1
|
Ruffini C, Osmani F, Martini C, Giera WK, Pecini C. The relationship between executive functions and writing in children: a systematic review. Child Neuropsychol 2024; 30:105-163. [PMID: 36748722 DOI: 10.1080/09297049.2023.2170998] [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: 11/02/2022] [Accepted: 01/16/2023] [Indexed: 02/08/2023]
Abstract
Writing is a complex task that is acquired in the early primary school years and continues to develop through adolescence and beyond. Studying the cognitive processes that support writing skills during the acquisition phase may be crucial to support this complex skill especially in less-skilled writers. Executive Functions (EF) could have an important role as they are high cognitive control processes that allow individuals to control and plan thoughts and actions in order to achieve a goal. Given that EF have a crucial development during childhood, when the basic writing skills are acquired, this systematic review aims to investigate the contribution of the main EF components to the writing process in children. Search string focused on three main concepts: executive functions, writing, and children. Twenty-six studies were included following the guidelines of the PRISMA Statement. From the analyzed studies, working memory, in comparison to inhibition, cognitive flexibility, and planning, emerged as the most studied and the most related to writing skills. Nevertheless, the results also support the involvement of all EF basic components in writing, with a role that could vary depending on the considered writing process.0.
Collapse
Affiliation(s)
- Costanza Ruffini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
| | - Fatbardha Osmani
- Department of Psychology, University for Business and Technology, Prishta, Kosovo
| | - Chiara Martini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
| | | | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
| |
Collapse
|
2
|
Puyjarinet F, Chaix Y, Biotteau M. Is There a Deficit in Product and Process of Handwriting in Children with Attention Deficit Hyperactivity Disorder? A Systematic Review and Recommendations for Future Research. CHILDREN (BASEL, SWITZERLAND) 2023; 11:31. [PMID: 38255345 PMCID: PMC10813961 DOI: 10.3390/children11010031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 12/12/2023] [Accepted: 12/15/2023] [Indexed: 01/24/2024]
Abstract
Handwriting abnormalities in children with attention deficit hyperactivity disorder (ADHD) have sometimes been reported both (i) at the product level (i.e., quality/legibility of the written trace and speed of writing) and (ii) at the process level (i.e., dynamic and kinematic features, such as on-paper and in-air durations, pen pressure and velocity peaks, etc.). Conversely, other works have failed to reveal any differences between ADHD and typically developing children. The question of the presence and nature of handwriting deficits in ADHD remains open and merits an in-depth examination. The aim of this systematic review was, therefore, to identify studies that have investigated the product and/or process of handwriting in children with ADHD compared to typically developing individuals. This review was conducted and reported in accordance with the PRISMA statement. A literature search was carried out using three electronic databases. The methodological quality of the studies was systematically assessed using the Critical Appraisal Skills Program (CASP) criteria. Twenty-one articles were identified. Of these, 17 described handwriting quality/legibility, 12 focused on speed and 14 analyzed the handwriting process. All the studies (100%) with satisfactory methodology procedures reported an impaired product and process in children with ADHD, while 25% evidenced a difference in the speed of production. Most importantly, the studies differed widely in their methodological approaches. Substantial gaps remain, particularly with regard to ascertaining comorbidities, ADHD subtypes and the medical status of the included children. The lack of overall homogeneity in the samples calls for higher quality studies. We conclude with recommendations for further studies.
Collapse
Affiliation(s)
- Frédéric Puyjarinet
- Montpellier Psychomotor Training Institute, UFR de Medicine Montpellier-Nîmes, University of Montpellier, 34090 Montpellier, France
| | - Yves Chaix
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
| | - Maëlle Biotteau
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
| |
Collapse
|
3
|
Downing C, Caravolas M. Handwriting legibility and fluency and their patterns of concurrent relations with spelling, graphomotor, and selective attention skills. J Exp Child Psychol 2023; 236:105756. [PMID: 37544070 DOI: 10.1016/j.jecp.2023.105756] [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: 03/06/2023] [Revised: 07/13/2023] [Accepted: 07/18/2023] [Indexed: 08/08/2023]
Abstract
Recent research suggests that handwriting comprises two separate subskills: legibility and fluency. It remains unclear, however, how these subskills differ in their relationship to other abilities associated with handwriting, including spelling, graphomotor, and selective attention skills. In this study, we sought to examine the extent and nature of concurrent relationships that may exist among these skills. Children in Year 3 (n = 293), Year 4 (n = 291), and Year 5 (n = 283) completed a large, group-administered battery to assess each of the above skills. Using multigroup structural equation modeling, we found that spelling, graphomotor, and selective attention skills together explained a moderate amount of variance in handwriting legibility (R2 = .37-.42) and fluency (R2 = .41-.58) and that these subskills differed in their concurrent relations. Graphomotor skills accounted for a relatively greater proportion of variance in legibility than did spelling. Conversely, there were relatively stronger contributions from variations in spelling ability to variations in fluency than from graphomotor skills. Furthermore, selective attention predicted handwriting fluency only, and it partially mediated the influence of graphomotor skills. This study further demonstrates that handwriting legibility and fluency are separable and complex skills, each differentially related to spelling, graphomotor, and attentional abilities even during later primary school years.
Collapse
Affiliation(s)
- Cameron Downing
- School of Psychology, Leeds Trinity University, Leeds LS18 5HD, UK; Miles Dyslexia Centre, Bangor University, Bangor LL57 2AS, UK.
| | - Markéta Caravolas
- Miles Dyslexia Centre, Bangor University, Bangor LL57 2AS, UK; School of Human and Behavioural Sciences, Bangor University, Bangor LL57 2AS, UK
| |
Collapse
|
4
|
Puyjarinet F, Madramany P, Autexier A, Madieu E, Nesensohn J, Biotteau M. Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications. Neuropsychol Rehabil 2023; 33:1537-1563. [PMID: 36007100 DOI: 10.1080/09602011.2022.2114503] [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: 04/22/2022] [Accepted: 08/15/2022] [Indexed: 02/04/2023]
Abstract
Dysgraphia is highly prevalent in children with attention deficit hyperactivity disorder (ADHD) and adversely affects academic and developmental trajectories. To date, no study has rigorously examined the effects of a training program on handwriting quality in this specific population. Our objective was thus to develop an innovative program - we entitled PRO-PEN - and to evaluate its effects. We planned a multiple-baseline design across participants from grade 3-5, with direct inter-subject and systematic replications. Children of Group 1 (n = 4) were diagnosed with ADHD. Systematic replication was conducted in a second group of participants (Group 2, n = 4) with a diagnosis of developmental coordination disorder in addition to ADHD. The primary assessment focused on quality of handwriting. Generalization measures evaluated diverse neuropsychological and behavioural domains. In Group 1, effect sizes regarding handwriting quality were large (Taus > .60). Improvement was also observed for children of Group 2 (Taus > .50). Importantly, the positive effects persisted three months after the end of the training. Generalization effects extended beyond handwriting sphere. Therefore, PRO-PEN can be considered a promising training program for improving handwriting quality in ADHD, with a possible impact on wide cerebral regulation loops underpinning both handwriting and other neuropsychological and behavioural domains.
Collapse
Affiliation(s)
- Frédéric Puyjarinet
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
| | | | - Anne Autexier
- Academy of Montpellier, French National Education Institute, France
| | | | - Jessica Nesensohn
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
- CHRU of Montpellier, Montpellier, France
| | - Maëlle Biotteau
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| |
Collapse
|
5
|
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
|
6
|
Bonneton-Botté N, Miramand L, Bailly R, Pons C. Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1096. [PMID: 37508593 PMCID: PMC10378357 DOI: 10.3390/children10071096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 06/16/2023] [Accepted: 06/19/2023] [Indexed: 07/30/2023]
Abstract
Handwriting is a determining factor for academic success and autonomy for all children. Making knowledge accessible to all is a challenge in the context of inclusive education. Given the neurodevelopmental diversity within a classroom of children, ensuring that the handwriting of all pupils progresses is very demanding for education professionals. The development of tools that can take into account the variability of the profiles and learning abilities of children with handwriting difficulties offers a new potential for the development of specific and adapted remediation strategies. This narrative review aims to present and discuss the challenges of handwriting learning and the opportunities offered by new technologies involving AI for school and health professionals to successfully improve the handwriting skills of all children.
