Motor cortex inhibition

Associations Between Adverse Childhood Experiences and ADHD Diagnosis and Severity

Examining the Relationship Between Adverse Childhood Experiences and ADHD Diagnosis and Severity.

Background Lower parental education is linked to higher incidence of attention-deficit hyperactivity disorder (ADHD) diagnosis in offspring, as is having ADHD in family, but these associations are rarely studied together. We examined whether parental education predicts offspring ADHD diagnosis differently for children and adolescents with or without ADHD family members. Methods We used Finnish total population register-based data on individuals born between 1994-2003 with non-migrant background. We followed 228,247 boys and 217,866 girls for first ADHD diagnosis, measured from health care or medication registers, in childhood (4-12) and adolescence (13-17), and identified ADHD for biological parents or full siblings. We used Poisson regression to examine differences in diagnoses separately by offspring sex and age group. Results Preliminary results show that boys are more often diagnosed for ADHD in childhood and girls in adolescence, but incidence is higher for boys in both age groups. Among boys and girls without ADHD family members, lower parental education is associated with higher incidence in both childhood and adolescence. Among those with ADHD family members, lower parental education predicts higher incidence in childhood, but in adolescence the differences by parental education even out for boys, and for girls, higher parental education predicts higher incidence. Conclusions While lower parental education predicts higher ADHD diagnosis incidence in general, for adolescents in ADHD families, higher parental education seems to increase the likelihood of getting diagnosed -particularly for girls. This suggests that adolescents in ADHD families with lower parental education may remain without ADHD diagnosis if they are not diagnosed as children. Support measures should be developed to ensure equal access to diagnosis and care irrespective of age, gender and family background. Key messages • Lower parental education predicts higher ADHD diagnosis incidence in general. Yet, adolescents in ADHD families with lower educated parents may remain underdiagnosed. • Support measures should be developed to guarantee equal access to ADHD diagnosis and care regardless of family background.

Attention deficit hyperactivity disorder (ADHD) is characterised by inattentiveness, hyperactivity, and impulsivity. Up to half of the affected children have a parent with ADHD. In this study, the risk of ADHD among parents of ADHD children was estimated. The associations between parental ADHD and child ADHD severity and medication adherence were determined. Parents of children and adolescents diagnosed with ADHD attending the University Kebangsaan Malaysia Medical Centre (UKMMC) were recruited between June to August 2022 and the administered Conners' Adult ADHD Rating Scale (CAARS) self-report short form, Vanderbilt ADHD Parent Rating Scale (performance section), and Medication Adherence Report Scale (MARS). Forty-five children with ADHD were recruited and 15 out of 45 (33%) parents were detected to have ADHD. ADHD severity was worse in children with ADHD parents for total severity (mean of 34.67 vs. 29.13, p = 0.047) and difficult behaviours at home (mean of 7.87 vs. 6.27, p = 0.036). The children's academic performance and behavioural challenges at home and school were positively correlated with the parental ADHD scores for 'inattention' and 'problems with self-care' subscales. A total of 33% of ADHD children had parents with ADHD. ADHD children with ADHD parents were more likely to have behavioural problems at home and more severe ADHD. However, no statistical significance was noted with medication adherence.

Background: Attention decit hyperactivity disorder (ADHD) is a neurobiological disorder with a prevalence of 5%-10% in the world that negatively impacts school behavior and achievement. There have been many studies reveals that attention disorders are caused by the decreased levels of dopamine and norepinephrine neurotransmitter. However, particular concern nowadays are the emotional and behavioral problems. The emotional and behavioral problem is suspected to be caused by the decrease in serotonin level. The aim of this study was to determine the dierence in serotonin level between ADHD and non-ADHD children.Method: This study was an observational case-control study design using random sampling method. Subject of this study was children in Bina Karya Elementary School Surabaya. ADHD severity was assessed using Conners Abreviated Rating Scale. Examination of serotonin levels in blood was done by ELISA method. Informed consent was signed by parents before the study. Data was analyzed using independent T-test.Results: 44 (23 ADHD and 21 non-ADHD) children from grade 1 to 6 was included in the study. Based on the gender, 13 children were girls and 31 children were boys. Serotonin level in ADHD children was signicantly higher than non-ADHD children (2.148 ± 0.94 vs 2.006 ± 0.115 μmol/L; p = 0.0001).Conclusion: Serotonin level in ADHD children was signicantly higher than non-ADHD children

