Spatial Ability in children with Attention-Deficit/Hyperactivity Disorder (ADHD) and its Impact on Executive Functions.

Abstract

Background Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with deficits in cognitive functions. Spatial ability (SA) which plays a crucial role in different domains of academic and daily life is constructed with eight separate and unified factors. Method: The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without ADHD. The second objective of the study was to explore the SA factors' ability to predict the performance of ADHD participants in three executive functions. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. Results Participants with ADHD were less accurate in all the tasks except Spatial Temporal task, and their reaction time was more in Visualization, Spatial Relation, and Spatial Orientation tasks comparing to children with typical development. Regression analysis exhibited that some of SA factors were able to predict working memory and cognitive flexibility, but they could not predict response inhibition. Conclusion Regarding these results, it seems necessary for specialists to include assessment of all SA factors and to train them in cognitive rehabilitation programs for children with ADHD.

EEG Global Coherence in Scholar ADHD Children during Visual Object Processing

“…For each subject, we had sequences of 80 segments of clean EEG (80 s). The discrete 2 9 = 512-points Fourier transform was computed for each segment for the whole 0-200 Hz. Moreover, data belonging to global and local (consistent, inconsistent, and neutral) recognition from all trials were concatenated for further statistical analysis.…”

“…The visuospatial functions arise from two neurofunctional brain systems, denominated ventral, and dorsal streams, differentiated by what (ventral stream) or how/where (dorsal stream) it is processed, but intricately related anatomically and functionally [8]. For that matter, visuospatial functioning has been implicated as one of the main abilities affected in children with ADHD [9] It has been previously stated that visuospatial abilities exhibit different profiles among clinical (neurodevelopmental) groups, including ADHD. Most studies focus on the differences in visuospatial memory and the detrimental effect it can have on daily living, education, and working [10][11][12].…”

Transcranial Direct-Current Stimulation Improves Verbal Fluency in Children with Attention Deficit Hyperactivity Disorder (ADHD)

“…Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by two primary symptoms: inattention and hyperactivity–impulsivity [ 1 ]. Individuals affected by ADHD exhibit compromised cognitive processing in various domains, including perceptual [ 2 , 3 ], attentional [ 4 ], temporal [ 5 ], emotional [ 6 ], executive [ 7 ], social [ 8 ], and motivational [ 9 ] processing.…”