Collapse
Affiliation(s)
- Nathalie Bonneton-Botté
- Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), University Brest (UBO), 29000 Brest, France
| | - Ludovic Miramand
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
| | - Rodolphe Bailly
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
| | - Christelle Pons
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
- Department of Physical Medicine and Rehabilitation-Brest University Hospital Center, 2 Avenue Foch, 29200 Brest, France
- UFR (Unité de Formation et de Recherche) Médecine, University Brest (UBO), 22 Avenue Camille Desmoulins, 29238 Brest, France
| |
Collapse
|
7
|
Amini M, Targhi AT, Hosseinzadeh M, Farivar F, Bidaki R. The impact of in-air features on the diagnosis of developmental dysgraphia. JOURNAL OF INTELLIGENT & FUZZY SYSTEMS 2022. [DOI: 10.3233/jifs-221708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Handwriting problems, also known as dysgraphia, are defined as a disorder or difficulty in producing written language associated with writing mechanics. The occurrence of handwriting problems among elementary students varies from 10 to 34% . With negative impacts on educational performance, handwriting problems cause low self-confidence and disappointment in the students. In this research, a pen-tablet was employed to sample children’s handwriting, which revealed online features of handwriting such as kinematic and temporal features as well as wrist and hand angles and pen pressure on the surface. This digitizer could also extract the online handwriting features when the pen was not in contact with the surface. Such features are called in-air features. The purpose of this study was to propose a method for diagnosing dysgraphia along with an evaluation of the impact of in-air features on the diagnosis of this disorder. A rich dataset (OHF-1) of online handwriting features of dysgraphic and non-dysgraphic students was prepared. After the extraction of a huge set of features and choosing a feature selection method, three machine learning methods, i.e. SVM, Random Forest and AdaBoost were compared and with the SVM method, an accuracy of 85.7% in diagnosing dysgraphia was achieved, when both in-air and on-surface features were included. However, while using purely in-air data or merely on-surface features, accuracies of 80.9% and 71.4% were achieved, respectively. Our findings showed that in-air features had a significant amount of information related to the diagnosis of dysgraphia. Consequently, they might serve as a significant part of the dysgraphia diagnosis.
Collapse
Affiliation(s)
- Mohammad Amini
- Department of Computer Engineering, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | | | - Mehdi Hosseinzadeh
- Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
- Computer Science, University of Human Development, Sulaymaniyah, Iraq
| | - Faezeh Farivar
- Department of Mechatronics Engineering, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Reza Bidaki
- Research Center of Addiction and Behavioral Sciences, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
- Diabetes Research Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| |
Collapse
|
8
|
Chang SH, Shie JJ, Yu NY. Enhancing Executive Functions and Handwriting with a Concentrative Coordination Exercise in Children with ADHD: A Randomized Clinical Trial. Percept Mot Skills 2022; 129:1014-1035. [PMID: 35507726 DOI: 10.1177/00315125221098324] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Handwriting difficulties are common in children with Attention-Deficit/Hyperactivity Disorder (ADHD), and they have been associated with lower academic achievement and self-esteem. Our aim in this study was to determine if training coordination of the head, eyes, and arm and engaging in the necessary visual concentration associated with table tennis would improve executive functions and school-based handwriting among children with ADHD. We designed a randomized controlled trial to explore the therapeutic efficacy of this table tennis training and recruited 48 children with ADHD that we randomly assigned to one of three equal-sized training groups: (a) actual table tennis, (b) simulated table tennis (exergame), or (c) a control group receiving no additional training. The training intervention lasted 12-weeks in which the two different table tennis trainings (i.e., actual or simulated) were scheduled for three one-hour sessions per week. Outcome measures included a computerized handwriting evaluation, the Stroop test, and the Wisconsin Card Sorting Test (WCST). Participants in each table tennis training group showed significant improvements in handwriting performance, response time, and required time to achieve automation. Both intervention groups also showed significant improvements on the Stroop Color-Word test, but only the actual table tennis training group showed a significant improvement on the WCST. This study provided evidence of at least short-term improvements in executive functions and handwriting problems in children with ADHD through their participation in table tennis motor coordination activities.
Collapse
Affiliation(s)
- Shao-Hsia Chang
- Department of Occupational Therapy, 145713I-Shou University, Kaohsiung, Taiwan
| | - Jung-Jiun Shie
- Department of Occupational Therapy, 63471Shu-Zen Junior College of Medicine and Management, Kaohsiung, Taiwan
| | - Nan-Ying Yu
- Department of Physical Therapy, 145713I-Shou University, Kaohsiung, Taiwan
| |
Collapse
|
9
|
Lelong M, Zysset A, Nievergelt M, Luder R, Götz U, Schulze C, Wieber F. How effective is fine motor training in children with ADHD? A scoping review. BMC Pediatr 2021; 21:490. [PMID: 34736439 PMCID: PMC8567617 DOI: 10.1186/s12887-021-02916-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Accepted: 09/11/2021] [Indexed: 11/30/2022] Open
Abstract
Background Motor deficiencies are observed in a large number of children with ADHD. Especially fine motor impairments can lead to academic underachievement, low self-esteem and frustration in affected children. Despite these far-reaching consequences, fine motor deficiencies have remained widely undertreated in the ADHD population. The aim of this review was to systematically map the evidence on existing training programs for remediating fine motor impairments in children with ADHD and to assess their effectiveness. Methods The scoping review followed the PRISMA-ScR guidelines. In March 2020, PsycINFO, MEDLINE (PubMed), Web of Science, Google Scholar and The Cochrane Database of Systematic Reviews were searched for evidence. The eligibility criteria and the data charting process followed the PICO framework, complemented by study design. The investigated population included children with a formal ADHD diagnosis (either subtype) or elevated ADHD symptoms aged between 4 and 12 years, both on and off medication. All training interventions aiming at improving fine motor skills, having a fine motor component or fine motor improvements as a secondary outcome were assessed for eligibility; no comparators were specified. Results Twelve articles were included in the final report, comprising observational and experimental studies as well as a review. Both offline and online or virtual training interventions were reported, often accompanied by physical activity and supplemented by training sessions at home. The training programs varied in length and intensity, but generally comprised several weeks and single or multiple training sessions per week. All interventions including more than one session were effective in the treatment of fine motor deficiencies in children with ADHD and had a wide range of additional positive outcomes. The effects could be maintained at follow-up. Conclusions Fine motor training in children with ADHD can be very effective and multiple approaches including specific fine motor and cognitive training components, some kind of physical activity, feedback mechanisms, or multimodal treatments can be successful. Training programs need to be tailored to the specific characteristics of the ADHD population. A mHealth approach using serious games could be promising in this context due to its strong motivational components. Supplementary Information The online version contains supplementary material available at 10.1186/s12887-021-02916-5.
Collapse
Affiliation(s)
| | - Annina Zysset
- School of Health Professions, Institute of Health Science, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland
| | - Mirjam Nievergelt
- Zurich University of Teacher Education, Centre for Inclusion and Health in Schools, Zuerich, Switzerland
| | - Reto Luder
- Zurich University of Teacher Education, Centre for Inclusion and Health in Schools, Zuerich, Switzerland
| | - Ulrich Götz
- Zurich University of the Arts, Institute for Design Research, Zuerich, Switzerland
| | - Christina Schulze
- School of Health Professions, Institute of Occupational Therapy, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland
| | - Frank Wieber
- School of Health Professions, Institute of Health Science, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland. .,Department of Psychology, University of Konstanz, Konstanz, Germany.
| |
Collapse
|
10
|
Progressive macrographia for block letter writing: A case study. Cortex 2021; 144:56-69. [PMID: 34649006 DOI: 10.1016/j.cortex.2021.09.002] [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: 03/16/2021] [Revised: 05/10/2021] [Accepted: 09/13/2021] [Indexed: 11/20/2022]
Abstract
"Macrographia", a relatively rare symptom generally following cerebellar diseases, consists of an abnormally large handwriting. The case reported in the present investigation shows several outstanding features. First, it is of the progressive variety, letters increase in size as one goes through the word towards the lower-right portion of space. Moreover, it is limited to one allographic variety, that is, block letters. This phenomenon is previously unreported, all allographic varieties being usually equally affected. Finally, no prominent cerebellar or basal ganglia abnormality could be demonstrated with structural MRI or PET. From a cognitive point of view, a peculiar combination of spatial attention, executive function and working memory deficits is proposed to account for the progressive misalignment and elongation of individual letters when specifically writing in block prints. From an anatomical perspective, the pattern of multifocal lesions, encompassing multiple cortical areas in both hemispheres and the corpus callosum, may support this multi-componential interpretation of the reported phenomenon.
Collapse
|
11
|
Maron DN, Bowe SJ, Spencer-Smith M, Mellahn OJ, Perrykkad K, Bellgrove MA, Johnson BP. Oculomotor deficits in attention deficit hyperactivity disorder (ADHD): A systematic review and comprehensive meta-analysis. Neurosci Biobehav Rev 2021; 131:1198-1213. [PMID: 34655657 DOI: 10.1016/j.neubiorev.2021.10.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 10/04/2021] [Accepted: 10/10/2021] [Indexed: 02/01/2023]
Abstract
Atypical motor coordination and cognitive processes, such as response inhibition and working memory, have been extensively researched in individuals with attention deficit hyperactivity disorder (ADHD). Oculomotor neural circuits overlap extensively with regions involved in motor planning and cognition, therefore studies of oculomotor function may offer unique insights into motor and cognitive control in ADHD. We performed a series of pairwise meta-analyses based on data from 26 oculomotor studies in ADHD to examine whether there were differences in performance on visually-guided saccade, gap, antisaccade, memory-guided, pursuit eye movements and fixation tasks. These analyses revealed oculomotor disturbances in ADHD, particularly for difficulties relating to saccade inhibition, memorizing visual target locations and initiating antisaccades. There was no evidence for pursuit eye movement disturbances or saccade dysmetria. Investigating oculomotor abnormalities in ADHD may provide insight into top-down cognitive control processes and motor control, and may serve as a promising biomarker in ADHD research and clinical practice.
