scholarly journals Differences in Attention Skill between Children with ADHD and Typically Developing Children in Indonesian Primary Schools

2021 ◽  
Vol 14 (1) ◽  
pp. 329-337
Author(s):  
Naeila R. Muna ◽  
Ratna Jatnika ◽  
Urip Purwono ◽  
Juke R. Siregar
Keyword(s):  
Selective Attention ◽  
Error Rate ◽  
Primary Schools ◽  
Rating Scale ◽  
Commission Error ◽  
Data Sampling ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Adhd Subtypes ◽  
Children With Adhd

Background: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychological developmental disorder in children. ADHD is characterized by inattention, overactivity, and impulsivity. However, the attention skill is not clearly studied in children with ADHD in Indonesia. Objective: The aim of the present study was to investigate the differences in attention skill between children with ADHD and typically developing children (TD), and identify the differences between ADHD subtypes at primary schools in Bandung city Indonesia in terms of the parameter of attention. Methods: This study used the quantitative method. The population of this study was children with ADHD and typically developing (TD) school-age children. The data sampling technique was purposive sampling, consisting of 30 children as a group of ADHD children and 30 children as a group of TD children. The instrument to collect data was Wechsler Intelligence Scale for Children (WISC), Indonesian ADHD Rating Scale (IARS), and The D2 test of attention. The analysis method used t-test and SPSS V.24 for Windows. Results: This study showed significant differences in attention skill performance between children with ADHD and TD children in the variables including the total number of tasks completed, omission, commission, error rate, total amount minus errors or selective attention skill, fluctuation rate and concentration performance. There have been observed significant differences between ADHD subtypes in terms of total number, omission, commission, error rate, total amount minus errors or selective attention skill, and concentration performance. Conclusion: Children with ADHD were found to have lower results than typically developing children in terms of attention skill, inhibiting control, and ability in performance accuracy. Children with ADHD-C subtypes were found to have more inattentive tendencies, hyperactive, and impulsive compared to ADHD-I and ADHD-H. ADHD-C subtype showed more deficits than ADHD-I and ADHD-H in response inhibition and accuracy of performance.

scholarly journals Age effects on the development of stimulus over-selectivity are mediated by cognitive flexibility and selective attention

2020 ◽  
Vol 45 (1) ◽  
pp. 89-96
Author(s):  
Michelle P. Kelly ◽  
Phil Reed
Keyword(s):  
Selective Attention ◽  
Cognitive Flexibility ◽  
Visual Discrimination ◽  
Discrimination Task ◽  
The Other ◽  
Distractor Task ◽  
Typically Developing ◽  
Cognitive Variables ◽  
Typically Developing Children ◽  
Developmental Trends

Stimulus over-selectivity is said to have occurred when only a limited subset of the total number of stimuli present during discrimination learning controls behavior, thus, restricting learning about the range, breadth, or all features of a stimulus. The current study investigated over-selectivity of 100 typically developing children, aged 3–7 (mean = 65.50 ± 17.31 SD months), using a visual discrimination task. Developmental trends in over-selectivity and their relationship to some cognitive variables (i.e., selective attention, sustained attention, and cognitive flexibility) were the target. Over-selectivity decreased with age, but this effect was mediated by the development of cognitive flexibility. Over-selectivity increased when a distractor task was introduced, which was not mediated by the other cognitive variables under investigation. The current results assist in the establishment of the theoretical underpinnings of over-selectivity by offering evidence of its underlying determinants and relating these to developmental trends.

scholarly journals Reinforcement Enhances Vigilance Among Children With ADHD: Comparisons to Typically Developing Children and to the Effects of Methylphenidate

2014 ◽  
Vol 43 (1) ◽  
pp. 149-161 ◽  
Author(s):  
Michelle G. Bubnik ◽  
Larry W. Hawk ◽  
William E. Pelham ◽  
James G. Waxmonsky ◽  
Keri S. Rosch
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd

scholarly journals Distinct Patterns of Everyday Executive Function Problems Distinguish Children With Tourette Syndrome From Children With ADHD or Autism Spectrum Disorders

2014 ◽  
Vol 21 (10) ◽  
pp. 811-823 ◽  
Author(s):  
Kjell Tore Hovik ◽  
Jens Egeland ◽  
Peter K. Isquith ◽  
Gerard Gioia ◽  
Erik Winther Skogli ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Executive Function ◽  
Tourette Syndrome ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
The Everyday ◽  
Behavior Rating Inventory ◽  
Spectrum Disorders

Objective: The aim is to investigate the everyday executive function (EF) in children with Tourette syndrome (TS), Inattentive or Combined presentations of ADHD (ADHD-I/ADHD-C), autism spectrum disorders (ASD), and typically developing children (TDC). Method: Nineteen TS, 33 ADHD-C, 43 ADHD-I, 34 ASD, and 50 TDC participated (8-17 years). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF). Results: TS, ADHD-C, ADHD-I, or ASD were rated with significantly more regulation problems on all scales compared with TDC. Considerable overlap of symptoms between clinical groups made differentiation difficult on individual scales. Scale configurations showed children with TS to have more problems with emotional control (EC) than cognitive flexibility in relation to children with ASD, more problems with EC than inhibitory control in relation to ADHD-C, and more problems with EC than planning/organizing in relation to ADHD-I. Conclusion: Paired BRIEF scales dissociated EF problems in children with TS from children with ADHD-C, ADHD-I, or ASD. Clinical relevance is discussed.

Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children

2012 ◽  
Vol 22 (6) ◽  
pp. 896-900 ◽  
Author(s):  
C. Mirandola ◽  
G. Paparella ◽  
A.M. Re ◽  
S. Ghetti ◽  
C. Cornoldi
Keyword(s):  
Typically Developing ◽  
Adhd Symptoms ◽  
Gap Filling ◽  
Typically Developing Children ◽  
Children With Adhd

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

2017 ◽  
Vol 54 (3) ◽  
pp. 262-268 ◽  
Author(s):  
Alice Lee ◽  
Fiona E. Gibbon ◽  
Kimberley Spivey
Keyword(s):  
Cleft Palate ◽  
Speech Intelligibility ◽  
Cleft Lip ◽  
Rating Scale ◽  
Age Groups ◽  
Personal Attribute ◽  
Personal Attributes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Different Ages

Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.

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.

scholarly journals Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο

2016 ◽  
Vol 4 (2) ◽  
pp. 276 ◽  
Author(s):  
Sofia Kouvava ◽  
Ekaterini Antonopoulou ◽  
Ekaterini Maridaki-Kassotaki
Keyword(s):  
Primary Schools ◽  
Research Evidence ◽  
Friendship Quality ◽  
Research Area ◽  
Typically Developing ◽  
Dyadic Relationship ◽  
Children With Adhd ◽  
Adhd Children ◽  
One Year

<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited.  This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>

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