scholarly journals Can auditory warning signals normalize eye movements in children with ADHD?

2020 ◽  
Vol 29 (12) ◽  
pp. 1635-1644
Author(s):  
Johan Lundin Kleberg ◽  
Matilda A. Frick ◽  
Karin C. Brocki
Keyword(s):  
Reaction Times ◽  
Saccadic Latency ◽  
Temporary Increase ◽  
Typically Developing ◽  
Warning Signals ◽  
Attention Task ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Latency Variability ◽  
Auditory Warning

Abstract Attenuated baseline arousal has been hypothesized to underlie symptoms of attention deficit/hyperactivity disorder (ADHD). A behavioral signature of reduced baseline arousal is an increased beneficiary effect of warning signals in reaction tasks. This paradoxical effect is believed to be caused by a temporary increase in arousal induced by warning signals. In a preregistered study, we tested the hypothesis that children with high levels of ADHD symptoms would be hyperresponsive to warning signals in a well-established visual attention task (the gap/overlap paradigm). Previous studies using this task have found slower and more variable saccadic reaction times in children with ADHD compared to typically developing children, suggesting that these eye movement metrics are candidate biomarkers. We examined 71 children, of which 1/3 had a diagnosis of ADHD, using both dimensional analyses and group comparisons. Previously reported findings of reduced saccadic latency and increased latency variability were replicated. Importantly, saccadic latency was normalized by auditory warning signals. Analyses of pupil dilation, a physiological index of arousal and locus coeruleus-noradrenergic activity, confirmed that warning signals led to enhanced arousal. Our findings are novel and contribute to our understanding of arousal and attention in ADHD and have implications for treatment and interventions.

scholarly journals Event-Based Prospective Memory Deficit in Children with ADHD: Underlying Cognitive Factors and Association with Symptoms

2021 ◽  
Vol 18 (11) ◽  
pp. 5849
Author(s):  
Floriana Costanzo ◽  
Elisa Fucà ◽  
Deny Menghini ◽  
Antonella Rita Circelli ◽  
Giovanni Augusto Carlesimo ◽  
...  
Keyword(s):  
Prospective Memory ◽  
Positive Influence ◽  
Attentional Focus ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
The Road ◽  
Hyperactivity Disorder ◽  
Event Based

Event-based prospective memory (PM) was investigated in children with Attention deficit/hyperactivity disorder (ADHD), using a novel experimental procedure to evaluate the role of working memory (WM) load, attentional focus, and reward sensitivity. The study included 24 children with ADHD and 23 typically-developing controls. The experimental paradigm comprised one baseline condition (BC), only including an ongoing task, and four PM conditions, varying for targets: 1 Target (1T), 4 Targets (4T), Unfocal (UN), and Reward (RE). Children with ADHD were slower than controls on all PM tasks and less accurate on both ongoing and PM tasks on the 4T and UN conditions. Within the ADHD group, the accuracy in the RE condition did not differ from BC. A significant relationship between ADHD-related symptoms and reduced accuracy/higher speed in PM conditions (PM and ongoing trials), but not in BC, was detected. Our data provide insight on the adverse role of WM load and attentional focus and the positive influence of reward in the PM performance of children with ADHD. Moreover, the relation between PM and ADHD symptoms paves the road for PM as a promising neuropsychological marker for ADHD diagnosis and intervention.

scholarly journals Probabilistic Learning in Children With Attention-Deficit/Hyperactivity Disorder

2020 ◽  
pp. 108705472090509 ◽  
Author(s):  
Marjolein Luman ◽  
Tieme W. P. Janssen ◽  
Marleen Bink ◽  
Rosa van Mourik ◽  
Athanasios Maras ◽  
...  
Keyword(s):  
Instrumental Learning ◽  
Learning Task ◽  
Learning Phase ◽  
Learning Problems ◽  
Typically Developing ◽  
Probabilistic Learning ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Initial Learning ◽  
Reward Probability

Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Results: Results showed that children with ADHD performed less accurate compared with TD children during the learning phase, particularly in the 100% and 85% reward probability conditions. These findings were accompanied by a blunted learning rate in the first few task trials. Furthermore, children with ADHD showed poorer application of what was learned. Conclusion: To conclude, children with ADHD show initial learning problems, but increased performance in a similar manner as TD children independent of the probability of reward, although they fail to apply their knowledge. Findings are of clinical relevance as the application of knowledge is important to successfully adapt to daily challenges in life.

scholarly journals Head motion in children with ADHD during resting-state brain imaging

2014 ◽  
Author(s):  
Xiang-zhen Kong
Keyword(s):  
Resting State ◽  
Head Motion ◽  
Control Group ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
Neural Imaging ◽  
Hyperactivity Disorder ◽  
Healthy Control ◽  
Motion Parameters

Resting-state functional MRI (rs-fMRI) has become an important method for analyzing the neural mechanisms underlying mental disorders. But studies targeting head motion during an rs-fMRI examination are rare. Since head motion may pollute the data in the neural imaging studies and further mislead the understanding of the causes of some disorders, systematic investigations on this topic were badly needed. To this end, in this study, children with attention-deficit/hyperactivity disorder (ADHD) and demographically-matched typically developing control (TDC) participants underwent an rs-fMRI examination. We obtained a summary motion index and six mean single head motion parameters (three translational and three rotational) for each participant. With the summary index, we found that motion was significantly increased in the ADHD group and the results showed that the increase was mainly contributed by the motion around and along the superior-to-inferior direction. Moreover, the classification analysis showed that these head motion parameters during scanning could accurately distinguish children with ADHD from the healthy control group. These results suggest that accounting for head motion during scanning may be helpful for ADHD diagnosis and treatment with neuroimaging.

scholarly journals Sensory Behaviours and Resting Parasympathetic Functions among Children with and without ADHD

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Ivan Neil Gomez ◽  
Lissa Martha Domondon ◽  
Hector WH Tsang ◽  
Chetwyn CH Chan ◽  
Cynthia YY Lai
Keyword(s):  
Sensory Processing ◽  
Sensory Profile ◽  
Controlled Environment ◽  
Typically Developing ◽  
Experimental Protocol ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
The Relationship ◽  
Moderate Positive Correlation

Previous studies suggest that parasympathetic functions support sensory behaviours. However, the relationship between sensory behaviours and parasympathetic functions remain inconclusive and inconsistent among children with and without attention-deficit hyperactivity disorder (ADHD). This research aims to examine the sensory behaviours and resting parasympathetic functions among children with and without ADHD. We compared sensory behaviours and baseline parasympathetic functions of 64 participants, with 42 typically developing and 24 ADHD male children aged 7–12 years. Sensory behaviours were evaluated using the sensory profile. Baseline parasympathetic functions were indexed using the normalized unit of heart rate variability high-frequency bands (HF n.u.). Children underwent an experimental protocol consisting of watching a silent cartoon movie while HF n.u. is continuously monitored, within a controlled environment. The results of this research showed significantly lower HF n.u. (t(64) = 7.84, p < 0.01 ) and sensory processing total score (t(64) = 14.13 =  p < 0.01 ) among children with ADHD compared to their typically developing peers. Likewise, a significant moderate positive correlation (r = 0.36, p < 0.05 ) was found between the HF n.u. and sensory profile total scores among children with ADHD. Children with ADHD have significantly lower resting state parasympathetic functions compared to their typically developing peers.

scholarly journals Computerized Stroop Test to Assess Selective Attention in Children with Attention Deficit Hyperactivity Disorder

2007 ◽  
Vol 10 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Ellen Carolina dos Santos Assef ◽  
Alessandra Gotuzo Seabra Capovilla ◽  
Fernando Cesar Capovilla
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Selective Attention ◽  
Cognitive Flexibility ◽  
Attention Deficit ◽  
Target Stimulus ◽  
Reaction Times ◽  
Stroop Test ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Dsm Iv