Lifelong greenspace exposure and ADHD in Polish children: Role of physical activity and perceived neighbourhood characteristics

Objective This systematic review synthesized current randomized controlled trials (RCTs) examining casual evidence regarding the effects of traditional and exergaming-based physical activity (PA) interventions on motor skill development in typically developed children (i.e., those aged 6-12 years). Methods We adhered to the PRISMA-P statement and searched electronic databases (Medline, PsycInfo, Web of Science, PubMed, ERIC, Scopus, and SportDiscus) from inception through July 2020. We screened for peer reviewed RCTs published in English between 2000 and 2020 examining the effect of PA on motor skill development in healthy children. Results A total of 25 RCTs were included, 20 (80%) of which reported significant improvements in children's motor skill performance. Specifically, 18 studies examined traditional PA interventions and 7 studies examined exergaming-based PA interventions, 83% and 71% of which observed statistically significant improvements in children's motor skill development, respectively. Conclusions Findings support the causal evidence regarding the effects of PA on motor skill development in children. Notable limitations of this review included heterogeneity of measurement protocols and assessment tools used to test children's motor skills across studies, a wide range of PA intervention dose across studies, and the lack of power analyses and long-term follow-up assessments in individual studies to discern appropriate sample sizes and long-term effectiveness, respectively. To further strengthen the evidence in this emerging field, we advocate for future RCTs to employ a priori power analyses, long-term follow-up measurements, and more exergaming-based interventions to allow for comparisons with traditional PA interventions, to explore the dose response and moderating relationships between PA and motor skill development in childhood, and to utilize homogenous assessment instruments to allow for more rigorous, quantitative syntheses.

The Attention Deficit Hyperactivity Disorder (ADHD) is a complex mental health disorder that affects children's learning activities and also their relationships with other children. There are various types of ADHD symptoms, which some of them can be easily recognized as indicators of having ADHD and some of them are difficult to specify as symptoms. Generally, the average age for diagnosing ADHD in children is around seven years old. It is better to early discover these symptoms in children and classify their ADHD types so appropriate and necessary treatments can be effectively applied to improve ADHD children’s behaviors and learning activities. The ADHD diagnosis takes a lot longer for children under six years old. This research aims to improve the ADHD diagnosis and attempt to discover symptoms and behavioral activities that can be the important indicators for classifying ADHD types of the children. Today, many parents share knowledge and experiences about their children in social networks. These shareable contents can be useful to help identify some ADHD symptoms as well as recommended treatments or activities for the children. Thus, in this work, we propose an approach to extract contents from social media (e.g., Facebook contents) in order to discover the information regarding ADHD symptoms and use this extracted information to classify ADHD types based on the behavioral symptoms and activities. To verify our results, we use three sets of criteria from the Diagnostic and Manual of Mental Disorders (DSM) that are used by many ADHD specialists and medical doctors. The three sets of criteria include SNAP-IV, Vanderbilt Assessment Scale, and KUS-SI. Our research goal is to provide a way to help parents to find relevant information and learn about ADHD types and their related symptoms as well as recommended activities for improving ADHD conditions in children.

Objective To investigate the psychiatric status in their young adulthood of children with attention deficit hyperactivity disorder (ADHD).Methods This was a prospedive study.The follow-up study of a cohort of clinic-referred ADHD children was conducted.At baseline, The consecutively referred children (n = 300) with DSM-Ⅳ ADHD, aged 7.5 - 17.0 years were assessed.At the 2.0 - 13.5-year follow-up, 116 ( 38.7% ) of them were reassessed ( aged 18.0 - 23.5 years ) using the structured psychiatric interviews to make DSM-Ⅳ diagnoses by trained clinicians, including the Conners Adult ADHD Diagnostic Interview for DSM-Ⅳ (CAADID), Structured Clinical Interview for DSM-Ⅳ Axis Ⅰ Disorders, Non-Patient Version ( SCID- Ⅰ/NP), and Structured Clinical Interview for DSM-Ⅳ Personality Disorders (SCID-Ⅱ).Results In the former 116 ADHD children, 50.9% (n =59) still met the ADHD criteria, in which 15.5% (n = 18) with pure ADHD, and 35.3% (n =41 ) fulfilled both ADHD and psychiatric/ personality disorders, 14.7% ( n = 17) met the criteria of psychiatric/personality disorders, but not ADHD,34.5% (n = 40) fulfilled none of the psychiatric/personality diagnoses at follow-up.Among 116 former ADHD children, 34.5% (n=40) had at least one DSM-Ⅳ axis Ⅰ disorders, in which 18.1% comorbid mood disorders, 10.3% anxiety disorders, 5.2% abuse disorders; and 32.8% (n=38) had at least one DSM-Ⅳ axis Ⅱ personality disorders, in which 5.2% type A personality disorders, 19.8% type B ( 17.2%anti-social personality disorders), 15.5% type C, and 6.0% others.Conclusion It indicates that ADHD youth be at high risk for a wide range of adverse psychiatric outcomes, and 2/3 of them have diagnoses of adult ADHD and/or psychiatric/personality disorders. Key words: Attention deficit hyperactivity disorder; Follow-up study; Adult; Prognosis

