Relevant bibliographies by topics / Attention deficit disorder with hyperactivity Motor skills disorders Receptors

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Academic literature on the topic 'Attention deficit disorder with hyperactivity Motor skills disorders Receptors'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Attention deficit disorder with hyperactivity Motor skills disorders Receptors"

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Goulardins, Juliana B., Juliana C. B. Marques, and Jorge A. De Oliveira. "Attention Deficit Hyperactivity Disorder and Motor Impairment." Perceptual and Motor Skills 124, no. 2 (2017): 425–40. http://dx.doi.org/10.1177/0031512517690607.

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Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder during childhood, affecting approximately 3–6% of school-aged children; its cardinal symptoms of high activity, impulsivity, and behavioral distractibility might be assumed to have close relationships to interferences with motor skills. A separate body of literature attests to ways that motor problems can severely impact children’s daily lives, as motor problems may occur in 30–50% of children with ADHD. This article critically reviews research on motor impairment in children with ADHD, notable differences in motor performance of individuals with ADHD compared with age-matched controls, and possible neural underpinnings of this impairment. We discuss the highly prevalent link between ADHD and developmental coordination disorder (DCD) and the lack of a clear research consensus about motor difficulties in ADHD. Despite increasing evidence and diagnostic classifications that define DCD by motor impairment, the role of ADHD symptoms in DCD has not been delineated. Similarly, while ADHD may predispose children to motor problems, it is unclear whether any such motor difficulties observed in this population are inherent to ADHD or are mediated by comorbid DCD. Future research should address the exact nature and long-term consequences of motor impairment in children with ADHD and elucidate effective treatment strategies for these disorders together and apart.
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Pitchford, E. Andrew, and E. Kipling Webster. "Clinical Validity of the Test of Gross Motor Development-3 in Children With Disabilities from the U.S. National Normative Sample." Adapted Physical Activity Quarterly 38, no. 1 (2021): 62–78. http://dx.doi.org/10.1123/apaq.2020-0023.

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The Test of Gross Motor Development (TGMD) measures fundamental motor skills competency and is frequently used for eligibility determination of adapted physical education services in children with disabilities. The purpose of this study was to determine if the TGMD-3 is clinically sensitive to detect deficits in the fundamental motor skills of children with disabilities (i.e., intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, language and articulation disorders). Eighty-five children with disabilities and 85 matched controls (i.e., typically developing, individually matched on age, sex, ethnicity, and race) completed the TGMD-3. Mann–Whitney U tests identified significant differences in the total TGMD-3 scores for children with intellectual disability (p < .001), autism spectrum disorder (p < .001), and attention deficit hyperactivity disorder (p = .032). No differences were identified for children with language and articulation disorders. Comparisons of subscales (i.e., locomotor and ball skills) differed across disability groups. This study provides evidence that the TGMD-3 is clinically sensitive to identify deficits in fundamental motor skills competency.
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Lense, Miriam D., Eniko Ladányi, Tal-Chen Rabinowitch, Laurel Trainor, and Reyna Gordon. "Rhythm and timing as vulnerabilities in neurodevelopmental disorders." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1835 (2021): 20200327. http://dx.doi.org/10.1098/rstb.2020.0327.

