Age-related changes in motor subtle signs among girls and boys with ADHD

Cole, Wesley R.; Mostofsky, Stewart H.; Larson, Jennifer C. Gidley; Denckla, Martha B.; Mahone, E. Mark

doi:10.1212/01.wnl.0000334275.57734.5f

Cited by 121 publications

(132 citation statements)

References 31 publications

Supporting

Mentioning

117

Contrasting

Order By: Relevance

“…Within-sex comparisons revealed that boys with ADHD had more overflow and more dysrhythmia than control boys (P < 0.05), while girls with ADHD in this age range did not differ from control girls. Examination of age-related change in girls versus boys with ADHD revealed that, from age 7 to 14 years, girls with ADHD demonstrate a significant reduction in overflow; while boys manifest little agerelated change during this period, suggesting that the frontal-striatal and cerebellar brain systems implicated in overflow and dysrhythmia mature earlier in girls versus boys with ADHD [Cole et al, 2008].…”

Section: Motor Development In Children With Adhdmentioning

confidence: 98%

“…Cole et al [2008] examined age-related reduction in subtle signs (overflow, dysrhythmia), emphasizing gender differences in 268 children of ages 7-14 years (99 boys, 33 girls with ADHD; 85 control boys, 51 control girls). Within-sex comparisons revealed that boys with ADHD had more overflow and more dysrhythmia than control boys (P < 0.05), while girls with ADHD in this age range did not differ from control girls.…”

Section: Motor Development In Children With Adhdmentioning

confidence: 99%

See 1 more Smart Citation

The neurobiological profile of girls with ADHD

Mahone

Wodka

2008

Dev Disabil Res Revs

View full text Add to dashboard Cite

Since boys are more commonly diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) than girls, the majority of theories and published research studies of ADHD have been based on samples comprised primarily (or exclusively) of boys. While psychosocial impairment in girls with ADHD is well established, the neuropsychological and neurobiological basis of these deficits is less consistently observed. There is growing evidence that boys' and girls' brains develop and mature at different rates, suggesting that the trajectory of early anomalous brain development in ADHD may also be sex-specific. It remains unclear, however, whether earlier brain maturation observed in girls with ADHD is protective. In this review, we outline the current theory and research findings that seek to establish a unique neurobiological profile of girls with ADHD, highlighting sex differences in typical brain development and among children with ADHD. The review highlights findings from neurological, neurocognitive, and behavioral studies. Future research directions are suggested, including the need for longitudinal neuroimaging and neurobehavioral investigation beginning as early as the preschool years, and continuing through adolescence and adulthood, with consideration of identified sex differences in the development of ADHD.

show abstract

Section: Motor Development In Children With Adhdmentioning

confidence: 98%

Section: Motor Development In Children With Adhdmentioning

confidence: 99%

The neurobiological profile of girls with ADHD

Mahone

Wodka

2008

Dev Disabil Res Revs

View full text Add to dashboard Cite

show abstract

“…1 These developmental skills, rated using the Physical and Neurological Examination for Subtle Signs (PANESS), 2 consistently distinguish children with ADHD from typically developing (TD) children. 3 The neurobiologic underpinnings of these motor delays as well as of the cardinal ADHD behavioral symptoms are incompletely understood. A more quantitative biologically based marker is needed as a foundation for predicting risk for poor ADHD adult outcomes 4 and for designing more rational, personalized interventions that prevent these outcomes.…”

mentioning

confidence: 99%

“…The rationales for studying this age group include well-documented, ADHDrelated delays in motor skill development, 3 but incomplete understanding of the biologic basis in the motor system as well as its relationship to cognitive and behavioral data.…”

mentioning

confidence: 99%

“…The primary battery of interest for this study was the PANESS, as described recently. 3 This test measures timed movements, lateral preference, motor overflow, dysrhythmia, coordination, gait, balance, and motor persistence. The Motor Assessment Battery in Children version 2 (MABC-2), developed to assess children's performance in areas of manual dexterity, ball skills, and balance, was used as a secondary measure and has also been validated as a developmental coordination battery in several populations.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Motor cortex inhibition