P179 – 2255: Influence of electroencephalography neurofeedback training on motor skills of children with ADHD

Children with attention-deficit/hyperactivity disorder (ADHD) have previously shown a decreased magnitude of event-related desynchronization (ERD) during a finger-tapping task, with a large between-group effect. Because the neurobiology underlying several transcranial magnetic stimulation (TMS) measures have been studied in multiple contexts, we compared ERD and 3 TMS measures (resting motor threshold [RMT], short-interval cortical inhibition [SICI], and task-related up-modulation [TRUM]) within 14 participants with ADHD (ages 8-12years) and 17 control children. The typically developing (TD) group showed a correlation between greater RMT and greater magnitude of alpha (10-13Hz, here) ERD, and there was no diagnostic interaction effect, consistent with a rudimentary model of greater needed energy input to stimulate movement. Similarly, inhibition measured by SICI was also greater in the TD group when the magnitude of movement-related ERD was higher; there was a miniscule diagnostic interaction effect. Finally, TRUM during a response-inhibition task showed an unanticipated pattern: in TD children, the greater TMS task modulation (TRUM) was associated with a smaller magnitude of ERD during finger-tapping. The ADHD group showed the opposite direction of association: Greater TRUM was associated with larger magnitude of ERD. Prior EEG results have demonstrated specific alterations of task-related modulation of cortical physiology, and the current results provide a fulcrum for multimodal study.

Global and regional gray matter reductions in ADHD: A voxel-based morphometric study

Diagnosis of Attention Deficit Hyperactivity Disorder by Using MR Imaging and Radiomics: A Potential Tool for Clinicians.

Motor overflow in children with attention-deficit/hyperactivity disorder is associated with decreased extent of neural activation in the motor cortex

Empirical studies indicate that children with attention deficit hyperactivity disorder (ADHD) benefited significantly from exercise interventions. Further investigation shows that strength training of non-dominant limbs improves children's athletic ability and cognitive development. This study tested the effectiveness of a strength training intervention on non-dominant limbs for primary school children with ADHD, evaluating its impacts on children’s motor skills. In this experiment, 15 children with ADHD aged 6-10 years were recruited, including 12 boys and 3 girls. All meet the diagnostic criteria of the American Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) for ADHD. Randomly divided into age-matched experimental and control groups, children in the experimental group received intensive training intervention on non-dominant side limbs, and the control group had ADHD Children are not involved in the intervention. Before the experiment, the children and their parents were interviewed on the basic situation of ADHD children. Before and after the experiment, these children of both groups were tested on the TGMD basic motor skills development test and the SNAP-IV scale test, and the parents and children signed the informed consent. The results showed that (1) After the experiment, the experimental group had significantly better overall level of manipulative motor skills and fundamental movement skills than the control group; (2) For the results of SNAP-IV scale, the experimental group (the non-dominant side limb intensive training group) made significantly better progress than the control group (Again, you need to insert t statistics, degree of freedom along with p value here). At the same time, the attention deficit factor of the experimental group and the control group was significantly different before and after the experiment (p < 0.05). More details are needed on the pre- and post-change for both conditions. The results suggest that intensified training on non-dominant limbs can not only improve the motor skills of ADHD children, especially the control ability, but also improve the attention level compared with conventional exercise intervention. It is recommended that strengthening training of non-dominant limbs can be used as more effective exercise intervention for children with ADHD.