ricci MC, Laccone RP, Bisogni F. Universal Design for Learning for Children with ADHD. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1350. [PMID: 37628349 PMCID: PMC10453933 DOI: 10.3390/children10081350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 07/24/2023] [Accepted: 08/02/2023] [Indexed: 08/27/2023]
Abstract
Attention Deficit-Hyperactivity Disorder (ADHD) is a psychiatric condition that shows developmentally inappropriate levels of inattention, hyperactivity, or impulsivity. Symptoms begin at a young age and usually include a lack of attention, poor concentration, disorganization, difficulty completing tasks, forgetfulness, and losing things. It is important to diagnose and treat the disorder at a young age so that the symptoms do not persist into adulthood and cause other comorbid conditions. Learning difficulties, motor impairment, anxiety, or depressive disorders may occur with this condition. To improve the academic careers of children with ADHD, we focused on a specific innovative educational approach (Universal Design for Learning) that could improve basic learning skills (reading, writing, and arithmetic skills) to prevent or manage any learning difficulty that could occur with ADHD. The Universal Design for Learning is an individualized approach that combines current neuroscientific knowledge, creating personalized teaching based on the strengths and weaknesses of the student. The goal of this study is to analyze the impact that this approach has on basic learning abilities. We found that both interventions led to improvements in test performance, indicating that interventions were necessary to enhance reading, writing, and arithmetic skills. Furthermore, the group that received an educational intervention based on Universal Design for Learning demonstrated a more significant improvement in these areas. Additionally, we propose that the set of techniques implemented by teachers in the classroom helped children to read, write, and perform math tasks correctly and more fluently.
Collapse
Affiliation(s)
- Alessandro Frolli
- Disability Research Centre of Rome University of International Studies, 00147 Rome, Italy; (F.C.); (C.E.); (R.P.L.); (F.B.)
| | - Francesco Cerciello
- Disability Research Centre of Rome University of International Studies, 00147 Rome, Italy; (F.C.); (C.E.); (R.P.L.); (F.B.)
| | - Clara Esposito
- Disability Research Centre of Rome University of International Studies, 00147 Rome, Italy; (F.C.); (C.E.); (R.P.L.); (F.B.)
| | - Maria Carla Ricci
- FINDS—Italian Neuroscience and Developmental Disorders Foundation, 81040 Caserta, Italy;
| | - Rossana Pia Laccone
- Disability Research Centre of Rome University of International Studies, 00147 Rome, Italy; (F.C.); (C.E.); (R.P.L.); (F.B.)
| | - Fabio Bisogni
- Disability Research Centre of Rome University of International Studies, 00147 Rome, Italy; (F.C.); (C.E.); (R.P.L.); (F.B.)
| |
Collapse
|
9
|
Almarzouki AF, Bellato A, Al-Saad MS, Al-Jabri B. COGMED working memory training in children with Attention Deficit/Hyperactivity Disorder (ADHD): A feasibility study in Saudi Arabia. APPLIED NEUROPSYCHOLOGY. CHILD 2023; 12:202-213. [PMID: 35549563 DOI: 10.1080/21622965.2022.2070020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Working memory training has been proven effective for improving cognitive functioning in patients with Attention Deficit/Hyperactivity Disorder (ADHD). However, the feasibility of this type of training for children in Saudi Arabia has not been previously explored. We investigated the feasibility of implementing Cogmed Working Memory Training (CWMT) in a sample of 29 Saudi children with ADHD. We found no significant demographic or clinical differences between compliant and noncompliant children. Although compliant children were initially better at following instructions and reported better improvements in working memory and math skills compared to those who did not complete the CWMT, all children who participated in the program showed improvements in performing the CWMT tasks. Most parents found the Cogmed training feasible for their children, were satisfied and keen to continue with the program, and felt the training helped them to address their problems. Most children did not encounter any difficulties in using the software, and many families were, therefore, likely to continue using the techniques from the program. We conclude that CWMT for children with ADHD is feasible in Saudi Arabia. Larger case-controlled studies are needed to thoroughly investigate the effects of CWMT compared to other interventions in Saudi children with ADHD.
