The Impact of a Motor-Cognitive Remediation Program on Attentional Functions of Preschoolers With ADHD Symptoms

Chevalier, Nicole; Parent, Véronique; Rouillard, Mélanie; Guay, Marie‐Claude; Verret, Claudia

doi:10.1177/1087054712468485

Cited by 8 publications

(13 citation statements)

References 39 publications

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“…On the other hand, marked cognitive impairments that are observed in the majority of individuals with ADHD in this study supports earlier seminal work which argued that a neuropsychological assessment using cognitive performance tests may contribute to the comprehensive understanding of an individual, including the characterization of individual cognitive strengths and weaknesses and potentially also guide treatment planning, such as the administration of cognitive remediation programs or acquiring compensation strategies to overcome consequences of cognitive deficits (Lange et al 2014;Mapou 2019;Pineda et al 2007). Regarding cognitive remediation, there is yet an ongoing discussion on its usefulness in the treatment of adults with ADHD with nonconforming findings reported in different studies (Chevalier et al 2017;Cortese et al 2015; Working memory 0.138 (p = 0.232) 0.161 (p = 0.180) − 0.041 (p = 0.780) Inhibition/interference control 0.355** (p = 0.002) 0.264* (p = 0.027) − 0.020 (p = 0.893) Cognitive flexibility 0.018 (p = 0.873) 0.005 (p = 0.964) − 0.206 (p = 0.152) Fluency 0.292* (p = 0.010) 0.322** (p = 0.006) 0.449** (p = 0.001) Planning 0.156 (p = 0.222) 0.209 (p = 0.089) 0.143 (p = 0.325) Total compound 0.282* (p = 0.012) 0.344** (p = 0.003) 0.146 (p = 0.311)…”

Section: Discussionsupporting

confidence: 83%

Neuropsychological functioning of individuals at clinical evaluation of adult ADHD

et al. 2020

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Objectives Numerous studies showed that adults with attention deficit hyperactivity disorder (ADHD) suffer from impairments in a range of cognitive functions when compared to healthy controls. However, only little is known about the neuropsychological functions when compared to various clinical control groups and whether a distinct neuropsychological profile can be identified for adult ADHD. Method This retrospective study examined data of 199 outpatients referred for clinical evaluation of adult ADHD, allocated either to an ADHD group (n = 78) or to one of two clinical comparison groups, depending on whether they show indications (n = 71) or no indications (n = 50) for the presence of psychiatric disorders other than ADHD. All individuals performed a comprehensive neuropsychological test battery. Results Data analysis revealed impairments in a range of cognitive functions in a substantial number of patients of all three groups. However, profiles of neuropsychological impairments were similar between groups. Furthermore, significant small- to medium-sized correlations between basic and higher-order cognitive functions were revealed in the ADHD group and the clinical comparison group with indications for psychiatric disorders other than ADHD. Conclusion Neuropsychological impairments are prominent in psychiatric outpatients seeking a clinical evaluation of adult ADHD but are not specific for ADHD. It is concluded that neuropsychological test performance may have limited incremental value to support the psychiatric differential diagnosis. Furthermore, a clinical trajectory may need to take into account that deficits in a range of higher-order cognitive functions can be substantially explained by deficits in basic cognitive functions.

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Section: Discussionsupporting

confidence: 83%

Neuropsychological functioning of individuals at clinical evaluation of adult ADHD

et al. 2020

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“…In order to compare the intervention effects, children were divided into four groups based on the assumed severity of the learning difficulty. Thereafter, the following groups were formed: children at-risk for learning difficulties due to family background ( n studies = 8; e.g., low SES) [ 30 ], children with learning difficulties ( n studies = 7; e.g., high risk of ADHD) [ 31 ], learning disabilities ( n studies = 5; e.g., autism spectrum disorder) [ 32 ], physical disabilities ( n studies = 2; e.g., cerebral palsy) [ 33 ]. The mean ages of the participants ranged from 3.8 [ 34 ] to 7.4 years [ 35 ], and all of the studies included both boys and girls, apart from two studies that only included the former [ 36 , 37 ].…”

