The knowledge of psychomotor development of children with attention deficit hyperactivity disorder (ADHD) may help in defining therapeutic approaches in order to minimize losses in their quality of life. The study objectives were to evaluate the quality of life and psychomotor profile of children with ADHD and check your correlation. Fourteen children, from seven to ten years, with ADHD combined type were evaluate using the scales PedsQL ™ and Motor Development Scale. Results showed adverse effects of ADHD on quality of life and a deficit in motor skills. Nine participants (64.2%) were classified in motor development as "Normal Medium", followed by the classification "Normal Low" in four (28.5%) and "Low" in one subject (7.1%). We observed a positive correlation between quality of life and psychomotor development of children with ADHD, especially in areas: fine motor and spatial organization with social and psychosocial aspects, gross motor control with the emotional and temporal organization with the emotional, psychosocial and overall quality of life. Key words: quality of life, child development, ADHD.Qualidade de vida e perfil psicomotor de crianças com transtorno de déficit de atenção e hiperatividade (TDAH) RESUMO O conhecimento sobre desenvolvimento psicomotor das crianças com TDAH pode auxiliar nas propostas terapêuticas, a fim de minimizar os prejuízos em sua qualidade de vida. Os objetivos do estudo foram avaliar a qualidade de vida e o perfil psicomotor de crianças com TDAH e verificar sua correlação. Quatorze crianças, de sete a dez anos, com TDAH do tipo combinado foram avaliadas pelas escalas PedsQL ™ e Escala de Desenvolvimento Motor. Os resultados mostraram impactos negativos do TDAH na qualidade de vida e déficit nas habilidades motoras. Nove participantes (64,2%) se classificaram com
Attention Deficit Hyperactivity Disorder is the most common neurodevelopmental disorder of childhood, characterized by a persistent pattern of inattention, hyperactivity and / or impulsivity. The objective of this study was to investigate the effects of a Cognitive Motor Intervention Program (PICM) in the symptoms of children with ADHD indicators, as well as to verify the motor performance and cognitive aspects after the intervention. Some studies indicate that motor and cognitive stimulation performed early can interfere in the minimization of symptoms and consequently in the impact of this throughout the life. Method: A total of 796 children, ages four and six, participated in the screening process for eligibility verification. After analyzing the parents and teachers responses using the SNAP-IV instrument and verification of the inclusion and exclusion criteria, 40 children presented ADHD indicators, being divided into two groups: experimental (GE) and control (CG). These children were assessed by the SNAP-IV to assess the intensity of the symptoms of inattention and hyperactivity, by Movement Assessment Battery for Children (2nd ed.) for motor performance, PreSchool Trail Making Test for cognitive flexibility, Serial Simple Reaction Time (TRSS) for sustained attention and PathSpan test for visuospatial working memory. GE was submitted to 16 sessions of the PICM, which involved group activities with stimuli for gross motor coordination, fine motor coordination, balance, spatial notion and cognitive functions. Results: According to the ANOVA test, there was a statistical difference in the intergroup comparison for the symptoms of hyperactivity, according to the teachers' perception (p = 0.015), and for inattention symptoms, there was also an intragroup difference (p = 0.020) and intergroup (p = 0.013), by parents' perception, indicating an increase in the intensity of these symptoms for the CG. In addition to this measure, the Wilcoxon test showed statistical difference in the intragroup comparison in relation to the SG (p = 0.035) in the TRSS. Discussion: Our findings demonstrated that the proposed intervention did not minimize the symptoms of inattention, according to the parents 'perception, but may have acted as a protective factor for the increase of these symptoms, and for the symptoms of hyperactivity, for the teachers' perception may also have acted as a protective factor for their higher intensity. In addition to this outcome, the results demonstrated that the intervention interfered in the sustained attention of the children who were submitted to the intervention. However, for the other measures related to motor performance, working memory and cognitive flexibility, the intervention did not lead to changes. These results indicate that approaches that encompass motor and cognitive stimuli may be an alternative to minimize the symptoms of ADHD and improve sustained attention.
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