Collapse
Affiliation(s)
- Abeer F Almarzouki
- Department of Physiology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Alessio Bellato
- Institute of Psychology, Psychiatry and Neuroscience (IoPPN), King's College London, London, UK
- School of Psychology, University of Nottingham Malaysia, Semenyih, Malaysia
| | - Maha S Al-Saad
- Department of Physiology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
- General Directorate of Health Affairs in Najran, Ministry of Health, Najran, Saudi Arabia
| | - Basma Al-Jabri
- Department of Pediatrics, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| |
Collapse
|
10
|
Oriá RB, Costa DVS, de Medeiros PHQS, Roque CR, Dias RP, Warren CA, Bolick DT, Guerrant RL. Myeloperoxidase as a biomarker for intestinal-brain axis dysfunction induced by malnutrition and Cryptosporidium infection in weanling mice. Braz J Infect Dis 2023; 27:102776. [PMID: 37150212 PMCID: PMC10212782 DOI: 10.1016/j.bjid.2023.102776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 04/10/2023] [Accepted: 04/21/2023] [Indexed: 05/09/2023] Open
Abstract
Cryptosporidiosis is a waterborne protozoal infection that may cause life-threatening diarrhea in undernourished children living in unsanitary environments. The aim of this study is to identify new biomarkers that may be related to gut-brain axis dysfunction in children suffering from the malnutrition/infection vicious cycle, necessary for better intervention strategies. Myeloperoxidase (MPO) is a well-known neutrophil-related tissue factor released during enteropathy that could drive gut-derived brain inflammation. We utilized a model of environmental enteropathy in C57BL/6 weanling mice challenged by Cryptosporidium and undernutrition. Mice were fed a 2%-Protein Diet (dPD) for eight days and orally infected with 107-C. parvum oocysts. C. parvum oocyst shedding was assessed from fecal and ileal-extracted genomic DNA by qRT-PCR. Ileal histopathology scores were assessed for intestinal inflammation. Prefrontal cortex samples were snap-frozen for MPO ELISA assay and NF-kb immunostaining. Blood samples were drawn by cardiac puncture after anesthesia and sera were obtained for serum amyloid A (SAA) and MPO analysis. Brain samples were also obtained for Iba-1 prefrontal cortex immunostaining. C. parvum-infected mice showed sustained stool oocyst shedding for six days post-infection and increased fecal MPO and inflammation scores. dPD and cryptosporidiosis led to impaired growth and weight gain. C. parvum-infected dPD mice showed increased serum MPO and serum amyloid A (SAA) levels, markers of systemic inflammation. dPD-infected mice showed greater MPO, NF-kB expression, and Iba-1 immunolabeling in the prefrontal cortex, an important brain region involved in executive function. Our findings suggest MPO as a potential biomarker for intestinal-brain axis dysfunction due to environmental enteropathy.
Collapse
Affiliation(s)
- Reinaldo B Oriá
- Faculdade de Medicina da Universidade Federal do Ceará, Departamento de Morfologia e Instituto de Biomedicina, Laboratório de Cicatrização de Tecidos, Ontogenia e Nutrição, Fortaleza, CE, Brazil; University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA
| | - Deiziane V S Costa
- University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA
| | - Pedro Henrique Q S de Medeiros
- University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA; Faculdade de Medicina da Universidade Federal do Ceará, Instituto de Biomedicina, Laboratório de Doenças Infecciosas, Fortaleza, CE, Brazil
| | - Cássia R Roque
- Faculdade de Medicina da Universidade Federal do Ceará, Departamento de Morfologia e Instituto de Biomedicina, Laboratório de Cicatrização de Tecidos, Ontogenia e Nutrição, Fortaleza, CE, Brazil
| | - Ronaldo P Dias
- Faculdade de Medicina da Universidade Federal do Ceará, Departamento de Morfologia e Instituto de Biomedicina, Laboratório de Cicatrização de Tecidos, Ontogenia e Nutrição, Fortaleza, CE, Brazil
| | - Cirle A Warren
- University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA
| | - David T Bolick
- University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA.
| | - Richard L Guerrant
- University of Virginia School of Medicine, Department of Medicine, Division of Infectious Diseases and International Health, Center for Global Health Equality, Charlottesville, USA
| |
Collapse
|
11
|
Arruda MA, Arruda R, Anunciação L. Psychometric properties and clinical utility of the executive function inventory for children and adolescents: a large multistage populational study including children with ADHD. APPLIED NEUROPSYCHOLOGY. CHILD 2022; 11:1-17. [PMID: 32116035 DOI: 10.1080/21622965.2020.1726353] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Executive functions (EF) are a set of high order mental abilities that regulate cognition, emotions, and behavior. This study aims to report the construction and validation of a rating scale instrument for EF in children and adolescents aged from 5 to 18 years (EFICA), as well as to report the results of a comparison between children with ADHD and their peers without it. Thus, we conducted a population-based cross-sectional study relying on a sample composed of 3,284 typical children and adolescents accessed to study the psychometric properties of the parents' inventory (EFICA-P) and the teacher's inventory (EFICA-T) within a Structural Equation Modeling framework (SEM). Exploratory and confirmatory analyses were fitted, as well as the Cronbach's alpha and the McDonald's omega reliability indices. The known-groups method was carried out by independent Welch t-tests between untreated ADHD children and their peers. We concluded that the parents' inventory is composed of three dimensions (Cool Index 1, Cool Index 2, and Hot Index): χ2 (1,649) = 4,607.852 p < .01, CFI = .965, TLI .963, RMSEA = .053, whereas the teachers´ inventory is composed of two dimensions (Cool Index and Hot Index): χ2 (1,273) = 5,158.240, p < .01, CFI = .991, TLI = .991, RMSEA = .077. The internal consistency of both inventories was >.9. Significant differences between the ADHD groups were found in all domains accessed. These findings indicate that both inventories have a high degree of validity regarding their internal structures, as well as supporting their clinical utility.
