Attention Disorders In Children Research Articles

Comprehensive rehabilitation of preschool children with attention deficit hyperactivity disorder

Introduction. High incidence and great social significance of attention deficit hyperactivity disorder (ADHD) in preschool children determines the search and development of new options for their rehabilitation.Aim. To analyse the patient outcomes of the most up-to-date treatment and rehabilitation complex (biofeedback, sensory integration, psychological and speech, physiotherapeutic effects) and the possibility of its widespread practical application for the rehabilitation of preschool children with ADHD.Materials and methods. A total of 63 children (33 boys and 30 girls) aged 5–8 years were included in the prospective study. Patients were divided into two groups: Group I – 34 children aged 5 years – 5 years 11 months, 29 days with ADHD, and Group II – 29 children aged 6 years – 6 years 11 months, 29 days with ADHD. The follow-up period for each patient was 15 months. The children were examined by a neurologist, rehabilitation therapist, neuropsychologist, and speech pathologist with an assessment of active attention measures using the B. Bourdon scale for children of Group I and the Toulouse-Pieron scale (adapted by L.A. Yasyukova) for children of Group 2. Parents were surveyed and questioned using special questionnaires. Results. Before initiation of treatment, all children were diagnosed with active attention disorders of isolated (26.5 and 23.8%) and mixed (73.5 and 62.5%) nature in Groups I and II, respectively. After the rehabilitation activities complex was provided, a significant decrease in not only isolated, but also mixed attention disorders in children with ADHD was detected in both groups. Evaluation of electroencephalograms after the rehabilitation activities complex showed a decrease of theta power and an increase of low beta frequency power in 18.7% of children of Group I and in 16.2% of children of Group II, which indicated an improvement in neurodynamic functions and sufficient cognitive potential in that cohort of children.Conclusion. Early start and prolonged use of the proposed rehabilitation complex will enhance learning ability and prevent school and social maladjustment of children with ADHD.

Роль перинатальных факторов в формировании нейрокогнитивных нарушений у детей с СДВГ

The article presents the results of studying the influence of perinatal factors and neurological disorders on the formation of attention deficit disorder (ADHD) in children; the results of assessing the cognitive status and attention indicators in children of the studied groups are presented. The purpose was to study the perinatal causes, neurological manifestations, and cognitive status in children with ADHD. Material and methods. The study involved 172 children aged 6 to 17 years with a clinical diagnosis of ADHD. The research methods included: clinical and anamnestic method with an emphasis on perinatal aspects; classical neurological examination; neuropsychological testing. Results. The influence of antenatal factors and neurological disorders at the 1st year of life on the formation of ADHD was revealed. The features of the cognitive status and attention indicators of children of both groups were studied. Conclusions. A burdened perinatal history and neurological disorders developing against this background lead to an early manifestation of ADHD symptoms. The combination of neurological symptoms with low cognitive indicators and significant attention disorders in children of group I determines the low success of children in mastering educational programs. The presence of a burdened perinatal history (for a number of factors) should be considered as a predictor of the formation of ADHD, in order to further select children at risk for early preventive work.

Common White Matter Microstructure Alterations in Pediatric Motor and Attention Disorders

To characterize white matter alterations in children with isolated or concurrent developmental coordination disorder and/or attention-deficit/hyperactivity disorder (ADHD) compared with typically-developing controls, and to determine whether group differences on motor and attention tasks could be explained by differences in diffusion tensor imaging (DTI) measures. In a cohort of children (n = 85) with developmental coordination disorder, ADHD, or combined developmental coordination disorder+ADHD, we examined 3 major white matter tracts involved in attention and motor processes. Using DTI, the corpus callosum, superior longitudinal fasciculus, and cingulum were analyzed with respect to measures of white matter integrity. Differences in fractional anisotropy (FA), mean diffusivity, radial diffusivity, and axial diffusivity were analyzed using ANOVA. Motor and attentional functioning was assessed using standardized tests, and correlated to DTI measures. FA reductions were noted in the frontal regions of the corpus callosum for children with ADHD (P = .039), whereas children with developmental coordination disorder displayed similar reductions in regions of the corpus callosum underlying parietal brain regions (P = .040), as well as the left superior longitudinal fasciculus (P = .026). White matter integrity was impacted in both frontal and parietal regions for children with comorbid developmental coordination disorder+ADHD (P = .029; .046). FA was positively correlated with scores on both motor and attentional assessments in a region-specific manner. Our findings suggest that alterations in the corpus callosum underlie difficulties in motor and attention functioning. These changes are functionally and regionally distinct and could reflect a neurobiological basis for motor and attention disorders in children.