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Millions of children are impacted by neurodevelopmental disorders (NDDs), which unfold early in life, have varying genetic etiologies and can involve a variety of specific or generalized impairments in social, cognitive and motor functioning requiring potentially lifelong specialized supports. While specific disorders vary in their domain of primary deficit (e.g. autism spectrum disorder (social), attention-deficit/hyperactivity disorder (attention), developmental coordination disorder (motor) and developmental language disorder (language)), comorbidities between NDDs are common. Intriguingly, many NDDs are associated with difficulties in skills related to rhythm, timing and synchrony though specific profiles of rhythm/timing impairments vary across disorders. Impairments in rhythm/timing may instantiate vulnerabilities for a variety of NDDs and may contribute to both the primary symptoms of each disorder as well as the high levels of comorbidities across disorders. Drawing upon genetic, neural, behavioural and interpersonal constructs across disorders, we consider how disrupted rhythm and timing skills early in life may contribute to atypical developmental cascades that involve overlapping symptoms within the context of a disorder's primary deficits. Consideration of the developmental context, as well as common and unique aspects of the phenotypes of different NDDs, will inform experimental designs to test this hypothesis including via potential mechanistic intervention approaches. This article is part of the theme issue ‘Synchrony and rhythm interaction: from the brain to behavioural ecology’.
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Боряк, Оксана, та Лариса Одинченко. "МОЛОДШІ ШКОЛЯРІ З ГІПЕРАКТИВНИМ РОЗЛАДОМ ІЗ ДЕФІЦИТОМ УВАГИ В УМОВАХ СУЧАСНОГО ІНКЛЮЗИВНОГО ПРОСТОРУ". Педагогічні науки: теорія, історія, інноваційні технології, № 5-6(99-100) (31 серпня 2020): 12–23. http://dx.doi.org/10.24139/2312-5993/2020.05-06/012-023.

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The article considers peculiarities of teaching, upbringing and development of children with special educational needs in the conditions of the modern educational space – an inclusive education institution. Among modern children of both preschool and primary school age, a special place is occupied by schoolchildren with hyperactivity disorder and attention deficit. The specificity of disorder manifestations has a negative impact on their behavior, causes certain difficulties during assimilation of the educational material, affects the level of formation of the necessary knowledge, skills and abilities. The purpose of the article is to study and summarize the data on the justification and definition of the concept of “hyperactivity disorder with attention deficit”; to analyze and systematize the etiology, the specifics of disorders manifestations in junior schoolchildren in the modern educational space. To achieve this goal, the theoretical methods were used: analysis, systematization and generalization of scientific data in the field of medicine, psychology, neuropsychology, special pedagogy on the problem of scientific search – to determine the state of its development and promising areas for its further implementation. The practical significance of the study is to identify the features of the disorder for further development and justification of effective methods of educational and developmental work with the selected category of schoolchildren. The study found out that Attention Deficit/Hyperactivity Disorder (ADHD) is a polymorphic clinical syndrome, the main manifestations of which are a violation of the child’s ability to control and regulate his/her behavior, which is manifested in motor hyperactivity, attention deficit and impulsivity. These disorder manifestations negatively affect the level of assimilation of information by the child, reduce its volume, cause difficulties in establishing interpersonal relationships with both adults and peers. This makes the child vulnerable, prevents his/her normal entry into the educational environment, affects his/her further socialization. We see the prospect of further research in the development and justification of the experimental methods for identifying the features of manifestation of the hyperactivity disorder with attention deficit in junior schoolchildren; development and substantiation of the algorithm of psychological and pedagogical support of the selected category of children for the purpose of partial or complete correction of behavioral disorders.
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Miller, Caroline. "Developing Friendship Skills with Children with Pervasive Developmental Disorders: A Case Study." Dramatherapy 27, no. 2 (2005): 11–16. http://dx.doi.org/10.1080/02630672.2005.9689653.

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This is a case study of a group run over ten sessions with a class of children, aged between ten and twelve, in a special school. All of the children had a diagnosis of pervasive developmental disorder, which included Rett's disorder, Autism, and Asperger's Syndrome. In addition two children had a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), one had some loss of vision, two had dyspraxia on fine motor skills, one had Tourette's disorder, and one had Goldenhar Syndrome with an associated disorder of expressive speech. The children were from diverse ethnic backgrounds. The factors they had in common were cognitive delay and low skill levels with the kind of communication skills needed to initiate and develop friendships. The therapy focussed on social skills involved in making and maintaining friendships. The aim of the programme was to improve key skills, and to encourage the group members to telephone peers to have a conversation or to invite them to come and play. All of the children had previous experience of dramatherapy.
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Shaw, P., D. Weingart, T. Bonner, et al. "Defining the neuroanatomic basis of motor coordination in children and its relationship with symptoms of attention-deficit/hyperactivity disorder." Psychological Medicine 46, no. 11 (2016): 2363–73. http://dx.doi.org/10.1017/s0033291716000660.