Collapse
Affiliation(s)
- Dalia N Maron
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Steven J Bowe
- Deakin Biostatistics Unit, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia
| | - Megan Spencer-Smith
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Olivia J Mellahn
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Kelsey Perrykkad
- Cognition and Philosophy Lab, Philosophy Department, School of Philosophical, Historical and International Studies, Monash University, VIC, 3800, Australia
| | - Mark A Bellgrove
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Beth P Johnson
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia.
| |
Collapse
|
12
|
Bigozzi L, Malagoli C, Pecini C, Pezzica S, Vezzani C, Vettori G. Attention Components and Spelling Accuracy: Which Connections Matter? CHILDREN-BASEL 2021; 8:children8070539. [PMID: 34202526 PMCID: PMC8306956 DOI: 10.3390/children8070539] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 06/11/2021] [Accepted: 06/20/2021] [Indexed: 01/30/2023]
Abstract
Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6-9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention-writing relationship with age.
Collapse
Affiliation(s)
- Lucia Bigozzi
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Chiara Malagoli
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
- Correspondence:
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Sara Pezzica
- Italian Association for Attention Deficits and Hyperactivity Disorder (A.I.D.A.I), Viale F. Redi 127, 50125 Firenze, Italy;
| | - Claudio Vezzani
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Giulia Vettori
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| |
Collapse
|
13
|
Lee J, Mayall LA, Bates KE, Hill EL, Leonard HC, Farran EK. The relationship between motor milestone achievement and childhood motor deficits in children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Developmental Coordination Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103920. [PMID: 33845359 DOI: 10.1016/j.ridd.2021.103920] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 02/23/2021] [Accepted: 02/23/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The prevalence of motor impairment is high in ADHD, but we do not know if this stems from infancy. AIMS 1) to compare the acquisition of motor milestones across three groups: Typically Developing (TD), Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Coordination Disorder (DCD); 2) to determine the relationship between current motor ability and ADHD characteristics in children with ADHD. METHODS AND PROCEDURES The parents of children aged 8-16 years (ADHD, N = 100; DCD, N = 66; TD, N = 40) completed three online questionnaires: Motor milestone questionnaire; Developmental Coordination Disorder Questionnaire (DCDQ'07) (concurrent motor ability); Conners 3 Parent Rating Scale Long Form (ADHD characteristics). OUTCOME AND RESULTS When considered as a group, the ADHD group achieved motor milestones within a typical timeframe, despite concurrent motor impairments. Motor ability was not associated with ADHD characteristics. Latent Profile Analysis demonstrated that 56 % of the ADHD group and 48 % of the DCD group shared the same profile of motor milestone achievement, concurrent motor ability and ADHD characteristics. OUTCOMES AND CONCLUSIONS Unlike children with DCD, the motor impairment often observed in ADHD is not evident from infancy. It is also not part of the ADHD phenotype. Individual differences analysis demonstrated the broad heterogeneity of the ADHD phenotype.
Collapse
Affiliation(s)
- Jenna Lee
- University of Surrey, Guildford, Surrey, GU2 7XH, UK.
| | | | - Kathryn E Bates
- UCL Institute of Education, Bloomsbury, London, WC1H 0AL, UK.
| | - Elisabeth L Hill
- Goldsmiths, University of London, New Cross, London, SE14 6NW, UK.
| | | | | |
Collapse
|
14
|
Relative Frequency of Psychiatric, Neurodevelopmental, and Somatic Symptoms as Reported by Mothers of Children with Autism Compared with ADHD and Typical Samples. J Autism Dev Disord 2020; 51:2297-2307. [PMID: 32949313 DOI: 10.1007/s10803-020-04697-9] [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: 10/23/2022]
Abstract
No study has analyzed the relative occurrence of a broad range of symptoms reported by mothers of children with autism, ADHD-Combined, and ADHD-Inattentive and typical controls. Mothers rated 1436 children with autism, 1056 with ADHD without autism, and 186 controls, 2-17 years, on 41 internalizing, externalizing, neurodevelopmental, and somatic problems. Most children with autism had symptoms of ADHD, oppositional defiant disorder, disruptive mood dysregulation disorder, and expressive language disorder and almost half had dysgraphia and receptive language disorder. Symptom overlap between autism and ADHD-Combined was high. Clinicians specializing in autism and ADHD must have expertise in evaluating and treating these comorbidities identified as most problematic by mothers in order to relieve family concerns and develop treatment plans relevant to families.
Collapse
|
15
|
O'Brien AM, Bartlett AN, Frost N, Casey JE. Inflated scaled scores on the digital WISC-V coding subtest in a Canadian sample. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:150-157. [PMID: 32515226 DOI: 10.1080/21622965.2020.1773270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study examined performance differences in the traditional paper-and-pencil and new digital versions of the Coding subtest from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) using a cross-sectional sample. A total of 212 school-aged children between 6 and 14 years old were included in the sample, with 116 completing the paper version and 96 completing the digital version administered on a tablet in 2017-2018. One-way ANOVA revealed a significant difference with large effect size between mean scaled scores, with the digital version resulting in higher scaled scores than the paper version, F (1, 210) = 67.57, p < 0.001, d = 1.14, ηp2 = 0.24. That is, normed digital scores appear inflated as compared to paper scores. No difference in raw scores was observed when controlling for age, F (1, 209) = 0.54, p > 0.05. Post-hoc analyses were performed to account for potential confounds in demographic differences and to maximize group equivalence, with the same pattern of results. Findings have important implications for clinical interpretation of Coding scores when administering the digital version of the task. Clinicians, including psychologists and neuropsychologists, should be aware of the limitations of the new digital version of this subtest, including differences in standardized performance and task requirements. Future studies using random assignment and/or repeated-measures design are needed to replicate these findings.
Collapse
Affiliation(s)
- Amanda M O'Brien
- Department of Psychology, University of Windsor, Windsor, Canada
| | | | - Natalie Frost
- Department of Psychology, University of Windsor, Windsor, Canada
| | - Joseph E Casey
- Department of Psychology, University of Windsor, Windsor, Canada
| |
Collapse
|
16
|
Cohen R, Cohen-Kroitoru B, Halevy A, Aharoni S, Aizenberg I, Shuper A. Handwriting in children with Attention Deficient Hyperactive Disorder: role of graphology. BMC Pediatr 2019; 19:484. [PMID: 31823772 PMCID: PMC6902409 DOI: 10.1186/s12887-019-1854-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 11/22/2019] [Indexed: 11/18/2022] Open
Abstract
Background Handwriting difficulties are common in children with attention deficient hyperactive disorder (ADHD). The aim of our study was to find distinctive characteristics of handwriting in children with ADHD by using graphology to analyze physical characteristics and patterns, and to evaluate whether graphological analysis is an effective ADHD diagnostic tool for clinicians. Method The cohort included 49 children aged 13–18 years attending a tertiary neurology and epilepsy center in 2016–2017; 22 had a previous DSM-IV/V diagnosis of ADHD. The children were asked to write a 10–12-line story in Hebrew on a blank sheet of paper with a blue pen over a 20-min period. The samples were analyzed by a licensed graphologist blinded to the clinical details of the children against a predetermined handwriting profile of individuals with ADHD. Each ADHD characteristic identified in each sample was accorded 1 point, up to a total of 15 points. Patients with a graphology score of 9–15 were considered to have ADHD. Results There were 21 boys (43%) and 28 girls (57%) in the cohort; 15 boys (71.4%) and 7 girls (25%) had a DSM-IV/V diagnosis of ADHD. The mean graphology score was significantly higher in the children who had a DSM-IV/V diagnosis of ADHD than in the children who did not (9.61 + 3.49 vs. 5.79 + 4.01, p = 0.002, respectfully). Using a score of 9 as the cutoff, in the girls, graphology had a specificity of 80% (95% CI 59.2–92.8) and a of sensitivity 71.4% for predicting ADHD. Corresponding values in the boys were 75.0 and 76.2%. Conclusion The handwriting of children with ADHD has specific characteristics. Graphology may serve as a clinically useful tool in the diagnosis of ADHD.
Collapse
Affiliation(s)
- Rony Cohen
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel. .,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. .,Meuhedet Health Services, North District, Jerusalem, Israel.
| | - Batia Cohen-Kroitoru
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Institute of Applied Graphology, Meitar, Jerusalem, Israel
| | - Ayelet Halevy
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Sharon Aharoni
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | | | - Avinoam Shuper
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| |
Collapse
|
17
|
Mayes SD, Breaux RP, Calhoun SL, Frye SS. High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism. J Atten Disord 2019; 23:787-796. [PMID: 28741400 DOI: 10.1177/1087054717720721] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. METHOD Referred children with normal intelligence and ADHD-Combined, ADHD-Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). RESULTS VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%). CONCLUSION Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.
