Changes in Gait Balance and Brain Connectivity in Response to Equine-Assisted Activity and Training in Children with Attention Deficit Hyperactivity Disorder

Hyun, Gi Jung; Jung, Tae Woon; Park, Jeong Ha; Kang, Kyoung Doo; Kim, Sun Mi; Son, Young-Don; Cheong, Jae Hoon; Kim, Bung Nyun; Han, Doug Hyun

doi:10.1089/acm.2015.0299

Cited by 28 publications

(44 citation statements)

References 45 publications

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“…Surprisingly, the significant difference was that ASD children used more complete ellipsis device for the introduction of "the boy" character in comparison to TD children; while, this type of character reference introduc-ing was not observed in TD children's narratives. This finding can support the evidence that, because of some deficits in attention, children with ASD are more likely to produce ambiguous references than TD peer groups [25,38]. It can also be related to attention, memory and pragmatics deficits, which is partly in line with Tager-Flusberg's [44] claim.…”

Section: Discussionsupporting

confidence: 82%

“…Despite some similarities in language abilities [25,37,38], various studies reported a wide variety of linguistic differences and impairments for children with ASD [39][40][41], particularly in the discursive and pragmatic aspects, in which various kinds of rules and processes govern the contextual suitability of language [42][43][44][45][46]. Some literature on referential choices made by children with ASD proposed that, due to impairments in attention, working memory, mental processes and difficulties in using pronouns, they tended to adhere their narratives to the explicit referential expressions such as full lexical noun phrases [18,47].…”

Section: Persian Referential Expressionsmentioning

confidence: 99%

“…The outcome of this search was to find the frog with a family near the pond. As the elicitation tool, in many different languages, this story has extensively been applied to study narratives made by TD children [57,58] or children with some language impairments [25,[59][60][61]. In addition, because of the causal relationship between events, appearance and disappearance of the story characters in different situations [57], this pictorial story can be an appropriate eliciting tool to make the subjects recall their both linguistic and cognitive knowledge for representing character introduction, reintroduction, and maintenance via different linguistic devices.…”

Section: Study Proceduresmentioning

confidence: 99%

“…Since reference to animate or inanimate characters is very dominant and omnipresent element in any narrative, it is one of the most important discourse features that children need to be mastered on [6,18,23]. Actually, characters can be in the following statuses in a narrative: they are introduced as new participants for the first time; hey are reintroduced after intervening with the other character(s) during the course of the narrative; and they are maintained as known established characters without any intervention of the other character(s) [23][24][25].…”

Section: Introductionmentioning

confidence: 99%

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Character Reference Choice in the Narratives by Persian-speaking Children With Autism Spectrum Disorder

et al. 2018

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The representation of the character reference in different statuses in the narrative is a multifaceted and complicated discourse task. Since Autism Spectrum Disorder (ASD) is interrelated with social and communication deficits; particularly, children with ASD face more challenges with this task. The present study aimed to examine the introduction, reintroduction, and maintenance of the characters reference by using different linguistic devices in the narratives produced by Persian-speaking children with High-Functioning Autism (HFA). Materials and Methods: The narratives were elicited based on the picture story book "Frog, where are you?" Two groups of Persian-speaking children, aged 7, 9 and 11 years old, including high-functioning ASD (mean age: 9;5 y; mon) and a control group of Typically Developing (TD) ones (mean age: 9;1 y; mon), each group consisted of 24 subjects participated in this study. Then, the obtained data were analyzed by the Independent sample T Test and Nonparametric Mann-Whitney Test. Results: The results demonstrated the children with ASD represented referential expressions significantly different from their peer group with regard to using some linguistic devices, in the reference introduction, reintroduction and maintenance (P<0.05). In particular, the use of noun phrases was dominant for introducing the narrative characters in the two groups under study. However, complete ellipsis was significantly used more by ASD subjects for introducing "the boy" character. In addition, TD children used noun phrases, independent pronouns, dependent pronouns and complete ellipsis for the reintroduction of the referents in their narratives more than autistic children. Finally, for the maintenance of "the boy" reference, whereas autistic children used more noun phrases, TD children frequently used complete ellipsis and inflection of verbs. Conclusion: The choice of appropriate referential expressions for introduction, reintroduction and maintenance of the reference requires cognitive and linguistic skills, in which children with ASD showed deficits. Among these, reference reintroduction revealed the most challenging function for the children with ASD rather than TD children.

