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1.
Fundamental Movement Skills and Children with Attention-Deficit Hyperactivity Disorder: Peer Comparisons and Stimulant Effects 总被引:1,自引:0,他引:1
Harvey WJ Reid G Grizenko N Mbekou V Ter-Stepanian M Joober R 《Journal of abnormal child psychology》2007,35(5):871-882
The purpose of this study was to compare the fundamental movement skills of 22 children with attention-deficit hyperactivity
disorder (ADHD), from 6 to 12 years of age, to gender- and age-matched peers without ADHD and assess the effects of stimulant
medication on the movement skill performance of the children with ADHD. Repeated measures analyses revealed significant skill
differences between children with and without ADHD (p ≤ 0.001). Results from the stimulant medication trials indicated no significant effect of medication on the movement skill
patterns of children with ADHD. It is concluded that children with ADHD may be at risk for developmental delays in movement
skill performance. Potential factors underlying the movement skill difficulties are discussed, with suggestions for future
research. 相似文献
2.
Driving is a cognitively challenging task, and many individuals with autism spectrum disorder (ASD) or with attention-deficit/hyperactivity disorder (ADHD) struggle to drive safely and effectively. Previous evidence suggests that core neuropsychological deficits in executive functioning (EF) and theory of mind (ToM) may impact driving in ASD and ADHD. This functional magnetic resonance imaging (fMRI) study compares the brain mechanisms underlying ToM and EF during a hazard perception driving task. Forty-six licensed drivers (14 ASD, 17 ADHD, 15 typically developing (TD)), ages 16–27 years, viewed a driving scenario in the MRI scanner and were instructed to respond to driving hazards that were either “social” (contained a human component such as a pedestrian) or “nonsocial” (physical objects such as a barrel). All groups of participants recruited regions part of the “social brain” (anterior insula, angular gyrus, right middle occipital gyrus, right cuneus/precuneus, and right inferior frontal gyrus) when processing social hazards, and regions associated with motor planning and object recognition (postcentral gyrus, precentral gyrus, and supplementary motor area) when processing nonsocial hazards. While there were no group differences in brain activation during the driving task, years licensed was predictive of greater prefrontal and temporal activation to social hazards in all participants. Findings of the current study suggest that high-functioning ASD and ADHD licensed drivers may be utilizing similar cognitive resources as TD controls for decisions related to driving-related hazard detection. 相似文献
3.
Betty Ragnarsdottir Dagmar Kr. Hannesdottir Freyr Halldorsson Urdur Njardvik 《Child & family behavior therapy》2013,35(4):263-278
AbstractGender differences in peer problems and prosocial behavior among children with attention-deficit hyperactivity disorder (ADHD) were examined. Parents and teachers rated social functioning on the Strengths and Difficulties Questionnaire (SDQ) among 592 children (age 5–10?years) with ADHD and among 215 children (age 6–10?years) in a community sample. Results in the clinical group revealed significant interaction effects where older boys showed fewer peer problems than younger boys, but older girls had similar peer problems as younger girls. Teachers reported less prosocial behavior among younger girls than older girls. No gender differences in social problems emerged for the nonclinical comparison group. 相似文献
4.
Rapport MD Alderson RM Kofler MJ Sarver DE Bolden J Sims V 《Journal of abnormal child psychology》2008,36(6):825-837
The current study investigated contradictory findings from recent experimental and meta-analytic studies concerning working memory deficits in ADHD. Working memory refers to the cognitive ability to temporarily store and mentally manipulate limited amounts of information for use in guiding behavior. Phonological (verbal) and visuospatial (nonverbal) working memory were assessed across four memory load conditions in 23 boys (12 ADHD, 11 typically developing) using tasks based on Baddeley's (Working memory, thought, and action, Oxford University Press, New York, 2007) working memory model. The model posits separate phonological and visuospatial storage and rehearsal components that are controlled by a single attentional controller (CE: central executive). A latent variable approach was used to partial task performance related to three variables of interest: phonological buffer/rehearsal loop, visuospatial buffer/rehearsal loop, and the CE attentional controller. ADHD-related working memory deficits were apparent across all three cognitive systems--with the largest magnitude of deficits apparent in the CE--even after controlling for reading speed, nonverbal visual encoding, age, IQ, and SES. 相似文献
5.