Occurrence of affective disorders compared to other psychiatric disorders in children and adolescents with 22q11.2 deletion syndrome

22q11.2 deletion syndrome (22qDS) is a common genetic disorder with highly variable clinical manifestations that may include depression, bipolar disorder and schizophrenia. Studies of psychiatric disorders in youth with 22qDS often had methodological limitations. This study reviewed clinical studies with the currently best available methodology to determine the occurrence of affective disorders compared to other psychiatric disorders in youth with 22qDS. A PubMed search was performed to identify psychiatric studies published from 2000 through 2009 of children and adolescents with genetically confirmed 22qDS who underwent systematic psychiatric assessments. Studies that met defined inclusion/exclusion criteria were selected for further analysis. Seven studies with a total of 323 children and adolescents with 22qDS (mean age=10.8 years) met the defined inclusion/exclusion criteria. Depressive disorders, but not bipolar spectrum disorders, were increased compared to community-based rates in youth without 22qDS. Anxiety disorders and attention-deficit/hyperactivity disorder were the most frequent disorders. Although psychotic-like phenomena and schizotypical traits were reported, only two adolescents (<1%) had a psychotic disorder. Unknown selection and assessment factors may have impacted on occurrence rates. The elevated occurrence of depressive, anxiety, and attention disorders in children with 22qDS, compared to community-based rates in children without 22qDS, suggest that psychiatric screening is needed. Longitudinal study is needed to determine if these childhood psychiatric disorders will resolve, continue into adulthood, or develop into more serious psychopathology.

Patterns of inattention in children: Findings from the inattention checklist for teachers

This study concerns construction of a checklist for teachers designed to find out types of attention disorders in children. Inattention is not a homogenous phenomenon. Patterns of coexistence of inattention signs and other behavioral symptoms could reflect different psychological mechanisms. In first study teachers described 242 children aged 9 to 10 using Inattention Checklist for Teachers (ICT). In second study teachers described 361 children aged 8 to 10 using modified version of the ICT. Factor analysis conducted in the first study resulted in extraction of five factors (withdrawal of attention, distractibility and tiredness, impulsivity and hyperactivity, high emotional control, low emotional control). In the second study previously extracted factors were validated by cluster analyses and profiles referring to co-occurring behavioral symptoms were developed. Analysis of profiles has shown that attention disorders comprise at least two groups of inattention symptoms (distractibility and tiredness, and withdrawal of attention) that in relation to other factors and learning difficulties constitute different patterns of inattention. It is suggested that these patterns reflect differences between attention disorders caused by cognitive malfunctioning, impaired behavioral or emotional control.

The Clinical Role of Computerized EEG in the Evaluation and Treatment of Learning and Attention Disorders in Children and Adolescents

Quantitative EEG (QEEG) can play an important role in the evaluation and treatment of children and adolescents with attention deficit and learning disorders. Children with learning disorders are a heterogeneous population with QEEG abnormality in 25% to 45% of reported cases. EEG slowing is the most common abnormal finding, and the nature of the QEEG abnormality may be related to future academic performance. Children with attention disorders are a more homogeneous population, with QEEG abnormalities in up to 80%. In this population, frontal/polar regions are most likely to show deviations from normal development, with the thalamocortical and/or septal-hippocampal pathways most likely to be disturbed. QEEG shows high sensitivity and specificity for distinguishing normal children and children with learning disorders and attention disorders from each other and may provide useful information for determining the likelihood that children with attention problems will respond to treatment with stimulant medication.

The clinical role of computerized EEG in the evaluation and treatment of learning and attention disorders in children and adolescents.