Gilbert¹,

Isaacs²,

Augusta³

et al. 2011

Neurology

Self Cite

153

120

View full text Add to dashboard Cite

Objective: Attention-deficit/hyperactivity disorder (ADHD) is a childhood-onset behavioral diagnosis in which children often fail to meet age norms in development of motor control, particularly timed repetitive and sequential movements, motor overflow, and balance. The neural substrate of this motor delay may include mechanisms of synaptic inhibition in or adjacent to the motor cortex. The primary objective of this study was to determine whether transcranial magnetic stimulation (TMS)-evoked measures, particularly short interval cortical inhibition (SICI), in motor cortex correlate with the presence and severity of ADHD in childhood as well as with commonly observed delays in motor control. Methods:In this case-control study, behavioral ratings, motor skills, and motor cortex physiology were evaluated in 49 children with ADHD (mean age 10.6 years, 30 boys) and 49 typically developing children (mean age 10.5 years, 30 boys), all right-handed, aged 8-12 years. Motor skills were evaluated with the Physical and Neurological Examination for Subtle Signs (PANESS) and the Motor Assessment Battery for Children version 2. SICI and other physiologic measures were obtained using TMS in the left motor cortex. Results:In children with ADHD, mean SICI was reduced by 40% (p Ͻ 0.0001) and less SICI correlated with higher ADHD severity (r ϭ Ϫ0.52; p ϭ 0.002). Mean PANESS motor development scores were 59% worse in children with ADHD (p Ͻ 0.0001). Worse PANESS scores correlated modestly with less SICI (r ϭ Ϫ.30; p ϭ 0.01). Conclusion:Reduced TMS-evoked SICI correlates with ADHD diagnosis and symptom severity and also reflects motor skill development in children. Neurology ® 2011;76:615-621 GLOSSARY ADHD ϭ attention-deficit/hyperactivity disorder; ADHD-RS-IV ϭ ADHD Rating Scale IV; AMT ϭ active motor threshold; CPRS ϭ Conners' Parent Rating Scale-Revised; CSP ϭ cortical silent period; DSM-IV ϭ Diagnostic and Statistical Manual of Mental Disorders, 4th edition; GABA ϭ ␥-aminobutyric acid; ICF ϭ intracortical facilitation; MABC-2 ϭ Motor Assessment Battery in Children version 2; MEP ϭ motor evoked potential; PANESS ϭ Physical and Neurological Examination for Subtle Signs; RMT ϭ resting motor threshold; SICI ϭ short interval cortical inhibition; TD ϭ typically developing; TMS ϭ transcranial magnetic stimulation.Development of behavioral control and fine motor coordination are 2 fundamental maturational processes in childhood. Children with attention-deficit/hyperactivity disorder (ADHD) have ageinappropriate impulse control and fail to meet age norms on timed repetitive and sequential movements, develop accurate rhythm more slowly, and persist in immature patterns of motor overflow. 1 These developmental skills, rated using the Physical and Neurological Examination for Subtle Signs (PANESS), 2 consistently distinguish children with ADHD from typically developing (TD) children. 3 The neurobiologic underpinnings of these motor delays as well as of the cardinal ADHD behavioral symptoms are incompletely understood. A more quantita...

show abstract

Motor Learning Relies on Integrated Sensory Inputs in ADHD, but Over‐Selectively on Proprioception in Autism Spectrum Conditions

Izawa

Pekny²,

Marko³

et al. 2012

Autism Research

167

131

View full text Add to dashboard Cite

Lay Abstract Children with autism spectrum disorder (ASD) show deficits in development of motor skills, in addition to core deficits in social skill development. In a previous study (Haswell et al., 2009) we found that children with autism show a key difference in how they learn motor actions, with a bias for relying on joint position rather than visual feedback; further, this pattern of motor learning predicted impaired motor, imitation and social abilities. We were interested in finding out whether this altered motor learning pattern was specific to autism. To do so, we examined children with Attention Deficit Hyperactivity Disorder (ADHD), who also show deficits in motor control. Children learned a novel movement and we measured rates of motor learning, generalization patterns of motor learning, and variability of motor speed during learning. We found children with ASD show a slower rate of learning and, consistent with previous findings, an altered pattern of generalization that was predictive of impaired motor, imitation, and social impairment. In contrast, children with ADHD showed a normal rate of learning and a normal pattern of generalization; instead, they (and they alone), showed excessive variability in movement speed. The findings suggest that there is a specific pattern of altered motor learning associated with autism. Scientific Abstract The brain builds an association between action and sensory feedback to predict the sensory consequence of self-generated motor commands. This internal model of action is central to our ability to adapt movements, and may also play a role in our ability to learn from observing others. Recently we reported that the spatial generalization patterns that accompany adaptation of reaching movements were distinct in children with Autism Spectrum Disorder (ASD) as compared to typically developing (TD) children. To test whether the generalization patterns are specific to ASD, here we compared the patterns of adaptation to those in children with Attention Deficit Hyperactivity Disorder (ADHD). Consistent with our previous observations, we found that in ASD the motor memory showed greater than normal generalization in proprioceptive coordinates compared with both TD children and children with ADHD; children with ASD also showed slower rates of adaptation compared with both control groups. Children with ADHD did not show this excessive generalization to the proprioceptive target, but did show excessive variability in the speed of movements with an increase in the exponential distribution of responses (τ) as compared with both TD children and children with ASD. The results suggest that slower rate of adaptation and anomalous bias towards proprioceptive feedback during motor learning is characteristic of autism; whereas increased variability in execution is characteristic of ADHD.

show abstract

Age-related changes in motor subtle signs among girls and boys with ADHD

Cited by 121 publications

References 31 publications

The neurobiological profile of girls with ADHD

The neurobiological profile of girls with ADHD

Motor cortex inhibition

Motor Learning Relies on Integrated Sensory Inputs in ADHD, but Over‐Selectively on Proprioception in Autism Spectrum Conditions

Contact Info

Product

Resources

About