Collapse
Affiliation(s)
| | - Renato Arruda
- Department of Neuroscience and Behavioral Sciences, Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto, Brazil
| | - Luis Anunciação
- Department of Psychometrics, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
| |
Collapse
|
12
|
Pérez-Gómez J, Amigo-Gamero H, Collado-Mateo D, Barrios-Fernandez S, Muñoz-Bermejo L, Garcia-Gordillo MÁ, Carlos-Vivas J, Adsuar JC. Equine-assisted activities and therapies in children with attention-deficit/hyperactivity disorder: A systematic review. J Psychiatr Ment Health Nurs 2021; 28:1079-1091. [PMID: 33171006 DOI: 10.1111/jpm.12710] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Revised: 09/03/2020] [Accepted: 10/19/2020] [Indexed: 12/26/2022]
Abstract
UNLABELLED WHAT IS KNOWN ON THE SUBJECT?: Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems of inattention and impulsive hyperactivity in children. Equine-assisted activities and therapies (EAATs) have been used as alternative non-pharmacological intervention option in patients with ADHD. WHAT DOES THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Nowadays, more studies of high methodological quality are needed to determine whether EAAT is an effective intervention for the treatment in children with ADHD. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Between 15 and 40 min of rising horses, 8-32 total sessions, for 4-32 weeks, seem to be beneficial to reduce the symptoms of ADHD. ABSTRACT INTRODUCTION: Attention-deficit/hyperactivity disorder (ADHD) is a disorder characterized by problems of inattention and impulsive hyperactivity. Equine-assisted activities and therapies (EAATs) have become an emerging non-pharmacological intervention option in patients with ADHD. AIM To perform a systematic review of updated literature about EAAT in children with ADHD. METHOD A systematic review was performed until 28 November 2019, in four electronic databases: PubMed, Web of Science, Embase and Google Scholar. The inclusion criteria were as follows: (a) intervention programme, with pre- and post-data, based on EAAT, (b) children with ADHD and (c) articles written in English. RESULTS A total of 9 articles were found that meet the inclusion criteria. The evidence level was C for 7 studies and B for 2 studies. The level of conclusion was 3. DISCUSSION There are few studies with high methodological quality, and there is a high heterogeneity in the variables included, what make that the level of evidence and conclusion are low. CONCLUSION There is no account with enough studies of high methodological quality to determine whether EAAT is an effective intervention for the treatment in children with ADHD.
Collapse
Affiliation(s)
- Jorge Pérez-Gómez
- Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, Cáceres, Spain
| | - Helena Amigo-Gamero
- Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, Cáceres, Spain
| | | | | | | | | | - Jorge Carlos-Vivas
- Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, Cáceres, Spain
| | - José Carmelo Adsuar
- Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, Cáceres, Spain
| |
Collapse
|
13
|
Ahmed Y, Kent S, Cirino PT, Keller-Margulis M. The Not-So-Simple View of Writing in Struggling Readers/Writers. READING & WRITING QUARTERLY : OVERCOMING LEARNING DIFFICULTIES 2021; 38:272-296. [PMID: 35783450 PMCID: PMC9246105 DOI: 10.1080/10573569.2021.1948374] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models.
Collapse
Affiliation(s)
- Yusra Ahmed
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Shawn Kent
- College of Education, University of Houston, Houston, TX, USA
| | - Paul T. Cirino
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
| | | |
Collapse
|
14
|
Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks. J Autism Dev Disord 2021; 52:3169-3181. [PMID: 34286393 DOI: 10.1007/s10803-021-05034-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/18/2021] [Indexed: 10/20/2022]
Abstract
Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory).
Collapse
|
15
|
Kim JS, Lee YJ, Shim SH. What Event-Related Potential Tells Us about Brain Function: Child-Adolescent Psychiatric Perspectives. Soa Chongsonyon Chongsin Uihak 2021; 32:93-98. [PMID: 34285633 PMCID: PMC8262973 DOI: 10.5765/jkacap.210012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 05/13/2021] [Accepted: 05/21/2021] [Indexed: 01/14/2023] Open
Abstract
Electroencephalography (EEG) measures neural activation due to various cognitive processes. EEG and event-related potentials (ERPs) are widely used in studies investigating psychopathology and neural substrates of psychiatric diseases in children and adolescents. The present study aimed to review recent ERP studies in child and adolescent psychiatry. ERPs are non-invasive methods for studying synaptic functions in the brain. ERP might be a candidate biomarker in child-adolescent psychiatry, considering its ability to reflect cognitive and behavioral functions in humans. For the EEG study of psychiatric diseases in children and adolescents, several ERP components have been used, such as mismatch negativity, P300, error-related negativity (ERN), and reward positivity (RewP). Regarding executive functions and inhibition in patients with attention-deficit/hyperactivity disorder (ADHD), P300 latency, and ERN were significantly different in patients with ADHD compared to those in the healthy population. ERN showed meaningful changes in patients with anxiety disorders, such as generalized anxiety disorder, separation anxiety disorder, and obsessive-compulsive disorder. Patients with depression showed significantly attenuated RewP compared to the healthy population, which was related to the symptoms of anhedonia.
Collapse
Affiliation(s)
- Ji Sun Kim
- Department of Psychiatry, Soonchunhyang University Cheonan Hospital, Soonchunhyang University College of Medicine, Cheonan, Korea
| | - Yeon Jung Lee
- Department of Psychiatry, Soonchunhyang University Seoul Hospital, Soonchunhyang University College of Medicine, Seoul, Korea
| | - Se-Hoon Shim
- Department of Psychiatry, Soonchunhyang University Cheonan Hospital, Soonchunhyang University College of Medicine, Cheonan, Korea
| |
Collapse
|
16
|
Sung MC, Ku B, Leung W, MacDonald M. The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis. J Autism Dev Disord 2021; 52:1030-1050. [PMID: 33856619 DOI: 10.1007/s10803-021-05009-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/03/2021] [Indexed: 12/16/2022]
Abstract
The current meta-analysis comprehensively examined the effects of physical activity interventions on executive function among people with neurodevelopmental disorders. The meta-analysis included 34 studies with 1058 participants aged 5-33 years. Results indicated an overall significant medium effect of physical activity interventions on improving executive function in people with neurodevelopmental disorders under the random-effect model (Hedges' g = 0.56, p < .001). Significant moderators of the effects of physical activity intervention on executive function included age, intervention length and session time, executive function subdomains, and intervention dose (total minutes in the intervention). This meta-analysis provides support for the effectiveness of physical activity interventions on executive function among people with neurodevelopmental disorders. Future studies and limitations are discussed.
