Managing childhood and adolescent attention-deficit/hyperactivity disorder (ADHD) with exercise: A systematic review

Ng, Qin Xiang; Ho, Collin Yih Xian; Chan, Hwei Wuen; Yong, Bob Zheng Jie; Yeo, Wee‐Song

doi:10.1016/j.ctim.2017.08.018

Cited by 129 publications

(107 citation statements)

References 42 publications

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“…It is still a matter of debate whether the ADHD subtypes defined in DSM-IV are in fact facets of the same condition, especially since the initial subtype differences in inattention symptoms often diminish as children progress from preschool to elementary years [36]. Furthermore, there are important differences in symptomatology between boys and girls with ADHD [37]. Further studies are warranted to explore the relationship between EEG characteristics and ADHD subtypes.…”

Section: Discussionmentioning

confidence: 99%

Electroencephalographic Abnormalities in Non-epileptic Children with Attention-Deficit /Hyperactivity Disorder

Li¹,

Chen²,

Hung³

2018

Neuropsychiatry

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Objective: Attention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in childhood, however few studies have investigated epileptic seizures and electroencephalographic abnormalities in children with ADHD. The aim of this study was to explore the occurrence of epileptiform discharges in children with ADHD. Method:We enrolled children with ADHD who visited the neurology clinic of our hospital between January 2014 and June 2016, all of whom met the DSM-V criteria and underwent awake and sleep electroencephalography examinations. We excluded those with histories of intellectual disabilities, epilepsy, congenital anomalies and substance abuse. None of the patients had a history of seizures before the examination.Results: A total of 121 patients were included (93 males, 28 females, mean age 6.9±2.5 years), of whom 28 (23.1%) had electroencephalographic abnormalities, including three (10.7%) with generalized epileptiform discharges and 25 (89.3%) with focal epileptiform discharges. The focal epileptiform discharges were most prevalent from the rolandic area (15/25), followed by the parietal area (5/25), frontal area (4/25) and occipital area (1/25). Fourteen (50%) of the 28 patients had abnormal electroencephalographic findings only during sleep recordings. Conclusions:Electroencephalographic focal abnormalities were found in 23.1% of our patients, of which 50% appeared only during sleep recordings. We suggest that sleep and awake electroencephalography recordings should be part of the routine assessment of children with ADHD regardless of whether or not they have overt seizures or other neurological conditions. In patients who do not respond well to traditional ADHD drugs, treatment for paroxysmal electroencephalographic abnormalities may be considered.

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Section: Discussionmentioning

confidence: 99%

Electroencephalographic Abnormalities in Non-epileptic Children with Attention-Deficit /Hyperactivity Disorder

Li¹,

Chen²,

Hung³

2018

Neuropsychiatry

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“…It is still a matter of debate whether the three ADHD presentations are in fact facets of the same condition, especially since the initial subtype differences in inattention symptoms often diminish as children progress from preschool to elementary years [41]. Furthermore, there are important differences in symptomatology between boys and girls with ADHD [42,43]. I.…”

Section: Discussionmentioning

confidence: 99%

Electroencephalogram Neurofeedback Treatment for Taiwanese Children with Attention Deficit Hyperactivity Disorder

Yang¹,

Li²,

Liu³

2018

Neuropsychiatry

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Attention-deficit/hyperactivity disorder (ADHD) is the most common neuropsychiatric disorder in children. Stimulant drugs treatment has been one of the major therapeutic options for children with ADHD. Roughly 34% of children are medication non-responders and many others are partial responders. Neurofeedback treatment is a promising alternative which is supported by western extensive peer-reviewed literature. However, there are limited empirical data of the effect of neurofeedback in Asian population. The purpose of the present study is to examine the effects of neurofeedback on the core symptoms and neuropsychological measures in Taiwanese children with ADHD who were partial responders to pharmacotherapy. Twenty-six children (7-12 years) with DSM-5 diagnosed ADHD entered this study. Subjects of neurofeedback group (N=13) received medication together with 20 sessions/ 8 weeks of neurofeedback training targeting on decreasing Theta brain wave of electroencephalogram. Control group children (N=13) received medication only. For the baseline and 8-week follow up assessments, all children received Continuous Performance test and their primary caregivers completed ADHD core symptoms rating scales. Significant improvements were noted on attention test and core ADHD symptoms measures for subjects who received addon neurofeedback training as compared with the control group. The study supported the positive effect of neurofeedback training as add-on treatment for Taiwanese children with ADHD. Twenty sessions of neurofeedback can be beneficial in a short term follow up.