Collapse
Affiliation(s)
| | | | | | - Sara S Frye
- 1 Penn State College of Medicine, Hershey, USA
| |
Collapse
|
18
|
Pila-Nemutandani RG, Pillay BJ, Meyer A. Gender and hand dominance on fine motor skills among Grade 1–7 learners with attention-deficit hyperactivity disorder. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2019. [DOI: 10.1177/0081246319846076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children diagnosed with attention-deficit/hyperactivity disorder encounter difficulties in many activities in their daily lives that require motor coordination skills. The aim of this study was to establish whether children with attention-deficit/hyperactivity disorder have deficits in fine motor skills. Eighty male and female learners diagnosed with attention-deficit/hyperactivity disorder matched with 80 non-attention-deficit/hyperactivity disorder from the North West and Limpopo provinces (South Africa), aged 7–13 years, participated in the study. All participants completed the grooved pegboard test, the maze coordination task, and the finger tapping test. These instruments measure various functions of motor speed and eye–hand coordination. The findings reveal that children with attention-deficit/hyperactivity disorder performed significantly poorer than the control group with regard to the grooved pegboard and maze coordination tasks, but not with the finger tapping task. There were no gender differences in all the tests. Performance on the maze coordination task with the non-dominant hand was poorer for the attention-deficit/hyperactivity disorder group with regard to the time taken to complete the task. However, no hand dominance differences were found on the grooved pegboard and finger tapping tests. The study revealed a relationship between attention-deficit/hyperactivity disorder symptomatology and motor problems with regard to complex tasks of accuracy, but not on a simple task of motor speed. It is, therefore, recommended that since children with attention-deficit/hyperactivity disorder show motor deficiencies, motor skill training should be considered as part of the intervention, as these skills are needed for many daily activities and academic competencies.
Collapse
Affiliation(s)
| | - Basil Joseph Pillay
- Department of Behavioural Medicine, School of Health Sciences, University of KwaZulu-Natal, South Africa
| | - Anneke Meyer
- Department of Behavioural Medicine, School of Health Sciences, University of KwaZulu-Natal, South Africa
| |
Collapse
|
19
|
Duda TA, Casey JE, O'Brien AM, Frost N, Phillips AM. Reduced graphomotor procedural learning in children and adolescents with ADHD. Hum Mov Sci 2019; 65:S0167-9457(18)30340-3. [PMID: 30853258 DOI: 10.1016/j.humov.2018.06.018] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2018] [Accepted: 06/14/2018] [Indexed: 10/27/2022]
Abstract
PURPOSE The present study sought to determine if children and adolescents with ADHD demonstrate reduced procedural learning of a graphomotor program. METHOD Thirty-two children and adolescents between age 9 and 15 with (n = 16) and without ADHD (n = 16) participated in the study. Each group of participants practiced a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were off stimulant medication or were medication naïve. RESULTS Control participants demonstrated significant improvement in graphomotor fluency from the beginning to the end of practice, T = 2, z = -2.534, p = .009, whereas participants with ADHD did not, T = 4, z = -1.810, p = .074. CONCLUSIONS Consistent with findings in adults with ADHD, results indicate that graphomotor procedural learning in children and adolescents with ADHD is attenuated. Findings have implications for future research that may inform remediation of handwriting difficulties, academic accommodations, and using digitizing technology for neuropsychological assessment.
Collapse
Affiliation(s)
- Thomas A Duda
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
| | - Joseph E Casey
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M O'Brien
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Natalie Frost
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M Phillips
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| |
Collapse
|
20
|
Li-Tsang CWP, Li TMH, Lau MSW, Ho CHY, Leung HWH. Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study. Int J Methods Psychiatr Res 2018; 27:e1718. [PMID: 29761583 PMCID: PMC6877185 DOI: 10.1002/mpr.1718] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2017] [Revised: 03/15/2018] [Accepted: 04/09/2018] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Attention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD-LD adolescents. METHODS The study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD-LD, and their matched controls. RESULTS Participants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD-LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD-LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD-LD with good sensitivity and positive predictive value. CONCLUSIONS Clinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.
Collapse
Affiliation(s)
- Cecilia W P Li-Tsang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Tim M H Li
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Mandy S W Lau
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Choco H Y Ho
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.,Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Howard W H Leung
- Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
| |
Collapse
|
21
|
Moretto E, Murru L, Martano G, Sassone J, Passafaro M. Glutamatergic synapses in neurodevelopmental disorders. Prog Neuropsychopharmacol Biol Psychiatry 2018; 84:328-342. [PMID: 28935587 DOI: 10.1016/j.pnpbp.2017.09.014] [Citation(s) in RCA: 63] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/22/2017] [Revised: 08/28/2017] [Accepted: 09/16/2017] [Indexed: 12/22/2022]
Abstract
Neurodevelopmental disorders (NDDs) are a group of diseases whose symptoms arise during childhood or adolescence and that impact several higher cognitive functions such as learning, sociability and mood. Accruing evidence suggests that a shared pathogenic mechanism underlying these diseases is the dysfunction of glutamatergic synapses. We summarize present knowledge on autism spectrum disorders (ASD), intellectual disability (ID), Down syndrome (DS), Rett syndrome (RS) and attention-deficit hyperactivity disorder (ADHD), highlighting the involvement of glutamatergic synapses and receptors in these disorders. The most commonly shared defects involve α-amino-3-hydroxy-5-methyl- 4-isoxazole propionic acid receptors (AMPARs), N-methyl-d-aspartate receptors (NMDARs) and metabotropic glutamate receptors (mGluRs), whose functions are strongly linked to synaptic plasticity, affecting both cell-autonomous features as well as circuit formation. Moreover, the major scaffolding proteins and, thus, the general structure of the synapse are often deregulated in neurodevelopmental disorders, which is not surprising considering their crucial role in the regulation of glutamate receptor positioning and functioning. This convergence of defects supports the definition of neurodevelopmental disorders as a continuum of pathological manifestations, suggesting that glutamatergic synapses could be a therapeutic target to ameliorate patient symptomatology.
Collapse
Affiliation(s)
- Edoardo Moretto
- CNR, Institute of Neuroscience, Via Vanvitelli 32, 20129 Milan, Italy
| | - Luca Murru
- CNR, Institute of Neuroscience, Via Vanvitelli 32, 20129 Milan, Italy
| | - Giuseppe Martano
- CNR, Institute of Neuroscience, Via Vanvitelli 32, 20129 Milan, Italy
| | - Jenny Sassone
- San Raffaele Scientific Institute, Vita-Salute University, Milan, Italy
| | - Maria Passafaro
- CNR, Institute of Neuroscience, Via Vanvitelli 32, 20129 Milan, Italy.
| |
Collapse
|
22
|
Capodieci A, Lachina S, Cornoldi C. Handwriting difficulties in children with attention deficit hyperactivity disorder (ADHD). RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 74:41-49. [PMID: 29366923 DOI: 10.1016/j.ridd.2018.01.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2017] [Revised: 10/12/2017] [Accepted: 01/15/2018] [Indexed: 06/07/2023]
Abstract
Handwriting is fundamental in school and everyday life situations. Legibility guarantees that writing productions communicate information, and speed is often crucial, especially in children with attention deficit and hyperactivity disorder (ADHD), in order to increase the likelihood of their being able to work efficiently and stay on-task during school activities. Preliminary reports have shown an impairment in handwriting of children with ADHD, but evidence is still unclear, especially in the case of speed where research has offered contradictory results. Children's performance, furthermore, has yet to be investigated under the cognitive loading conditions typical of academic tasks in classroom. To shed light on this matter, we examined the handwriting performance in a simple condition but also under (verbal or spatial) working memory (WM) load in 16 fourth- and fifth-grade children with symptoms of ADHD and 16 matched control children. Our results showed that the groups speed differed significantly only in the verbal WM loading condition, where children with symptoms of ADHD wrote more slowly and showed a greater intra-individual variability than controls. Handwriting legibility was affected by verbal WM loading too. These findings are discussed in relation to their educational and clinical implications.
Collapse
Affiliation(s)
| | - Simona Lachina
- University of Padua, via Venezia 12, 35129 Padova, Italy.
| | | |
Collapse
|
23
|
Abstract
OBJECTIVE To determine the prevalence and psychosocial correlates of ADHD among adolescents in Jos, Nigeria. METHOD A cross-sectional descriptive two-stage study of 487 randomly selected participants using Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version (K-SADS-PL), Raven's Standard Progressive Matrix (SPM) and the Children's Global Assessment Score (CGAS). RESULTS The prevalence of ADHD was 8.8%. The subtypes found were inattentive (3.08%), hyperactive-impulsive (2.05%), and combined (3.08%); male:female ratio of 1.4:1. ADHD was significantly associated with use of substance by father (odds ratio [OR] = 0.35; 95% confidence interval [CI] = [0.154, 0.781]), use of substance by mother (OR = 0.2; 95% CI = [0.055, 0.711]), and lower education of mother (OR = 0.3 95% CI = [0.116, 0.693]). Poor quality of handwriting (χ2 = 8.120; p = .010) and impaired global functioning ( t test = 10.756; p < .001) were significantly associated with ADHD in the adolescents. CONCLUSION Given the burden of ADHD, efforts should be made to establish a system for the early identification and management.
