To see the other types of publications on this topic, follow the link: Attention deficit disorder with hyperactivity Motor skills disorders Receptors.
Journal articles on the topic 'Attention deficit disorder with hyperactivity Motor skills disorders Receptors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 17 journal articles for your research on the topic 'Attention deficit disorder with hyperactivity Motor skills disorders Receptors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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’.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.)
10
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.
Full textAbstract:
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.
11
Prem, Anita, K. Mohanraj, and A. Rajan Samuel. "BRAIN COMPUTER INTERFACE (BCI) ON ATTENTION: A SCOPING REVIEW." Journal of Experimental Biology and Agricultural Sciences 9, Spl-1- GCSGD_2020 (2021): S10—S22. http://dx.doi.org/10.18006/2021.9(spl-1-gcsgd_2020).s10.s22.
Full textAbstract:
Technological innovations are now an integral part of healthcare. Brain-computer interface (BCI) is a novel technological intervention system that is useful in restoring function to people disabled by neurological disorders such as attention deficit hyperactivity disorder (ADHD), amyotrophic lateral sclerosis (ALS), cerebral palsy, stroke, or spinal cord injury. This paper surveys the literature concerning the effectiveness of BCI on attention in subjects under various conditions. The findings of this scoping review are that studies have been made on ADHD, ALS, ASD subjects, and subjects recovering from brain and spinal cord injuries. BCI based neurofeedback training is seen to be effective in improving attention in these subjects. Some studies have also been made on healthy subjects.BCI based neurofeedback training promises neurocognitive improvement and EEG changes in the elderly. Different cognitive assessments have been tried on healthy adults. From this review, it is evident that hardly any research has been done on using BCI for enhancing attention in post-stroke subjects. So there arises the necessity for making a study on the effects of BCI based attention training in post-stroke subjects, as attention is the key for learning motor skills that get impaired following a stroke. Currently, many researches are underway to determine the effects of a BCI based training program for the enhancement of attention in post-stroke subjects.
12
Koly, Kamrun Nahar, Susanne P. Martin-Herz, Md Saimul Islam, Nusrat Sharmin, Hannah Blencowe, and Aliya Naheed. "Parent mediated intervention programmes for children and adolescents with neurodevelopmental disorders in South Asia: A systematic review." PLOS ONE 16, no. 3 (2021): e0247432. http://dx.doi.org/10.1371/journal.pone.0247432.
Full textAbstract:
Objective Parent-mediated programmes have been found to be cost effective for addressing the needs of the children and adolescents with Neurodevelopmental Disorders (NDD) in high-income countries. We explored the impact of parent-mediated intervention programmes in South Asia, where the burden of NDD is high. Methods A systematic review was conducted using the following databases; PUBMED, MEDLINE, PsycINFO, Google Scholar and Web of Science. Predefined MeSH terms were used, and articles were included if published prior to January 2020. Two independent researchers screened the articles and reviewed data. Outcomes measures The review included studies that targeted children and adolescents between 1 and 18 years of age diagnosed with any of four specific NDDs that are commonly reported in South Asia; Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Attention Deficit Hyperactivity Disorder (ADHD) and Cerebral Palsy (CP). Studies that reported on parent or child outcomes, parent-child interaction, parent knowledge of NDDs, or child activities of daily living were included for full text review. Results A total of 1585 research articles were retrieved and 23 studies met inclusion criteria, including 9 Randomized Controlled Trials and 14 pre-post intervention studies. Of these, seventeen studies reported effectiveness, and six studies reported feasibility and acceptability of the parent-mediated interventions. Three studies demonstrated improved parent-child interaction, three studies demonstrated improved child communication initiations, five studies reported improved social and communication skills in children, four studies demonstrated improved parental knowledge about how to teach their children, and four studies reported improved motor and cognitive skills, social skills, language development, learning ability, or academic performance in children. Conclusion This systematic review of 23 studies demonstrated improvements in parent and child skills following parent-mediated intervention in South Asia. Additional evaluations of locally customized parent-mediated programmes are needed to support development of feasible interventions for South Asian countries.