Collapse
Affiliation(s)
- Ming-Chih Sung
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA.
| | - Byungmo Ku
- Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore, 639798, Singapore
| | - Willie Leung
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA
| | - Megan MacDonald
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA
| |
Collapse
|
17
|
Halverson KK, Derrick JL, Medina LD, Cirino PT. Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers. Dev Neuropsychol 2021; 46:213-231. [PMID: 33794714 PMCID: PMC8113101 DOI: 10.1080/87565641.2021.1908291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2020] [Revised: 01/06/2021] [Accepted: 03/19/2021] [Indexed: 10/21/2022]
Abstract
Executive functioning (EF) is a domain-general process implicated in reading, but there remains lack of clarity within the domain due to varied assessment methods. We investigated the relation of EF (indexed with the NIH EXAMINER) to word reading, reading fluency, and reading comprehension in struggling readers and evaluated the mediational role of inference making for the EF-comprehension link. Analyses revealed an overall effect of EF on reading, with significant differences between fluency and comprehension, and between single word reading and comprehension, but not between fluency and single-word reading. The EF-reading comprehension relation was fully mediated by inference making.
Collapse
Affiliation(s)
| | - Jaye L Derrick
- Psychology Department, University of Houston, Houston, Texas, USA
| | - Luis D Medina
- Psychology Department, University of Houston, Houston, Texas, USA
| | - Paul T Cirino
- Psychology Department, University of Houston, Houston, Texas, USA
| |
Collapse
|
18
|
Crisci G, Caviola S, Cardillo R, Mammarella IC. Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders. Front Hum Neurosci 2021; 15:594234. [PMID: 33732121 PMCID: PMC7958764 DOI: 10.3389/fnhum.2021.594234] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Accepted: 01/13/2021] [Indexed: 11/29/2022] Open
Abstract
The present study examines the comorbidity between specific learning disorders (SLD) and attention deficit and hyperactivity disorder (ADHD) by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD (n = 18), SLD (n = 18) or SLD in comorbidity with ADHD (n = 13), and 48 typically-developing (TD) children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function (EF) tasks testing inhibition, shifting, and verbal and visuospatial updating. Using one-way ANOVAs, our results showed that all children in the clinical samples exhibited impairments on EF measures (inhibition and shifting tasks) when compared with TD children. A more specific pattern only emerged for the updating tasks. Only children with SLD had significant impairment in verbal updating, whereas children with ADHD, and those with SLD in comorbidity with ADHD, had the worst performance in visuospatial updating. The clinical and educational implications of these findings are discussed.
Collapse
Affiliation(s)
- Giulia Crisci
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| |
Collapse
|
19
|
Lin Y, Jin H, Huang B, Zhao N, Li Z, Mao J, Chen C, Xu J, Zhang J, Shuai B. Efficacy and safety of acupuncture on childhood attention deficit hyperactivity disorder: A protocol for systematic review and meta-analysis. Medicine (Baltimore) 2021; 100:e23953. [PMID: 33592848 PMCID: PMC7870224 DOI: 10.1097/md.0000000000023953] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 12/01/2020] [Indexed: 01/05/2023] Open
Abstract
INTRODUCTION The purpose of this paper is to evaluate the efficacy and safety of acupuncture in the treatment of childhood attention deficit hyperactivity disorder (ADHD). METHODS AND ANALYSIS We will electronically search PubMed, Medline, Embase, Web of Science, the Cochrane Central Register of Controlled Trial, China National Knowledge Infrastructure, China Biomedical Literature Database, China Science Journal Database, and Wan-fang Database from their inception. Also, we will manually retrieve other resources, including reference lists of identified publications, conference articles, and grey literature. The clinical randomized controlled trials or quasi-randomized controlled trials related to acupuncture treating pediatric ADHD will be included in the study. The language is limited to Chinese and English. Research selection, data extraction, and research quality assessment will be independently completed by 2 researchers. Data were synthesized by using a fixed effect model or random effect model depend on the heterogeneity test. The scores of Revised Conners' Parent Rating Scale (CPRS-R), Conners Teacher Rating Scale (CTRS-R), and Child Behavior Checklist (CBCL) will be the primary outcomes. Besides, the scores of the Conners Continuous Performance Test, Internal Restlessness Scale, and Behavior Assessment System for Children (BASC), and the possible adverse events will also be assessed as secondary outcomes. RevMan V.5.3 statistical software will be used for meta-analysis, and the level of evidence will be assessed by Grading of Recommendations Assessment, Development, and Evaluation (GRADE). Continuous data will be expressed in the form of weighted mean difference or standardized mean difference with 95% confidence intervals (CIs), while dichotomous data will be expressed in the form of relative risk with 95% CIs. ETHICS AND DISSEMINATION The protocol of this systematic review (SR) does not require ethical approval because it does not involve humans. We will publish this article in peer-reviewed journals and presented at relevant conferences. SYSTEMATIC REVIEW REGISTRATION OSF Registries, DOI: 10.17605/OSF.IO/XVYP9 (https://osf.io/xvyp9).