The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core
deficit of attention-deficit/hyperactivity disorder (ADHD) based on the stop-signal task: calculation of mean reaction time
from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children
with ADHD (n = 12) and typically developing (TD) children (n = 11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a no-tone
condition administered without the presentation of an auditory tone; an ignore-tone condition that presented a neutral (i.e.,
not associated with stopping) auditory tone; and a second ignore-tone condition that presented a neutral auditory tone after
the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction
times to go-stimuli, and slower stop-signal reaction times relative to TD controls. Stop-signal delay was not significantly
different between groups, and both groups’ go-trial reaction times slowed following meaningful tones. Collectively, these
findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD
reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus,
rather than deficits of motor behavioral inhibition. 相似文献
6.
This study focused on the personality characteristics associated with Attention-deficit/Hyperactivity disorder (ADHD) in a
longitudinal sample of youth, with a particular focus on differences between those with and without persisting ADHD symptoms.
Participants with ADHD (n = 90) were initially evaluated when they were 7–11 years old, and re-assessed at 16–22 years of age. Matched control subjects
(n = 80) were recruited at the time of the follow-up evaluation. At follow-up, the Kiddie-SADS-PL, a semi-structured psychiatric
interview, and the NEO-PI, a self-report personality inventory, were administered. Data were analyzed using multivariate analyses
of variance (MANOVA). Results indicate that childhood ADHD is associated with lower scores on the NEO Conscientiousness subscale
in adolescents/young adults—irrespective of the degree of ADHD persistence. In contrast, ratings of Neuroticism and Agreeableness
appear to be more closely linked to adolescent status; those with persisting symptoms only exhibited increased Neuroticism
and decreased Agreeableness. These results suggest that ADHD, and the degree to which symptoms persist into adolescence, may
be closely linked to personality structure. 相似文献
7.
ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training program for young children with disruptive behaviors that may also be effective in treating ADHD. The purpose of the current article was to explore the theoretical rationale for utilizing PCIT with this population and to conduct a literature review of published PCIT treatment outcome studies that measured ADHD symptoms. The literature demonstrates that children with ADHD have been included in PCIT research and evidence suggests that PCIT may be effective for young children with ADHD. However, future research is needed to specifically examine the effects of PCIT on ADHD. 相似文献
8.
Rosemary E. Vile Junod Asha K. Jitendra Robert J. Volpe Kristi S. Cleary 《Journal of School Psychology》2006,44(2):87-104
The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed. 相似文献
9.
Lahnna I. Catalino R. Michael FurrFreida A. Bellis 《Journal of research in personality》2012,46(4):361-373
According to self-presentation theory, social anxiety is determined by impression motivation and impression efficacy. However, researchers have not evaluated the theory’s applicability from contextual and dispositional perspectives in an integrated manner, nor have they examined a fundamental interactive facet of the theory. In three studies, we examined these issues using hypothetical situations and experience sampling methodology. Results demonstrated the theory’s applicability at the contextual and dispositional level, providing insight into people’s general tendencies to experience social anxiety and their momentary experiences of social anxiety. Results also revealed the predicted interaction between impression motivation and impression efficacy - high impression efficacy weakens the association between impression motivation and social anxiety. These studies expand understanding of the personological and situational factors that drive social anxiety. 相似文献
10.
Thirty-four elementary school teachers and 32 education students from Canada rated their reactions towards vignettes describing children who met attention-deficit/hyperactivity disorder (ADHD) symptom criteria that included or did not include the label “ADHD.” “ADHD”-labeled vignettes elicited greater perceptions of the child's impairment as well as more negative emotions and less confidence in the participants, although it also increased participants' willingness to implement treatment interventions. Ratings were similar to vignettes of boys versus girls; however, important differences in ratings between teachers and education students emerged and are discussed. Finally, we investigated the degree to which teachers' professional backgrounds influenced bias based on the label “ADHD.” Training specific to ADHD consistently predicted label bias, whereas teachers' experience working with children with ADHD did not. 相似文献
11.