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BackgroundWhen children have marked problems with motor coordination, they often have problems with attention and impulse control. Here, we map the neuroanatomic substrate of motor coordination in childhood and ask whether this substrate differs in the presence of concurrent symptoms of attention-deficit/hyperactivity disorder (ADHD).MethodParticipants were 226 children. All completed Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5)-based assessment of ADHD symptoms and standardized tests of motor coordination skills assessing aiming/catching, manual dexterity and balance. Symptoms of developmental coordination disorder (DCD) were determined using parental questionnaires. Using 3 Tesla magnetic resonance data, four latent neuroanatomic variables (for the cerebral cortex, cerebellum, basal ganglia and thalamus) were extracted and mapped onto each motor coordination skill using partial least squares pathway modeling.ResultsThe motor coordination skill of aiming/catching was significantly linked to latent variables for both the cerebral cortex (t = 4.31, p < 0.0001) and the cerebellum (t = 2.31, p = 0.02). This effect was driven by the premotor/motor cortical regions and the superior cerebellar lobules. These links were not moderated by the severity of symptoms of inattention, hyperactivity and impulsivity. In categorical analyses, the DCD group showed atypical reduction in the volumes of these regions. However, the group with DCD alone did not differ significantly from those with DCD and co-morbid ADHD.ConclusionsThe superior cerebellar lobules and the premotor/motor cortex emerged as pivotal neural substrates of motor coordination in children. The dimensions of these motor coordination regions did not differ significantly between those who had DCD, with or without co-morbid ADHD.
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Chen, Li-Chiou, Wan-Chun Su, Tzu-Lin Ho, et al. "Postural Control and Interceptive Skills in Children With Autism Spectrum Disorder." Physical Therapy 99, no. 9 (2019): 1231–41. http://dx.doi.org/10.1093/ptj/pzz084.

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Abstract Background Increasing evidence shows common motor deficits associated with autism spectrum disorder (ASD) that can relate to impaired planning and control processes of the sensorimotor system. Catching is a fundamental motor skill that requires coordination between vision, posture, and arm movements. Although postural control and ball catching have been shown to be impaired in children with ASD, previous studies have not investigated how these components are integrated. Objective The objective of this study was to investigate the sensorimotor control of arm movements and postural adjustments during ball catching in children with and without ASD. Design This study employed a cross-sectional design. Methods Fifteen children with ASD (mean [SD] age = 8.8 [1.2] years; 12 boys) and 15 age- and sex-matched typically developing children participated in this study. Children were asked to catch a ball rolling down a ramp in 6 test conditions in which visual inputs and ramp direction were manipulated to provide different sensory conditions and postural demands. Results Compared with their typically developing peers, children with ASD had increased difficulties catching balls, especially those from lateral directions. They less often used visual information to plan for catching motion, demonstrated fewer and delayed anticipatory postural adjustments, and exhibited increased corrective control. Limitations The sample excluded children with intellectual disability and attention deficit and hyperactivity disorders that might reduce the generalizability to the whole ASD population. Conclusions Our results suggest that motor difficulties present in children with ASD can result from compromised sensorimotor integration in planning and control of movements.
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Shen, Lie-Hang, Mei-Hsiu Liao, and Yu-Chin Tseng. "Recent Advances in Imaging of Dopaminergic Neurons for Evaluation of Neuropsychiatric Disorders." Journal of Biomedicine and Biotechnology 2012 (2012): 1–14. http://dx.doi.org/10.1155/2012/259349.