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Section: Discussionsupporting

confidence: 82%

Section: Persian Referential Expressionsmentioning

confidence: 99%

Section: Study Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Character Reference Choice in the Narratives by Persian-speaking Children With Autism Spectrum Disorder

et al. 2018

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“…In Hyun study that used TMS to stimulate the brain of children with ADHD, it was found that the brain neurophysiological parameters of the children with ADHD is different with others. Despite the few studies in this field, regarding the high homogeneity of the results, and considering the high difference in volume of neurotransmitters, lower levels of cortical inhibition in children with ADHD can be observed compared to healthy children [17,18]. Zang (2002) by studying 38 children with ADHD, reported that clinical symptoms and balance of walking in children with ADHD improved after four weeks of horse riding program.…”

Section: Brain Dysfunctionmentioning

confidence: 99%

Balance Performance Disorders and Sway of the Center of Gravity in Children With ADHD

2018

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The main characteristics of Attention Deficit Hyperactivity Disorder (ADHD) are the emergence of stability patterns of attention deficit, hyperactivity and impulsivity. These disorders affect the balance performance of the patients. The disorder has a relatively high prevalence in school-aged children. The purpose of this review study is to investigate the balance and postural abilities of children with ADHD. Materials and Methods: The objectives of this study were investigated by searching in the Web of Science, Medline, PubMed and OTseeker databases. The articles with these criteria were included in this study: published articles in English and Persian accredited journals; study participants were school-aged children with ADHD; Articles with the aim of assessing the participants' balance skills, the rate of sway of the center of gravity and motor disorders in children with ADHD. The articles were published between 2002 to March 2018. Finally, 18 eligible articles were met the inclusion criteria and reviewed. Results: The 18 articles were entered to the study. The results of most of the articles show disturbances in the balance and Sway of ADHD's children's center of gravity. Balance and motor disorder in children with ADHD has a very high prevalence. Conclusion: The simultaneity of this disorder with DCD and the presence of some defects in the performance of cerebellar in these children are evident and confirms the presence of balance and motor control disorders in children with ADHD. The reason for the defects in the performance of some brain parts is not clear yet.

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Therapeutic Riding or Mindfulness: Comparative Effectiveness of Two Recreational Therapy Interventions for Adolescents with Autism

Kemeny

Burk

Hutchins

et al. 2021

J Autism Dev Disord

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Therapeutic riding (THR) and HeartMath (HM) mindfulness-based interventions have promise for reducing stress in adolescents with autism spectrum disorder. In three 10-week periods, this study compared THR, HM, and control on salivary cortisol, self-reported stress, parent-reported social responsiveness, and heart-rate variability. This crossover design included 27 participants (12–21 years) randomly assigned to order of intervention. Findings suggest that HM and THR manualized protocols are equally beneficial in decreasing cortisol levels immediately following a session, but HM sessions had more impact on heart-rate variability. There was no significant effect on follow-up cortisol levels within a week after either intervention, but THR had more impact on decreasing some self-reported stressors.

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Changes in Gait Balance and Brain Connectivity in Response to Equine-Assisted Activity and Training in Children with Attention Deficit Hyperactivity Disorder

Cited by 28 publications

References 45 publications

Character Reference Choice in the Narratives by Persian-speaking Children With Autism Spectrum Disorder

Character Reference Choice in the Narratives by Persian-speaking Children With Autism Spectrum Disorder

Balance Performance Disorders and Sway of the Center of Gravity in Children With ADHD

Therapeutic Riding or Mindfulness: Comparative Effectiveness of Two Recreational Therapy Interventions for Adolescents with Autism

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