Collapse
|
20
|
McLuckie A, Landers AL, Rowbotham M, Landine J, Schwartz M, Ng D. Are Parent- and Teacher-Reported Executive Function Difficulties Associated With Parenting Stress for Children Diagnosed With ADHD? J Atten Disord 2021; 25:22-32. [PMID: 29482475 DOI: 10.1177/1087054718756196] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: To examine the relationship between parenting stress and parent- and teacher-reported executive function difficulties (EFDs) for childhood ADHD. Method: A secondary analysis using linear regression was conducted on parent- and teacher-completed Behavior Rating Inventory of Executive Function and Parenting Stress Indexes for 5- to 12-year-olds (n = 243) with ADHD. Results: The linear combination of teacher- and parent-reported EFDs accounted for 49% of the variance in child-related parenting stress. Teacher-reported school-based EFDs were relatively inconsequential, having accounted for only 3% of this variance. This stress is best explained by EFDs with emotional control in the school environment and parent-reported EFDs with emotional control, inhibit, monitor, and shift. Conclusion: Parent-reported EFDs, and less so school-based EFDs, are related to parenting stress, but only in regard to EFDs likely underpinning behavioral outbursts and those likely underpinning the daily hassles of providing specialized care to children with ADHD.
Collapse
Affiliation(s)
| | - Ashley L Landers
- Virginia Polytechnic Institute and State University, Falls Church, USA
| | | | - Jeff Landine
- University of New Brunswick, Fredericton, Canada
| | | | - David Ng
- Queens University, Kingston, Ontario, Canada
| |
Collapse
|
21
|
Faedda N, Guariglia C, Piccardi L, Natalucci G, Rossetti S, Baglioni V, Alunni Fegatelli D, Romani M, Vigliante M, Guidetti V. Link Between Topographic Memory and the Combined Presentation of ADHD (ADHD-C): A Pilot Study. Front Psychiatry 2021; 12:647243. [PMID: 34220569 PMCID: PMC8245696 DOI: 10.3389/fpsyt.2021.647243] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Accepted: 04/26/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Topographic memory is the ability to reach various places by recognizing spatial layouts and getting oriented in familiar environments. It involves several different cognitive abilities, in particular executive functions (EF), such as attention, working memory, and planning. Children with attention deficit hyperactivity disorder (ADHD) show impairments in inhibitory control, regulation of attention, planning, and working memory. Aim: The aim of this study was to evaluate the topographic memory in children with ADHD-combined subtype (ADHD-C). Method: Fifteen children (8-10 years) with a diagnosis of ADHD-C (DSM-5) (ADHD-C group) were compared to 15 children with typical development (TD group) of the same age. All children performed Raven's colored progressive matrices (CPM) test to obtain a measure related with cognitive functioning. The walking Corsi test (WalCT), a large-scale version of the Corsi block-tapping test, was used to assess topographic memory in experimental environment. Results: A higher impairment was observed in ADHD-C than TD with significant differences in the WalCT, in particular on the topographic short-term memory (TSTM) task, on the topographic learning (TL) task, and on the repetition number (RN) task during the TL task. Perseverative errors were reported in performing the square-sequence in the WalCT. Zero-order correlations showed a positive correlation between TSTM and auditory attention, and memory of design of NEPSY-II and digit span of WISC-IV. No statistically significant differences were found between the ADHD-C group and TD group in the TL task in the WalCT condition. Conclusion: In ADHD-C, initial topographic learning was compromised whereas the long-term retention of learned topographical material seemed to not be impaired. In particular, these impairments seem to be linked with difficulties in sustained attention, in spatial memory for novel visual materials, in a poor working memory, and in perseverative behaviors.
Collapse
Affiliation(s)
- Noemi Faedda
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Cecilia Guariglia
- Department of Psychology, Sapienza University of Rome, Rome, Italy.,Cognitive and Motor Rehabilitation and Neuroimaging Unit, Scientific Institute for Research, Hospitalization and Healthcare (IRCCS) Fondazione Santa Lucia, Rome, Italy
| | - Laura Piccardi
- Department of Psychology, Sapienza University of Rome, Rome, Italy.,Cognitive and Motor Rehabilitation and Neuroimaging Unit, Scientific Institute for Research, Hospitalization and Healthcare (IRCCS) Fondazione Santa Lucia, Rome, Italy
| | - Giulia Natalucci
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Serena Rossetti
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Valentina Baglioni
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Danilo Alunni Fegatelli
- Department of Public Health and Infectious Diseases, Sapienza University of Rome, Rome, Italy
| | - Maria Romani
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Miriam Vigliante
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Vincenzo Guidetti
- Section of Child and Adolescents Neuropsychiatry, Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| |
Collapse
|
22
|
Eskander N. The Psychosocial Outcome of Conduct and Oppositional Defiant Disorder in Children With Attention Deficit Hyperactivity Disorder. Cureus 2020; 12:e9521. [PMID: 32905151 PMCID: PMC7465825 DOI: 10.7759/cureus.9521] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders diagnosed in children below the age of 12 years. It is characterized by hyperactivity, inattention, and impulsive behavior. ADHD affects the social, academic, and psychological aspects of children and adolescents. Children with ADHD struggle with school tasks and performance. They have lower grades than their peers and have difficulties interacting with their friends. Oppositional defiant disorder (ODD) is a mental disorder characterized by disruptive behavior, a pattern of angry and irritable mood, argumentative, and vindictive behavior. Children with ODD struggle with forming friendships and have problems at school. Conduct disorder (CD) is divided into the childhood onset and the adolescent onset types. The childhood onset is associated with poor outcomes in adulthood, an increase in criminal behavior, violence, and progression to antisocial behavior. Children with CD are at increased risk for substance use disorders (SUD) and antisocial personality disorder. The current literature review is aiming to provide an overview of the psychosocial impact of comorbid ODD and CD in children with ADHD. The results of this study review showed the comorbidity of ODD and CD is very strong. ODD is a strong predictor of CD in boys. The presence of comorbid ODD and ADHD in children is a significant predictor of adolescent onset CD. The comorbidity of ADHD with ODD and CD worsens symptom severity and is associated with high psychosocial dysfunction. Children with ADHD and comorbid ODD and CD have difficulties with school, friends, and trouble with the police.