13
Van Hecke, Ruth, Frederik J. A. Deconinck, Jan R. Wiersema, et al. "Balanced Growth project: a protocol of a single-centre observational study on the involvement of the vestibular system in a child’s motor and cognitive development." BMJ Open 11, no. 6 (2021): e049165. http://dx.doi.org/10.1136/bmjopen-2021-049165.
Full textAbstract:
IntroductionThe involvement of the vestibular system in the motor and higher (cognitive) performances of typically developing or vestibular-impaired children is currently unknown or has only scarcely been explored. Interestingly, arguments for an interaction between vestibular, motor and cognitive functions in children can also be supported by research on children known for their difficulties in motor and/or cognitive processing (eg, children with neurodevelopmental disorders (NDD)), as they often present with vestibular-like characteristics. Therefore, in order to elucidate this interaction, and to increase the understanding of the pathophysiology and symptomatology of vestibular disorders and NDD in children, the Balanced Growth project was developed. It includes the following objectives: (1) to understand the association between motor skills, cognitive performances and the vestibular function in typically developing school-aged children, with special focus on the added value of the vestibular system in higher cognitive skills and motor competence; (2) to investigate whether a vestibular dysfunction (with/without an additional auditory disease) has an impact on motor skills, cognitive performances and motor–cognitive interactions in children and (3) to assess if an underlying vestibular dysfunction can be identified in school-aged children with NDD, with documentation of the occurrence and characteristics of vestibular dysfunctions in this group of children using an extensive vestibular test battery.Methods and analysisIn order to achieve the objectives of the observational cross-sectional Balanced Growth study, a single-task and dual-task test protocol was created, which will be performed in three groups of school-aged children (6–12 years old): (1) a typically developing group (n=140), (2) (audio) vestibular-impaired children (n=30) and (3) children with an NDD diagnosis (n=55) (ie, autism spectrum disorder, attention deficit/hyperactivity disorder and/or developmental coordination disorder). The test protocol consists of several custom-made tests and already existing validated test batteries and includes a vestibular assessment, an extensive motor assessment, eight neurocognitive tests, a cognitive–motor interaction assessment and includes also additional screenings to control for potential confounding factors (eg, hearing status, intelligence, physical activity, etc).Ethics and disseminationThe current study was approved by the ethics committee of Ghent University Hospital on 4 June 2019 with registration number B670201940165 and is registered at Clinical Trials (clinicaltrials.gov) with identifier NCT04685746. All research findings will be disseminated in peer-reviewed journals and presented at vestibular as well as multidisciplinary international conferences and meetings.Trial registration numberNCT04685746.
14
Vargas, William Donovan, and Nevena V. Radonjic. "197 Guanfacine and Impulsivity – Review of Literature." CNS Spectrums 23, no. 1 (2018): 111. http://dx.doi.org/10.1017/s1092852918000755.
Full textAbstract:
AbstractPrefrontal cortex (PFC) represents one of the most evolved regions of primate brain that is thought to regulate human specific features such as cognition, emotion and behavior (Arnsten and Jin, 2012). PFC is a site of action of guanfacine, an agonist of alpha 2 adrenergic receptors. Compared to clonidine, another alpha adrenergic drug, guanfacine is more selective for α2A adrenergic receptor subtype (van Zwieten et al., 1994; Uhlen at al., 1995) and is weaker in producing hypotension andsedation (Jurado at al., 1998) resulting in better tolerability of the medication. Studies have shown that endogenous noradrenergic stimulation of alpha2A receptors is essential for PFC regulation of behavior, thought and emotion as blockade ofα2A receptors in the monkey dorsolateral PFC significantly impairs working memory (Li and Mei, 1994) and behavioral inhibition (Ma et al., 2003; Ma et al., 2003). So far FDA has approved guanfacine in treatment of attention deficit hyperactivity disorder in children but the medication is used off label for treatment of oppositional defiant disorder, conduct disorder, pervasive developmental disorders, motor tics and Tourette’s syndrome as well. Impulsivity as used in clinical terms is very broadly defined and encompasses personality traits as well as cognitive functions such as emotion regulation and behavioral inhibition. Numerous studies have shown effectiveness of extended release guanfacine in reducing impulsiveness in children with ADHD and recently in autism spectrum disorder (Scahill et al., 2015), however limited data is available on use of guanfacine in treatment of impulse control and aggression in adults.Funding AcknowledgementsNo funding.
