Quantifying excessive mirror overflow in children with attention-deficit/hyperactivity disorder

MacNeil, Lindsey K.; Xavier, Priya; Garvey, Marjorie A.; Gilbert, Donald L.; Ranta, Marin E.; Denckla, Martha B.; Mostofsky, Stewart H.

doi:10.1212/wnl.0b013e31820c3052

Cited by 64 publications

(78 citation statements)

References 27 publications

(22 reference statements)

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“…This could indicate a stronger propagation of TMS-evoked activity in the motor system of children with ADHD to the supplementary motor area or even to the contralateral motor cortex. In this respect, more mirror movements have been described in children with ADHD and may point towards deficits in transcallosal inhibition in ADHD (Macneil et al, 2011). Though MEP data were not available for all subjects, the results showed a clear dissociation between TMS-evoked N100 and MEP amplitudes.…”

Section: Methodological Issuesmentioning

confidence: 76%

Cortical inhibition in attention deficit hyperactivity disorder: new insights from the electroencephalographic response to transcranial magnetic stimulation

Bruckmann

Hauk

Roessner

et al. 2012

Brain

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Attention deficit hyperactivity disorder is one of the most frequent neuropsychiatric disorders in childhood. Transcranial magnetic stimulation studies based on muscle responses (motor-evoked potentials) suggested that reduced motor inhibition contributes to hyperactivity, a core symptom of the disease. Here we employed the N100 component of the electroencephalographic response to transcranial magnetic stimulation as a novel marker for a direct assessment of cortical inhibitory processes, which has not been examined in attention deficit hyperactivity disorder so far. We further investigated to what extent affected children were able to regulate motor cortical inhibition, and whether effects of age on the electroencephalographic response to transcranial magnetic stimulation were compatible with either a delay in brain maturation or a qualitatively different development. N100 amplitude evoked by transcranial magnetic stimulation and its age-dependent development were assessed in 20 children with attention deficit hyperactivity disorder and 19 healthy control children (8-14 years) by 64-channel electroencephalography. Amplitude and latency of the N100 component were compared at rest, during response preparation in a forewarned motor reaction time task and during movement execution. The amplitude of the N100 component at rest was significantly lower and its latency tended to be shorter in children with attention deficit hyperactivity disorder. Only in controls, N100 amplitude to transcranial magnetic stimulation was reduced by response preparation. During movement execution, N100 amplitude decreased while motor evoked potential amplitudes showed facilitation, indicating that the electroencephalographic response to transcranial magnetic stimulation provides further information on cortical excitability independent of motor evoked potential amplitudes and spinal influences. Children with attention deficit hyperactivity disorder showed a smaller N100 amplitude reduction during movement execution compared with control children. The N100 amplitude evoked by transcranial magnetic stimulation decreased with increasing age in both groups. The N100 reduction in children with attention deficit hyperactivity disorder at all ages suggests a qualitative difference rather than delayed development of cortical inhibition in this disease. Findings further suggest that top-down control of motor cortical inhibition is reduced in children with attention deficit hyperactivity disorder. We conclude that evoked potentials in response to transcranial magnetic stimulation are a promising new marker of cortical inhibition in attention deficit hyperactivity disorder during childhood.

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Section: Methodological Issuesmentioning

confidence: 76%

Cortical inhibition in attention deficit hyperactivity disorder: new insights from the electroencephalographic response to transcranial magnetic stimulation

Bruckmann

Hauk

Roessner

et al. 2012

Brain

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“…Even as adults we may experience occasional mirror overflow (e.g., activity in the lips or hands), as when focusing intently on a precise task. Elevated overflow is revealed consistently in children with ADHD across a range of studies using a variety of methodologies to quantify motor overflow movements (Mostofsky et al, 2003;Cole et al, 2008;MacNeil et al, 2011). Furthermore, among children with ADHD, increased levels of motor overflow correlate with measures of impaired cognitive control (Mostofsky et al, 2003).…”

