Attention Deficit Disorder With Hyperactivity (ADHD)
Conditions
Keywords
dual task, motor performance, cognitive perfomance
Brief summary
When motor control deficits, sensory-perceptual deficits, and deficits in attention allocation and executive functions, often seen in ADHD, are accompanied by impairments in attentional allocation and executive function, further difficulties with dual tasks may arise. The aim of this study was to compare the performance of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) with healthy children on single-motor and dual-motor and motor-cognitive tasks.
Detailed description
Attention Deficit Hyperactivity Disorder (ADHD), characterized by inattention, hyperactivity, and impulsivity, is a heterogeneous neurodevelopmental disorder frequently encountered in childhood. Genetic, social, and physical factors play a significant role in ADHD, and it is known that it can cause problems in many areas, including financial costs, family responsibilities, academic performance, and physical and mental health. These children are fidgety, unable to sit still, boredom with sitting for long periods, constantly running or climbing in childhood, but as adults, they remain restless, often climbing walls, have difficulty engaging in quiet activities, begin speaking before the other person has even finished, interrupt others, talk excessively, and have difficulty with tasks that require waiting or taking turns. Hyperactivity is more common in these children during the preschool years. Other characteristics of these children include being stubborn, sleepy, bedwetting, and displaying anger and aggression in response to situations. Motor activity decreases with age. By adulthood, they experience emotional distress. Dual tasking, a common occurrence in daily life, is defined as the simultaneous performance of two tasks that can be performed independently, measured separately, and have different objectives. In dual tasking, motor-motor, motorcognitive, or cognitive-cognitive tasks are performed simultaneously. When motor control deficits, sensory-perceptual deficits, attention allocation, and executive function deficits frequently seen in ADHD coexist, further difficulties with dual tasks may arise.
Interventions
DIAGNOSTIC_TESTtest
Descriptive tests will be applied
Sponsors
Gaziantep Islam Science and Technology University
Study design
Observational model
OTHER
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
7 Years to 14 Years
Healthy volunteers
Yes
Inclusion criteria
* Being between the ages of 7 and 16, * having been diagnosed with ADHD, * volunteering to participate in the study, or having received parental consent.
Exclusion criteria
* The individual is unwilling to participate in the study or does not have family consent. * The individual has another known neurological or orthopedic disease.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Nine hole peg test- Single task | At Baseline | Participants are asked to place nine 3.2 cm long sticks into the holes on the platform as quickly as possible and then collect them. This process is timed and recorded in seconds. |
| Nine hole peg test-motor dual task | at baseline | Participants are asked to place nine 3.2 cm long sticks into the holes on the platform as quickly as possible and then collect them. This process is timed and recorded in seconds. Keeping pace with the foot during the 9-hole peg for motor-motor dual task (dorsi-plantar flexion) |
| Nine hole peg test- congitive dual task | At baseline | Participants are asked to place nine 3.2 cm long sticks into the holes on the platform as quickly as possible and then collect them. This process is timed and recorded in seconds. During the 9-hole peg test for the motor-cognitive dual task, they will be asked to say animal names starting with the letter K. |
| 10 meter walk test-single task | at baseline | The subject is asked to walk a 10-meter distance at a normal walking pace. To mitigate the effects of acceleration and deceleration, a 2-meter starting and finishing distance is included before and after the 10-meter test area. During the test, the timer starts when the subject's foot crosses the starting line and stops when the subject crosses the finishing line. Two measurements are taken, and the best value is recorded in m/s. |
| Ten meter walk test- motor dual task | At baseline | The subject is asked to walk a 10-meter distance at a normal walking pace. To mitigate the effects of acceleration and deceleration, a 2-meter starting and finishing distance is included before and after the 10-meter test area. During the test, the timer starts when the subject's foot crosses the starting line and stops when the subject crosses the finishing line. Two measurements are taken, and the best value is recorded in m/s. For the motor-motor dual task, children will be asked to carry a tray containing an empty box with two hands during the 10-meter walking test. |
| Ten meter walk test- cognitive dual task | at baseline | The subject is asked to walk a 10-meter distance at a normal walking pace. To mitigate the effects of acceleration and deceleration, a 2-meter starting and finishing distance is included before and after the 10-meter test area. During the test, the timer starts when the subject's foot crosses the starting line and stops when the subject crosses the finishing line. Two measurements are taken, and the best value is recorded in m/s. For the motor-cognitive dual task, children will be asked to say animal names starting with the letter K during the 10-meter walking test. |
Countries
Turkey (Türkiye)
Outcome results
None listed