Attention In Children Research Articles

What is typical: Atypical in young children's attention regulation?: Characterizing the developmental spectrum with the Multidimensional Assessment Profiles-Attention Regulation Infant-Toddler (MAPS-AR-IT) Scale.

While attention dysregulation is a promising early indicator of neurodevelopmental risk, in particular attention-deficit/hyperactivity disorder (ADHD), it is difficult to characterize clinical concern due to its developmental expectability at the transition to toddlerhood. Thus, explicating the typical:atypical continuum of risk indicators is among the key future directions for research to promote early identification and intervention, and prevent decrements in the attainment of developmental milestones into early childhood. In this paper, we present the Multidimensional Assessment Profiles-Attention Regulation Infant-Toddler (MAPS-AR-IT) Scale, a novel parent-report survey of dimensional, developmentally specified indicators of attention (dys)regulation. Item Response Theory was employed to characterize the typical:atypical spectrum of both normative and more concerning dysregulation (including the contexts in which behavior occurs). We provide evidence of the validity of this measure in capturing the full typical:atypical spectrum via a longitudinal sample of typically developing children at 12-18 months of age (baseline) via concurrent scores on well-validated temperament and clinical measures. We also examine longitudinal stability and predictive validity if the MAPS-AR-IT via a clinical interview of ADHD symptoms at 24-30 months (follow-up). While not diagnostic, we present evidence of the utility of the MAPS-AR-IT in explicating individual neurodevelopmental risk and elucidating the broader typicality of behaviors related to attention (dys)regulation.

32 Associations between Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities and Cognition in Late Adulthood.

Objective:There has been relatively little research on the effect of childhood attention difficulties/weaknesses and learning disabilities/differences on cognitive aging. This study examined associations between self-reported symptoms and diagnoses/concerns of childhood attention deficit hyperactivity disorder (ADHD) and reading or math learning disabilities (LD) and cognitive abilities in older adulthood. We hypothesized that cognitive weaknesses in childhood would be associated with cognitive abilities later in life.Participants and Methods:The 25 individuals with healthy cognition or MCI were recruited from the greater Philadelphia area (Mage= 74.4; SD= 5.34; 40% men; 84%white) and completed a self-report questionnaire of childhood ADHD and LD. Specifically, participants rated their experience of ADHD symptoms of inattention and hyperactivity/impulsivity and indicated whether they had a past diagnosis of (or concerns regarding past) ADHD, math LD or language/reading LD Participants also completed tests of language, attention, episodic memory, executive function, and processing speed. Pearson or point-biserial correlation coefficients (r-values) indicating a medium effect size (.30 or greater) were interpreted as meaningful.Results:On average, participants reported 3.48 symptoms of inattention and 2.56 symptoms of hyperactivity/impulsivity (i.e., at least six symptoms from either category are consistent with diagnostic criteria for ADHD). 16% of the sample reported childhood ADHD/attention difficulties, 48% reported childhood math LD/math difficulties, and 32% reported childhood language LD/difficulties. On cognitive tests, the sample performed in the average range, with considerable variability (i.e., norm-based, demographically adjusted T-scores ranged from 20-74). The relation between cognitive scores and report of childhood ADHD symptoms was weak and non-significant correlation (r<.18). By contrast, report of childhood ADHD/attention difficulties was associated with lower scores attention tests (r=.33). Report of childhood language LD/difficulties was associated with a worse overall cognitive composite (r=-.35) and executive function ability (r=-.35). Childhood math LD/difficulties was not meaningfully associated with lower scores on any of the cognitive tests administered. Unexpectedly, report of childhood cognitive difficulties also were associated with higher scores on cognitive tests, such that childhood ADHD/attention difficulties was associated with better performance on tests of episodic memory (r=.39), and childhood math LD/difficulties were associated with better performance on tests of language (r=-.37).Conclusions:Current cognitive abilities in older adults may be influenced by lifelong cognitive weakness and academic difficulties. A history of ADHD and LD/difficulties should be considered in clinical neuropsychological assessment and future research on cognitive aging should consider ADHD/LD from a lifespan, developmental framework.

