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Author: Jasmin L. Roberts
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 54
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Book Description
Physical activity (PA) has many health benefits, both physical and psychological. PA has been linked to improved cognitive functioning, superior overall health, and enhanced emotional well-being in populations ranging from school-age children to older adults. There has been less research, however, examining the benefits of PA in atypical preschool populations. The present study examined the efficacy of a PA intervention in preschool-aged children at risk for attention deficit hyperactivity disorder (ADHD). ADHD symptomatology, response inhibition, and physical activity were measured at three time points over a 6-month period. Results provide support for the efficacy of PA as an alleviative tool in preschoolers with ADHD. This research is some of the first to use objective measures to examine PA as viable intervention in atypical preschool populations.
Author: Jasmin L. Roberts
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 54
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Book Description
Physical activity (PA) has many health benefits, both physical and psychological. PA has been linked to improved cognitive functioning, superior overall health, and enhanced emotional well-being in populations ranging from school-age children to older adults. There has been less research, however, examining the benefits of PA in atypical preschool populations. The present study examined the efficacy of a PA intervention in preschool-aged children at risk for attention deficit hyperactivity disorder (ADHD). ADHD symptomatology, response inhibition, and physical activity were measured at three time points over a 6-month period. Results provide support for the efficacy of PA as an alleviative tool in preschoolers with ADHD. This research is some of the first to use objective measures to examine PA as viable intervention in atypical preschool populations.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
OBJECTIVES: (1) Compare effectiveness and adverse events of interventions (pharmacological, psychosocial, or behavioral, and the combination of pharmacological and psychosocial or behavioral interventions) for preschoolers at high risk for attention deficit hyperactivity disorder (ADHD); (2) compare long-term effectiveness and adverse events of interventions for ADHD among persons of all ages; and (3) describe how identification and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics, compared with endemic prevalence. DATA SOURCES: MEDLINE(r), Cochrane CENTRAL, EMBASE, PsycInfo, and ERIC (Education Resources Information Center) were searched from 1980 to May 31, 2010. Reference lists of included studies and gray literature were searched manually. REVIEW METHODS: Reviewers applied preset criteria to screen all citations. Decisions required agreement between two independent reviewers, with disagreements regarding inclusion or exclusion resolved by a third. The Effective Public Health Practice Project (EPHPP) process was used to evaluate internal validity of publications regarding interventions for preschoolers at high risk of ADHD and long-term outcomes following interventions for ADHD in persons of all ages. Overall strength of the evidence (SOE) was assessed using the GRADE approach, accounting for risk of bias and study design, consistency of results, directness of evidence, and degree of certainty regarding outcomes of interest. RESULTS: Of included studies, only a subset could be pooled statistically using meta-analytic techniques. For the first objective, we rated as "good" quality eight studies of parent behavior training (PBT) with 424 participants. These demonstrated high SOE for improving child behavior (standardized mean difference [SMD] = 0.68; 95-percent confidence interval [CI], 0.88 to 0.47). A single "good" quality study of methylphenidate (MPH) with 114 preschool children provided low SOE for improving child behavior (SMD = -0.83; 95-percent CI, -1.21 to -0.44). Adverse effects were present for preschool children treated with MPH; adverse effects were not mentioned for PBT. For the second objective, the majority of studies were open extension trials without continuation of untreated comparison groups. Evidence from the single "good" quality study of MPH demonstrated low SOE for reduction of symptoms, with SMD = 0.54 (95-percent CI, 0.79 to 0.29). Evidence from the single "good" quality study of atomoxetine demonstrated low SOE for reduction of symptoms, with SMD = 0.40 (95-percent CI, 0.61 to 0.18). Evidence from the single "good" quality study of combined psychostimulant medication with behavioral/psychosocial interventions provided low SOE, with SMD = 0.70 (95-percent CI, 0.95 to 0.46). Safety reports for pharmacological interventions derived from observational studies on uncontrolled extensions of clinical trials, as well as from administrative databases, provided inconclusive evidence for growth, cerebrovascular, and cardiac adverse effects. Evidence that psychostimulant use in childhood improves long-term outcomes was inconclusive. For the third objective, a discussion of contextual issues and factors relating to underlying prevalence and rates of diagnosis and treatment was included. Population-based data were relatively scarce and lacked uniform methods and settings, which interfered with interpretation. The available evidence suggested that underlying prevalence of ADHD varies less than rates of diagnosis and treatment. Patterns of diagnosis and