Collapse
Affiliation(s)
- M U Umar
- 1 Bayero University, Kano, Nigeria
| | | | | |
Collapse
|
24
|
Fenollar-Cortés J, Gallego-Martínez A, Fuentes LJ. The role of inattention and hyperactivity/impulsivity in the fine motor coordination in children with ADHD. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 69:77-84. [PMID: 28829996 DOI: 10.1016/j.ridd.2017.08.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2016] [Revised: 07/27/2017] [Accepted: 08/10/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE Deficits in fine motor coordination have been suggested to be associated with Attention-Deficit/Hyperactivity Disorder (ADHD). However, despite the negative impact of poor fine motor skills on academic achievement, researchers have paid little attention to this problem. The aim of this study was to explore the relationship between ADHD dimensions and fine motor performance. METHOD Participants were 43 children with a diagnosis of ADHD aged between 7 and 14 years (M=9.61; 81% male) and 42 typically developing (TP) children in the same age range (M=10.76; 75.2% male). RESULTS Children with ADHD performed worse than TP on all tasks (δFine_motor_tasks, -0.19 to -0.44). After controlling for age and ADHD-HY (hyperactivity/impulsivity), higher scores on ADHD-IN (inattentiveness) predicted a larger number of mistakes among all psychomotricity tasks and conditions (β 0.39-0.58, ps<0.05). CONCLUSION The ADHD group showed poorer fine motor performance than controls across all fine motor coordination tasks. However, lower performance (more mistakes), was related to the inattention dimension but not to the hyperactivity/impulsivity dimensions. Authors recommend including training and enhancement of the fine motor skills for more comprehensive ADHD treatment.
Collapse
Affiliation(s)
- Javier Fenollar-Cortés
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Murcia, Murcia, Spain.
| | | | - Luis J Fuentes
- Departamento de Psicología Básica y Metodología, Universidad de Murcia, Murcia, Spain
| |
Collapse
|
25
|
Manicolo O, Grob A, Hagmann-von Arx P. Gait in Children with Attention-Deficit Hyperactivity Disorder in a Dual-Task Paradigm. Front Psychol 2017; 8:34. [PMID: 28154547 PMCID: PMC5243797 DOI: 10.3389/fpsyg.2017.00034] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Accepted: 01/05/2017] [Indexed: 11/13/2022] Open
Abstract
The aim was to examine gait in school-aged children with attention-deficit hyperactivity disorder (ADHD) and typically developing controls in a dual-task paradigm. Thirty children with ADHD (without or off medication) aged 7-13 years and 28 controls walked without an additional task (single-task walking) and while performing a concurrent cognitive or motor task (dual-task walking). Gait was assessed using GAITRite recordings of spatiotemporal and variability gait parameters. Compared to single-task walking, dual-tasking significantly altered walking performance of children with and without ADHD, whereby dual-task effects on gait were not different between the two groups. For both children with ADHD and controls the motor concurrent task had a stronger effect on gait than the cognitive concurrent task. Gait in children with and without ADHD is affected in a dual-task paradigm indicating that walking requires executive functions. Future investigations of children's dual-task walking should account for the type of concurrent tasks.
Collapse
Affiliation(s)
- Olivia Manicolo
- Department of Psychology, University of Basel Basel, Switzerland
| | - Alexander Grob
- Department of Psychology, University of Basel Basel, Switzerland
| | | |
Collapse
|
26
|
da Silva Pacheco SC, Gabbard C, Ries LGK, Bobbio TG. Interlimb coordination and academic performance in elementary school children. Pediatr Int 2016; 58:967-973. [PMID: 26940287 DOI: 10.1111/ped.12972] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2015] [Revised: 02/18/2016] [Accepted: 02/24/2016] [Indexed: 11/28/2022]
Abstract
BACKGROUND The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. METHODS Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. RESULTS There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. CONCLUSION Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems.
Collapse
Affiliation(s)
| | - Carl Gabbard
- Department of Health and Kinesiology, Texas A&M University, College Station, Texas, USA
| | | | | |
Collapse
|
27
|
Hill LJB, Coats RO, Mushtaq F, Williams JHG, Aucott LS, Mon-Williams M. Moving to Capture Children's Attention: Developing a Methodology for Measuring Visuomotor Attention. PLoS One 2016; 11:e0159543. [PMID: 27434198 PMCID: PMC4951138 DOI: 10.1371/journal.pone.0159543] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2015] [Accepted: 07/04/2016] [Indexed: 11/19/2022] Open
Abstract
Attention underpins many activities integral to a child's development. However, methodological limitations currently make large-scale assessment of children's attentional skill impractical, costly and lacking in ecological validity. Consequently we developed a measure of 'Visual Motor Attention' (VMA)-a construct defined as the ability to sustain and adapt visuomotor behaviour in response to task-relevant visual information. In a series of experiments, we evaluated the capability of our method to measure attentional processes and their contributions in guiding visuomotor behaviour. Experiment 1 established the method's core features (ability to track stimuli moving on a tablet-computer screen with a hand-held stylus) and demonstrated its sensitivity to principled manipulations in adults' attentional load. Experiment 2 standardised a format suitable for use with children and showed construct validity by capturing developmental changes in executive attention processes. Experiment 3 tested the hypothesis that children with and without coordination difficulties would show qualitatively different response patterns, finding an interaction between the cognitive and motor factors underpinning responses. Experiment 4 identified associations between VMA performance and existing standardised attention assessments and thereby confirmed convergent validity. These results establish a novel approach to measuring childhood attention that can produce meaningful functional assessments that capture how attention operates in an ecologically valid context (i.e. attention's specific contribution to visuomanual action).
Collapse
Affiliation(s)
- Liam J. B. Hill
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
- * E-mail:
| | - Rachel O. Coats
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
| | - Faisal Mushtaq
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
| | - Justin H. G. Williams
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, Scotland, United Kingdom
| | - Lorna S. Aucott
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, Scotland, United Kingdom
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
| |
Collapse
|
28
|
Memory-guided force output is associated with self-reported ADHD symptoms in young adults. Exp Brain Res 2016; 234:3203-3212. [PMID: 27394915 DOI: 10.1007/s00221-016-4718-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2016] [Accepted: 06/27/2016] [Indexed: 12/11/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder in childhood and persists into adulthood in up to 65 % of cases. ADHD is associated with adverse outcomes such as the ability to gain and maintain employment and is associated with an increased risk for substance abuse obesity workplace injuries and traffic accidents A majority of diagnosed children have motor deficits; however, few studies have examined motor deficits in young adults. This study provides a novel examination of visuomotor control of grip force in young adults with and without ADHD. Participants were instructed to maintain force production over a 20-second trial with and without real-time visual feedback about their performance. The results demonstrated that when visual feedback was available, adults with ADHD produced slightly higher grip force than controls. However, when visual feedback was removed, adults with ADHD had a faster rate of decay of force, which was associated with ADHD symptom severity and trait impulsivity. These findings suggest that there may be important differences in the way that adults with ADHD integrate visual feedback during continuous motor tasks. These may account for some of the motor impairments reported in children with ADHD. These deficits could result from (1) dysfunctional sensory motor integration and/or (2) deficits in short-term visuomotor memory.
Collapse
|
29
|
Langmaid RA, Papadopoulos N, Johnson BP, Phillips J, Rinehart NJ. Movement Scaling in Children With ADHD-Combined Type. J Atten Disord 2016; 20:131-7. [PMID: 23900404 DOI: 10.1177/1087054713493317] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE The aim of the study was to investigate motor performance in children with ADHD using a size-scaling handwriting task. METHOD In all, 14 male children with ADHD and 14 typically developing (TD) children (age 7-15) wrote 10-mm and 40-mm cursive letter "l." RESULTS Children with ADHD were unable to maintain their writing accurately at 40 mm, falling short by several millimeters; this was not evident in the TD children. Children with ADHD also had slightly faster and more fluent writing than TD children. CONCLUSION It was concluded that children with ADHD have difficulties scaling handwriting movement in the larger 40-mm condition that may reflect poor planning and modulation of movement, despite having faster and more fluent movements.
Collapse
Affiliation(s)
| | - Nicole Papadopoulos
- Monash University, Notting Hill, Victoria, Australia Deakin University, Burwood, Victoria, Australia
| | | | | | - Nicole J Rinehart
- Monash University, Notting Hill, Victoria, Australia Deakin University, Burwood, Victoria, Australia
| |
Collapse
|
30
|
Tindle R, Longstaff MG. Investigating the lower level demands of writing: handwriting movements interfere with immediate verbal serial recall. JOURNAL OF COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1080/20445911.2015.1135930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
31
|
Handwriting-based model for identification of developmental disorders among North Indian children. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034315615936] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Handwriting execution is based on the cognitive, kinesthetic, motor skills, and manual co-ordination skills of an individual. The deterioration in handwriting quality is a common implication of neurological disorders. Difficulty and degradation in handwriting has been attributed to the sensory motor deficits prevalent in developmental disorders. In spite of the association between developmental disorders and handwriting ability, the diagnostic potential of handwriting characteristics remains untapped. The present case control study was conducted among 300 subjects aged 6- to 11-years-old of North Indian origin to measure the potentials of handwriting characteristics to identify the selected developmental disorders namely ADHD, AD/HD, CD and DCD. A significant difference was obtained in the kinematics, relative size, number of handwriting defects, spatial orientation, line quality, and the mirror image presence between children with developmental disorders and typically developing (TD) children. A logistic model based on selected handwriting characteristics showed a cross validated 94.9% accuracy rate for diagnosis of developmental disorders. Receiver operator characteristic curve (ROC) analysis was conducted to assess the diagnostic potential of the model as presented by the area under curve was found to be 98.5%. The method is non-invasive, operationally easy and useful for an early identification of developmental disorders by parents and educators.
