Brain development and the attention spectrum

Berger, Itai; Remington, Anna; Leitner, Yael; Leviton, Alan

doi:10.3389/fnhum.2015.00023

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…Taken together, the present results should inspire assessment and treatment efforts in primary school children vulnerable to distractibility and with problems to sustain their attention in school-related work. The close relationship between inattentive behaviour and cognitive function [ 29 , 30 ] has lead to increased popularity of presenting cognitive training programs to school children with ADHD (see e.g., [ 31 , 32 ]). A sole focus on cognitive training of the child is, however, not expected to lead to successful alleviation of the inattentive behaviour described in the present paper.…”

Section: Discussionmentioning

confidence: 99%

Inattention in primary school is not good for your future school achievement—A pattern classification study

Lundervold

Bøe

2017

PLoS ONE

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Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers’ reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7–9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers’ reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.

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Section: Discussionmentioning

confidence: 99%

Inattention in primary school is not good for your future school achievement—A pattern classification study

Lundervold

Bøe

2017

PLoS ONE

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“…In recent years, the apparent prevalence of this symptomatology has been increasing, underscoring the importance of this condition as a public health concern ( Thomas et al, 2015 ). Affected individuals are at increased risk for lower academic achievement, social-peer difficulties, disruptive behavior, emotional and neuropsychological dysfunction ( Berger et al, 2015 ). The cause is uncertain, being considered a multi-factorial disorder involving multiple causal processes and neuronal pathways ( Berger et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…Affected individuals are at increased risk for lower academic achievement, social-peer difficulties, disruptive behavior, emotional and neuropsychological dysfunction ( Berger et al, 2015 ). The cause is uncertain, being considered a multi-factorial disorder involving multiple causal processes and neuronal pathways ( Berger et al, 2015 ). Two relevant hypotheses guided us in the preparation of this study:…”

Section: Introductionmentioning

confidence: 99%

Sweet but sour: Impaired attention functioning in children with type 1 diabetes mellitus

Lancrei

Yeshayahu²,

Grossman³

et al. 2022

Front. Hum. Neurosci.

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Children diagnosed with type 1 diabetes mellitus (T1DM) are at risk for neurocognitive sequelae, including impaired attention functioning. The specific nature of the cognitive deficit varies; current literature underscores early age of diabetes diagnosis and increased disease duration as primary risk factors for this neurocognitive decline. Forty-three children with T1DM were evaluated for Attention Deficit/Hyperactivity Disorder (ADHD) symptomatology using the MOXO continuous performance test (MOXO-CPT) performed during a routine outpatient evaluation. The study cohort demonstrated a significant decline in all four domains of attention functioning. The effect was most pronounced with early age at T1DM diagnosis, a longer disease duration and with poorer glycemic control (represented by higher HbA1c values). With increased disease duration (of 5 plus years), acute hyperglycemia was associated with inattention in the real-time setting. These findings highlight the need for routine screening of neurocognitive function in children with T1DM so that early intervention can be employed during this crucial period of cognitive development.

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Attention deficit hyperactivity disorder screening in childhood and adolescence

Korzeniewski

2021

Diagnosis, Management and Modeling of Neurodevelopmental Disorders

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Brain development and the attention spectrum

Cited by 6 publications

References 13 publications

Inattention in primary school is not good for your future school achievement—A pattern classification study

Inattention in primary school is not good for your future school achievement—A pattern classification study

Sweet but sour: Impaired attention functioning in children with type 1 diabetes mellitus

Attention deficit hyperactivity disorder screening in childhood and adolescence

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