Tag Archives: Special Needs Jungle

University of Central Florida study: Kids with ADHD must fidget to learn

19 Apr

Moi wrote in ADHD coaching to improve a child’s education outcome:
The American Academy of Child and Adolescent Psychiatry discusses the primary symptoms of ADHD in the article, What Is ADHD:

The primary symptoms of ADHD are hyperactivity, impulsivity, and inattention.
Hyperactive children always seem to be in motion. A child who is hyperactive may move around touching or playing with whatever is around, or talk continually. During story time or school lessons, the child might squirm around, fidget, or get up and move around the room. Some children wiggle their feet or tap their fingers. A teenager or adult who is hyperactive may feel restless and need to stay busy all the time.
Impulsive children often blurt out comments without thinking first. They may often display their emotions without restraint. They may also fail to consider the consequences of their actions. Such children may find it hard to wait in line or take turns. Impulsive teenagers and adults tend to make choices that have a small immediate payoff rather than working toward larger delayed rewards….

ADHD News has a synopsis of the ADHD news
http://www.medicalnewstoday.com/categories/adhd
https://drwilda.com/2012/03/31/adhd-coaching-to-improve-a-childs-education-outcome/

Science Daily reported in Kids with ADHD must squirm to learn, study says:

But new research conducted at UCF shows that if you want ADHD kids to learn, you have to let them squirm. The foot-tapping, leg-swinging and chair-scooting movements of children with attention-deficit/hyperactivity disorder are actually vital to how they remember information and work out complex cognitive tasks, according to a study published in an early online release of the Journal of Abnormal Child Psychology.

The findings show the longtime prevailing methods for helping children with ADHD may be misguided.

“The typical interventions target reducing hyperactivity. It’s exactly the opposite of what we should be doing for a majority of children with ADHD,” said one of the study’s authors, Mark Rapport, head of the Children’s Learning Clinic at the University of Central Florida. “The message isn’t ‘Let them run around the room,’ but you need to be able to facilitate their movement so they can maintain the level of alertness necessary for cognitive activities.”
The research has major implications for how parents and teachers should deal with ADHD kids, particularly with the increasing weight given to students’ performance on standardized testing. The study suggests that a majority of students with ADHD could perform better on classroom work, tests and homework if they’re sitting on activity balls or exercise bikes, for instance.

The study at the UCF clinic included 52 boys ages 8 to 12. Twenty-nine of the children had been diagnosed with ADHD and the other 23 had no clinical disorders and showed normal development….. http://www.sciencedaily.com/releases/2015/04/150417190003.htm

Citation:

Kids with ADHD must squirm to learn, study says
Date: April 17, 2015

Source: University of Central Florida

Summary:

Excessive movement common among children with attention-deficit/hyperactivity disorder is actually vital to how they remember information and work out complex cognitive tasks, a new study shows. The findings show the longtime prevailing methods for helping children with ADHD may be misguided.

Journal Reference:
1. Dustin E. Sarver, Mark D. Rapport, Michael J. Kofler, Joseph S. Raiker, Lauren M. Friedman. Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing Deficit or Compensatory Behavior? Journal of Abnormal Child Psychology, 2015; DOI: 10.1007/s10802-015-0011-1

Here is the press release from the University of Central Florida:

Kids with ADHD Must Squirm to Learn, UCF Study Says

For decades, frustrated parents and teachers have barked at fidgety children with ADHD to “Sit still and concentrate!”

But new research conducted at UCF shows that if you want ADHD kids to learn, you have to let them squirm. The foot-tapping, leg-swinging and chair-scooting movements of children with attention-deficit/hyperactivity disorder are actually vital to how they remember information and work out complex cognitive tasks, according to a study published in an early online release of the Journal of Abnormal Child Psychology.

The findings show the longtime prevailing methods for helping children with ADHD may be misguided.

“The typical interventions target reducing hyperactivity. It’s exactly the opposite of what we should be doing for a majority of children with ADHD,” said one of the study’s authors, Mark Rapport, head of the Children’s Learning Clinic at the University of Central Florida. “The message isn’t ‘Let them run around the room,’ but you need to be able to facilitate their movement so they can maintain the level of alertness necessary for cognitive activities.”
The research has major implications for how parents and teachers should deal with ADHD kids, particularly with the increasing weight given to students’ performance on standardized testing. The study suggests that a majority of students with ADHD could perform better on classroom work, tests and homework if they’re sitting on activity balls or exercise bikes, for instance.

The study at the UCF clinic included 52 boys ages 8 to 12. Twenty-nine of the children had been diagnosed with ADHD and the other 23 had no clinical disorders and showed normal development.

Each child was asked to perform a series of standardized tasks designed to gauge “working memory,” the system for temporarily storing and managing information required to carry out complex cognitive tasks such as learning, reasoning and comprehension.

Children were shown a series of jumbled numbers and a letter that flashed onto a computer screen, then asked to put the numbers in order, followed by the letter. A high-speed camera recorded the kids, and observers recorded their every movement and gauged their attention to the task.

