The Influence of Physical Activity Participation and Externalizing Behaviors Among Children with and Without Attention Deficit Hyperactivity Disorder PDF Download
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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.
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.
Author: Minh N. Nguyen
Publisher:
ISBN:
Category :
Languages : en
Pages : 182
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Book Description
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder with onset usually occurring in childhood and adolescence. During these developmental stages, social interactions and external environments can have significant impact on children’s growth and development. Few studies previously used a theoretical model to examine the effects of social and external environments on ADHD. The goal of this dissertation is to apply an ecological perspective to examine the roles of school and community in the development of childhood ADHD through school engagement and physical activity. Three studies were implemented to carry out this goal. Study 1 examined the associations of neighborhood, school, and family characteristics with school engagement. Study 2 assessed the associations between school engagement and ADHD. Finally, study 3 examined the relationship between neighborhood factors and physical activity in children with and without ADHD. We used data on 65,680 children aged 6 to 17 years from the 2011-2012 National Survey of Children’s Health (NSCH). Results indicated that pediatric ADHD diagnosis and symptoms can be influenced by family, school, and community characteristics. Findings from studies 1 and 2 demonstrated that school engagement, family factors (socioeconomic status (SES) and adverse childhood experiences (ACE)), and community characteristics (safety and amenities) are associated with ADHD diagnosis either directly or indirectly. Meanwhile, study 3 results showed that environmental characteristics (safety, social support, and access to physical activity resources) are related to physical activity only in children without ADHD. Further research is needed to understand the levels and factors associated with physical activity in children with ADHD. Overall, our results suggested that school and community factors should be examined as potential protective pathways against ADHD in children.
Author: Jennifer I. Gapin
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 112
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Book Description
"Attention Deficit Hyperactivity Disorder (ADHD) is one of the leading childhood psychiatric disorders and is a costly public health problem. ADHD causes multiple impairments and while stimulant medications are effective in treating core symptoms of ADHD, some children are not responsive to medications, there is little known about their long-term effects, and they can cause numerous deleterious side effects. Research suggests that physical activity positively impacts some of the same neurobiological mechanisms that have been implicated in ADHD and may have a particularly beneficial effect for children with ADHD by moderating fundamental cognitive deficiencies and behavioral symptoms that characterize this disorder. One of the primary cognitive impairments in ADHD children is executive function (EF). Children with ADHD consistently perform worse on a range of EF tasks relative to those without ADHD (Wilcutt et al., 2005). There is extensive research to support that physical activity selectively improves EF performance in older adults (Colcombe & Kramer, 2003) and some evidence that it has a small effect on cognition in children (Sibley & Etnier, 2003; Tomporowski et al., 2008). Despite evidence and rationale supporting the potential for physical activity to benefit children with ADHD, there is very little research in this area. Therefore, the purpose of this study was to investigate the extent to which physical activity is associated with ADHD symptoms and EF task performance in children with ADHD. Eighteen boys (M age = 10.61, SD = 1.50), who had been diagnosed by a medical professional and were currently taking stimulant medication, were recruited from the community for participation in the study. Children came to the testing site to complete four measures of EF: planning (Tower of London); working memory (Digit Span); processing speed (Children's Colors Trails Test 1 and 2); and inhibition (Conner's Continuous Performance Test, CPT II). Parents completed rating scales (ADHD Rating Scale IV; Behavior Assessment System for Children, 2nd Edition) to assess their child's ADHD symptoms. The most relevant outcome variables from each task and the rating scales were chosen for analysis. Physical activity was measured with an accelerometer (Yamax NL-1000) that participants wore for seven consecutive days providing daily step counts (steps) and minutes per day spent in moderate-to-vigorous intensity physical activity (MVPA). Regression analyses were used with physical activity as a predictor of EF performance and ADHD symptoms. Results revealed that MVPA was a significant predictor of performance on the Tower of London, adjusted R2 = .28, F (1, 16) = 7.61, p
Author: John Range
Publisher: Vincenzo Nappi
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Youth with attention-deficit/hyperactivity disorder (ADHD) may engage in sub-optimal health behaviors including high levels of screen time, low physical activity participation, and consumption of poor diets. These are independent risk factors for adverse health outcomes, and health-related behavior patterns established in childhood can track into adulthood. Thus, identifying and addressing dietary and physical activity habits in populations of youth have important implications for health over the lifespan. In this book, we found that the diagnosis of ADHD and/or its symptoms are associated with less-than-recommended levels of screen time and poor diet quality, though youth, in general, were found to be engaging in suboptimal sedentary, physical activity, and dietary behaviors.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 43
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Book Description
The purpose of this study was to explore and evaluate a possible connection between the participation in a physical activity and the on-task and off-task behaviors of an elementary school student with attention-deficit/hyperactivity disorder (ADHD). Specifically, the intervention phase applied in this study hoped to increase the on-task behaviors exhibited by the student while also decreasing off-task behaviors. After observing the student in the baseline phase, the intervention was applied based on the student's choice of physical activity. Then, the researcher observed the student through whole interval recording of on-task behavior and partial interval recording of off-task behavior for ten minutes and in one minute intervals. Results showed an increase in her on-task behavior and a decrease in her off-task behavior during the times she participated in the physical activity. Additionally, social validity questionnaires completed by the student and classroom teacher show a positive experience with the intervention and the intention to continue using the physical activity to promote on-task behavior for the student.