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Dopamine is the most intensely studied monoaminergic neurotransmitter. Dopaminergic neurotransmission plays an important role in regulating several aspects of basic brain function, including motor, behavior, motivation, and working memory. To date, there are numerous positron emission tomography (PET) and single photon emission computed tomography (SPECT) radiotracers available for targeting different steps in the process of dopaminergic neurotransmission, which permits us to quantify dopaminergic activity in the living human brain. Degeneration of the nigrostriatal dopamine system causes Parkinson’s disease (PD) and related Parkinsonism. Dopamine is the neurotransmitter that has been classically associated with the reinforcing effects of drug abuse. Abnormalities within the dopamine system in the brain are involved in the pathophysiology of attention deficit hyperactivity disorder (ADHD). Dopamine receptors play an important role in schizophrenia and the effect of neuroleptics is through blockage of dopamine D2receptors. This review will concentrate on the radiotracers that have been developed for imaging dopaminergic neurons, describe the clinical aspects in the assessment of neuropsychiatric disorders, and suggest future directions in the diagnosis and management of such disorders.
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COLVIN, ANDREW N., KEITH OWEN YEATES, BENEDICTA G. ENRILE, and DANIEL L. COURY. "Motor adaptation in children with myelomeningocele: Comparison to children with ADHD and healthy siblings." Journal of the International Neuropsychological Society 9, no. 4 (2003): 642–52. http://dx.doi.org/10.1017/s1355617703940045.

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Myelomeningocele is a common developmental malformation of the central nervous system that usually results in motor deficits. Previous studies of myelomeningocele have not examined motor adaptation, which involves changes in the control of movements that occur as a result of repeated task exposure but do not depend on conscious recall of the exposure. We studied motor adaptation in 17 children with myelomeningocele and shunted hydrocephalus, 19 children with attention deficit/hyperactivity disorder (ADHD), and 20 healthy siblings. All children were 8 to 15 years of age. They were administered 2 measures of motor adaptation known to be sensitive to subcortical abnormalities in adult neurological disorders. One task assessed the biasing in weight judgments that occurs after exposure to heavy versus light weights, and the other assessed the adaptation in reaching movements that occurs when vision is laterally displaced by prisms. Contrary to expectations, the groups did not differ in motor adaptation. Children in all 3 groups displayed significant biasing in their weight judgments and improvement in the accuracy of pointing during prism adaptation trials. Performance on the 2 motor adaptation tasks was not related to age or IQ. Weight biasing was positively related to a measure of response disinhibition. The findings suggest that myelomeningocele does not result in global impairment of motor skills, but instead in a profile of intact and impaired motor functions that potentially may be decomposed in accordance with the neuroscience of motor skills. (JINS, 2003, 9, 642–652.)
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Kokol, Peter, Helena Blažun Vošner, Jernej Završnik, Joeri Vermeulen, Samaa Shohieb, and Frank Peinemann. "Serious Game-based Intervention for Children with Developmental Disabilities." Current Pediatric Reviews 16, no. 1 (2020): 26–32. http://dx.doi.org/10.2174/1573396315666190808115238.

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Background: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. Methods: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. Results: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. Conclusion: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.
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Dissertations / Theses on the topic "Attention deficit disorder with hyperactivity Motor skills disorders Receptors"

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Jučaité, Aurelija. "Attention-deficit/hyperactivity disorder - alterations of motor behaviour and dopaminergic transmission /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-968-4.

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Marchand, Krynski Marie-Ève. "Simple and complex motor skills in children with dyslexia and/or attention deficit/hyperactivity disorder : towards a unifying framework of sequential motor impairments in neurodevelopmental disorders." Thèse, 2017. http://hdl.handle.net/1866/20619.

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Books on the topic "Attention deficit disorder with hyperactivity Motor skills disorders Receptors"

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The out-of-sync child: Recognizing and coping with sensory processing disorder. A Skylight Press Book/A Perigee Book, 2005.

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Kranowitz, Carol Stock. The out-of-sync child: Recognizing and coping with sensory processing disorder. Perigee Book, 1998.

