Author: Nicole Eleanor Irene Smith
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Attention-Deficit Hyperactivity Disorder (ADHD) is described by the broadly defined symptoms, attention-deficit, hyperactivity and impulsivity. Characterized as the most common diagnosed developmental disorder in childhood, pharmacological interventions have been the most studied and used forms of treatment. Given that the alleviating effects of medication are not universal. researchers have considered other adjuvant therapies. Physical activity is one intervention that has received limited attention. but has been suggested. The purpose of this study was to extend the limited research by the following: (1) provide evidence for the prevalence of physical activity in ADHD children, as well as determine the prevalence of physical activity therapeutic practices, (2) explore the relationship between physical activity and ADHD symptoms, and determine which specific ADHD symptom(s) physical activity may affect most, and (3) identify any moderators of the physical activity and ADHD symptom relationship. Participants included 101 parents, mostly from Canada, who currently have a child with diagnosed ADHD and were recruited through collaboration with the Learning Disabilities Association - South Vancouver Island Chapter by mail and through ADHD online internet parent forums. Participants were asked to complete a questionnaire pertaining to their child's medical history, behavioral symptoms, physical activity behaviors and practices, and parent socio-demographics. Results indicate that 76% of the sample did not meet Canadian national recommended physical activity guidelines, and 52% of the sample does not use physical activity as a therapy.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Attention-Deficit Hyperactivity Disorder (ADHD) is described by the broadly defined symptoms, attention-deficit, hyperactivity and impulsivity. Characterized as the most common diagnosed developmental disorder in childhood, pharmacological interventions have been the most studied and used forms of treatment. Given that the alleviating effects of medication are not universal. researchers have considered other adjuvant therapies. Physical activity is one intervention that has received limited attention. but has been suggested. The purpose of this study was to extend the limited research by the following: (1) provide evidence for the prevalence of physical activity in ADHD children, as well as determine the prevalence of physical activity therapeutic practices, (2) explore the relationship between physical activity and ADHD symptoms, and determine which specific ADHD symptom(s) physical activity may affect most, and (3) identify any moderators of the physical activity and ADHD symptom relationship. Participants included 101 parents, mostly from Canada, who currently have a child with diagnosed ADHD and were recruited through collaboration with the Learning Disabilities Association - South Vancouver Island Chapter by mail and through ADHD online internet parent forums. Participants were asked to complete a questionnaire pertaining to their child's medical history, behavioral symptoms, physical activity behaviors and practices, and parent socio-demographics. Results indicate that 76% of the sample did not meet Canadian national recommended physical activity guidelines, and 52% of the sample does not use physical activity as a therapy.
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: Ana Teresa Rondon
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Objective: The overarching goal of this study was to better understand the relationships physical activity (PA) and other physical well-being variables (i.e., body composition and fitness) have with mental health symptoms, academic achievement, and executive functioning in a middle-school aged sample. Additionally, this study sought to explore the unique contributions physical well-being variables and in particular physical activity had on youth and teacher- rated symptomatology. Finally, this study aimed to determine whether the relationship between PA and academic functioning was better accounted for directly or indirectly using a serial mediation model whereby PA predicted academic achievement through neuropsychological functioning and ADHD symptoms. Background: Previous research has revealed that youth who engage in physical activity, be it a one-time acute bout or an intervention, generally experience positive neuropsychological outcomes and in some studies, a decline in Attention-Deficit/Hyperactivity Impulsivity Disorder (ADHD) symptoms. Additionally, studies investigating the efficacy of physical activity in reducing depression and anxiety symptoms have produced promising findings. Furthermore, the relationship that increased physical activity has with academic success has been recognized for several years. Importantly, fewer studies have considered the relationship that everyday PA has with functioning using a cross-sectional design and hardly any studies have included youth ratings. Further, much of the research investigating this relationship has been completed with either community or clinical samples. When studies have involved school samples, they have excluded participants with elevated ADHD symptomatology and considered the relationship fitness, rather than PA, has with academics. Finally, while a large literature suggests that PA can contribute to improvements in academic achievement in typically developing children, there is limited information on whether this relationship occurs in the context of ADHD symptoms. Method: 59 youth enrolled at a local middle school and six youth attending a day camp completed questionnaires, tasks of neuropsychological functioning, and measures of body composition during a one-hour period. Further, for students, their elective course teacher completed a rating scale yielding scores for inattention and hyperactivity/impulsivity symptoms and scores from the Alabama Physical Fitness Assessment were retrieved. Results: There was a positive relationship between self-reported PA and self-reported academic achievement, and a negative relationship between self-reported PA and internalizing problems. Regressions showed that physical well-being variables accounted for a unique portion of the variance when predicting youth-reported internalizing problems. Notably, this relationship held when controlling for demographic variables and task-measured neuropsychological functioning but not when self-reported executive functioning was included in regression models. Mediation analyses revealed significant direct effects between self-reported PA and self-reported academic achievement but did not identify any statistically significant indirect effects. Conclusions: The findings in this study support the research suggesting that higher levels of PA are associated with better academic performance and fewer internalizing problems. While significant relationships between PA and attention difficulties did not emerge the results still highlight the importance of physical activity to overall well-being and encourage continued research on the topic of physical activity, mental health, and domains of functioning.