Rapport’s previous research had already shown that the excessive movement that’s a trademark of hyperactive children – previously thought to be ever-present – is actually apparent only when they need to use the brain’s executive brain functions, especially their working memory.

The new study goes an important step further, proving the movement serves a purpose.
“What we’ve found is that when they’re moving the most, the majority of them perform better,” Rapport said. “They have to move to maintain alertness.”

By contrast, the children in the study without ADHD also moved more during the cognitive tests, but it had the opposite effect: They performed worse.

In addition to Rapport, the study was co-authored by Dustin Sarver of the University of Mississippi Medical Center, Michael Kofler of Florida State University, Lauren Friedman of the University of Central Florida, and Joe Raiker of Florida International University. http://today.ucf.edu/kids-with-adhd-must-squirm-to-learn/

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Reference Links:

Edge Foundation ADHD Coaching Study Executive Summary

Click to access Edge-Foundation-ADHD-Coaching-Research-Report.pdf

Edge Foundation ADHD Coaching Study Full Report

Click to access Edge-Foundation-ADHD-Coaching-Research-Report.pdf

ADHD and College Success: A free guide
http://www.edgefoundation.org/howedgehelps/add-2.html

ADHD and Executive Functioning
http://edgefoundation.org/blog/2010/10/08/the-role-of-adhd-and-your-brains-executive-functions/

Executive Function, ADHD and Academic Outcomes

Click to access efacoutcomes.pdf

Louisiana study: Fit children score higher on standardized tests
https://drwilda.com/2012/05/08/louisiana-study-fit-children-score-higher-on-standardized-tests/

If you suspect that your child might have ADHD, you should seek an evaluation from a competent professional who has knowledge of this specialized area of medical practice.

Related:

Studies: ADHD drugs don’t necessarily improve academic performance
https://drwilda.com/2013/07/14/studies-adhd-drugs-dont-necessarily-improve-academic-performance/

ADHD coaching to improve a child’s education outcome
https://drwilda.com/2012/03/31/adhd-coaching-to-improve-a-childs-education-outcome/

An ADHD related disorder: ‘Sluggish Cognitive Tempo’
https://drwilda.com/2014/04/12/an-adhd-related-disorder-sluggish-cognitive-tempo/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews ©                                                                                       http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

An ADHD related disorder: ‘Sluggish Cognitive Tempo’

12 Apr

Tania Tirraoro posted the article, It’s not ADHD, it’s Sluggish Cognitive Tempo at Special Needs jungle:

Have you heard of “Sluggish Cognitive Tempo” (SCT)? It’s apparently regarded by psychiatric professionals as a subtype of attention-deficit/hyperactivity disorder (ADHD). Until now, that is.
Medscape has reported some research that concludes it is most likely to be a distinct attention disorder, although there is notable overlap with ADHD.
The researchers, Dr Catherine Saxbe and Dr Russell A. Barkley from the Medical University of South Carolina in the US, have based their findings on reviewing nearly three decades’ worth of research on SCT and their own clinical experience. They’re predicting that, given the evidence, SCT may “eventually be accepted as an identifiable attention disorder with its own diagnostic criteria that distinguish it from ADHD.”. Writing in the Journal of Psychiatric Practice they claim that SCT may represent an exciting new frontier in psychiatry.
Characteristics of Sluggish Cognitive Tempo
• Like ADHD, SCT typically presents in childhood.
• Being daydreamy, mentally foggy, and easily confused.
• Staring frequently.
• May have symptoms of hypoactivity, lethargy, slow movement, possibly sleepiness.
• Children with SCT also appear to have slow processing speed and reaction times.
There are no officially endorsed criteria for SCT but the researchers believe that may change in the “foreseeable future,” and that most doctors who see children with ADHD have probably come across someone who falls within the parameters of SCT.
First, there needs to be more research on the cognitive deficits, such as which areas of the brain are most active when the patient appears the most distracted ― in other words the researchers say, “where does the mind go?” http://www.specialneedsjungle.com/adhd-sluggish-cognitive-tempo/

See, Slow Cognitive Tempo (SCT): The Second Attention Disorder http://www.youtube.com/watch?v=1t7X6uhgB4E

Alan Schwartz reported in the New York Times article, Idea of New Attention Disorder Spurs Research, and Debate:

With more than six million American children having received a diagnosis of attention deficit hyperactivity disorder, concern has been rising that the condition is being significantly misdiagnosed and overtreated with prescription medications.
Yet now some powerful figures in mental health are claiming to have identified a new disorder that could vastly expand the ranks of young people treated for attention problems. Called sluggish cognitive tempo, the condition is said to be characterized by lethargy, daydreaming and slow mental processing. By some researchers’ estimates, it is present in perhaps two million children.
Experts pushing for more research into sluggish cognitive tempo say it is gaining momentum toward recognition as a legitimate disorder — and, as such, a candidate for pharmacological treatment. Some of the condition’s researchers have helped Eli Lilly investigate how its flagship A.D.H.D. drug might treat it.
The Journal of Abnormal Child Psychology devoted 136 pages of its January issue to papers describing the illness, with the lead paper claiming that the question of its existence “seems to be laid to rest as of this issue.” The psychologist Russell Barkley of the Medical University of South Carolina, for 30 years one of A.D.H.D.’s most influential and visible proponents, has claimed in research papers and lectures that sluggish cognitive tempo “has become the new attention disorder.”
In an interview, Keith McBurnett, a professor of psychiatry at the University of California, San Francisco, and co-author of several papers on sluggish cognitive tempo, said: “When you start talking about things like daydreaming, mind-wandering, those types of behaviors, someone who has a son or daughter who does this excessively says, ‘I know about this from my own experience.’ They know what you’re talking about.”
Yet some experts, including Dr. McBurnett and some members of the journal’s editorial board, say that there is no consensus on the new disorder’s specific symptoms, let alone scientific validity. They warn that the concept’s promotion without vastly more scientific rigor could expose children to unwarranted diagnoses and prescription medications — problems that A.D.H.D. already faces.
“We’re seeing a fad in evolution: Just as A.D.H.D. has been the diagnosis du jour for 15 years or so, this is the beginning of another,” said Dr. Allen Frances, an emeritus professor of psychiatry at Duke University. “This is a public health experiment on millions of kids.”
Though the concept of sluggish cognitive tempo, or S.C.T., has been researched sporadically since the 1980s, it has never been recognized in the Diagnostic and Statistical Manual of Mental Disorders, which codifies conditions recognized by the American Psychiatric Association. The editor in chief of The Journal of Abnormal Child Psychology, Charlotte Johnston, said in an email that recent renewed interest in the condition is what led the journal to devote most of one issue to “highlight areas in which further study is needed…” http://www.nytimes.com/2014/04/12/health/idea-of-new-attention-disorder-spurs-research-and-debate.html?ref=education&_r=0

Citation:

Journal of Abnormal Child Psychology
January 2014, Volume 42, Issue 1, pp 1-6
Sluggish Cognitive Tempo in Abnormal Child Psychology: An Historical Overview and Introduction to the Special Section
• Stephen P. Becker,
• Stephen A. Marshall,
• Keith McBurnett
• …show all 3hide
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Abstract
There has recently been a resurgence of interest in Sluggish Cognitive Tempo (SCT) as an important construct in the field of abnormal child psychology. Characterized by drowsiness, daydreaming, lethargy, mental confusion, and slowed thinking/behavior, SCT has primarily been studied as a feature of Attention-Deficit/Hyperactivity Disorder (ADHD), and namely the predominately inattentive subtype/presentation. Although SCT is strongly associated with ADHD inattention, research increasingly supports the possibility that SCT is distinct from ADHD or perhaps a different mental health condition altogether, with unique relations to child and adolescent psychosocial adjustment. This introductory article to the Special Section on SCT provides an historical overview of the SCT construct and briefly describes the contributions of the eight empirical papers included in the Special Section. Given the emerging importance of SCT for abnormal psychology and clinical science, there is a clear need for additional studies that examine (1) the measurement, structure, and multidimensional nature of SCT, (2) SCT as statistically distinct from not only ADHD-inattention but also other psychopathologies (particularly depression and anxiety), (3) genetic and environmental contributions to the development of SCT symptoms, and (4) functional impairments associated with SCT. This Special Section brings together papers to advance the current knowledge related to these issues as well as to spur research in this exciting and expanding area of abnormal psychology.
Look
Inside
Citations
Within this Article
1. An Historical Overview of SCT
2. Special Section Studies
3. Conclusion
4. References
5. References
References (46)
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About this Article
Title
Sluggish Cognitive Tempo in Abnormal Child Psychology: An Historical Overview and Introduction to the Special Section
Journal
Journal of Abnormal Child Psychology
Volume 42, Issue 1 , pp 1-6
Cover Date
2014-01-01
DOI
10.1007/s10802-013-9825-x
Print ISSN
0091-0627
Online ISSN
1573-2835
Publisher
Springer US

Reference Links:

Edge Foundation ADHD Coaching Study Executive Summary http://edgefoundation.org/wp-content/uploads/2011/01/Edge-Foundation-ADHD-Coaching-Research-Report.pdf

Edge Foundation ADHD Coaching Study Full Report http://edgefoundation.org/wp-content/uploads/2011/01/Edge-Foundation-ADHD-Coaching-Research-Report.pdf

ADHD and College Success: A free guide http://www.edgefoundation.org/howedgehelps/add-2.html

ADHD and ExecutiveFunctioning http://edgefoundation.org/blog/2010/10/08/the-role-of-adhd-and-your-brains-executive-functions/

Executive Function, ADHD and Academic Outcomes http://www.helpforld.com/efacoutcomes.pdf

If you suspect that your child might have ADHD, you should seek an evaluation from a competent professional who has knowledge of this specialized area of medical practice.

Related:

Studies: ADHD drugs don’t necessarily improve academic performance https://drwilda.com/2013/07/14/studies-adhd-drugs-dont-necessarily-improve-academic-performance/

ADHD coaching to improve a child’s education outcome https://drwilda.com/2012/03/31/adhd-coaching-to-improve-a-childs-education-outcome/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/