Pengaruh Media Busy Book Terhadap Kemampuan Bahasa pada Anak Usia Dini di TK ALIF MEDAN HELVETIA Tahun 2022

According to the World Health Organization (WHO) in 2019, language development disorders worldwide had a fairly high incidence of 27.5%. In 2020, the Indonesian Ministry of Health reported that 0.4 million (16%) of Indonesian toddlers experienced developmental disorders. One of the problems in early childhood is language development disorders. Impaired speech and language development in children will result in impaired reading ability, verbal ability, behavior, psychosocial adjustment and poor academic ability. Efforts are needed to hone children's language skills by using interesting and fun methods and media to attract children's attention. The aim of this research is to determine the effect of busy books on the language skills of early childhood at Kindergarten Alif Medan Helvetia. The type of research used is pre-experimental design with a one group pretest-post test design. The sampling technique used the Slovin formula to obtain a sample size of 37 respondents in this research. The results of the study showed that the characteristics of the respondents were mostly female children (62.2%) and children aged 5 years (51.4%). Frequency distribution based on early childhood language abilities before being given busy book media (86.5%), while early childhood language abilities after being given busy book media (97.3%). There is a significant influence on the provision of busy book media on the language skills of early childhood at Kindergarten Alif Medan Helvetia in 2022 with p-value = 0.000 (p<0.05). It is hoped that schools and parents can use busy books as a learning tool to develop early childhood language skills.

SOSIALISASI PENGEMBANGAN SIKAP SOSIAL MELALUI CERITA LOKAL SASAK TK NURUL IKHLAS DESA AIK MUAL KECAMATAN PERAYA LOMBOK TENGAH

The general problems in this Community Service are: First: there is still a lack of understanding among parents regarding the development of social attitudes through local Sasak stories, Second: there is a lack of ideas for parents about developing social attitudes through local Sasak stories so that many children's social attitudes are not developed enough, Third: the large number of people Parents still don't know the importance of developing social attitudes, so many parents pay little attention to developing children's social attitudes. In terms of developing social attitudes through local Sasak stories in children, it is not as easy as you imagine because you have to consider aspects starting from planning the selection of themes for local Sasak stories in developing social attitudes in children, storytelling methods to attract children's attention so they want to listen to the story, and heat. so that children don't get bored easily. In this activity parents, teachers and students are given an understanding of the importance of developing social attitudes to support children's growth and development

The link between smart device use and ADHD—how can reading and physical activity make a difference?

Abstract Background Attention deficit and hyperkinetic disorders (ADHD) lead to poor academic performance and relationship problems in schoolchildren. While improper use of smart devices was found to have a negative impact on children's attention and behavior, few studies used a computerized self-administered scale for children to assess suspected ADHD more accurately. Therefore, this study aimed to investigate impact of weekend smart device usage on ADHD and child behavior, as well as the moderating effect of children's reading habits and activity levels. Methods A total of 137 students aged 6-8 in Taiwan participated in this study between Dec 2022 and Mar 2023. Data was collected through the self-reported instruments of Child Behavior Checklist for Ages 6-18 to assess behavior and an online questionnaire to gauge smart device usage by parents. The Computerized Attention Diagnostic Assessment (CADA) was conducted by children to evaluate their attention performance. Multiple linear regression was used for analysis. Results After adjusting for potential confounders in a stratified analysis, we found that among children with less physical activities, higher smart device usage was associated with more anxious/depressed (β = 8.40, p < 0.01), social problems (β = 6.48, p = 0.01), and thought problems (β = 6.43, p = 0.02), while among those with higher activities, higher device usage was associated with better picture attention scores (β = 5.67, p = 0.0237). Meanwhile, children who don't read habitually, higher smart device usage was associated with more somatic complaints (β = 3.31, p = 0.0235). Conclusions We highlighted the modifying effects of reading and physical activities on the link between smart device usage and attention and behavioral problems. In this digital age, it is imperative to provide parents with guidance on how to encourage reading and physical activities to help children mitigate the negative impact of smart device usage, including attention deficit and emotional problems. Key messages • High device usage in inactive or non-reading children is linked to behavioral problems like anxiety, social issues, and somatic complaints. • Promoting physical activities and reading can mitigate negative effects of device usage, highlighting the need for parental guidance in the digital age.