treatment appeared to be associated with such factors as locale, time period, and patient or provider characteristics. CONCLUSIONS: The SOE for PBT as the first-line intervention for improved behavior among preschoolers at risk for ADHD was high, while the SOE for methylphenidate for improved behavior among preschoolers was low. Evidence regarding long-term outcomes following interventions for ADHD was sparse among persons of all ages, and therefore inconclusive, with one exception. Primary school-age children, mostly boys with ADHD combined type, showed improvements in symptomatic behavior maintained for 12 to 14 months using pharmacological agents, specifically methylphenidate medication management or atomoxetine. Other subgroups, interventions, and long-term outcomes were under-researched. Evidence regarding large-scale patterns of diagnosis and treatment compared with endemic rates of disorder was inconclusive.
Author: Alice Charach
Publisher:
ISBN: 9781437956436
Category :
Languages : en
Pages : 320
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Book Description
The purpose of this review is to (1) critically examine the effectiveness and adverse events of interventions in preschool children with clinically significant disruptive behavior and therefore at high risk for ADHD; (2) critically examine the comparative long-term effectiveness and adverse events of interventions for ADHD (pharmacological, psychosocial, or behavioral, and the combination of pharmacological and psychosocial or behavioral interventions); and (3) summarize what is known about patterns of identification and treatment for the condition. Factors examined include geography, sociodemographics, temporal aspects, and provider background. This systematic appraisal also identifies gaps in the existing literature that will inform directions for future research. The Key Questions are as follows: (1) Among children younger than 6 years of age with ADHD or DBD, what are the effectiveness and adverse event outcomes following treatment?; (2) Among people 6 years of age or older with ADHD, what are the effectiveness and adverse event outcomes following 12 months or more of any combination of followup or treatment, including, but not limited to, 12 months or more of continuous treatment?; (3) How do (a) underlying prevalence of ADHD and (b) rates of diagnosis (clinical identification) and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics? Tables. This is a print on demand report.
Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503
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Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: U. S. Department of Health and Human Services
Publisher: CreateSpace
ISBN: 9781484054857
Category : Medical
Languages : en
Pages : 370
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Book Description
Children with attention deficit hyperactivity disorder (ADHD), a condition characterized by inattention, overactivity, and impulsivity, are most frequently identified and treated in primary school. Population studies indicate that 5 percent of children worldwide show impaired levels of attention and hyperactivity. Boys are classified with ADHD approximately twice as frequently as girls, and primary school-age children approximately twice as frequently as adolescents. ADHD symptoms exist on a continuum in the general population and are considered a “disorder” to a greater or lesser degree, depending on the source of identification (e.g., parent or teacher), extent of functional impairment, diagnostic criteria, and the threshold chosen for defining a “case.” The developmentally excessive levels of inattention, overactivity, and impulsivity characteristic of ADHD are present from an early age. However, preschoolers with early signs of ADHD may also have co-occurring oppositional noncompliant behaviors, temper tantrums, and aggression that overshadow symptoms of inattention and overactivity and confound the diagnosis. These behaviors may be given the more general label of disruptive behavior disorder (DBD), which includes oppositional defiant disorder (ODD) and conduct disorder (CD), as well as ADHD. If not already identified at an early age, preschool youngsters with ODD frequently meet criteria for ADHD by grade school. The purpose of this review is to (1) critically examine the effectiveness and adverse events of interventions in preschool children with clinically significant disruptive behavior and therefore at high risk for ADHD; (2) critically examine the comparative long-term effectiveness and adverse events of interventions for ADHD (pharmacological, psychosocial, or behavioral, and the combination of pharmacological and psychosocial or behavioral interventions); and (3) summarize what is known about patterns of identification and treatment for the condition. Factors to be examined include geography, sociodemographics, temporal aspects, and provider background. This systematic appraisal also identifies gaps in the existing literature that will inform directions for future research. The Key Questions (KQs) are as follows. KQ1. Among children younger than 6 years of age with ADHD or DBD, what are the effectiveness and adverse event outcomes following treatment? KQ2. Among people 6 years of age or older with ADHD, what are the effectiveness and adverse event outcomes following 12 months or more of any combination of followup or treatment, including, but not limited to, 12 months or more of continuous treatment? KQ3. How do (a) underlying prevalence of ADHD and (b) rates of diagnosis (clinical identification) and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics?
