Effects of Integrated Brain, Body, and Social (IBBS) intervention on ERP measures of attentional control in children with ADHD

Smith, Stephanie D.; Crowley, Michael J.; Ferrey, Anne; Ramsey, Kathleen L.; Wexler, Bruce E.; Leckman, James F.; Sukhodolsky, Denis G.

doi:10.1016/j.psychres.2019.06.021

Cited by 14 publications

(15 citation statements)

References 71 publications

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“…This study, along with recent ERP (Smith et al, 2019) and fMRI (Rosa et al, 2019) studies of the intervention used in this study, provides promising evidence that a substantial number of children with ADHD might respond to a non-pharmacologic, multi-dimensional cognitive-training treatment. Additional studies are needed to: (1) confirm or repudiate this finding; (2) better characterize those children likely to respond to cognitive-training; (3) determine whether modifications in the cognitive-training program can increase the degree of benefit and the number of children who respond; (4) assess the durability of improvement and value of maintenance treatment; (5) compare effectiveness of the intervention to established pharmacotherapy, and (6) evaluate the relative importance of the different components of the intervention.…”

Section: Discussionmentioning

confidence: 55%

“…This study, along with recent ERP (Smith et al, 2019) and fMRI (Rosa et al, 2019) Supplementary material. The supplementary material for this article can be found at https://doi.org/10.1017/S0033291720000288…”

Section: Discussionmentioning

confidence: 93%

“…In a study of over 1000 elementary school children we demonstrated ability to measure and improve the executive function targets (steps 2 and 3; Kavanaugh, Tuncer, & Wexler, 2019). Then specifically in ADHD, we showed that the intervention impacts attention-related ERPs during the Go/No-Go task (step 3; Smith et al, 2019), and another group showed effects of the intervention on regional brain activations during attention and working memory tasks (also step 3; Rosa et al, 2019). The present report shows that clinical improvement is related to the degree to which the intervention engages three executive function targets (step 4).…”

Section: Introductionmentioning

confidence: 97%

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An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder

et al. 2020

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Background This study integrated an experimental medicine approach and a randomized cross-over clinical trial design following CONSORT recommendations to evaluate a cognitive training (CT) intervention for attention deficit hyperactivity disorder (ADHD). The experimental medicine approach was adopted because of documented pathophysiological heterogeneity within the diagnosis of ADHD. The cross-over design was adopted to provide the intervention for all participants and make maximum use of data. Methods Children (n = 93, mean age 7.3 +/− 1.1 years) with or sub-threshold for ADHD were randomly assigned to CT exercises over 15 weeks, before or after 15 weeks of treatment-as-usual (TAU). Fifteen dropped out of the CT/TAU group and 12 out of the TAU/CT group, leaving 66 for cross-over analysis. Seven in the CT/TAU group completed CT before dropping out making 73 available for experimental medicine analyses. Attention, response inhibition, and working memory were assessed before and after CT and TAU. Results Children were more likely to improve with CT than TAU (27/66 v. 13/66, McNemar p = 0.02). Consistent with the experimental medicine hypotheses, responders improved on all tests of executive function (p = 0.009–0.01) while non-responders improved on none (p = 0.27–0.81). The degree of clinical improvement was predicted by baseline and change scores in focused attention and working memory (p = 0.008). The response rate was higher in inattentive and combined subtypes than hyperactive-impulsive subtype (p = 0.003). Conclusions Targeting cognitive dysfunction decreases clinical symptoms in proportion to improvement in cognition. Inattentive and combined subtypes were more likely to respond, consistent with targeted pathology and clinically relevant heterogeneity within ADHD.

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 97%

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An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder

et al. 2020

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“…Using different inhibitory control tasks (including Stop sign task, Go-no-Go, Flanker tasks, Visuospatial attention paradigm, decision making, and the attention sustained subtest of the Leiter international performance scale), multiple studies found improved behavioral performance and/or associated neuroplastic changes in EEG/fNIRS/fMRI neural activity after movement interventions in individuals with ADHD, ASD, DCD, and LD ( 84 , 86 , 96 , 97 , 99 – 103 , 105 , 106 , 108 , 110 ). In terms of behavioral effects of movement interventions, although a few studies failed to report significant changes in inhibitory control performance in children with developmental disabilities ( 101 , 103 , 108 ), others reported increased response accuracy ( 84 , 102 , 105 ), and reduced reaction time during inhibitory control tasks ( 99 , 100 , 106 , 110 ), as well as improved parent-reported performance in tasks assessing self-control abilities in individuals with developmental disabilities ( 86 ).…”

Section: Resultsmentioning

confidence: 99%

“…For the EEG-related neural effects, the P3b and N2 amplitude/latency were two of the most frequently studied ERP components during inhibitory control tasks (96,99,102,103,105,108). Overall, movement interventions led to a normalization of EEG neural activity, including increased amplitude of P3b [Hedges' g = 0.31-0.84 (within), 0.39-0.84 (between)] ( 99 84).…”

Section: Inhibitory Controlmentioning

confidence: 99%

Neural Effects of Physical Activity and Movement Interventions in Individuals With Developmental Disabilities–A Systematic Review

Amonkar

Cleffi

et al. 2022

Front. Psychiatry

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Individuals with developmental disabilities present with perceptuo-motor, social communication, and cognitive impairments that often relate to underlying atypical brain structure and functioning. Physical activity/movement interventions improve behavioral performance of individuals with and without developmental disabilities. Majority of the evidence on potential neural mechanisms explaining the impact of physical activity/movement interventions is based on studies in individuals with typical development; there is a dearth of systematic reviews synthesizing the neural effects of physical activity/movement interventions in individuals with developmental disabilities. In this systematic review, we have gathered evidence on the neural effects of physical activity/movement interventions from 32 papers reporting substantial neural effects and behavioral improvements in individuals with developmental disabilities. Chronic intervention effects (multiple sessions) were greater than acute intervention effects (single session). Specifically, using electroencephalogram, functional magnetic resonance imaging, diffusion tensor imaging, and functional near-infrared spectroscopy, studies found physical activity/movement intervention-related changes in neural activity, indicating normalization of cortical arousal in individuals with attention-deficit /hyperactivity disorder (ADHD), increased social brain connectivity in individuals with autism spectrum disorder (ASD), and more efficient executive functioning processes in individuals with a wide range of other developmental disabilities. Despite promising results, more research is clearly needed in this area with larger sample sizes, using standardized neuroimaging tools/variables, and across multiple diagnoses to further explore the neural mechanisms underlying physical activity/movement interventions and to replicate findings from the present review.

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The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis

Sung

Leung

et al. 2021

J Autism Dev Disord

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Effects of Integrated Brain, Body, and Social (IBBS) intervention on ERP measures of attentional control in children with ADHD

Cited by 14 publications

References 71 publications

An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder

An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder

Neural Effects of Physical Activity and Movement Interventions in Individuals With Developmental Disabilities–A Systematic Review

The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis

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