Young Adult ADHD Symptoms in the General Population and Neurocognitive Impairment

Objective: Neurocognitive impairments are associated with child and adult ADHD in clinical settings. However, it is unknown whether adult ADHD symptoms in the general population are associated with the same pattern of cognitive impairment. We examined this using a prospective, population-based cohort spanning birth to age 25 years. Methods: We examined associations between self-reported adult ADHD symptoms and cognitive task performance (attention and response inhibition) in adulthood and childhood. Results: Self-rated ADHD symptoms at age 25 were associated with poorer performance in age 25 cognitive tasks capturing ADHD-related functioning (attention B = −0.03, 95% CI [0.05, −0.01], p = .005; response inhibition B = −0.03, 95% CI [−0.05, −0.01], p = .002). Conclusions: Neurocognitive impairments linked to adult ADHD symptoms in the general population, are similar to those found in people with childhood ADHD symptoms and are consistent with findings in adult ADHD clinical samples.

B - 02 The Impact of Cardiovascular Surgeries on Attention and Executive Functioning Outcomes in Children with Congenital Heart Defects with and without Attention-Deficit/Hyperactivity Disorder (ADHD) Diagnoses.

Children with congenital heart defects (CHDs) exhibit attention and executive functioning (EF) difficulties resulting in increased risk for attention-deficit/hyperactivity disorder (ADHD). Anesthesia events are also associated with worsened cognitive outcomes. This study aims to elucidate how ADHD and cardiovascular surgeries (CVS) in children with CHDs impact attention and EF performance. Attention and EF measures (Continuous Performance Test, 3rd edition [CPT-3], Delis Kaplan Executive Function System [DKEFS], Test of Everyday Attention in Children [TEA-Ch], A Developmental Neuropsychological Assessment, 2nd edition [NEPSY-II]) were used in 58 children ages 8-17years (mean = 11.44years; 48.3% male; 70.7% Caucasian) with CHDs. MANOVAs were utilized to assess if children with ADHD diagnoses demonstrated poorer cognitive outcomes. Correlations were performed within subgroups to assess the relationship between number of CVS and measures. ADHD subgroups did not statistically differ on attention and EF outcomes. Number of CVS approached significance with DKEFS Verbal Fluency Category Accuracy for children without ADHD diagnoses but was significantly negatively correlated with NEPSY Auditory Attention (r = -0.628, p < 0.05) and Response Set (r = -0.601, p < 0.05) for those with ADHD. Results suggest clinical ADHD diagnoses are not related to worse attention and EF outcomes in a pediatric CHD population. The number of cardiovascular surgeries impacted performance on different measures irrespective of diagnosis. Discrepancies may reflect use of multiple data points in deciding on a diagnosis, the behavioral nature of ADHD, poor construct validity of measures, patient medical comorbidities, and/or differences in clinical judgment. Future studies should explore weightage of objective measures in clinical decision-making in medically complex populations.

The Effects of Quiet Eye Training on Attention in Children with ADHD.

Based on linkage between attention control, gaze and visuomotor control, previous studies suggested that quiet eye training (QET) could improve attention control. The aim of the study was to investigate the effects of QET-based visuomotor intervention on different aspects of attention in children with ADHD. Fifty seven children with ADHD aged 9-12 years, were tested on focused, tonic and phasic attention, as well as attention control during a throwing task analysed via eye tracking, in pre- and post-test sessions, six weeks apart. The QET group that underwent specific 5-week QET-based intervention significantly increased focused attention including its accuracy aspect. Reaction times (RTs) and intraindividual RT variability under non-alert and alert conditions as measures of tonic and phasic attention did not change over time in either group. In contrast with the control (CON) group, an extended total time of eye fixations during the pre-throw and throw phase was found in the QET group after the intervention. The results of this study suggest that focused attention in children with ADHD can be improved by a short-term QET-based visuomotor intervention. Future research needs to examine the effects of a longer QET-based intervention, or the intervention in combination with other cognitive training of attention.