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
For the 2014 study, "A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children", researchers examined the effect of a daily before-school physical activity program on behavioral outcomes of students in grades K-2. The study sample included 202 students who either were identified as at risk for ADHD or showed typical development. The study authors randomly assigned students to receive either the physical activity intervention or a sedentary classroom-based program. The study authors then altered the random assignment of students in order to have more similar research groups and analyzed the student data based on the altered research conditions. The analysis included imputed outcomes for students with missing data. Because randomization was compromised, the study could not meet WWC group design standards without reservations. In addition, to meet WWC group design standards with reservations, the WWC requires that baseline equivalence of the analytic samples be demonstrated without imputed outcomes. The study did not demonstrate this baseline equivalence, so the study does not meet WWC group design standards. A glossary of terms is included. [The following study is the focus of this Single Study Review: Hoza, B., Smith, A. L., Shoulberg, E. K., Linnea, K. S., Dorsch, T. E., Blazo, J. A., Alerding, C. M., & McCabe, G. P. (2014). "A randomized trial examining the effects of aerobic physical activity on attention-deficit/hyperactivity disorder symptoms in young children". Journal of Abnormal Child Psychology. doi:10.1007/s10802-014-9929-y].
Author: U. S. Department of Health and Human Services
Publisher: CreateSpace
ISBN: 9781484032954
Category : Medical
Languages : en
Pages : 72
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Book Description
This Future Research Needs (FRN) report is based on a draft Agency for Healthcare Research and Quality (AHRQ) comparative effectiveness review, “Attention Deficit Hyperactivity Disorder: Effectiveness of Treatment in At-risk Preschoolers; Long-Term Effectiveness in All Ages; and Variability in Prevalence, Diagnosis, and Treatment.” The Key Questions (KQs) were: KQ 1: Among children less than 6 years of age with Attention Deficit Hyperactivity Disorder or Disruptive Behavior Disorder, what are the effectiveness and adverse event outcomes following treatment? KQ 2: Among people ages 6 years or older with Attention Deficit Hyperactivity Disorder, what are the effectiveness and adverse event outcomes following 12 months or more of any combination of followup or treatment, including, but not limited to, 12 months or more of continuous treatment? KQ 3: How do (a) underlying prevalence of ADHD, and (b) rates of diagnosis (clinical identification) and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics? Findings in the draft review for KQ 1 supported the use of parent behavior training in preschoolers both for oppositional behaviors and for ADHD symptoms, with no adverse events reported. For preschoolers, psychostimulant medications are also generally safe and efficacious for improving behavior and can provide benefits in addition to parent training. However, adverse events, especially irritability and moodiness, can lead to discontinuation, and use for several months to a year slightly affects growth rate. For KQ 2, long-term effectiveness and safety studies of several psychostimulants in children over the age of 6 years and adolescents found they are efficacious for control of inattention and overactivity for extended periods of time. Few serious adverse events were noted. Publications from the Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (MTA) study provide the best data for long-term outcomes. By 3 years, no single intervention group showed superior benefit, which is likely because of individuals obtaining a complex range of interventions in the community. The findings for KQ 3 included results from a systematic review and meta-regression that estimated the prevalence of ADHD among those ages 18 or younger at 5.29 percent, with more boys than girls identified and the highest rates of disorder occurring in 5- to 10-year-olds. Primary sources of variability were identified as methodological rather than geographic. Fewer studies are available that document prevalence in adult, adolescent, or preschool age groups. In this project, we worked