Training, executive, attention and motor skills (TEAMS) training versus standard treatment for preschool children with attention deficit hyperactivity disorder: a randomised clinical trial

Vibholm, Helle Annette; Pedersen, Jesper; Faltinsen, Erlend; Marcussen, Michael; Gluud, Christian; Storebø, Ole Jakob

doi:10.1186/s13104-018-3478-3

Cited by 10 publications

(8 citation statements)

References 25 publications

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“…We have, broadly speaking, ignored these changes to focus the present review but we are not ignorant of their importance. Furthermore, and of great importance, exercise has been repeatedly reported to improve ADHD-related behavior (e.g., [109,113,114,115,116,381,382,385,387,388]), although null-findings exist (e.g., [389,390,391]). This highlights exercise as a low-cost, multilateral approach that, if deliberately designed and delivered, could be used in adjunct with traditional pharmacological, psychological and pedagogical intervention strategies to promote cognitive performance in children and adolescents with ADHD.…”

Section: Discussionmentioning

confidence: 99%

Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-based Recommendations

Christiansen

Beck

Bilenberg

et al. 2019

JCM

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Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder with a complex symptomatology, and core symptoms as well as functional impairment often persist into adulthood. Recent investigations estimate the worldwide prevalence of ADHD in children and adolescents to be ~7%, which is a substantial increase compared to a decade ago. Conventional treatment most often includes pharmacotherapy with central nervous stimulants, but the number of non-responders and adverse effects call for treatment alternatives. Exercise has been suggested as a safe and low-cost adjunctive therapy for ADHD and is reported to be accompanied by positive effects on several aspects of cognitive functions in the general child population. Here we review existing evidence that exercise affects cognitive functions in children with and without ADHD and present likely neurophysiological mechanisms of action. We find well-described associations between physical activity and ADHD, as well as causal evidence in the form of small to moderate beneficial effects following acute aerobic exercise on executive functions in children with ADHD. Despite large heterogeneity, meta-analyses find small positive effects of exercise in population-based control (PBC) children, and our extracted effect sizes from long-term interventions suggest consistent positive effects in children and adolescents with ADHD. Paucity of studies probing the effect of different exercise parameters impedes finite conclusions in this regard. Large-scale clinical trials with appropriately timed exercise are needed. In summary, the existing preliminary evidence suggests that exercise can improve cognitive performance intimately linked to ADHD presentations in children with and without an ADHD diagnosis. Based on the findings from both PBC and ADHD children, we cautiously provide recommendations for parameters of exercise.

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Section: Discussionmentioning

confidence: 99%

Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-based Recommendations

Christiansen

Beck

Bilenberg

et al. 2019

JCM

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“…However, the improvements of TEAMS dropped to non-significant in a RCT when compared with the standard treatment (Vibholm et al, 2018). Vibholm et al suggests that the high dropout in the standard treatment might be the reason the RCT was insignificant, and that those parents had wanted their children to initiate medication rather than participate in the TEAMS (Vibholm et al, 2018). In our study, both parents in EFT-P and the waiting group were strongly resistant to medication, therefore, the dropout was lower and the improvements were significant in the RCT.…”

Section: Discussionmentioning

confidence: 90%

“…The open trial of TEAMS shows a significant decline of ADHD symptoms and impairment (Halperin et al, 2013). However, the improvements of TEAMS dropped to non-significant in a RCT when compared with the standard treatment (Vibholm et al, 2018). Vibholm et al suggests that the high dropout in the standard treatment might be the reason the RCT was insignificant, and that those parents had wanted their children to initiate medication rather than participate in the TEAMS (Vibholm et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Executive Function Training for Preschool Children With ADHD: A Randomized Controlled Trial

Shuai

Wang

et al. 2020

J Atten Disord

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Objective: This randomized controlled study explored the efficacy, feasibility, and acceptability of executive function training (EFT) for preschool children with ADHD. Method: The current study design was an 8 week randomized parallel groups, single-blinded trial, using EFT-P. A total of 96 children with an ADHD diagnosis at age 4 to 5 years old were randomized into the intervention group and waitlist group. In the intervention group, 46 out of 50 participants completed the 8-week program, compared with 39 out of 46 in the waiting group. The level of ADHD symptoms and the executive function (EF) were evaluated by both neuropsychological tests from NEPSY Second Edition (NEPSY-II) and Behavior Rating Inventory of Executive Function Preschool version (BRIEF-P). Results: The EFT is feasible to administer and is acceptable for preschool children, with a 93% retention rate. Results showed that following the intervention, the visual-motor precision ( p = .024), ADHD diagnostic state ( p = .01), and oppositional defiant symptoms ( p = .023) improved significantly in preschool children. However, the symptoms of ADHD and other EF evaluations were found to be insignificant. Conclusion: The EFT is feasible, acceptable, and potentially effective to reduce symptoms and improve EF for preschool children with ADHD. The next step is to extend the program time and provide more frequent practice of activities between the children and the therapist and/or parent, to improve the effectiveness.

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“…Todos comparten diferentes características como el hecho de estar dirigidos a población preescolar y basarse en el juego y la actividad física para realizar un entrenamiento sistemático de diferentes funciones cognitivas, así como la participación de los padres en el programa. Algunos como TEAMS han demostrado resultados positivos en la reducción de los síntomas de TDAH a través de estudios controlados aleatorizados (Halperin et al, 2013;Vibholm et al, 2018). Sin embargo, el estudio más reciente (Halperin et al, 2020) encontró mejoras similares en el grupo experimental y el grupo control.…”

Section: Intervención Cognitivaunclassified

El TDAH en la etapa preescolar: Una revisión narrativa

Molina-Torres¹,

Orgilés²,

Servera³

2022

RPCNA

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ADHD in Preschool: A Narrative Review. Attention Deficit Disorder (ADHD) is a very heterogeneous and highly prevalent neurodevelopmental disorder in children and adolescents. The detection of ADHD in the preschool stage (between 3 and 5 years of age) would allow early intervention, reducing its symptoms and modifying the course of the disorder. The present study aims to review in a narrative way the concept of ADHD in preschool population, its characteristics, the instruments that allow its detection and the available treatments. The clinical symptoms of ADHD in preschoolers are not as frequent as traditionally thought and present a high predictive validity, being frequently maintained over the years. The most common presentation of ADHD at this stage is hyperactive/impulsive and inattentive-dominant presentations occur infrequently. The evaluation of ADHD includes the detection of general psychopathology that may be comorbid to ADHD or that allows a correct differential diagnosis. Several ADHD symptom assessment scales are reliable for the clinical detection of the disorder and should be combined with measures that assess possible associated difficulties. Family interventions are the most frequently used, and pharmacological treatment is not recommended until 6 years of age. However, the results of treatment effectiveness are not very robust. Early preventive intervention is needed in the preschool stage with cases that present or are at risk of presenting ADHD and not “sit and wait”, although more effective interventions need to be found

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Training, executive, attention and motor skills (TEAMS) training versus standard treatment for preschool children with attention deficit hyperactivity disorder: a randomised clinical trial

Cited by 10 publications

References 25 publications

Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-based Recommendations

Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-based Recommendations

Executive Function Training for Preschool Children With ADHD: A Randomized Controlled Trial

El TDAH en la etapa preescolar: Una revisión narrativa

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