Collapse
Affiliation(s)
- Noha Eskander
- Psychiatry, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| |
Collapse
|
23
|
Vysniauske R, Verburgh L, Oosterlaan J, Molendijk ML. The Effects of Physical Exercise on Functional Outcomes in the Treatment of ADHD: A Meta-Analysis. J Atten Disord 2020; 24:644-654. [PMID: 26861158 DOI: 10.1177/1087054715627489] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: An increasing number of studies suggest possible beneficial effects of exercise in alleviating ADHD functional outcomes. The current study provides a quantitative meta-analysis of the available studies investigating this relationship. Method: Studies reporting on the effects of physical exercise on motor skills and executive functions in children with ADHD were identified through Cochrane, PsycInfo, PubMed, Web of Science databases. Ten publications were selected. Random-effects model was used to calculate effect sizes. Results: There was a significant effect of exercise on ADHD functional outcomes (g = 0.627). Longer exercise intervention duration was consistently associated with larger effect sizes. Effect sizes were not related to exercise intensity, mean age of participants, or gender distribution. Conclusion: Results suggest that exercise has a modest positive impact on ADHD functional outcomes, such as executive functions and motor skills, with longer interventions yielding better results.
Collapse
|
24
|
Erickson SJ, Hile S, Rieger RE, Moss NC, Dinces S, Annett RD. Association Between Executive Functioning and Functional Impairment Among Pediatric Cancer Survivors and Controls. Arch Clin Neuropsychol 2019; 34:599-609. [PMID: 30307471 DOI: 10.1093/arclin/acy079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 09/05/2018] [Accepted: 09/14/2018] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To examine the impact of cancer treatment upon neurocognitive and functional impairment; and to explore the relationship between these constructs in pediatric cancer survivors compared to controls. METHOD A cross-sectional cohort of survivors (n = 26) and controls (n = 53) was included. Survivors were off treatment an average of 6.35 years (SD = 5.38; range 1-15 years) and demonstrated an average "medium" Central Nervous System (CNS) treatment intensity score. Participants completed measures of neurocognitive functions including intellectual assessment (RIST) and executive functions (NIH Examiner), while parents reported on children's functional impairment (BIS). RESULTS Survivors were similar to controls in neurocognitive ability, including intellectual and executive functions, and functional impairment. Regardless of group membership, NIH Examiner performance and functional impairment increased with age. Increased impairment was associated with different neurocognitive variables for survivors versus controls. CONCLUSIONS Research regarding functional impairment of cancer survivors and the association between neurocognitive deficits and functional impairment has been limited. Our results demonstrate that, while low treatment intensity may confer relative sparing of neurocognitive and executive functioning among survivors, functional impairment continues to be a potential risk. In conclusion, pediatric cancer survivors should be screened for functional difficulties, particularly in the areas of interpersonal relations and self-care.
Collapse
Affiliation(s)
| | | | | | | | - Sarah Dinces
- NM Legislative Finance Committee, Santa Fe, NM, USA
| | | |
Collapse
|
25
|
Faedda N, Romani M, Rossetti S, Vigliante M, Pezzuti L, Cardona F, Guidetti V. Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scand J Psychol 2019; 60:440-446. [PMID: 31242533 DOI: 10.1111/sjop.12562] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 04/24/2019] [Indexed: 11/30/2022]
Abstract
Several studies have shown neuropsychological deficits across multiple domains in attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD), but differences and similarities between these disorders have been little considered. We were interested in analyzing the intellectual and executive profiles in a sample of children and adolescents, divided according to the diagnosis into the ADHD group and the SLD group, and in identifying the differences and similarities between these disorders. The sample included two clinical groups: the first included 36 children and adolescents with a diagnosis of ADHD (5-15 years; mean = 9.42; SD = 2.22) while the second included 36 children and adolescents with a diagnosis of SLD (7-15 years; mean = 9.43; SD = 2.25). The WISC-IV was used to measure intellectual ability and the NEPSY-II was employed to measure executive functions. The results showed that the SLD group had significantly higher scores than the ADHD group on the NEPSY-II in the inhibition, cognitive flexibility, short-term verbal memory and verbal working memory domains. The ANCOVA showed differences regarding the FSIQ of WISC-IV, in that the SLD group obtaining higher scores than ADHD group. Findings showed that ADHD children are more impaired than SLD children, in particular in cognitive inhibition, cognitive flexibility, verbal memory, working memory and intellectual functioning. The recognition of the strengths and weaknesses of children and adolescents with ADHD and SLD allows to outline an educational and clinical intervention focused on their specific executive and intellectual functioning.