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The out-of-sync child has fun: Activities for kids with sensory processing disorder. 2nd ed. Perigee Book, 2006.

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The out-of-sync child: Recognizing and coping with sensory integration dysfunction. Perigee Book, 1998.

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The out-of-sync child has fun: Activities for kids with sensory integration dysfunction. Berkley Pub. Group, 2003.

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Kranowitz, Carol Stock. The Out-of-Sync Child Has Fun. Penguin Group USA, Inc., 2008.

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Kranowitz, Carol Stock. The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder, Revised Edition. Perigee Trade, 2006.

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Wylie, T. J., and Carol Stock Kranowitz. The Out-of-Sync Child has fun. Perigee Trade, 2003.

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Book chapters on the topic "Attention deficit disorder with hyperactivity Motor skills disorders Receptors"

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Chaudhari, Vaishali S. "Social Functioning, Interpersonal Difficulties, Social Deficits, and Social Skills Training in ADHD." In New Developments in Diagnosing, Assessing, and Treating ADHD. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch012.

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Attention-deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorders of childhood. Children with ADHD exhibit developmentally inappropriate levels of inattention, impulsivity, and/or motor activity. Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequent mental disorders affecting children. ADHD also affects many adults. Symptoms of ADHD include inattention, hyperactivity, and impulsivity. ADHD may also negatively affect the learning environment in children's homes. This chapter talks about social functioning, social deficits, interpersonal difficulties, and social skills training in ADHD. Individuals with ADHD have problems in the areas of peer interaction, emotional regulation, and pro-social behaviours. These social problems are associated with a greater risk for developing problems later in life.
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Burgić Radmanović, Marija, and Sanela-Sanja Burgić. "Comorbidity in Children and Adolescents with ADHD." In ADHD [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94527.

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Attention Deficit Hyperactivity Disorder with or without hyperactivity disorder is a neurobiological disorder that involves the interaction of the neuroanatomical and neurotransmitter systems. It is a developmental disorder of psychomotor skills that is manifested by impaired attention, motor hyperactivity and impulsivity. This disorder is characterized by early onset, the association of hyperactive and poorly coordinated behavior with marked inattention and lack of perseverance in performing tasks; and this behavior occurs in all situations and persists over time. This disorder is inappropriate for the child’s developmental age and maladaptive. Disorders of neurotransmitter metabolism in the brain with discrete neurological changes can lead to behavioral difficulties and other psychological problems. Most children and adolescents with Attention Deficit Hyperactivity Disorder have comorbidities, often multiple comorbid conditions in the same person. Comorbidity was observed in both clinical and epidemiological samples. It is estimated that about two-thirds of children with this disorder have at least one other psychiatric disorder diagnosed. Symptoms persist and lead to significant difficulties in the daily functioning of the child, such as school success, social interactions, family and social functioning, etc. Recent studies indicate the presence of various neuroophthalmological disorders in children and adolescents with ADHD. The most common comorbidities in children and adolescents with ADHD that will be covered in this chapter are autism spectrum disorder, mood disorder, anxiety, learning disabilities, conduct disorders, tics disorder and epilepsy.
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Taylor, Eric. "Tourette and Learning Impairments." In Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.003.0005.

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This chapter describes disorders of motor control, language, and learning. Tics are sudden, stereotyped, repetitive, unwanted movements, and a severe form is called Tourette disorder. Their strong association with obsessional disorders and attention deficit hyperactivity disorder (ADHD) is described. Developmental coordination disorder is a group of problems suggesting immaturity in control, both of fine adjustments and of large movements of the limbs. Impairments of language development include receptive, expressive, and pragmatic problems, and can extend to signed language. Problems in learning to read and write and acquire other skills needed for school learning are very frequent in the population. Neuropsychological formulations have been influential in guiding policy and practice in schools. Generalized learning difficulties are conceptualized as intellectual disability.
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