Section: Resultsmentioning

confidence: 99%

“…Three of the studies [ 38 , 39 , 40 ] included two intervention programs that met the eligibility criteria, and thus, were analyzed separately. A total of 14 intervention programs focused on FMS only interventions [ 30 , 31 , 38 , 39 , 41 , 42 , 43 , 44 ], PA only interventions [ 35 , 40 ], or FMS and PA only interventions [ 32 , 45 ], while 11 programs combined FMS [ 3 , 21 , 33 , 36 , 37 , 46 , 47 ], PA [ 34 , 48 ], or FMS and PA [ 40 , 49 ] with cognitive or academic skill practices. Intervention duration ranged from five weeks [ 35 ] to one academic year [ 3 , 36 , 37 , 38 , 41 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

et al. 2022

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This systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen’s d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions.

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“…Youth with NDDs may be experiencing impaired cognition and at risk of developing maladaptive emotion regulation; thus, existing treatment plans may benefit from inclusion of specific assessments and approaches that aim to strengthen cognitive control early in development. For example, cognitive remediation interventions implemented as adjunct interventions may be helpful (Chevalier et al, 2017; Kim et al, 2018). Chevalier et al (2017) used a motor‐cognitive remediation programme in preschoolers at risk of ADHD and were able to improve inhibitory control and selective attention in the experimental group.…”

Section: Discussionmentioning

confidence: 99%

“…For example, cognitive remediation interventions implemented as adjunct interventions may be helpful (Chevalier et al, 2017; Kim et al, 2018). Chevalier et al (2017) used a motor‐cognitive remediation programme in preschoolers at risk of ADHD and were able to improve inhibitory control and selective attention in the experimental group. Interventions are also needed to reduce children's reactivity to emotion‐inducing cues and to teach them strategies for faster recovery from negative emotional experiences.…”

Section: Discussionmentioning

confidence: 99%

The role of cognitive control and emotion regulation in predicting mental health problems in children with neurodevelopmental disorders

Tajik-Parvinchi

Farmus

Modica

et al. 2021

Child

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Background Many youth with neurodevelopmental disorders (NDDs) experience mental health problems such as anxiety, depression or anger, and these are often associated with impairments of cognition and emotion regulation. The mechanisms that may be linking cognitive difficulties, emotion regulation and mental health are not known. Aims The current study examined whether adaptive and maladaptive (dysregulated) emotion regulation mediated the link between different cognitive control processes (working memory, inhibition and shifting) and internalizing/externalizing symptoms in children with NDDs. Methods Participants included 48 children (8–13 years of age) with one or more diagnoses of autism, attention deficit hyperactivity disorder, cerebral palsy and learning disability, who were enrolled in a larger study of cognitive behaviour therapy targeting emotion regulation. Multiple mediation analyses were implemented using the PROCESS macro. The mediation effects of adaptive and maladaptive emotion regulation were examined on the relationships between (1) working memory and internalizing/externalizing symptoms, (2) inhibition and internalizing/externalizing symptoms and (3) shifting and internalizing/externalizing symptoms. All data were collected prior to intervention, at baseline. Results Shifting, inhibitory control and working memory predicted increased emotion dysregulation, which functioned as a full mediator to both internalizing and externalizing problems in children with NDDs. Conclusions In the presence of emotionally triggering situations, children with greater cognitive challenges experience greater maladaptive emotion regulation, which results in both internalizing and externalizing problems. For youth with NDDs, therapeutic plans that include strengthening of working memory, inhibition and shifting abilities in addition to emotion regulation skills training may be helpful in alleviating externalizing and internalizing behaviour.

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The Impact of a Motor-Cognitive Remediation Program on Attentional Functions of Preschoolers With ADHD Symptoms

Cited by 8 publications

References 39 publications

Neuropsychological functioning of individuals at clinical evaluation of adult ADHD

Neuropsychological functioning of individuals at clinical evaluation of adult ADHD

Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

The role of cognitive control and emotion regulation in predicting mental health problems in children with neurodevelopmental disorders

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