Collapse
Affiliation(s)
- Noemi Faedda
- Department of Human Neuroscience, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, Italy
| | - Maria Romani
- Department of Human Neuroscience, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, Italy
| | - Serena Rossetti
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Italy
| | - Miriam Vigliante
- Department of Human Neuroscience, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, Italy
| | - Lina Pezzuti
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Italy
| | - Francesco Cardona
- Department of Human Neuroscience, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, Italy
| | - Vincenzo Guidetti
- Department of Human Neuroscience, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, Italy
| |
Collapse
|
26
|
Schrieff-Elson LE, Ockhuizen JRH, During G, Thomas KGF. Attention-training with children from socioeconomically disadvantaged backgrounds in Cape Town. J Child Adolesc Ment Health 2018; 29:147-167. [PMID: 28974165 DOI: 10.2989/17280583.2017.1372285] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
OBJECTIVE Attention is a core process underlying competence in higher-order cognitive abilities. Previous research suggests that healthy children from low socioeconomic status (SES) backgrounds perform poorly, relative to those from higher SES backgrounds, on tasks assessing attentional abilities. In this pilot study, we investigated the effects of an attention-training intervention on task performance in low-SES children. METHOD We conducted a quasi-controlled trial with stratified randomisation, using a pre-test/ post-test design. Participants were low-SES children aged 7-13 years. Each was assigned to either an intervention group, a play control group, or a test-only control group (n = 5 per group). We implemented a ten-week manualised cognitive rehabilitation program, Pay Attention!, administering standardised tests of attention, working memory, and inhibition before and after the intervention. Between- and within-group analyses and Reliable Change Index statistics evaluated differences in scores from pre- to post-intervention. RESULTS Analyses detected no notable between-group differences at either pre- or post-intervention testing. However, on tests of selective attention, attentional control, and inhibition, there were significant within-group and positive individual reliable changes exclusive to the intervention-group participants. CONCLUSIONS Given the variability in our findings, more research needs be conducted with a larger sample to determine, with greater rigour, the efficacy of the intervention within samples of healthy children from low-SES backgrounds.
Collapse
Affiliation(s)
- Leigh E Schrieff-Elson
- a ACSENT Laboratory, Department of Psychology , University of Cape Town , Cape Town , South Africa
| | - Ju-Reyn H Ockhuizen
- a ACSENT Laboratory, Department of Psychology , University of Cape Town , Cape Town , South Africa
| | - Genevieve During
- a ACSENT Laboratory, Department of Psychology , University of Cape Town , Cape Town , South Africa
| | - Kevin G F Thomas
- a ACSENT Laboratory, Department of Psychology , University of Cape Town , Cape Town , South Africa
| |
Collapse
|
27
|
Ralph KJ, Gibson BS, Gondoli DM. Parent ratings of working memory are uniquely related to performance-based measures of secondary memory but not primary memory. J Clin Exp Neuropsychol 2018; 40:841-851. [PMID: 29506429 DOI: 10.1080/13803395.2018.1441378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
INTRODUCTION Existing evidence suggests that performance- and rating-based measures of working memory (WM) correlate poorly. Although some researchers have interpreted this evidence as suggesting that these measures may be assessing distinct cognitive constructs, another possibility is that rating-based measures are related to some but not all theoretically motivated performance-based measures. The current study distinguished between performance-based measures of primary memory (PM) and secondary memory (SM), and examined the relation between each of these components of WM and parent-ratings on the WM subscale of the Behavior Rating Inventory of Executive Function (BRIEF-WM). Because SM and BRIEF-WM scores have both been associated with group differences in attention-deficit/hyperactivity disorder (ADHD), it was hypothesized that SM scores would be uniquely related to parent-rated BRIEF-WM scores. METHOD Participants were a sample of 77 adolescents with and without an ADHD diagnosis, aged 11 to 15 years, from a midwestern school district. Participant scores on verbal and spatial immediate free recall tasks were used to estimate both PM and SM capacities. Partial correlation analyses were used to evaluate the extent to which estimates of PM and SM were uniquely related parent-rated BRIEF-WM scores. RESULTS Both verbal and spatial SM scores were significantly related to parent-rated BRIEF-WM scores, when corresponding PM scores were controlled. Higher verbal and spatial SM scores were associated with less frequent parent-report of WM-related failures in their child's everyday life. However, neither verbal nor spatial PM scores significantly related to parent-rated BRIEF-WM scores, when corresponding SM scores were controlled. CONCLUSION The current study suggested that previously observed low correlations between performance- and rating-based measures of WM may result from use of performance-based WM measures that do not capture the unique contributions of PM and SM components of WM.
Collapse
Affiliation(s)
- Kathryn J Ralph
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Bradley S Gibson
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Dawn M Gondoli
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| |
Collapse
|
28
|
Sapozhnikova A, Smith BL. Assessment Intervention Using the Rey-Osterrieth Complex Figure Test: A Clinical Illustration. J Pers Assess 2016; 99:503-509. [PMID: 27537344 DOI: 10.1080/00223891.2016.1212866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Therapeutic assessment (TA) aims to affect change in a client, in part, through an in vivo intervention using any number of assessment methods during a planned assessment intervention session (AIS). To date, neuropsychological tests have not been widely used in AIS. We suggest that the Rey-Osterrieth Complex Figure Test (RCFT) can be a helpful tool, especially when the assessment questions pertain to cognitive functioning, owing to its complexity and the fact that it taps several different cognitive functions. To illustrate this, we present the case of Mr. B, a 45-year-old man with a childhood history of neglect and abuse who was struggling with mood and cognitive complaints in the context of identifying a satisfying career. His performance on the RCFT had illuminated his cognitive style, and an AIS was built around observing and changing his approach to problem solving in the context of a supportive relationship. Based on the intervention, he was able to reassess his narrative of cognitive dysfunction, address his problems in organization, and practice using another person for support in problem solving.