15
Perez Delgadillo, P., L. Hernandez, C. Sadurni, and C. Santiago. "A-50 A Comprehensive Neuropsychological Case Study of a Child with Perinatal Hyperbilirubinemia." Archives of Clinical Neuropsychology 34, no. 6 (2019): 910. http://dx.doi.org/10.1093/arclin/acz034.50.
Full textAbstract:
Abstract Objective Neonatal jaundice (hyperbilirubinemia) remains present in 60% of births in the United States1. Current literature links hyperbilirubinemia with neurodevelopmental problems, particularly with attention deficit hyperactivity disorder (ADHD), general learning difficulties, and non-progressive developmental delays. Moderate elevations in bilirubin are also suggested to increase the risk for cognitive, perceptual, motor, and auditory disorders. Imaging studies have shown selective patterns of injury to specific brain regions associated with deficits in executive function, including impulse control and working memory as well as different subtypes of attention problems grounded in reward circuitry system dysfunction in children with bilirubin encephalopathy. Method Neuropsychological functioning of a 12-year old Hispanic female with a history of high levels of perinatal bilirubin, and subsequent developmental and cognitive difficulties in speech, learning, attention and memory as well as problems with socialization and anxiety is presented with the purpose of adding to existing literature. Comprehensive neuropsychiatric interview and neuropsychological testing was completed. Results Results revealed several areas of neurocognitive weaknesses with deficits in areas of intellectual functioning, learning (reading and mathematics), expressive language, visual memory, attention, and auditory processing. Emotional and behavioral measures evidenced significant deficits in social-emotional functioning, particularly with interpersonal skills, sense of adequacy, and self-reliance, which resulted in increased anxiety contributing to cognitive and academic deficits. Conclusions Neuropsychological profile was consistent with cognitive, academic, behavioral and emotional manifestations theoretically associated with neuropathological findings in hyperbilirubinemia. Furthermore, similar to existing literature, cognitive deficits were observed in the absence of a clear cause of neonatal jaundice following a full-term, uncomplicated pregnancy.
16
Mokobane, Maria, Basil J. Pillay, and Anneke M. Meyer. "Fine motor deficits and attention deficit hyperactivity disorder in primary school children." South African Journal of Psychiatry 25 (January 22, 2019). http://dx.doi.org/10.4102/sajpsychiatry.v25i0.1232.
Full textAbstract:
Background: Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting.Aim: This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands.Methods: The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area.Results: Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls.Conclusion: Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.
17
Santos, Maria Cecilia Souza, Suraya Gomes Novais Shimano, Larissa Giovanna de Oliveira Araújo, and Karina Pereira. "Application of Motor Development Scale: an integrative review." Revista CEFAC 21, no. 4 (2019). http://dx.doi.org/10.1590/1982-0216/20192149918.
Full textAbstract:
ABSTRACT Objective: to know, understand, and analyze studies that employed the Motor Development Scale as a method for motor evaluation. Methods: the study included the databases Scielo, Pubmed, Lilacs, Science Direct, Web of Science, Scopus and Cochrane to identify the studies, using the following keywords: child; motor skills; motor skills disorders. The methodological quality of cross-sectional studies was analyzed by the Loney scale, cohort and case-control studies were assessed by the Newcastle-Ottawa scale, and clinical trials by the Physiotherapy Evidence Database. Results: twenty studies met the inclusion criteria. There was predominance of cross-sectional studies, which had as main outcome the analysis of motor development of schoolchildren, children with obesity and overweight, premature, with Attention Deficit Hyperactivity Disorder, learning disabilities and Down syndrome. The studies presented objective criteria to measure the outcome and for interpretation and applicability of adequate results, although they did not reach the minimum score established by the assessment scales. Conclusion: the Motor Development Scale is being used in Brazil in several contexts, presenting clear and statistically consistent results, although the methodologies of studies do not fully meet the standards of methodological quality.