Novel RAB39B variant associated intellectual disability and levodopa-responsive young-onset parkinsonism

We report a 37-year-old Caucasian male with history of developmental delay, childhood onset Intellectual Disability (ID) and attention deficit hyperactivity disorder (ADHD) who presented at the age of 34 with tremor-dominant parkinsonism. Next Generation Sequencing (NGS) revealed pathogenic hemizygous sequence variant, c.200G > T, in the RAB39B gene. This report expands the number of described individuals with young onset PD associated with RAB39B mutation.

Pengaruh Kegiatan Didikan Subuh Terhadap Pengetahuan Dasar Islam Pada Siswa Sekolah Dasar

Education is an important aspect of the development process in a country. In today's digital era, the basic knowledge of Islam in children is quite minimal. This can be seen directly from the didikan subuh activities that we have carried out, that most of the children still do not know about the basic knowledge of Islam, such as the pillars of Islam, the pillars of faith, the names of angels and their duties, daily prayers, and short surahs in the Koran. Based on this, our didikan subuh activity aims to provide basic Islamic knowledge to children in Tanjung Damai Village. The children involved are students of SDN 20 Siak Kecil. The method we use to deliver the material is by using infocus as a medium to attract children's attention. In addition, we also formed several groups to make learning more interactive. Through this activity, the results that have been achieved are the increase in children's knowledge about the basis of Islam.

Eficacia de la música como recurso para manejar la agresividad en niños de manera exitosa

Music has been widely recognized as an effective tool for controlling elements of aggression in children. It has been proven to have a calming and relaxing effect on children, reducing aggression and stress levels when listening to soft and harmonious melodies. In addition, music provides children with a way of expressing and channeling their emotions, helping to regulate their feelings and decreasing aggressiveness. To address aggression, programs and workshops have been developed that use music as a therapeutic tool, involving musical and dramatization activities that allow children to explore their emotions in a creative and constructive way. These interventions have proven to be effective in reducing aggressive behavior and promoting peaceful coexistencein school settings. In addition, participation in musical activities improves children's attention, concentration and social skills, which contributes to reducing aggressiveness. In summary, music is presented as a powerful tool to control aggressiveness in children, promoting emotional and social skills and a harmonious school environment.

Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial.

A common yet untested assumption of cognitive training in children is that activities should be adaptive, with difficulty adjusted to the individual's performance in order to maximize improvements on untrained tasks (known as transfer). Working memory training provides the ideal testbed to systematically examine this assumption as it is one of the most widely studied domains in the cognitive training literature, and is critical for children's learning, including following instructions and reasoning. This trial aimed to examine children's outcomes of working memory training using adaptive, self-select (child selects difficulty level), and stepwise (difficulty level increases incrementally) approaches to setting the difficulty of training activities compared to an active control condition immediately and 6-month postintervention. While the aim is exploratory, we hypothesized that children allocated to a working memory training condition would show greater improvements: (1) on near transfer measures compared to intermediate and far transfer measures and (2) immediately postintervention compared to 6-month postintervention. This double-blinded, active-controlled, parallel-group randomized trial aimed to recruit 128 children aged 7 to 11 years from 1 metropolitan primary school in Melbourne, Australia. Following baseline testing, children were randomized into 1 of 4 conditions: adaptive, self-select, or stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in class over 2 consecutive weeks (10 × 20-minute sessions). The working memory training comprised 2 training activities with processing demands similar to daily activities: backward span and following instructions. The control comprised creative activities. Pre- and postintervention, children completed a set of working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices (far transfer) to determine training outcomes, as well as motivation questionnaires to determine if motivations toward learning and the intervention were similar across conditions. Caregivers completed the ADHD-Rating Scale-5 to measure their child's attention (far transfer). Statistical analysis will include traditional null hypothesis significance testing and Bayesian methods to quantify evidence for both the null and alternative hypotheses. Data collection concluded in December 2022. Data are currently being processed and analyzed. This trial will determine whether the adaptive approach to setting the difficulty of training activities maximizes cognitive training outcomes for children. This trial has several strengths: it adopts best practices for cognitive training studies (design, methods, and analysis plan); uses a range of measures to detect discrete levels of transfer; has a 6-month postintervention assessment; is appropriately powered; and uses an experimental working memory training intervention based on our current understanding of the cognitive mechanisms of training. Findings will inform future research and design of cognitive training interventions and highlight the value of the evidence-based principles of cognitive training. Australian New Zealand Clinical Trials Registry, ACTRN12621000990820; https://www.anzctr.org.au/ACTRN12621000990820.aspx. DERR1-10.2196/47496.

