scholarly journals The Effects of Choice on the Reading Comprehension and Enjoyment of Children with Severe Inattention and no Attentional Difficulties

2021 ◽  
Author(s):  
Myrofora Kakoulidou ◽  
Frances Le Cornu Knight ◽  
Roberto Filippi ◽  
Jane Hurry
Keyword(s):  
Reading Comprehension ◽  
Repeated Measures ◽  
Primary Schools ◽  
Time Variability ◽  
Continuous Performance Task ◽  
Reaction Time Variability ◽  
Educational Benefits ◽  
Hyperactivity Disorder ◽  
Repeated Measures Design ◽  
Attentional Difficulties

AbstractIt has been proposed that enhancing motivation supports the learning of children with Attention Deficit Hyperactivity Disorder (ADHD). Less is known if inattentive children with no ADHD diagnosis may similarly benefit, when being motivated to engage in an academic task. Using a repeated-measures design, this study investigated the effects of text choice as an intrinsic motivator on the reading comprehension and enjoyment of Year 4 children attending mainstream primary schools (N = 92; aged 8–9 years; 48 boys); comparing those with no attentional difficulties and severe inattention. We hypothesized that 1) choice would increase reading comprehension and enjoyment 2) choice would increase the reading comprehension and enjoyment of children both with severe inattention and no attentional difficulties 3) choice effects would be significantly greater for children with severe inattention than those with no attentional difficulties. Children participated in a reading intervention that included a Choice (experimental) and a No Choice (control) condition. Child inattention was measured via a Virtual Reality Continuous Performance Task (Omission errors, Reaction Time Variability) and Teacher Ratings. Choice significantly increased reading comprehension, but not enjoyment compared with no choice. Choice improved the reading comprehension of children with both severe inattention and no attentional difficulties. Choice did not benefit the reading of severely inattentive children more than that of children with no attentional difficulties. These findings underline the educational benefits of choice for young readers both with severe inattention and no attentional difficulties, which are further discussed drawing on existing theory and research.

Executive function in children with Tourette Syndrome and/or Attention Deficit Hyperactivity Disorder

1995 ◽  
Vol 1 (6) ◽  
pp. 511-516 ◽  
Author(s):  
Emily L. Harris ◽  
Linda J. Schuerholz ◽  
Harvey S. Singer ◽  
Mark J. Reader ◽  
Janice E. Brown ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Reaction Time ◽  
Tourette Syndrome ◽  
Attention Deficit ◽  
Time Variability ◽  
Continuous Performance Task ◽  
Reaction Time Variability ◽  
Hyperactivity Disorder ◽  
Adhd Children

AbstractTourette Syndrome (TS) in children is associated with various neurobehavioral disorders including attention deficit hyperactivity disorder (ADHD). Children with TS and ADHD show some difficulties with neuropsychological tasks, but we do not know if children with TS alone have neuropsychological deficits. To assess specific cognitive differences among children with TS and/or ADHD, we administered a battery of neuropsychological tests, including 10 tasks related to executive function (EF), to 10 children with TS-only, 48 with ADHD-only, and 32 with TS+ADHD. Children in all groups could not efficiently produce output on a timed continuous performance task [Test of Variables of Attention (TOVA) mean reaction time and reaction time variability]. Children with TS-only appeared to have fewer EF impairments and significantly higher perceptual organization scores than children with TS+ADHD or ADHD-only. These findings suggest that deficiencies in choice reaction time and consistency of timed responses are common to all three groups, but children with TS-only have relatively less EF impairment than children with TS+ADHD or ADHD-only. (JINS, 1995, 1, 511–516.)

scholarly journals Critical Dynamics in Spontaneous Resting-State Oscillations Are Associated With the Attention-Related P300 ERP in a Go/Nogo Task

2021 ◽  
Vol 15 ◽  
Author(s):  
Nadine D. Herzog ◽  
Tim P. Steinfath ◽  
Ricardo Tarrasch
Keyword(s):  
Task Performance ◽  
Sustained Attention ◽  
Resting State ◽  
Event Related Potential ◽  
P300 Amplitude ◽  
Time Variability ◽  
Oddball Paradigm ◽  
Continuous Performance Task ◽  
Reaction Time Variability ◽  
Attentional Deficits