Research shows abnormal function of the pre-frontal cortex in Attention Deficit Hyperactivity Disorder (ADHD). This cortex is involved in the control of executive functions related to planning and execution of goal-oriented strategies, working memory, inhibitions, cognitive flexibility, and selective attention. Selective attention involves focus on the target stimulus, ignoring competing distractions. The Stroop Test (Stroop, 1935) is usually used to evaluate selective attention. This study investigated whether children with ADHD could exhibit modified performance in the Stroop Test. Using a computerized version of this test (Capovilla, Montiel, Macedo, & Charin, 2005), the study compared the reaction times (RTs) of 62 Brazilian children, between 8 and 12 years of age, 31 of whom were diagnosed with ADHD and sent to psychiatric clinics, and 31 without ADHD studying in regular schools. All children with ADHD satisfied the criteria of the DSM-IV-TR and were evaluated with the Conners Abbreviated Questionnaire (Goyette, Conners, & Ulrich, 1978), completed by parents and teachers. The results revealed that children with ADHD exhibit greater interference in RT than children without ADHD. This corroborated the hypothesis that children with ADHD exhibit a deficit in selective attention, consisting in augmented RTs, as measured by the Computerized Stroop Test.

scholarly journals Dissociable effects of ADHD and Methylphenidate treatment on the capture and the inhibition of impulsive actions

2020 ◽  
Author(s):  
Aurélie Grandjean ◽  
Isabel Suarez ◽  
Aline Miquee ◽  
David DaFonseca ◽  
Laurence Anne Casini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Selective Inhibition ◽  
Typically Developing ◽  
Interference Control ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Prepotent Response

The deficit in “interference control” commonly reported in children with Attention Deficit Hyperactivity Disorder (ADHD) could be due to at least two distinct processes, which are not disentangled in most studies: a larger susceptibility to activating prepotent response impulses and a deficit in suppressing them. In this study, we investigated the effect of 1/ADHD and 2/ MPH, on these two components of interference control.We compared interference control between children with ADHD without medication, children with ADHD under methylphenidate (MPH), and typically developing children performing a Simon conflict task.The main findings were that 1/ children with ADHD were more susceptible to reacting impulsively but less efficient at suppressing impulsive actions than typically developing children, and 2/ MPH improved the selective inhibition of impulsive actions but did not modify the strength of response impulse activation.

Emotion Regulation and Children With Attention-Deficit/Hyperactivity Disorder: The Effect of Varying Phonological Working Memory Demands

2019 ◽  
pp. 108705471986463 ◽  
Author(s):  
Stephanie J. Tarle ◽  
R. Matt Alderson ◽  
Elaine F. Arrington ◽  
Delanie K. Roberts
Keyword(s):  
Working Memory ◽  
Emotion Regulation ◽  
Functional Relationship ◽  
Memory Deficits ◽  
Emotion Expression ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Relationship

Objective: Findings from extant studies of the relationship between ADHD-related emotion regulation and working memory deficits have been equivocal, and their correlational designs preclude inferences about the functional relationship between working memory demands and emotion regulation. This study aimed to experimentally examine the functional relationship between varying working memory demands and ADHD-related emotion regulation deficits. Method: Overt emotion regulation behaviors were coded while children with and without ADHD completed experimental tasks that manipulated low and high working memory demands. Results: Compared with typically developing children, children with ADHD exhibited large-magnitude overall emotion expression deficits, disproportionately greater self-criticism during high working memory conditions, and disproportionately greater positive emotion expression during low working memory demand conditions. Conclusion: These findings suggest that working memory demands are functionally related to emotion regulation deficits exhibited by children with ADHD and may explicate variability of emotion regulation difficulties related to environmental demands.

scholarly journals Dissociable effects of ADHD and Methylphenidate treatment on the capture and the inhibition of impulsive actions

2020 ◽  
Author(s):  
Aurélie Grandjean ◽  
Isabel Suarez ◽  
David DaFonseca ◽  
Laurence Anne Casini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Selective Inhibition ◽  
Typically Developing ◽  
Interference Control ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Prepotent Response