Impact of developmental coordination disorder in childhood on educational outcomes in adulthood among neonatal intensive care recipients: a register-based longitudinal cohort study

ObjectivesDevelopmental coordination disorder (DCD) is related to poorer educational outcomes among children and adolescents. Evidence on this association into adulthood is lacking. Therefore, we aimed to investigate whether probable DCD...

Inovasi Pembelajaran Digital LearningApps Kepada Guru UPTD SDN Purwamekar

Media is one of the tools that can convey learning material so that learning objectives can be achieved properly and provide concrete examples to students. Today's young generation is so close to the name technology, where teachers as much as possible to utilize technology. In learning, teachers can use digital-based learning media, one of which can use the LearningApps website, because learning using digital media can attract children's attention, can facilitate children to be able to learn more widely, more, and varied. The purpose of this service activity, to introduce this LearningApps website to teachers so that it can be implemented in learning activities. This service activity is carried out using the planning and implementation method. When teachers try to use the LearningApps website, there are some difficulties but teachers can solve them well with the help and directions that have been explained. Even though they had difficulties, teachers were still interested in learning to use LearningApps and teachers' skills seemed to have improved in this workshop on the use of digital-based learning media.

Fast mapping in word-learning: A case study on the humanoid social robots' impacts on Children's performance

The evolution of robotic technology has heightened the demands for robots capable of social interaction with humans, also known as social robots. The encouraging prospects of deploying this advanced assistive tool in entertainment, healthcare, and education have, in turn, promoted substantial growth in studies conducted on the human-robot interaction (HRI) topic. One hot HRI subject is the examination of social robots' efficacy within various educational scenarios, e.g., word learning. In the context of word learning, fast mapping (FM) is a well-established technique through which novel words are taught by contrasting them with previously known words. The concept of this approach originates from how infants comprehend new vocabularies' referents. In this study, we investigated the potential benefits of utilizing social robots during educational interventions, based on the FM strategy, by means of two measures, alternative forced-choice (AFC) test and gaze data analysis. The first metric explores participants' retention after a 10-min and a one-week delay, while the second is concerned with scrutinizing their gaze focus during training sessions. Our findings indicate that the utility of social robots during FM interventions could enhance children's engagement, attention, and retention of novel words.

The Causes and Efforts of Parents to Overcoming Tantrums in Early Childhood

One of the problems experienced by young children is tantrums. If a tantrum cannot be overcome, it can harm the child and the people around him. The child cannot control his emotions and faces problems in his environment. This research aims to analyze parents' causes and efforts in dealing with early childhood tantrums. This research is a mixed method. The research subjects were children who experienced tantrums and their parents. Data was collected by conducting surveys, interviews with parents, and observations. Data collection instrument using questionnaires. Quantitative data analysis uses percentage scores, while qualitative data analysis uses the data analysis model, according to Milles and Huberman. The research results show that the tantrums experienced by children are crying loudly, screaming/shouting, throwing or slamming things, hitting, and throwing tantrums. The causes of children having tantrums are unfulfilled desires, boredom, fighting over toys, parents pampering/protecting children too much, being bullied, or fighting with friends or relatives. Meanwhile, the efforts made by parents to deal with tantrums in children are diverting the child's attention, whispering to the children, hugging the child, letting the child calm down, recognizing the child's habits, giving the child an understanding of the level of intensity of anger; and, do not spoil children.