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“…This area of research has rightfully received disproportionate attention, as the capacity for interventions to alter neurodevelopmental trajectories in ADHD is of paramount interest. To date, over two dozen studies have tested impacts of multi-week PA interventions for children with ADHD, and since 2015, a host of systematic reviews have been published investigating the influence of multi-week interventions on cognitive and behavioral outcomes among children with ADHD [e.g., (Ash, Bowling, Davison, & Garcia, 2017;Cerrillo-Urbina et al, 2015;Den Heijer et al, 2017;Neudecker, Mewes, Reimers, & Woll, 2015;Ng, Ho, Chan, Yong, & Yeo, 2017;Song, Lauseng, Lee, Nordstrom, & Katch, 2016;Suarez-Manzano, Ruiz-Ariza, De La Torre-Cruz, & Martinez-Lopez, 2018)]; as well as a few meta-analytic studies [e.g., (Tan, Pooley, & Speelman, 2016;Vysniauske, Verburgh, Oosterlaan, & Molendijk, 2016)]. Across reviews, authors have concluded that benefits of moderate-intensity aerobic PA programs are evident in the domains of symptom severity, executive function, and physical health measures.…”

Section: Evidence From Observational Studiesmentioning

confidence: 99%

“…Unfortunately, each meta-analysis combined acute and chronic exercise in analyses, which limits inference. Moreover, multiple systematic reviews have concluded that more rigorous randomized controlled trials are necessary to confirm long-term benefits (Ng et al, 2017;Song et al, 2016;Suarez-Manzano et al, 2018).…”

Section: Evidence From Observational Studiesmentioning

confidence: 99%

Physical Activity and Adhd: Evidence on Developmental Trajectories, Transient and Durable Neurocognitive Effects, and Real-World Applications

et al. 2019

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THE PROBLEM: Attention-Deficit/Hyperactivity Disorder (ADHD), the most common childhood mental health disorder in the United States, is the behavioral manifestation of neurodevelopmental delays. Physical activity (PA) is broadly accessible, culturally acceptable, and influences many of the same neurocognitive systems delayed in ADHD. These factors make PA a potential tool in treatment and management plans. This selective qualitative review synthesizes findings from studies investigating PA, fitness, and motor coordination in ADHD. INCLUSION AND EXCLUSION CRITERIA: Studies of PA [and related constructs] in youth on the spectrum for ADHD. MAIN RESULTS: Cross-sectional studies suggest children with ADHD evidence similar or higher PA levels than typically developing peers in childhood-a period when most PA is free play-but any advantages dissipate by adolescence, as PA programs become increasingly structured and selective. In adulthood, individuals with ADHD are more likely to be obese and less likely to meet healthy lifestyle guidelines. Longitudinal studies suggest that PA at earlier life stages predicts symptom severity in subsequent stages. Acute bout experiments suggest transient benefits on neurocognitive function following moderate-intensity activity of limited duration. Multi-week intervention studies have tested diverse formats with results that differ based upon the chosen outcome and comparison group utilized. CONCLUSION AND PRACTICAL APPLICATIONS: Existing research suggests youth with ADHD may benefit most from PA interventions that challenge cognition and fundamental movement skills in childhood, empower youth to participate in structured programs and meet PA guidelines in adolescence, and strategically time PA bouts to maximize focus during difficult periods of daily routines. RESUMEN PROBLEMA: El trastorno por Déficit de Atención e Hiperactividad (TDAH) es caracterizado por retrasos en el desarrollo neurobiológico. La actividad física (AF) puede influir en varios de los mecanismos neurocognitivos que también son afectados por el TDAH, por lo tanto, puede considerarse parte del tratamiento y manejo del TDAH. Esta revisión sobre TDAH resumirá estudios que evaluaron AF, aptitud física y coordinación motora. CRITERIOS DE INCLUSIÓN/EXCLUSIÓN: Fueron incluidos artículos sobre AF en la niñez en el espectro de TDAH. RESULTADOS: Estudios transversales: niños con TDAH presentan niveles de AF más PENSAR EN MOVIMIENTO. Downloaded from www.revistas.ucr.ac.cr/index.php/pem/ only for personal use.Palabras Claves: ejercicio, aptitud física, coordinación motora, salud mental, desarrollo en la niñez COLLOQUIAL SUMMARY:Some children have severe difficulties paying attention, controlling themselves, and sitting still. These are symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Conventional treatments for ADHD are therapy and medication. Findings from a modest number of crosssectional, longitudinal, short bout, and multi-week intervention studies show benefits of physical activity for brain function, thinking, ...

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Managing childhood and adolescent attention-deficit/hyperactivity disorder (ADHD) with exercise: A systematic review

Cited by 129 publications

References 42 publications

Electroencephalographic Abnormalities in Non-epileptic Children with Attention-Deficit /Hyperactivity Disorder

Electroencephalographic Abnormalities in Non-epileptic Children with Attention-Deficit /Hyperactivity Disorder

Electroencephalogram Neurofeedback Treatment for Taiwanese Children with Attention Deficit Hyperactivity Disorder

Physical Activity and Adhd: Evidence on Developmental Trajectories, Transient and Durable Neurocognitive Effects, and Real-World Applications

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