Collapse
|
32
|
Brossard-Racine M, Shevell M, Snider L, Bélanger SA, Julien M, Majnemer A. Persistent Handwriting Difficulties in Children With ADHD After Treatment With Stimulant Medication. J Atten Disord 2015; 19:620-9. [PMID: 23160486 DOI: 10.1177/1087054712461936] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Children with ADHD often present with handwriting difficulties. However, the extent to which motor and attention skills influence performance in this group has not yet been explored. The objective of this study was to examine the factors associated with change in handwriting performance. METHOD This study examines the factors associated with change in handwriting performance of 49 children newly diagnosed with ADHD (mean age = 8.4 [SD=1.3] years) prior to and 3 months following use of a stimulant medication. RESULTS Handwriting legibility and speed improved significantly at follow-up evaluation. However, most of the children with legibility difficulties at baseline continued to demonstrate difficulties when evaluated 3 months after initiation of medication. Change in handwriting legibility was best determined by improvements in visual-motor integration skills (β = 0.07-0.10; p < .001), while the change in speed did not appear to be consistently related to a single factor. CONCLUSION Handwriting difficulties are common in children with ADHD, and medication alone is not sufficient to resolve these challenges.
Collapse
Affiliation(s)
| | - Michael Shevell
- McGill University, Montreal, Quebec, Canada Montreal Children's Hospital, Montreal, Quebec, Canada
| | - Laurie Snider
- McGill University, Montreal, Quebec, Canada Montreal Children's Hospital, Montreal, Quebec, Canada
| | | | - Marilyse Julien
- Centre Hospitalier Universitaire-Sainte-Justine, Montreal, Quebec, Canada
| | - Annette Majnemer
- McGill University, Montreal, Quebec, Canada Montreal Children's Hospital, Montreal, Quebec, Canada
| |
Collapse
|
33
|
Kurdziel LBF, Dempsey K, Zahara M, Valera E, Spencer RMC. Impaired visuomotor adaptation in adults with ADHD. Exp Brain Res 2015; 233:1145-53. [PMID: 25567090 DOI: 10.1007/s00221-014-4190-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2014] [Accepted: 12/20/2014] [Indexed: 11/26/2022]
Abstract
Attention-deficit hyperactivity disorder (ADHD) is a prevalent psychiatric disorder in children that often continues into adulthood. It has been suggested that motor impairments in ADHD are associated with underlying cerebellar pathology. If such is the case, individuals with ADHD should be impaired on motor tasks requiring healthy cerebellar function. To test this, we compared performance of individuals with ADHD and ADHD-like symptoms with non-ADHD controls on a visuomotor adaptation task known to be impaired following cerebellar lesions. Participants adapted reaching movements to a visual representation that was rotated by 30°. Individuals with ADHD and those with ADHD-like symptoms took longer to correct the angle of movement once the rotation was applied relative to controls. However, post-adaptation residual effect did not differ for individuals with ADHD and ADHD-like symptoms compared to the control group. These results are consistent with the hypothesis that mild cerebellar deficits are evident in the motor performance of adults with ADHD.
Collapse
Affiliation(s)
- Laura B F Kurdziel
- Neuroscience and Behavior Program, University of Massachusetts, Amherst, MA, USA
| | | | | | | | | |
Collapse
|
34
|
Duda TA, Casey JE, McNevin N. Variability of kinematic graphomotor fluency in adults with ADHD. Hum Mov Sci 2014; 38:331-42. [DOI: 10.1016/j.humov.2014.07.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2014] [Revised: 07/03/2014] [Accepted: 07/07/2014] [Indexed: 11/15/2022]
|
35
|
Åsberg Johnels J, Kopp S, Gillberg C. Spelling difficulties in school-aged girls with attention-deficit/hyperactivity disorder: behavioral, psycholinguistic, cognitive, and graphomotor correlates. JOURNAL OF LEARNING DISABILITIES 2014; 47:424-434. [PMID: 23213048 DOI: 10.1177/0022219412467058] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group of typically developed spellers (TYPSP, n = 35). When subdividing the ADHD group into those with poor (ADHDPSP, n = 19) and typical spelling (ADHDTYPSP, n = 11), the two subgroups did not differ with regard to inattentive or hyperactive-impulsive symptom severity according to parent or teacher ratings. Both ADHD subgroups also had equally severe difficulties in graphomotor control-handwriting and (parent ratings of) written expression as compared to the TYPSP group. In contrast, ADHDPSP had problems relative to ADHDTYPSP and TYPSP on phonological and orthographic recoding (choice tasks) and verbal memory (digit span) and were more likely to make commissions on a continuous performance task (CPT). Further analyses using the collapsed ADHD group showed that both digit span and the presence of CPT commissions predicted spelling performance independently of each other. Finally, results showed that phonological recoding skills mediated the association between digit span and spelling performance in ADHD. Theoretical and educational implications are discussed.
Collapse
Affiliation(s)
| | - Svenny Kopp
- University of Gothenburg, Gothenburg, Sweden
| | | |
Collapse
|
36
|
Abstract
OBJECTIVE Children with ADHD-combined type (ADHD-CT) display fine and gross motor problems, often expressed as handwriting difficulties. This study aimed to kinematically characterize the handwriting of children with ADHD using a cursive letter l's task. METHOD In all, 28 boys (7-12 years), 14 ADHD-CT and 14 typically developing (TD), without developmental coordination disorder (DCD) or comorbid autism, wrote a series of four cursive letter l's using a graphics tablet and stylus. RESULTS Children with ADHD-CT had more inconsistent writing size than did TD controls. In addition, ADHD-CT symptom severity, specifically inattention, predicted poorer handwriting outcomes. CONCLUSION In a sample of children with ADHD-CT who do not have DCD or autism, subtle handwriting differences were evident. It was concluded that handwriting might be impaired in children with ADHD in a manner dependent on symptom severity. This may reflect reports of underlying motor impairment in ADHD.
Collapse
|
37
|
Duval-White CJ, Jirikowic T, Rios D, Deitz J, Olson HC. Functional handwriting performance in school-age children with fetal alcohol spectrum disorders. Am J Occup Ther 2014; 67:534-42. [PMID: 23968791 DOI: 10.5014/ajot.2013.008243] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual-motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL-II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL-II measures of handwriting legibility and speed and on NEPSY visual-motor precision tasks. In contrast, PAL-II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual-motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population.
Collapse
|
38
|
Gonzalez CLR, Mills KJ, Genee I, Li F, Piquette N, Rosen N, Gibb R. Getting the right grasp on executive function. Front Psychol 2014; 5:285. [PMID: 24778624 PMCID: PMC3985017 DOI: 10.3389/fpsyg.2014.00285] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2013] [Accepted: 03/18/2014] [Indexed: 12/27/2022] Open
Abstract
Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5-6 and 9-10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.
Collapse
Affiliation(s)
- Claudia L. R. Gonzalez
- Department of Kinesiology, The Brain in Action Laboratory, University of LethbridgeLethbridge, AB, Canada
| | - Kelly J. Mills
- Department of Kinesiology, The Brain in Action Laboratory, University of LethbridgeLethbridge, AB, Canada
| | - Inge Genee
- Department of Modern Languages, University of LethbridgeLethbridge, AB, Canada
| | - Fangfang Li
- Department of Psychology, Univeristy of LethbridgeLethbridge, AB, Canada
| | - Noella Piquette
- Department of Education, University of LethbridgeLethbridge, AB, Canada
| | - Nicole Rosen
- Department of Modern Languages, University of LethbridgeLethbridge, AB, Canada
| | - Robbin Gibb
- Department of Neuroscience, University of LethbridgeLethbridge, AB, Canada
| |
Collapse
|
39
|
Gimenez P, Bugescu N, Black JM, Hancock R, Pugh K, Nagamine M, Kutner E, Mazaika P, Hendren R, McCandliss BD, Hoeft F. Neuroimaging correlates of handwriting quality as children learn to read and write. Front Hum Neurosci 2014; 8:155. [PMID: 24678293 PMCID: PMC3958698 DOI: 10.3389/fnhum.2014.00155] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2013] [Accepted: 03/02/2014] [Indexed: 11/29/2022] Open
Abstract
Reading and writing are related but separable processes that are crucial skills to possess in modern society. The neurobiological basis of reading acquisition and development, which critically depends on phonological processing, and to a lesser degree, beginning writing as it relates to letter perception, are increasingly being understood. Yet direct relationships between writing and reading development, in particular, with phonological processing is not well understood. The main goal of the current preliminary study was to examine individual differences in neurofunctional and neuroanatomical patterns associated with handwriting in beginning writers/readers. In 46 5-6 year-old beginning readers/writers, ratings of handwriting quality, were rank-ordered from best to worst and correlated with brain activation patterns during a phonological task using functional MRI, and with regional gray matter volume from structural T1 MRI. Results showed that better handwriting was associated negatively with activation and positively with gray matter volume in an overlapping region of the pars triangularis of right inferior frontal gyrus. This region, in particular in the left hemisphere in adults and more bilaterally in young children, is known to be important for decoding, phonological processing, and subvocal rehearsal. We interpret the dissociation in the directionality of the association in functional activation and morphometric properties in the right inferior frontal gyrus in terms of neural efficiency, and suggest future studies that interrogate the relationship between the neural mechanisms underlying reading and writing development.