Section: Overt Motor Behavior In Adhdmentioning

confidence: 98%

“…Studies consistently reveal extremely high rates (50% and above) of comorbid Developmental Coordination Disorder (DCD) in children with ADHD (Kadesjö and Gillberg, 2001), in particular, impairments in motor inhibition and selection correlate with the deficits in attention and cognitive control that define the disorder MacNeil et al, 2011), and measures of automatic and intentional motor inhibition are likewise correlated (Mostofsky et al, 2003). In studies of specific overt motor signs, investigators have consistently found children with ADHD show excessive motor overflow (Denckla and Rudel, 1978;Szatmari and Taylor, 1984;Waber et al, 1985;Mostofsky et al, 2003;Cole et al, 2008;MacNeil et al, 2011), and impaired motor response control (Mostofsky et al, 2003;Mahone et al, 2006), as well as general findings of impaired motor coordination (Denckla and Rudel, 1978;Piek et al, 1999;Kadesjö and Gillberg, 2001;Mostofsky et al, 2003;Cole et al, 2008). Children with ADHD also demonstrate motor impersistence reflective of broader impairments in maintaining on-task behavior (Mahone et al, 2006).…”

Section: Overt Motor Behavior In Adhdmentioning

confidence: 99%

“…Moreover, individuals diagnosed with ADHD exhibit correlations between executive, attentional and motor deficits, providing evidence for a shared functional and neural basis MacNeil et al, 2011). Existing accounts have provided candidate cognitive and neural mechanisms for this ''mind-body connection'' (Mostofsky and Simmonds, 2008;Tang and Posner, 2009;Vago and Silbersweig, 2012;Gard et al, 2014a), but given that these practices are based on movement, it is surprising that the role of motor learning remains underexplored.…”

Section: Introductionmentioning

confidence: 99%

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Mindful movement and skilled attention

Clark¹,

Schumann²,

Mostofsky³

2018

Preprint

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Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel "mind-body connection" has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage "higher-order" inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer's spectrum of mindful learning that spans from "mindlessness" to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais' suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other populations.

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“…Usually motor overflow is evaluated through asking subjects to perform such goal-oriented tasks as sequential finger-tapping with one hand while observing for extraneous or mirror movements in other non-tapping body parts. Several studies indicate that these overflow movements can be considered predictive markers for ADHD (Barkley, 1997;Macneil et al, 2011;Mostofsky, Newschaffer, & Denckla, 2003). As mentioned above, problems with sensorimotor skills, coordination, and movement control are primarily considered to be expressions of impaired cognitive processes necessary for planning and performing goal-directed tasks-that is, so-called executive function and selfregulation.…”

Section: Overflow Movements and Exploring What Happens To Youmentioning

confidence: 99%

Aesthetics of Hyperactivity: A Study of the Role of Expressive Movement in ADHD and Capoeira

Levin

2016

Am J Dance Ther

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In the established classification of attention-deficit/hyperactivity disorder (ADHD), the symptoms of inattention and hyperactivity are primarily interpreted as neurodevelopmental disorders connected to a set of behavioral symptoms or traits. In this construction, behaviors or actions are understood in terms of a fundamental dualism between the acting body and the regulating or executing mind, which expresses a representational model of the mind. As an effort to challenge the representational description, this article addresses the expressive aspects of movement and behavior in ADHD. Based on a qualitative study combining ethnographic and phenomenological methods, the article focuses on a relationship between aesthetic or expressive bodily movement and behavioral awareness in children diagnosed with ADHD, and draws on the experimental and expressive aesthetics of capoeira to propose a rethinking of the role of movement in ADHD behavior. Capoeira's perpetual movement is shown to transform the general traits of hyperactivity into a medium for expression and experimentation. When practiced by diagnosed children, capoeira helped them to gain expressive release, rather than to feel imprisoned, victimized, or even categorized by the hyperactive events that happen to them. Capoeira thus seems to afford a therapeutic potential for change immanent to the hyperactive movements associated with ADHD.

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Quantifying excessive mirror overflow in children with attention-deficit/hyperactivity disorder

Cited by 64 publications

References 27 publications

Cortical inhibition in attention deficit hyperactivity disorder: new insights from the electroencephalographic response to transcranial magnetic stimulation

Cortical inhibition in attention deficit hyperactivity disorder: new insights from the electroencephalographic response to transcranial magnetic stimulation

Mindful movement and skilled attention

Aesthetics of Hyperactivity: A Study of the Role of Expressive Movement in ADHD and Capoeira

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