Collapse
Affiliation(s)
| | - Bruce L Smith
- b Department of Psychology , University of California , Berkeley
| |
Collapse
|
29
|
Forethought in Youth with Attention Deficit/Hyperactivity Disorder: An fMRI Study of Sex-Specific Differences. PSYCHIATRY JOURNAL 2016; 2016:6810215. [PMID: 27529063 PMCID: PMC4978833 DOI: 10.1155/2016/6810215] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/21/2015] [Accepted: 05/03/2016] [Indexed: 11/18/2022]
Abstract
Objective. The majority of studies investigating neurocognitive processing in attention deficit/hyperactivity disorder (ADHD) have been conducted on male participants. Few studies evaluated females or examined sex differences. Among various cognitive anomalies in ADHD, deficit in forethought seems particularly important as children with ADHD often fail to adequately use previous information in order to prepare for responses. The main goal of this study was to assess sex-specific differences in behavioral and neural correlates of forethought in youth with ADHD. Methods. 21 typically developing (TD) youth and 23 youth with ADHD were asked to judge whether two pictures told a congruent or incongruent story. Reaction time, performance accuracy, and cerebral activations were recorded during functional magnetic resonance imaging (fMRI). Results. Significant sex-specific differences in cerebral activations appeared, despite equivalent performance. Relative to the boys TD participants, boys with ADHD had extensive bilateral frontal and parietal hypoactivations, while girls with ADHD demonstrated more scattered hypoactivations in the right cerebral regions. Conclusion. Present results revealed that youth with ADHD exhibit reduced cerebral activations during forethought. Nevertheless, the pattern of deficits differed between boys and girls, suggesting the use of a different neurocognitive strategy. This emphasizes the importance of including both genders in the investigations of ADHD.
Collapse
|
30
|
Tan BWZ, Pooley JA, Speelman CP. A Meta-Analytic Review of the Efficacy of Physical Exercise Interventions on Cognition in Individuals with Autism Spectrum Disorder and ADHD. J Autism Dev Disord 2016; 46:3126-43. [DOI: 10.1007/s10803-016-2854-x] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
31
|
The Moderating Role of Attention Biases in understanding the link between Behavioral Inhibition and Anxiety. J Exp Psychopathol 2016; 7:451-465. [PMID: 30498566 DOI: 10.5127/jep.052515] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
The current study aimed to extend the results of White et al. (2015) by examining the moderating role of attention biases at age 5 on the relations between Behavioral Inhibition (BI) during toddlerhood and anxiety symptoms at age 10. Children's BI at 2 and 3 years of age was measured using laboratory assessments, and attention bias towards threat was assessed using a dot-probe task at age 5. Latent Class Analysis (LCA) was used to identify the probability for children's membership in an anxiety class, which reflected primary anxiety at age 10 that was not comorbid with symptoms of inattention. Maternal and self-report measures of children's mental health, collected via questionnaires and semi-structured diagnostic interviews, were used as indicators for the LCA. The results revealed that threat-related attention biases moderated the relation between BI and anxiety, such that BI positively predicted the probability of being in the anxiety class only when children had an attention bias towards threat. BI was unrelated to anxiety when children had no attention bias or an attention bias away from threat. These results indicated that attention biases during preschool may differentiate between inhibited children who are at heightened risk for anxiety later in childhood from those who are not. The results are discussed in a framework detailing the role of attention biases in increasing the sensitivity for anxiety-related problems in children who display high levels of BI during early childhood.
Collapse
|
32
|
Molina-Carballo A, Checa-Ros A, Muñoz-Hoyos A. Treatments and compositions for attention deficit hyperactivity disorder: a patent review. Expert Opin Ther Pat 2016; 26:799-814. [DOI: 10.1080/13543776.2016.1182989] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
|
33
|
Ten Eycke KD, Dewey D. [Formula: see text]Parent-report and performance-based measures of executive function assess different constructs. Child Neuropsychol 2015. [PMID: 26218897 DOI: 10.1080/09297049.2015.1065961] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
A total of 405 children of 5-18 years of age were administered performance-based and parent-report measures of executive function (EF), and measures of motor, attention, reading, and mathematics performance. Attention, reading, and mathematics abilities were associated with a parent-report measure of EF. Reading and mathematics abilities were also associated with performance-based measures of EF, including the Animal Sorting, Inhibition, and Response Set subtests of the Developmental NEuroPSYchological Assessment-II. In contrast, motor functioning was only associated with performance-based measures of EF. Findings suggest that different constructs of EF are measured by parent-report versus performance-based measures, and that these different constructs of EF are associated with different neurodevelopmental processes.
Collapse
Affiliation(s)
- Kayla D Ten Eycke
- a Behavioural Research Unit, Department of Paediatrics and the Alberta Children's Hospital Research Institute , The University of Calgary , Alberta , Canada
| | - Deborah Dewey
- a Behavioural Research Unit, Department of Paediatrics and the Alberta Children's Hospital Research Institute , The University of Calgary , Alberta , Canada
| |
Collapse
|