Collapse
Affiliation(s)
- Paul Gimenez
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
| | - Nicolle Bugescu
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
- Department of Psychology, Pacific Graduate School of Psychology, Palo Alto UniversityPalo Alto, CA, USA
| | - Jessica M. Black
- Graduate School of Social Work, Boston CollegeChestnut Hill, MA, USA
| | - Roeland Hancock
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
| | - Kenneth Pugh
- Haskins Laboratories, Yale UniversityNew Haven, CT, USA
| | - Masanori Nagamine
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
- Division of Behavioral Sciences, National Defense Medical College Research InstituteTokorozawa, Saitama, Japan
| | - Emily Kutner
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
- Department of Psychology, Pacific Graduate School of Psychology, Palo Alto UniversityPalo Alto, CA, USA
| | - Paul Mazaika
- Department of Psychiatry and Behavioral Sciences, Center for Interdisciplinary Brain Sciences Research, Stanford University School of MedicineStanford, CA, USA
| | - Robert Hendren
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
| | - Bruce D. McCandliss
- Department of Psychology and Human Development, Vanderbilt UniversityNashville, TN, USA
| | - Fumiko Hoeft
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, UCSFSan Francisco, CA, USA
- Haskins Laboratories, Yale UniversityNew Haven, CT, USA
- Department of Psychiatry and Behavioral Sciences, Center for Interdisciplinary Brain Sciences Research, Stanford University School of MedicineStanford, CA, USA
- Department of Neuropsychiatry, Keio University School of MedicineShinjuku-ku, Tokyo, Japan
| |
Collapse
|
40
|
Tse LFL, Thanapalan KC, Chan CCH. Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:340-347. [PMID: 24333804 DOI: 10.1016/j.ridd.2013.11.013] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2013] [Revised: 09/12/2013] [Accepted: 11/13/2013] [Indexed: 06/03/2023]
Abstract
This study investigated the role of visual-perceptual input in writing Chinese characters among senior school-aged children who had handwriting difficulties (CHD). The participants were 27 CHD (9-11 years old) and 61 normally developed control. There were three writing conditions: copying, and dictations with or without visual feedback. The motor-free subtests of the Developmental Test of Visual Perception (DTVP-2) were conducted. The CHD group showed significantly slower mean speeds of character production and less legibility of produced characters than the control group in all writing conditions (ps<0.001). There were significant deteriorations in legibility from copying to dictation without visual feedback. Nevertheless, the Group by Condition interaction effect was not statistically significant. Only position in space of DTVP-2 was significantly correlated with the legibility among CHD (r=-0.62, p=0.001). Poor legibility seems to be related to the less-intact spatial representation of the characters in working memory, which can be rectified by viewing the characters during writing. Visual feedback regarding one's own actions in writing can also improve legibility of characters among these children.
Collapse
Affiliation(s)
- Linda F L Tse
- Applied Cognitive Neuroscience Laboratory, Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China
| | - Kannan C Thanapalan
- Department of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam Campus, Bandar Puncak Alam, Selangor, Malaysia
| | - Chetwyn C H Chan
- Applied Cognitive Neuroscience Laboratory, Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China.
| |
Collapse
|
41
|
Germano GD, Pinheiro FH, Okuda PMM, Capellini SA. Visual-motor perception in students with attention deficit with hyperactivity disorder. Codas 2014; 25:337-41. [PMID: 24408484 DOI: 10.1590/s2317-17822013000400007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2011] [Accepted: 08/05/2013] [Indexed: 11/21/2022] Open
Abstract
PURPOSE The aim of this study was to characterize and to compare the visual-motor perception of students with Attention Deficit with Hyperactivity Disorder (ADHD) with students with good academic performance. METHODS Forty students from 2nd to 5th grades of an elementary public school, male gender (100%), aged between 7 and 10 years and 8 months old participated, divided into: GI (20 students with ADHD) and GII (20 students with good academic performance), paired according to age, schooling and gender with GI. The students were submitted to Developmental Test of Visual Perception (DTVP-2). RESULTS The students of GI presented low performance in spatial position and visual closure (reduced motor) and inferior age equivalent in reduced motor perception, when compared to GII. CONCLUSION The difficulties in visual-motor perception presented by students of GI cannot be attributed to a primary deficit, but to a secondary phenomenon of inattention that interferes directly in their visual-motor performance.
Collapse
|
42
|
Scharoun SM, Bryden PJ, Otipkova Z, Musalek M, Lejcarova A. Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4142-4153. [PMID: 24060728 DOI: 10.1016/j.ridd.2013.08.011] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2013] [Revised: 08/06/2013] [Accepted: 08/06/2013] [Indexed: 06/02/2023]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed neurobehavioural disorder. Characterized by recurring problems with impulsiveness and inattention in combination with hyperactivity, motor impairments have also been well documented in the literature. The aim of this study was to compare the fine and gross motor skills of male and female children with ADHD and their neurotypical counterparts within seven skill assessments. This included three fine motor tasks: (1) spiral tracing, (2) dot filling, (3) tweezers and beads; and four gross motor tasks: (1) twistbox, (2) foot tapping, (3) small plate finger tapping, and (4) large plate finger tapping. It was hypothesized that children with ADHD would display poorer motor skills in comparison to neurotypical controls in both fine and gross motor assessments. However, statistically significant differences between the groups only emerged in four of the seven tasks (spiral tracing, dot filling, tweezers and beads and foot tapping). In line with previous findings, the complexity underlying upper limb tasks solidified the divide in performance between children with ADHD and their neurotypical counterparts. In light of similar research, impairments in lower limb motor skill were also observed. Future research is required to further delineate trends in motor difficulties in ADHD, while further investigating the underlying mechanisms of impairment.
Collapse
Affiliation(s)
- S M Scharoun
- Department of Kinesiology, University of Waterloo, 200 University Avenue West, Waterloo, ON, Canada N2L 3G1.
| | | | | | | | | |
Collapse
|
43
|
Noda W, Ito H, Fujita C, Ohnishi M, Takayanagi N, Someki F, Nakajima S, Ohtake S, Mochizuki N, Tsujii M. Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in Japanese second grade students. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:2909-2916. [PMID: 23810930 DOI: 10.1016/j.ridd.2013.05.023] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2012] [Revised: 05/10/2013] [Accepted: 05/13/2013] [Indexed: 06/02/2023]
Abstract
The purpose of this study was to explore the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms and writing performance in Japanese second grade students from regular classrooms. The second grade students (N=873) in Japanese public elementary schools participated in this study. We examined a variety of writing tasks, such as tracing, copying, handwriting (Hiragana and Katakana), and spelling (Hiragana, Katakana, and Kanji). We employed the Japanese version of the home form ADHD-rating scale (ADHD-RS) and the Japanese version of the Developmental Coordination Disorder Questionnaire (DCDQ-J) to assess the developmental characteristics of the participating children. Seven writing performance scores were submitted to a principal component analysis with a promax rotation, which yielded three composite scores (Spelling Accuracy, Tracing and Copying Accuracy, and Handwriting Fluency). A multiple regression analysis found that inattention predicted Spelling Accuracy and Handwriting Fluency and that hyperactive-impulsive predicted Handwriting Fluency. In addition, fine motor ability predicted Tracing and Copying Accuracy. The current study offered empirical evidence suggesting that developmental characteristics such as inattention and fine motor skill are related to writing difficulties in Japanese typical developing children.
Collapse
Affiliation(s)
- Wataru Noda
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan.
| | | | | | | | | | | | | | | | | | | |
Collapse
|
44
|
Bart O, Daniel L, Dan O, Bar-Haim Y. Influence of methylphenidate on motor performance and attention in children with developmental coordination disorder and attention deficit hyperactive disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:1922-1927. [PMID: 23584172 DOI: 10.1016/j.ridd.2013.03.015] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2013] [Revised: 03/10/2013] [Accepted: 03/11/2013] [Indexed: 06/02/2023]
Abstract
Individuals with attention deficit hyperactive disorder (ADHD) often have coexisting developmental coordination disorder (DCD). The positive therapeutic effect of methylphenidate on ADHD symptoms is well documented, but its effects on motor coordination are less studied. We assessed the influence of methylphenidate on motor performance in children with comorbid DCD and ADHD. Participants were 30 children (24 boys) aged 5.10-12.7 years diagnosed with both DCD and ADHD. Conners' Parent Rating Scale was used to reaffirm ADHD diagnosis and the Developmental Coordination Disorder Questionnaire was used to diagnose DCD. The Movement Assessment Battery for Children-2 and the online continuous performance test were administrated to all participants twice, with and without methylphenidate. The tests were administered on two separate days in a blind design. Motor performance and attention scores were significantly better with methylphenidate than without it (p<0.001 for improvement in the Movement Assessment Battery for Children-2 and p<0.006 for the online continuous performance test scores). The findings suggest that methylphenidate improves both attention and motor coordination in children with coexisting DCD and ADHD. More research is needed to disentangle the causality of the improvement effect and whether improvement in motor coordination is directly affected by methylphenidate or mediated by improvement in attention.