The deficit in “interference control” commonly reported in children with Attention Deficit Hyperactivity Disorder (ADHD) could be due to at least two distinct processes, which are not disentangled in most studies: a larger susceptibility to activating prepotent response impulses and a deficit in suppressing them. In this study, we investigated the effect of 1/ADHD and 2/ MPH, on these two components of interference control.We compared interference control between children with ADHD without medication, children with ADHD under methylphenidate (MPH), and typically developing children performing a Simon conflict task.The main findings were that 1/ children with ADHD were more susceptible to reacting impulsively but less efficient at suppressing impulsive actions than typically developing children, and 2/ MPH improved the selective inhibition of impulsive actions but did not modify the strength of response impulse activation.

scholarly journals Functional connectivity based brain signatures of behavioral regulation in children with ADHD, DCD, and ADHD-DCD

2021 ◽  
pp. 1-10
Author(s):  
Christiane S. Rohr ◽  
Signe L. Bray ◽  
Deborah M. Dewey
Keyword(s):  
Functional Connectivity ◽  
Developmental Coordination Disorder ◽  
Resting State Fmri ◽  
Typically Developing ◽  
Behavioral Regulation ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Behavior Rating Inventory ◽  
Reward Pathways ◽  
Coordination Disorder

Abstract Behavioral regulation problems have been associated with daily-life and mental health challenges in children with neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD) and developmental coordination disorder (DCD). Here, we investigated transdiagnostic brain signatures associated with behavioral regulation. Resting-state fMRI data were collected from 115 children (31 typically developing (TD), 35 ADHD, 21 DCD, 28 ADHD-DCD) aged 7–17 years. Behavioral regulation was measured using the Behavior Rating Inventory of Executive Function and was found to differ between children with ADHD (i.e., children with ADHD and ADHD-DCD) and without ADHD (i.e., TD children and children with DCD). Functional connectivity (FC) maps were computed for 10 regions of interest and FC maps were tested for correlations with behavioral regulation scores. Across the entire sample, greater behavioral regulation problems were associated with stronger negative FC within prefrontal pathways and visual reward pathways, as well as with weaker positive FC in frontostriatal reward pathways. These findings significantly increase our knowledge on FC in children with and without ADHD and highlight the potential of FC as brain-based signatures of behavioral regulation across children with differing neurodevelopmental conditions.

scholarly journals Attachment Representations in Children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)

2021 ◽  
Vol 11 (11) ◽  
pp. 1516
Author(s):  
Tycho J. Dekkers ◽  
Rianne Hornstra ◽  
Barbara J. van den Hoofdakker ◽  
Suzanne R. C. de Jong ◽  
Jessica V. Schaaf ◽  
...  
Keyword(s):  
Parental Education ◽  
Group Differences ◽  
Typically Developing ◽  
Attachment Representations ◽  
Parent Child Relationship ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Child Relationship ◽  
Education Levels ◽  
Parent Child

Attention-Deficit/Hyperactivity Disorder (ADHD) in children is associated with several adverse family characteristics, such as higher parenting stress, more conflicted parent–child relationships, lower parental competence, and higher levels of parental psychopathology. Hence, children with ADHD more often grow up under suboptimal circumstances, which may impact the development of their attachment representations. Here, we investigated whether children with ADHD have more insecure and disorganized attachment representations than their typically developing peers, and which factors could explain this association. We included 104 children between 4 and 11 years old, 74 with ADHD (without Conduct Disorder) and 30 typically developing control children. Children completed a state-of-the-art story stem task to assess their attachment representation, and we measured parents’ expressed emotion (as an index of parent–child relationship quality), parents’ perceived sense of competence, parental education levels, and parent-rated ODD symptoms of the child. We found that, after controlling for multiple comparisons, children with ADHD had less secure and more ambivalent and disorganized attachment representations relative to their typically developing peers. These group differences were independent of comorbid ODD and parental education levels. There were no group differences on avoidant attachment representations. Explorative analyses within the ADHD group showed that attachment representations were not related to parent–child relationship quality, perceived parenting competence, parental education levels, and comorbid ODD symptoms. We conclude that children with ADHD disproportionately often have attachment problems. Although this conclusion is important, treatment implications of this co-occurrence are yet unclear as research on ADHD and attachment is still in its infancy.

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