Attention deficit hyperactivity disorder (ADHD) is the most prevalent neurodevelopment disorder in childhood affecting 11% of school-aged children 1 and associated with wide-ranging impairments, 2 including academic underachievement, social problems, substance abuse, and negative health outcomes
Pooja S. Tandon, Tyler Sasser, Erin S. Gonzalez, Kathryn B. Whitlock, Dimitri A. Christakis, and Mark A. Stein
Christiane Lange-Küttner and Ridhi Kochhar
-Mashadi, Sudirman, Khalid, & Lange-Küttner, 2015 ). The Current Study We investigated whether the CRT may be a good screening instrument for children with autistic spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). Both ASD and ADHD are neurodevelopmental disorders that are
Mindi Fisher, Ryan Tierney, Anne Russ, and Jamie Mansell
Attention deficit hyperactivity disorder (ADHD) and other learning difficulties (LD) are neurocognitive disorders that can occur individually or concurrently. 1 Those who suffer from LD commonly experience dyslexia or dyscalculia. 1 , 2 ADHD has a prevalence rate of 5.3% worldwide and is the most
William J. Harvey, Greg Reid, Gordon A. Bloom, Kerri Staples, Natalie Grizenko, Valentin Mbekou, Marina Ter-Stepanian, and Ridha Joober
Physical activity experiences of 12 age-matched boys with and without attention-deficit hyperactivity disorder (ADHD) were explored by converging information from Test of Gross Motor Development-2 assessments and semistructured interviews. The knowledge-based approach and the inhibitory model of executive functions, a combined theoretical lens, enabled the description of similarities and differences in experiences that emerged during interviews. Skill assessments indicated boys with ADHD were not as proficient movers as their peers without ADHD. Thematic analysis revealed that boys with ADHD reported playing with friends, paid little attention to detail, possessed superficial knowledge about movement skills, and expressed many negative feelings about physical activity. Task-specific interventions and a wider range of mixed methods research are recommended for future research studies in ADHD.
Lucy Barnard-Brak, Tonya Davis, Tracey Sulak, and Victor Brak
The purpose of the current study was to examine the association between structured physical activity, specifically physical education, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Physical activity may be associated with lower levels of symptoms of ADHD and this rationale provided the impetus for the current study.
A community-based, nationally representative sample of children from the Early Childhood Longitudinal Study, Kindergarten cohort (ECLS-K) was used. Structural equation modeling was used to examine the association of physical activity with symptoms of Attention Deficit Hyperactivity Disorder. Two random subsamples were drawn for the purposes of cross-validation of our model. Statistics reflecting model ft are reported.
With a standardized path coefficient value of –.23, findings from the current study indicate a significant, inverse association between physical education, as a structured form of physical activity, with the symptoms of Attention Deficit Hyperactivity Disorder in children.
Using a community-based, nationally representative sample of children aged 5 to 7 years old from the United States, the results of the current study suggest that physical education, as a structured form of physical activity, may be considered as associated with lower levels of symptoms of ADHD across time.
Scott J. Pedersen, Paul R. Surburg, Matthew Heath, and David M. Koceja
The purpose was to investigate central and peripheral processing mechanisms through the use of electromyography (EMG) to determine differences between the performance of children with and without ADHD on a lower extremity choice response time task. Sixteen children with ADHD were tested on and off medication along with 19 children without ADHD. For premotor time, the comparison group performed significantly faster than children with ADHD. The longer latencies exhibited in central processing of children with ADHD were related to midline crossing inhibition (MCI). Medication improved the speed of processing for children with ADHD, but did not negate MCI.
Tiffanye M. Vargas-Tonsing, Margaret Flores, and Robbi Beyer
The prevalence of Attention Deficit Hyperactivity Disorder (ADHD) is between 2%-10% of children (Center for Disease Control, 2003). Participation in organized sports is beneficial to children with ADHD by increasing self-esteem, self-efficacy, peer acceptance, and social skills (Armstrong & Drabman, 2004; Bagwell, Brooke, Pelham, and Hoza, 2001). Little research exists as to preparation for youth sport coaches with regard to coaching athletes with ADHD. The study’s purpose was to investigate coaches’ efficacy beliefs for coaching athletes with ADHD. Two hundred nineteen volunteer coaches completed a questionnaire designed to measure their beliefs. The results showed that overall coaches reported fairly high feelings of efficacy for working with athletes with ADHD. However, results also indicated that coaches reporting experience with athletes with ADHD reported higher efficacy for coaching athletes with ADHD than their less experienced peers. Implications for coaching education include the incorporation of behavior management techniques into course content and the creation of ADHD resources such as weblinks and pamphlets.
Anthony D. Mahon, Megan E. Woodruff, Mary P. Horn, Andrea D. Marjerrison, and Andrew S. Cole
The effect of stimulant medication use by children with attention deficit/hyper-activity disorder (ADHD) on the rating of perceived exertion (RPE)—heart rate (HR) relationship was examined. Children with ADHD (n = 20; 11.3 ± 1.8 yrs) and children without ADHD (n = 25; 11.2 ± 2.1 yrs) were studied. Children with ADHD were examined while on their usual dose of medication on the day of study. HR and RPE, using the OMNI RPE scale, were assessed during a graded exercise to peak voluntary effort. The RPE-HR relationship was determined individually and the intercept and slope responses were compared between groups. The intercept was 132.4 ± 19.5 bpm for children with ADHD and 120.6 ± 15.7 bpm for children without ADHD. The slope was 7.3 ± 1.9 bpm/RPE for the children with ADHD and 8.1 ± 1.6 bpm/RPE for the children without ADHD. For the group with ADHD the intercept and slope values fell outside of the 95% CI observed in the control group. The altered relationship between RPE and HR with stimulant medication use in children with ADHD has practical implications with respect to the use of HR and RPE to monitor exercise intensity.
E. Andrew Pitchford and E. Kipling Webster
, & Visscher, 2011 ), autism spectrum disorder (ASD; Liu, Hamilton, Davis, & ElGarhy, 2014 ; Pan, Tsai, & Chu, 2009 ; Staples & Reid, 2010 ), attention deficit hyperactivity disorder (ADHD; Harvey & Reid, 1997 ; Harvey et al., 2007 , 2009 ), and visual impairments ( Haibach, Wagner, & Lieberman, 2014
Homan Lee, Janice Causgrove Dunn, and Nicholas L. Holt
The purpose of this study was to explore youth sport experiences of individuals with attention deficit/hyperactivity disorder (ADHD). Participants were 6 males (mean age = 22.7 yr) with ADHD who had played 3 or more seasons in team sports during adolescence. Following interpretive phenomenological analysis methodology, each participant completed 2 semistructured interviews. Findings showed that symptoms of ADHD hampered participants’ experiences and led to negative interpersonal and performance-related consequences. On the other hand, participants reported social and stress/energy-release benefits arising from their experiences in sport. Their experiences were therefore complex, and some findings relating to social interactions appeared contradictory (e.g., negative interpersonal experiences vs. social benefits). Supportive coaches, understanding teammates, and personal coping strategies were key factors that enabled participants to realize benefits and, to some degree, mitigate negative consequences associated with their participation in sport.