Collapse
Affiliation(s)
- Orit Bart
- The Department of Occupational Therapy, School of Allied Health, Medical Faculty, Tel Aviv University, Israel.
| | | | | | | |
Collapse
|
45
|
Abstract
OBJECTIVE Findings about the association of left-handedness and ADHD are inconsistent. While abnormal brain laterality is reported in children with ADHD, it is unclear if hand preference is associated with ADHD, severity symptoms, age, gender, comorbid psychiatric problems, or parental characteristics. METHOD Subjects were 520 boys and girls with a mean age of 9.04 (2.3) years. Only four children were with mixed-handedness. ADHD was diagnosed according to clinical assessment using accepted diagnostic criteria. In addition to the demographic characteristics and hand-use preference, inattention severity, hyperactivity severity, oppositional behavior symptoms, anxiety symptoms, and developmental coordination problems were assessed. RESULTS A total of 87.4% were right handed. A total of 12.6% were left handed. Left- or right-hand preference was not associated with age, gender, inattentiveness score, hyperactivity-impulsivity score, comorbid psychiatric problems, developmental coordination problems score, or parental characteristics. CONCLUSION Left handedness is not associated with higher parent-reported inattentiveness or hyperactivity. Hand-use preference is not gender related in ADHD.
Collapse
Affiliation(s)
- Ahmad Ghanizadeh
- Research Center for Psychiatry and Behavioral Sciences, Department of Psychiatry, Shiraz University of Medical Sciences, Iran.
| |
Collapse
|
46
|
Kostrubiec V, Danna J, Zanone PG. Co-variation between graphic pattern stability and attentional cost: a clue for the difficulty to produce handwritten traces. Hum Mov Sci 2013; 32:1010-25. [PMID: 23597766 DOI: 10.1016/j.humov.2012.12.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2011] [Revised: 10/30/2012] [Accepted: 12/12/2012] [Indexed: 10/27/2022]
Abstract
Attentional cost incurred for generating handwritten graphic patterns was investigated using a classic dual-task procedure, in which a concurrent reaction time (RT) task was used as an index of the attentional cost incurred by the primary graphic task. Eight right-handed adults had to trace graphic patterns, characterized by a 0°, 45°, 90°, 135° or 180° relative phase and corresponding to shapes ranging from lines to ellipses to circles, while responding by a key press as fast as possible to an auditory signal. The results evidenced a strong and significant correlation between the stability of the produced pattern and the associated attentional cost. The amplitude of the minor and major axes of the produced ellipsoids decreased with the increase of movement frequency, as expected by nonlinear models of oscillatory pattern generation. These findings pave the way to the study for the (coordinative) processes for letter (mal)formation in cursive handwriting.
Collapse
|
47
|
Brumback RA. "3 . . 2 . . 1 . . Impact [factor]: target [academic career] destroyed!": just another statistical casualty. J Child Neurol 2012. [PMID: 23183597 DOI: 10.1177/0883073812465014] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
"Publish or perish" is the time-honored "principle" for academicians who race to accumulate lines under the "publications" section of a curriculum vitae. The original intent of publication-to inform others of findings and further scientific knowledge-has been corrupted by factors including (1) exponential growth of journals and the journal industry, fueled in part by intrusion of the Internet into all aspects of academic life; and (2) adoption of journal metrics (rather than written content) as the measure of scientific quality. The proprietary Thomson Reuters Impact Factor is the most pernicious metric, having caused editors and publishers to change editorial practices to boost the number. At the same time, gullible administrators and government agencies have been persuaded that metrics for the journal in which materials are published can be used as a measure of the worth of individual investigators (and institutions) and their research efforts: simple numbers can be substituted for the burdensome effort required to read and assess research quality. Thus, granting of research funds, awarding of academic rank and tenure, and determination of salaries (including bonus payments) have become tied to manipulable journal metrics rather than the significance or quality of reported research. Therefore, it is no wonder that the integrity of science is more often being questioned. How should a young investigator approach the "publish or perish" dilemma? Performing sound research and preparing optimal materials for publication must remain the overriding goals: properly articulate the question addressed by the study; thoroughly document all methods and case information; carefully describe results including any conflicting or negative findings; discuss the importance of the findings along with how the results address the initial question and whether findings refute or confirm previous studies; prepare properly cited bibliographic references; list all author contributions, potential conflicts of interest, financial support, and required ethical approvals; and provide a catchy title and an abstract containing sufficient information that other investigators perusing scientific indices will be enticed to read the published article. Submit the completed manuscript to the most appropriate journal based on that journal's previously published content and relevance to the field of study regardless of journal metrics. On publication, notify investigators in the same field to ask for their comments on the work. Thus, an individual will become known for the quality of his or her work product and the worshiping of publication metrics will be unnecessary.
Collapse
|
48
|
Chiappedi M, Togni R, De Bernardi E, Baschenis IMC, Battezzato S, Balottin U, Toffola ED, Bejor M. Arm trajectories and writing strategy in healthy children. BMC Pediatr 2012; 12:173. [PMID: 23134839 PMCID: PMC3507863 DOI: 10.1186/1471-2431-12-173] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/23/2011] [Accepted: 10/24/2012] [Indexed: 12/04/2022] Open
Abstract
Background Evaluation of elementary writing skills in children is usually obtained with high resolution (and high cost) techniques or with low resolution pen-and-paper tests. In this observational study we tested a quantitative method to obtain normative data to describe arm movement during a writing precursor gesture. Methods We recruited 226 healthy children (mean age 9,1 years [range: 6.3 – 11.4 years]), attending primary schools belonging to the “Istituto Comprensivo” of Rivanazzano Terme (Pavia). We asked to drive a cursor through a polygonal path (labyrinth) projected in front of them using a wireless mouse. Dartfish™ video analysis software was used to elaborate images and Excel™, MedCalc™ and Statistica 7™ to analyze values of shoulder, elbow and wrist ranges of motion, arm trajectories, execution times and gesture accuracy. Results Differences seen in motor strategies, when divided according to attended class, suggest a proximal-distal maturation of motor control. Obtained values were not significantly correlated with variables such as gender, ethnicity or cognitive functioning. Conclusions This type of approach to a study of arm movement during childhood represents a valid alternative to other tests, considering that it can differentiate children who perform similarly in the VMI test and is non-invasive, low-cost and easily reproducible.
Collapse
Affiliation(s)
- Matteo Chiappedi
- Don Carlo Gnocchi ONLUS Foundation, Piazzale Morandi 6, Milan, 20121, Italy.
| | | | | | | | | | | | | | | |
Collapse
|
49
|
Schlee G, Neubert T, Worenz A, Milani TL. Children with ADHD show no deficits in plantar foot sensitivity and static balance compared to healthy controls. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:1957-1963. [PMID: 22728606 DOI: 10.1016/j.ridd.2012.05.020] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2012] [Revised: 05/03/2012] [Accepted: 05/04/2012] [Indexed: 06/01/2023]
Abstract
The goal of this study was to investigate plantar foot sensitivity and balance control of ADHD (n=21) impaired children compared to age-matched healthy controls (n=25). Thresholds were measured at 200 Hz at three anatomical locations of the plantar foot area of both feet (hallux, first metatarsal head (METI) and heel). Body balance was quantified using the length, area and velocity described by the center of pressure (COP) during two-legged as well as one-legged stand (right and left legs). The comparison of vibration thresholds showed no differences between ADHD and healthy children at all anatomical locations of both feet. Whereas COP excursion and area were significantly lower in ADHD subjects compared to the healthy controls during two-legged stand, no differences were found in those variables when balancing on one leg. No differences in COP velocity between ADHD and healthy children were found in any analyzed conditions. The results indicate that the unusual and simple test situation may have increased the perception of vibration stimuli by the ADHD children. Furthermore, ADHD subjects seem to be less variable when performing simple tasks than healthy controls.
Collapse
Affiliation(s)
- Günther Schlee
- Chemnitz University of Technology, Faculty of Behavioral and Social Sciences, Institute of Sport Science, Department of Human Locomotion, 09107 Chemnitz, Germany.
| | | | | | | |
Collapse
|
50
|
Li-Tsang CWP, Wong ASK, Chan JY, Lee AYT, Lam MCY, Wong CW, Lu Z. An investigation of visual contour integration ability in relation to writing performance in primary school students. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:2271-2278. [PMID: 22846174 DOI: 10.1016/j.ridd.2012.07.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2012] [Accepted: 07/06/2012] [Indexed: 06/01/2023]
Abstract
A previous study found a visual deficit in contour integration in English readers with dyslexia (Simmers & Bex, 2001). Visual contour integration may play an even more significant role in Chinese handwriting particularly due to its logographic presentation (Lam, Au, Leung, & Li-Tsang, 2011). The current study examined the relationship between children's performance in visual contour (VC) integration and Chinese handwriting. Twenty students from grade 3 to grade 6 were recruited (M=9.51, SD=1.02) from a mainstream primary school using the convenience sampling method. Ten students were identified by teachers as having handwriting problems, and the other 10 were typical students. Participants performed the VC tasks and their handwriting performance was assessed by a Chinese Handwriting Assessment Tool (CHAT) in a classroom setting. Correlation analyses revealed that VC accuracy was significantly and negatively correlated with on paper time and total writing duration. t-Test analyses revealed statistically significant differences in VC accuracy between students with typical and poor handwriting, with consistently better VC accuracy performance in all conditions in the typical handwriting group. The results may have important implications for interventions aiming at improving children's handwriting.
Collapse
Affiliation(s)
- Cecilia W P Li-Tsang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China.
| | | | | | | | | | | | | |
Collapse
|