with a group of stakeholders to refine 29 identified research gaps and transform them into eight highest-priority research needs in the field of ADHD. These highest-level needs included a broad range of issues cutting across age range (above and below 6 years of age), key clinical issues, and epidemiological and measurement concerns. Within this group of eight, clear themes emerged: the need for improved measurement tools, more generalizable study populations and settings, longer follow-up periods, more understanding of patient-level predictors of response, and more comparative evaluation of psychopharmacologic, psychosocial, and combination interventions across age ranges. PICOTS construction aided our consideration of study design issues and our sample power analyses demonstrated the clear pragmatic barriers that many of the potential designs will present. Advanced secondary data analysis methods may allow some of these complex questions to be addressed in a more cost effective manner but will not be able to fully replace the need for new large, long-term trials to evaluate these complex research needs in ADHD.
Author:
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 100
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Book Description
Author: David Gozal
Publisher: Springer Science & Business Media
ISBN: 1592598919
Category : Medical
Languages : en
Pages : 561
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Book Description
Attention deficit hyperactivity disorder (ADHD) is a common neurobehavioral disorder affecting 5–10% of children and adolescents and 3% of adults. Attention Deficit Hyperactivity Disorder: From Genes to Patients aims to provide a comp- hensive, state-of-the-art overview of the critical aspects of ADHD, and hopefully will serve as a quick and up-to-date reference source for professionals with an int- est in ADHD. The book is divided into three major areas that follow an historical survey. The first group of chapters deals with current theories on the pathophysiology of ADHD, and focuses on neurotransmitters and the contributions and validity of animal m- els. The second section emphasizes the evaluation and treatment of patients with ADHD, from the day-to-day approach by the clinical psychologist to the more sophisticated anatomical and functional imaging strategies that have emerged in the last decade. In addition, chapters dealing with specific impairments, such as those pertaining to reading, social interaction, and working memory, are also included for more detailed analysis of these important aspects and their respective contributions to global functioning. The third and final section provides an expanded review on the pharmacotherapy of ADHD and the appropriate methods for selection of specific drugs for individual patients based on drug kinetics and gene expression. David Gozal, MD Dennis L. Molfese, PhD vii CONTENTS Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi 1 Historical Aspects of Attention Deficit Hyperactivity Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Roscoe A. Dykman 2 Scanning the Genome for Attention Deficit Hyperactivity Disorder . . . . . . . . . . . . . . . . . . . . . . . . .
Author: Nikander Jonté
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 26
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Book Description
BACKGROUND: ADHD is brain disorder described by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. One in every 20 children is affected by ADHD. PURPOSE: To examine the effect between physical activity participation and externalizing behaviors (conduct and hyperactivity) among children with and without ADHD. METHODS: The Growing Up in Ireland National Data set was used for analysis, only children with a diagnosis of ADHD were included (n = 77), and a gender-matched, random sample of children without ADHD for comparison purposes (n= 77). A Factorial ANOVA was conducted to compare the main effects of physical activity and the interaction effect between an ADHD diagnosis and physical activity on externalizing behaviors. The interaction effect (ADHD diagnosis X physical activity) was not significant, F(1,138) = .011, p = .918, demonstrating that the effect of physical activity on behavior did not significantly differ depending on the child having a diagnosis of ADHD or not. DISCUSSION: The findings of this study were consistent with other research.