Author: Jenny Wilcox
Publisher:
ISBN:
Category :
Languages : en
Pages : 43
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The purpose of this study was to explore alternative treatment options to stimulant medication in reducing symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in elementary aged children. The goal was to understand whether implementing physical activity programs into elementary schools reduces characteristic symptoms of ADHD in-cluding, but not limited to hyperactivity, inattentiveness and impulsivity. Secondary data was used in this research to analyze the symptoms of ADHD and the benefits of physical activity as a behavior modification intervention for this disorder with children. The study addressed the research question, what are the most effective types of physical activity for children with ADHD to reduce their symptoms of ADHD? The goal of the study was to analyze the advantages and limitations of implementing more physical activity programs within schools across the United States to treat symptoms of ADHD. The findings of the study indicated that physical activity improved ADHD symp-toms in children. Yoga and meditation reduced symptoms such as hyperactivity, social disorders, oppositional defiant disorder and reductions in peer behaviors for children with ADHD. The major findings of the study discovered that a combination of stimulant med-ication, therapy and physical activity had the greatest improvements with ADHD symp-toms in children. It is important for health educators to have an understanding of the characteristic symptoms of ADHD, and types of physical activities are most effective in reducing ADHD symptoms within elementary school children, to create effective health behavior change interventions.
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: Alison Schonwald
Publisher: Springer Nature
ISBN: 3030623939
Category : Medical
Languages : en
Pages : 296
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Book Description
Finally, everything about ADHD in adolescents is in one place. This book is for you: a clinician diagnosing and treating teens with ADHD, a teacher educating teens with ADHD, or a parent raising one. Written for all readers, this resource is both comprehensive and straightforward, with quick tips and concise guidance in each chapter. Each of the four sections explores an essential aspect of ADHD in adolescents, starting first with detailed yet accessible best-practices of diagnosis and treatment. The second section takes a deep dive into the many disorders that mimic and co-occur with ADHD, including the most up to date information about electronics use and substance use. Section three unpacks the critical topic of Race, Culture, and Ethnicity in ADHD, and the hard-to-find topic of Relationships, Sexuality, and Sexual Behavior in Adolescents with ADHD. The closing and must-read chapters include practical guidance for parenting, thriving in high school, and planning the next steps for success. Across all four sections, clinical scenarios mirror common dilemmas faced by parents and teachers, and recurrent challenges familiar to clinicians. Information and resources direct the reader to best practices in ADHD in adolescents, with useful strategies usable for everyone. Written by experts in the field, ADHD in Adolescents is a valuable guide for all clinicians caring for teens with ADHD: pediatricians, child and adolescent neurologists, child and adolescent psychiatrists, adolescent medicine specialists, psychologists, nurse practitioners, physician assistants, social workers, and licensed clinical mental health workers. Parents and teachers of adolescents with ADHD will find this resource indispensable.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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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: Anne Catherine Knecht
Publisher:
ISBN:
Category :
Languages : en
Pages :
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"Children with Attention-Deficit Hyperactivity Disorder (ADHD) often experience challenges in physical activity (PA) behaviours due to their poor movement performances (Harvey et al., 2007) that may also overlap with movement behaviour disorders, like Developmental Coordination Disorder (DCD; Sergeant, Piek, & Oosterlaan, 2006). The purpose of this pilot study was to investigate the PA experiences of boys with ADHD who had a range of movement difficulties. It explored the good and not so good PA days of six boys with ADHD to gain a broader understanding of PA experiences from each child's perspective. The convenience sample of six boys with ADHD, 7-12 years, was recruited from an ADHD clinic at a provincial mental health university institute in Quebec, Canada. A sequential mixed-method research design was employed to understand the boys' PA experiences. First, two quantitative movement skill assessment tests, Movement Assessment Battery for Children-2 (MABC-2) and Test of Gross Motor Development-Second Edition (TGMD-2), were administered. The boys were categorized into two groups, based on the results from the MABC-2 test scores. Three boys were placed into the Amber/Red (A/R)-Zone group (i.e., "at risk" of having DCD or movement difficulties) and three boys were placed into the Green (G)-Zone group (i.e., no movement difficulties). The TGMD-2 scores showed that both groups demonstrated poor fundamental movement skills. This finding was expected for the A/R-Zone group but not for the G-Zone group. A new qualitative, visual research method, called the storybook-telling interview technique, was also created for this pilot study. The method enabled child-friendly, semi-structured PA interviews to be conducted with each participant. Within- and between-case analyses were performed during thematic analyses. Five themes emerged from the interview: Activity, Knowledge, Self-Awareness, Other People and Interview. Both groups shared similar experiences because they related positive feelings about performing specific movement skills and playing with family and friends during PA. A few differences were also present. The boys in the A/R-Zone group experienced asocial behaviours from their peers (e.g., exclusion) whereas the boys in the G-Zone group spoke about building rapport with peers during PA. This is the first qualitative study to concurrently explore the PA experiences of children with ADHD/DCD (e.g. A/R-Zone group) and ADHD (e.g., G-Zone group). It is hoped that this pilot study will lead to more research studies in this area to encourage all children with ADHD to lead a healthy and active lifestyle in the long term." --
Author: Houghton Mifflin Company
Publisher: Wentworth Press
ISBN: 9781010370277
Category : History
Languages : en
Pages : 132
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Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