Author:
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 100
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Book Description
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: 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: Natasha Alohilani Emmerson
Publisher:
ISBN: 9781124229706
Category :
Languages : en
Pages : 182
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Book Description
Physical exercise has been suggested to be beneficial in managing the symptoms of ADHD because its physiological effects influence the same catecholaminergic systems that stimulant medications target to improve attention, self-regulation, and moods, areas that are often problematic for individuals with ADHD. In a multimethodological approach using electronic diaries (eDiaries), this study is the first to examine child-reported patterns of daily eDiary physical activity (PA-D) in youth with and without ADHD, as well as temporal associations between children's PA-D and their behavior problems and moods. Across one week, mothers and their children (ages 8-12 years; 51 with ADHD and 58 comparison peers) independently completed eDiaries every 30 minutes during nonschool hours. Mothers and children also completed baseline psychosocial questionnaires, and mothers provided twice-daily summary eDiary ratings of children's behaviors, moods, and quality of morning and afternoon/evening periods. Children's sports activity profiles were also examined separately, and in relation to their self-perceptions. Contrary to expectations, children's PA-D appeared to have a greater positive impact on the contemporaneous problematic behaviors and moods of comparison children than children with ADHD. In partial support of hypotheses, daily PA-D had positive effects on the quality of afternoon/evening family time for children with ADHD, whereas PA-D was positively associated with comparison children's overall quality of afternoons/evenings in general. In addition, higher rates of PA-D from the previous day predicted lower rates of hyperactivity/impulsivity in only the ADHD group the following morning. As expected, children with ADHD participated in fewer team sports than comparison peers, yet there was no group difference in team sports abilities, as rated by mothers. Time spent in sports was positively linked to children's self-perceptions of athletic competence, although the number of and overall time in sports were not associated with global perceptions of self-worth. Results suggest that physical activity may improve problematic behaviors, moods, and family interactions for some children, both with and without ADHD. Introducing children to sports that draw on their strengths while promoting positive physical activity experiences and improved athletic competencies, especially those involving social interactions, may be a useful nonpharmacological adjuvant treatment for children with ADHD.
Author: Deborah A. Castoro
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 98
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Book Description
An abundance of evidence promotes the superiority of stimulant medication in reducing disruptive behavior and improving the academic performance of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This same research, however, also indicated that 20% to 30% of these children do not respond positively to stimulant drug therapy. Further, while lower doses of stimulant medication have resulted in negative side effects, higher medication doses have been shown to result in minimal or even detrimental influences on children's cognition and learning. In addition to the problem of increased health risks for children who take stimulant medication, the majority of research that analyzes the effectiveness of stimulant medication is conducted at the group level. This is problematic because outcomes obtained at a group level of analysis are significantly limited by the enormous complexities of individual differences among children's responses to treatment and variability in environmental settings. Given the risks of stimulant medication to a significant proportion of children with ADFID, alternative treatment approaches may be beneficial and have merit of study. A growing number of research studies have suggested that vigorous exercise is beneficial for children with ADHD. The purpose of this study was to evaluate the effects of a rigorous exercise program across multiple cognitive and behavioral domains for children with ADHD using multiple single-case studies. Children were studied individually using an AI3BA experimental design and results will be accumulated into a final summary statement of treatment effects. It was hypothesized that children's classroom behaviors and academic performance at baseline would significantly improve during rigorous exercise treatment, followed by a decline in behavior and academic performance during the reversal phase. Results indicated that children's inattentive and hyperactive-impulsive behavior decreased following their participation in a rigorous exercise program. Academic performance did not reliably improve over time on a stable basis.