Animated Video-based E-Flashcard Learning Media for Early Childhood Pre-Reading Abilities

The implementation of flashcards is still focused on image recognition and has yet to go too deep into letter recognition. This research aims to analyze the effect of animated video-based e-flashcards on the pre-reading abilities of young children. This type of research is quantitative with a quasi-experimental method and a nonequivalent control group design. The population of this study was early childhood children from group B class. The research sample consisted of two groups, namely group B1 as the control class and group B3 as the experimental class, totaling 38 children. Data collection methods use observation and documentation. Data analysis techniques use inferential statistics. The research results show the influence of the use of animated video-based e-flashcard learning media on the pre-reading abilities of early childhood. E-flashcard learning media can improve the pre-reading abilities of young children. Animated video-based e-flashcard learning media is equipped with additional features such as animation and sounds that can attract children's attention so that children can focus on the information conveyed.

EFFECTIVE COMMUNICATION STRATEGIES UTILIZED BY AN INSTRUCTOR IN TEACHING ENGLISH TO CHILDREN: A CASE STUDY OF A HIGH-POPULARITY YOUTUBE VIDEO

This study examines the communication strategies of educators within a specific video, drawing on Bandura's theory. Through qualitative analysis, this research scrutinizes data gleaned from a YouTube video. The findings of this study reveal that the teacher adeptly employs a range of impactful communication strategies when teaching language to children. Notably, the teacher captures the children's attention by incorporating captivating elements, including vivid colors, pertinent visuals, enjoyable and lively vocal tones, and fostering positive interactions between the teacher and the children.

Edukasi Stunting pada Kelompok Anak Melalui Poster dengan Menggunakan Kalimat Persuasif di Kelurahan Mompang Jae Kabupaten Mandailing Natal

Stunting education is crucial for children to grasp the perils of stunting and uphold their health and well-being. Educating children about this matter is challenging, given their susceptibility to boredom and difficulty in comprehending complex concepts. Innovative approaches are essential to captivate their attention and facilitate comprehension. In Mompang Jae Village, Mandailing Natal Regency, stunting education was conducted for a cohort of children using persuasive posters and videos. The study involved 30 child participants, employing a persuasive educational method. The percentage of respondents with limited knowledge plummeted from 67% to 33%, while those with a strong grasp of the topic surged from 17% to 67%. Effective knowledge enhancement can be achieved through diverse methods, including education. Incorporating visually appealing educational aids, such as persuasive posters, aids information absorption due to their visually intuitive nature. These posters are prominently displayed at the local healthcare center (posyandu), designed to engage children's attention and reinforce the significance of combating stunting. Keywords: Education, Stunting, Persuasive Poster.

Attention and behavior problems in childhood predict adult financial status, health, and criminal activity: A conceptual replication and extension of Moffitt et al. (2011) using cohorts from the United States and the United Kingdom.

This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom (n = 16,506), we largely reproduced their pattern of findings that attention and behavior problems measured across the course of childhood predicted a range of adult outcomes including educational attainment (βU.S. = -0.22, βU.K. = -0.13) and spending time in jail (ORU.S. = 1.74, ORU.K. = 1.48). We found that associations with outcomes in education, work, and finances diminished in the presence of additional covariates for children's home environment and achievement but associations for other outcomes were more robust. We also found that attention and behavior problems across distinct periods of childhood were associated with adult outcomes. Specific attention and behavior problems showed some differences in predicting outcomes in the U.S. cohort, with attention problems predicting lower educational attainment and hyperactivity/impulsivity predicting ever spending time in jail. Together with the findings from Moffitt et al., our study makes clear that childhood attention and behavior problems are associated with a range of outcomes in adulthood for cohorts born in the 1950s, 1970s, and 1990s across three countries. (PsycInfo Database Record (c) 2023 APA, all rights reserved).