Sustained attention is the ability to continually concentrate on task-relevant information, even in the presence of distraction. Understanding the neural mechanisms underlying this ability is critical for comprehending attentional processes as well as neuropsychiatric disorders characterized by attentional deficits, such as attention deficit hyperactivity disorder (ADHD). In this study, we aimed to investigate how trait-like critical oscillations during rest relate to the P300 evoked potential—a biomarker commonly used to assess attentional deficits. We measured long−range temporal correlations (LRTC) in resting-state EEG oscillations as index for criticality of the signal. In addition, the attentional performance of the subjects was assessed as reaction time variability (RTV) in a continuous performance task following an oddball paradigm. P300 amplitude and latencies were obtained from EEG recordings during this task. We found that, after controlling for individual variability in task performance, LRTC were positively associated with P300 amplitudes but not latencies. In line with previous findings, good performance in the sustained attention task was related to higher P300 amplitudes and earlier peak latencies. Unexpectedly, we observed a positive relationship between LRTC in ongoing oscillations during rest and RTV, indicating that greater criticality in brain oscillations during rest relates to worse task performance. In summary, our results show that resting-state neuronal activity, which operates near a critical state, relates to the generation of higher P300 amplitudes. Brain dynamics close to criticality potentially foster a computationally advantageous state which promotes the ability to generate higher event-related potential (ERP) amplitudes.

scholarly journals Cognitive and neurophysiological markers of ADHD persistence and remission

2016 ◽  
Vol 208 (6) ◽  
pp. 548-555 ◽  
Author(s):  
Celeste H. M. Cheung ◽  
Fruhling Rijsdijk ◽  
Gráinne McLoughlin ◽  
Daniel Brandeis ◽  
Tobias Banaschewski ◽  
...  
Keyword(s):  
Executive Control ◽  
Digit Span ◽  
Early Adulthood ◽  
Event Related Potential ◽  
Control Measures ◽  
Time Variability ◽  
Reaction Time Variability ◽  
Commission Errors ◽  
Hyperactivity Disorder ◽  
Delta Activity

BackgroundAttention-deficit hyperactivity disorder (ADHD) persists in around two-thirds of individuals in adolescence and early adulthood.AimsTo examine the cognitive and neurophysiological processes underlying the persistence or remission of ADHD.MethodFollow-up data were obtained from 110 young people with childhood ADHD and 169 controls on cognitive, electroencephalogram frequency, event-related potential (ERP) and actigraph movement measures after 6 years.ResultsADHD persisters differed from remitters on preparation-vigilance measures (contingent negative variation, delta activity, reaction time variability and omission errors), IQ and actigraph count, but not on executive control measures of inhibition or working memory (nogo-P3 amplitudes, commission errors and digit span backwards).ConclusionsPreparation-vigilance measures were markers of remission, improving concurrently with ADHD symptoms, whereas executive control measures were not sensitive to ADHD persistence/remission. For IQ, the present and previous results combined suggest a role in moderating ADHD outcome. These findings fit with previously identified aetiological separation of the cognitive impairments in ADHD. The strongest candidates for the development of non-pharmacological interventions involving cognitive training and neurofeedback are the preparation-vigilance processes that were markers of ADHD remission.

scholarly journals Prior Prognostic Expectations as a Potential Predictor in Neurofeedback Training

2021 ◽  
Author(s):  
Yevhen Damanskyy ◽  
Alexander Olsen ◽  
Stig Hollup
Keyword(s):  
Reaction Time ◽  
Future Research ◽  
Time Variability ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Neurofeedback Training ◽  
Reaction Time Variability ◽  
Performance Task ◽  
Commission Errors ◽  
Post Test

AbstractThe present study evaluated whether subjects’ expectations and neurofeedback training performance predict neurofeedback efficacy in cognitive training by controlling both factors as statistical variables. Twenty-two psychology students underwent neurofeedback training, employing beta/theta protocol to enhance beta1 power (13–21 Hz) and suppress theta (4–7 Hz) power. Neurofeedback efficacy was evaluated by behavioral components measured on pre-tests and post-tests employing a visual continuous performance task. The results revealed a significant interaction term between change in reaction time from pre-test to post-test and expectancy effect, indicating that participants with high prognostic expectations showed better improvement in reaction time scores. The data did not reveal that actual neurofeedback performance influenced the post-test measurements of the visual continuous performance task. No significant differences were found for reaction time variability, omission, or commission errors. Possible factors contributing to the results are discussed, and directions for future research are suggested.

scholarly journals Continuous performance task in ADHD: Is reaction time variability a key measure?

2018 ◽  
Vol Volume 14 ◽  
pp. 781-786 ◽  
Author(s):  
Florence Levy ◽  
Andrew Pipingas ◽  
Elizabeth V Harris ◽  
Maree Farrow ◽  
Richard B Silberstein
Keyword(s):  
Reaction Time ◽  
Time Variability ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Reaction Time Variability ◽  
Performance Task
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