Quantitative EEG (QEEG) can play an important role in the evaluation and treatment of children and adolescents with attention deficit and learning disorders. Children with learning disorders are a heterogeneous population with QEEG abnormality in 25% to 45% of reported cases. EEG slowing is the most common abnormal finding, and the nature of the QEEG abnormality may be related to future academic performance. Children with attention disorders are a more homogeneous population, with QEEG abnormalities in up to 80%. In this population, frontal/polar regions are most likely to show deviations from normal development, with the thalamocortical and/or septal-hippocampal pathways most likely to be disturbed. QEEG shows high sensitivity and specificity for distinguishing normal children and children with learning disorders and attention disorders from each other and may provide useful information for determining the likelihood that children with attention problems will respond to treatment with stimulant medication.

Development of an Arabic battery for remediation of selective auditory attention disorder in children.

A battery of Arabic speech material was developed for remediation of selective auditory attention disorder (SAAD) in children and standardized on 40 normal children aged from 6 to 12 years. This battery included: the Word Intelligibility by Picture Identification (WIPI) test, newly developed sentences for speech discrimination in noise, bisyllabic words and monosyllabic words. The tests were recorded against a background noise of either multitalker babble or stories. Variables affecting the results of the new battery, namely age, type of speech material and type of background noise, were studied. A significant positive correlation was found between the age of the child and the test scores. The WIPI test was the easiest test, giving the highest scores. The monosyllabic words test was the most difficult, yet normal children gave mean scores around 92%. The type of background noise showed a non-significant effect on the test scores. Results of two cases with SAAD are also presented.

Managing Attention Disorders in Children: A Guide for Practitioners (Book)

Managing Attention Disorders in Children: A Guide for Practitioners (Book)

Attention disorder in children: is the literature purged? Was it ever tainted?

Attention disorder in children: is the literature purged? Was it ever tainted?

Attention Disorder in Children: Is the Literature Purged? Was It Ever Tainted?-Reply

In Reply.— Dr Knoll asks why the recent reports in JAMA fail to acknowledge the taint that Breuning's influential work must brought to the literature in this area? At the most obvious level, we did not reference Breuning (nor did any of the authors referenced in our editorial) because his reports were not relevant to our discussion. Safer and Krager 1 reference only one article referring to stimulant therapy in the mentally retarded (reference 13), and no references to Breuning appeared in this source either. There are several possibilities for the lack of references to Breuning in any of these sources. One possibility, apparent from the tone of Dr Knoll's letter, is that there is some sort of scientific cover-up: investigators either consciously or unconsciously have cleaned up the literature. A more likely explanation for the absence of any reference to Breuning is that many investigators no reason

Attention Disorder in Children: Is the Literature Purged? Was It Ever Tainted?-Reply

In Reply.— The concern expressed by Dr Knoll that certain aspects of the scientific literature need to be cleansed after fraud has much merit. In fact, the process already has begun. In a 1988 book, Aman and Singh 1 reference nine editorials, letters, or reviews that appeared in the 1986 to 1987 scientific literature that focused on the fraud perpetrated by Dr Breuning and its consequences. However, Dr Knoll's attention to the effects of the fraud on the attention-deficit hyperactivity disorder stimulant treatment literature is misplaced. That field has not been tainted to any notable degree, in constrast to the 1979 to 1983 publications of Dr Breuning on neuroleptic treatment of mental retardation. 2,3 This is because Dr Breuning did very little writing on attention-deficit hyperactivity disorder. 4,5

Attention Disorder in Children: Is the Literature Purged? Was It Ever Tainted?

<h3>To the Editor. —</h3> After months of widely publicized investigation, psychologist Stephen Breuning has admitted recently (in court) to having invented a great deal of data supporting the use of methylphenidate (Ritalin) to control hyperactivity in severely retarded children.¹Robert Sprague, the former colleague of Breuning who first discovered and reported the fraud, calculated that between 1979 and 1983 Breuning's publications accounted for slightly more than one third of the published research in the psychopharmacology of mental retardation.²Several states depended largely on his publications in setting regulations for the treatment of the institutionalized mentally retarded.¹ The October 21 issue of<i>JAMA</i>contains one letter to the editor and two articles on the possibly excessive use of medication—particularly methylphenidate hydrochloride—in the treatment of attention-deficit hyperactivity disorder.^3-5Understandably, since specialists in attention-deficit hyperactivity disorder know of Breuning's fraud, none of the articles cited Breuning. Granted, they did