《Child & family behavior therapy》2012,34(1):20-36
AbstractChildren with ADHD were administered 75?dB of continuous white noise during independent seat work in the classroom and during bedtime in their homes. Compared to baseline all three students exhibited decreases in off-task behavior. Off-task behavior returned to original baseline levels when white noise was removed and decreased again when reintroduced in classrooms. White noise also decreased bedtime sleep latency and spontaneous night wakings at home. Both sleep latencies and night wakings increased during return-to-baseline conditions. Surprisingly, when white noise was reintroduced only in the classrooms sleep improved a second time. White noise in classrooms with or without simultaneous treatment during sleep at night resulted in lower levels of off-task classroom behavior as well as less disruptive sleep. Results were independent of whether children were on ADHD medication. Children, teachers, and parents all rated white noise favorably. 相似文献
12.
The written expression difficulties experienced by children with ADHD are widely recognized; however, scant empirical evidence exists concerning the cognitive mechanisms and processes underlying these deficiencies. The current study investigated the independent and potentially interactive contributions of two developmentally antecedent cognitive processes – viz., working memory (WM) and oral expression – hypothesized to influence written expression ability in boys. Thirty-three boys with ADHD-Combined Presentation and 27 neurotypical (NT) boys 8–12 years of age were administered standardized measures of oral and written expression, and multiple counterbalanced tasks to assess WM central executive (CE) processes, WM phonological short-term memory (PH STM), and WM visuospatial short-term memory (VS STM). Bias-corrected bootstrapped mediation analyses revealed a significant mediation effect, wherein the independent and interactive effects of PH STM and oral expression collectively explained 76% of the diagnostic status to written expression relation. The implications of the obtained results for clinical practice suggest that children with ADHD may benefit by incorporating a blended approach that simultaneously strengthens PH STM capacity and oral expression abilities as antecedents to engaging in writing-related activities. 相似文献
13.
Marton I Wiener J Rogers M Moore C Tannock R 《Journal of abnormal child psychology》2009,37(1):107-118
This study explored empathy and social perspective taking in 8 to 12 year old children with and without Attention-Deficit/Hyperactivity
Disorder (ADHD). The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 typically developing comparison children.
Although children with ADHD were rated by their parents as less empathic than children without ADHD, this difference was accounted
for by co-occurring oppositional and conduct problems among children in the ADHD sample. Children with ADHD used lower levels
of social perspective taking coordination in their definition of problems, identification of feelings, and evaluation of outcomes
than children without ADHD, and these differences persisted after the role of language abilities, intelligence and oppositional
and conduct problems were taken into account. Girls were more empathic and had higher overall social perspective taking scores
than boys. Implications for research and practice are discussed.
This research was funded by the Social Sciences and Humanities Research Council (SSHRC). 相似文献
14.
Rowland AS Skipper B Rabiner DL Umbach DM Stallone L Campbell RA Hough RL Naftel AJ Sandler DP 《Journal of abnormal child psychology》2008,36(5):731-743
Research on the correlates of ADHD subtypes has yielded inconsistent findings, perhaps because the procedures used to define subtypes vary across studies. We examined this possibility by investigating whether the ADHD subtype distribution in a community sample was sensitive to different methods for combining informant data. We conducted a study to screen all children in grades 1-5 (N = 7847) in a North Carolina County for ADHD. Teachers completed a DSM-IV behavior rating scale and parents completed a structured telephone interview. We found substantial differences in the distribution of ADHD subtypes depending on whether one or both sources were used to define the subtypes. When parent and teacher data were combined, the procedures used substantially influenced subtype distribution. We conclude the ADHD subtype distribution is sensitive to how symptom information is combined and that standardization of the subtyping process is required to advance our understanding of the correlates of different ADHD subtypes. 相似文献
15.
Experiences of physical and relational victimization in children with ADHD: The role of social problems and aggression 下载免费PDF全文
16.
W. Burleson Daviss Rasim S. Diler Boris Birmaher 《Journal of abnormal child psychology》2009,37(6):857-871
Depression is a common, potentially devastating comorbidity in youth with attention-deficit/hyperactivity disorders (ADHD).
Various environmental adversities are well-described as correlates of depression in general pediatric populations, but not
in youth with ADHD. In 104 adolescents with ADHD, we examined potential environmental correlates of lifetime depression, including
trauma exposure, recent negative life events and current parent-child conflict, along with current and past ADHD severity
and current impairment. Controlling for demographic variables, comorbid disorders, and ADHD severity, we noted significant
associations between lifetime depression and environmental adversities, including victimization trauma, parent-child conflict,
and behaviorally-independent negative life events. Current impairment but not ADHD severity was also highly associated with
lifetime depression, controlling for the same covariates. Findings from this preliminary, cross-sectional study suggest that
environmental adversities and impairment in youth with ADHD should also be targeted along with the ADHD when contemplating
strategies to treat or prevent comorbid depression. 相似文献
17.
