Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender

Fliers, Ellen A.; Rommelse, Nanda; Vermeulen, Sita H.; Altink, Marieke E.; Buschgens, Cathelijne J. M.; Faraone, Stephen V.; Sergeant, Joseph A.; Franke, Barbara; Buitelaar, Jan K.

doi:10.1007/s00702-007-0827-0

Cited by 184 publications

(188 citation statements)

References 59 publications

(63 reference statements)

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“…Nevertheless, physical aspects of the body, such as motor coordination, were included in the Comprehensive Core Set. This reflects the previous findings that suggest that the impact of ADHD extends beyond mental functions into other body processes, including voluntary movement functions [42]. Interestingly, during the consensus conference, the experts were generally less favourable to including body function categories in the ADHD Core Sets compared to activities and participation categories and environmental factors.…”

Section: Discussionsupporting

confidence: 77%

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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Attention-deficit/hyperactivity disorder (ADHD) is associated with significant impairments in social, educational, and occupational functioning, as well as specific strengths. Currently, there is no internationally accepted standard to assess the functioning of individuals with ADHD. WHO's International Classification of Functioning, Disability and Health-child and youth version (ICF) can serve as a conceptual basis for such a standard. The objective of this study is to develop a comprehensive, a common brief, and three age-appropriate brief ICF Core Sets for ADHD. Using a standardised methodology, four international preparatory studies generated 132 second-level ICF candidate categories that served as the basis for developing ADHD Core Sets. Using these categories and following an iterative consensus process, 20 ADHD experts from nine professional disciplines and representing all six WHO regions selected the most relevant categories to constitute the ADHD Core Sets. The consensus process resulted in 72 second-level ICF categories forming the comprehensive ICF Core Set-these represented 8 body functions, 35 activities and participation, and 29 environmental categories. A Common Brief Core Set that included 38 categories was also defined. Age-specific brief Core Sets included a 47 category preschool version for 0-5 years old, a 55 category school-age version for 6-16 years old, and a 52 category version for older adolescents and adults 17 years old and above. The ICF Core Sets for ADHD mark a milestone toward an internationally standardised functional assessment of ADHD across the lifespan, and across educational, administrative, clinical, and research settings.

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Section: Discussionsupporting

confidence: 77%

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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“…The same was the case for hyperkinetic disorder. In our dataset only 23.9% of the children with hyperkinetic disorder had motor problems, whereas this was the case of 30 to 50% according to the literature (Fliers et al 2008, Gillberg et al 2004). In addition, findings in this study support 24.8% of motor problems in children with learning disabilities, which is much less than the co-morbidity range from 33.2% to 87.5% (Kaplan et al 1998, Miyahara et al 1997.…”

Section: Co-morbiditymentioning

confidence: 54%

“…The ratio of boys to girls is between 3:1 and 9:1 (Swanson et al 1998). Hyperkinetic disorder is a heterogeneous condition, with frequent co-morbid disabilities such as motor problems (Fliers et al 2008). Approximately 30% to 50% of children with hyperkinetic disorder show motor problems affecting equally boys and girls (Fliers et al 2008, Gaub and Carlson 1997, Gillberg et al 2004, Sergeant et al 2006 Children with speech and language disabilities fail to develop language at a normal rate without an explanation of a physical impairment or neurological disease (American Psychiatric Association [APA] 2000).…”

Section: Introductionmentioning

confidence: 99%

How common are motor problems in children with a developmental disorder: rule or exception?

Pieters

Block

Scheiris³

et al. 2011

Child

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Key messages• Co-morbidity of motor problems with pervasive developmental disorder, a hyperkinetic disorder and/or a speech, language or learning disability varied between one fourth and one third of the children in this clinical sample.• Co-morbidity rates of motor problems in developmental and behavioural disorders are lower than previously reported • Co-morbidity of motor problems with pervasive developmental disorder, a hyperkinetic disorder and/or a speech, language or learning disability shows different patterns in boys and girls • It is recommended to asses motor skills in children with developmental disorders Word count main text: 3167 3 AbstractBackground: Few co-morbidity studies have been conducted since the Leeds Consensus Statement on Developmental Coordination Disorder (DCD) in 2006. In this Statement, international cut-offs and inclusion criteria were agreed and consequently the status of DCD changed. Furthermore, most existing comorbidity studies are small clinical studies, rather than epidemiological studies, resulting in a broad range of co-morbidity rates. DCD has a higher incidence for boys in comparison with girls, questions arise if this preponderance remains the same in combination with other developmental disorders. Therefore, in this study we aimed to determine co-morbidity and gender differences of motor problems in children with a pervasive developmental disorder, a hyperkinetic disorder and/or a speech, language or learning disability. Methods: Profiles of 3608 children (mean age 9y 1mo) referred to rehabilitation centres for behavioural, developmental and sensorineural disorders were studied.Results: Motor problems were reported in one fifth of the total sample. Comorbidity of motor problems in specific disorders varied between almost one fourth to more than one third. The male/female ratio was significantly higher in children with motor problems and 2 or more other disorders compared to children with motor problems and less than 2 other disorders.Conclusions: This study indicates that co-morbidity of motor problems with other clinical disorders is not exceptional and developmental deviance is seldom specific to one domain. However, current co-morbidity studies tend to overestimate the number of children with motor problems. In addition, there may be different patterns of symptoms between the genders. These findings stress the importance of assessing motor skills in children with various developmental disorders.

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“…Besides neuropsychological functions, the impact of ADHD also broadened out to include other areas of body functions, such as sensory, motor and gastro-intestinal issues. The association between ADHD and motor coordination difficulties has previously been established in research [47]. The same is true for gastrointestinal problems [48] and hypersensitivity to sensory stimuli [49].…”

Section: Identified Icf-cy Categoriesmentioning

confidence: 75%

A longitudinal examination of dyadic distress patterns following a skills intervention for carers of adolescents with anorexia nervosa

Salerno¹,

Rhind

Hibbs

et al. 2016

Eur Child Adolesc Psychiatry

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This is the fourth and final study designed to develop International Classification of Functioning, Disability and Health (ICF, and children and youth version, ICF-CY) core sets for attention-deficit hyperactivity disorder (ADHD). To investigate aspects of functioning and environment of individuals with ADHD as documented by the ICF-CY in clinical practice settings. An international cross-sectional multi-centre study was applied, involving nine units from eight countries: Denmark, Germany, India, Italy, Portugal, Saudi Arabia, Sweden and Taiwan. Clinicians and clinical researchers rated the functioning level of 112 children, adolescents and adults with ADHD using the extended ICF-CY checklist version 2.1a. The ratings were based on a variety of information sources, such as medical records, medical history, clinical observations, clinical questionnaires, psychometric tests and structured interviews with participants and family members. In total, 113 ICF-CY categories were identified, of which 50 were related to the activities and participation, 33 to environmental factors and 30 to body functions. The clinical study also yielded strengths related to ADHD, which included temperament and personality functions and recreation and leisure. The study findings endorse the complex nature of ADHD, as evidenced by the many functional and contextual domains impacted in ADHD. ICF-CY based tools can serve as foundation for capturing various functional profiles and environmental facilitators and barriers. The international nature of the ICF-CY makes it possible to develop user-friendly tools that can be applied globally and in multiple settings, ranging from clinical services and policymaking to education and research.

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Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender

Cited by 184 publications

References 59 publications

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

How common are motor problems in children with a developmental disorder: rule or exception?

A longitudinal examination of dyadic distress patterns following a skills intervention for carers of adolescents with anorexia nervosa

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