Daniel A. Waschbusch Sara King Andrea Gregus 《Journal of psychopathology and behavioral assessment》2007,29(1):9-16
Examined the age of onset of ADHD symptoms and subtypes using parent ratings of a large sample of elementary school students.
Results showed: (1) in children with ADHD-combined type, hyperactive-impulsive symptoms emerged at younger ages than inattention
symptoms; (2) about one-fifth of children who met symptom count and impairment criteria for ADHD did not meet the age of onset
criterion; (3) Children who did not meet the age of onset criterion consisted primarily of children with inattention problems;
and (4) children who did not meet the age of onset criterion had more impaired parent-child relationships, self-esteem, family
functioning, and higher overall impairment ratings than children who did meet the criterion. These results raise questions
about the validity of the age of onset criterion for ADHD as formulated in DSM-IV. 相似文献
18.
Rhee SH Willcutt EG Hartman CA Pennington BF DeFries JC 《Journal of abnormal child psychology》2008,36(1):29-40
There is significant comorbidity between attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (CD). The conclusions
of studies that examined the causes of comorbidity between ADHD and CD conflict, with some researchers finding support for
the three independent disorders model and others finding support for the correlated risk factors model. We tested these models
and eleven alternative hypotheses using the same analytical approach. The participants were 110 monozygotic twin pairs and
181 dizygotic twin pairs recruited from the Colorado Learning Disabilities Research Center Twin Study. The three independent
disorders model did not fit the data, whereas the correlated risk factors model fit the data well. Several other comorbidity
models fit the data as well as or better than the correlated risk factors model. The results suggest that correlated risk
factors are a better explanation for the comorbidity between ADHD and CD than a third, independent ADHD+CD subtype. 相似文献
19.
Whitney D. Fosco 《Child neuropsychology》2017,23(2):148-158
A child’s ability to sustain attention over time (AOT) is critical in attention-deficit/hyperactivity disorder (ADHD), yet no prior work has examined the extent to which a child’s decrement in AOT on laboratory tasks relates to clinically-relevant behavior. The goal of this study is to provide initial evidence for the criterion validity of laboratory assessments of AOT. A total of 20 children with ADHD (7–12 years of age) who were enrolled in a summer treatment program completed two lab attention tasks (a continuous performance task and a self-paced choice discrimination task) and math seatwork. Analyses focused on relations between attention task parameters and math productivity. Individual differences in overall attention (OA) measures (averaged across time) accounted for 23% of the variance in math productivity, supporting the criterion validity of lab measures of attention. The criterion validity was enhanced by consideration of changes in AOT. Performance on all laboratory attention measures deteriorated as time-on-task increased, and individual differences in the decrement in AOT accounted for 40% of the variance in math productivity. The only variable to uniquely predict math productivity was from the self-paced choice discrimination task. This study suggests that attention tasks in the lab do predict a clinically-relevant target behavior in children with ADHD, supporting their use as a means to study attention processes in a controlled environment. Furthermore, this prediction is improved when attention is examined as a function of time-on-task and when the attentional demands are consistent between lab and life contexts. 相似文献
20.
R. E. Lubow Hedva Braunstein-Bercovitz Orit Blumenthal Oren Kaplan Paz Toren 《Child neuropsychology》2013,19(5):445-457
The research was designed to determine whether the purported hemispheric asymmetries that are associated with attention deficit/hyperactivity disorder (ADHD) affect performance on a selective attention visual search task, and whether any obtained asymmetry will be modulated by methylphenidate. Two groups of children (8–15 years) with ADHD, one with methylphenidate treatment (ADHD+) and one without (ADHD+), were compared to matched controls on a two-stage visual search task. The task assessed right–left visual field asymmetries and the effects of changing a previous distractor into a target. Such a procedure, related to latent inhibition (LI; poorer performance to a previously irrelevant stimulus than to a novel one), can provide evidence for dysfunctional processing of irrelevant stimuli. All three groups exhibited the LI effect. The ADHD group, however, exhibited less LI for left- than right-side targets, an effect absent in the control and ADHD+ groups, suggesting a lateralized attentional deficit for ADHD+ that was normalized by methylphenidate. 相似文献