Stimulation Seeking and Hyperactivity in Children with ADHD

Antrop, Inge; Roeyers, Herbert; Oost, Paulette Van; Buysse, Ann

doi:10.1017/s0021963099005302

Cited by 102 publications

(79 citation statements)

References 23 publications

(28 reference statements)

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“…This impulsivity leads to several detrimental effects: Children with ADHD show risky behavior (i.e., fast driving; Jerome et al 2006), sensation seeking (Antrop et al 2000), are responsive to immediate rewards (Douglas and Parry 1994), and are less able to delay gratification or resist temptation .…”

Section: Self-control In Children With Adhdmentioning

confidence: 99%

If-Then Plans Benefit Delay of Gratification Performance in Children With and Without ADHD

2010

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Children with impulse control deficits (i.e., children with ADHD) are known to have special problems with delaying gratifications. As making if-then plans (i.e., forming implementation intentions) has been found to benefit self-control even in individuals whose action control is chronically hampered (e.g., critical samples such as patients with frontal lobe damage, the elderly), we analyzed whether delay of gratification is facilitated in children with and without ADHD who have formed respective implementation intentions. In Study 1, forty-five inpatient children with ADHD (M age = 10.7 years) increased delay of gratification performance after having formed respective implementation intentions. Study 2 replicated this finding in an outpatient sample of children with ADHD (n = 47, M age = 10.3 years) and also in a comparison group of children without ADHD (n = 40, M age = 11.3 years).Results are discussed with respect to their implications for action control in children with ADHD as well as research on implementation intentions and delay of gratification.

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Section: Self-control In Children With Adhdmentioning

confidence: 99%

If-Then Plans Benefit Delay of Gratification Performance in Children With and Without ADHD

2010

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“…While DSM-IV criteria stipulate that ADHD symptoms must be present across different conditions it is clear, as noted above, that situational factors influence behavior and may in part account for some of the variance between parent and teacher reports of ADHD symptoms. For example, performance tends to be poorer in the afternoon compared to the morning (Dane, Schachar, & Tannock, 2000;Porrino et al, 1983); under low levels of stimulation (Antrop, Roeyers, Van Oost, & Buysse, 2000); when task complexity taxes organizational abilities (Douglas, 1983); and when restraint is required (Barkley & Ullman, 1975;Luk, 1985). Behavioral problems are far more likely to emerge when a child must persist in a work-related task (e.g., homework, household chore) or in a setting that constrains their behavior (e.g., church, restaurant) than in unrestricted, free play situations (Barkley & Edelbrock, 1987;Breen & Altepeter, 1990).…”

Section: Subject and Contextual Influencesmentioning

confidence: 99%

Attention-Deficit/Hyperactivity Disorder: A Neuropsychological Perspective Towards DSM-V

2007

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Neuropsychological methods and techniques have much to offer in the evaluation of the individual suspected as having Attention-Deficit/Hyperactivity Disorder (ADHD). After a review of the historical evolution of the ADHD concept, incidence and prevalence, and DSM-IV criteria for diagnosis, especially as regards omission related to gender differences, and other associated cultural, familial, socioenvironmental, and subject influences, this paper describes a number of dilemmas and obstacles encountered in clinical practice. Included are the confounds associated with the wide range of possible comorbidities, the insufficiency of current DSM-IV criteria, the emergence of subtype differentiation and its impact on diagnosis and treatment. The complex relationship between neuropsychological constructs and ADHD, and obstacles to valid assessment are also addressed. The complexities associated with a thorough ADHD evaluation are viewed within an impressive and expansive existing scientific framework and recommendations are made for future directions.

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“…This theory is 'bottom-up' as it does not have a major focus on cognitive processes (Solanto et al, 2001). Antrop, Roeyers, Van Oost, and Buysse (2000) found that, in a waiting situation, children with ADHD demonstrated more activity in a delay situation without a stimulating distracter than in a delay situation with a distracter. Similarly, state-regulation dysfunction theories focus on levels of arousal or energy.…”

mentioning

confidence: 91%

Extra-Task Stimulation on Mathematics Performance in Children with and without ADHD

Greenop

Kann

2007

South African Journal of Psychology

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The optimal stimulation theory developed by Zentall (1975) holds that children with Attention Deficit Hyperactivity Disorder (ADHD) will demonstrate high levels of activity when faced with a task or situation of low arousal or stimulation. Both Zentall's early work and more recent research have supported the theory. The present study aimed to add to this literature by comparing children with and without ADHD on an academic task under two counterbalanced stimulation conditions. The first required children to do mathematics problems in silence, and the second required doing the problems with their favourite music playing. Twenty-two children with ADHD and 20 children with out ADHD, with a mean age of 9.75 years, were hypothesised to perform significantly differently under the two conditions. Mathematics performance was scored as Correct, Number attempted, and Accurate (number correct divided by number attempted). A repeated measures ANOVA dem onstrated that generally no main effects for group (ADHD and non-ADHD) nor condition (music and silence) were observed. The only significant finding was that Accuracy (the complex mathematical calculation) improved for both the ADHD and non-ADHD groups, an effect not influenced by order of task presentation. This finding supports the optimal stimulation theory for all children under both order conditions, and is not specific to ADHD.

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Stimulation Seeking and Hyperactivity in Children with ADHD

Cited by 102 publications

References 23 publications

If-Then Plans Benefit Delay of Gratification Performance in Children With and Without ADHD

If-Then Plans Benefit Delay of Gratification Performance in Children With and Without ADHD

Attention-Deficit/Hyperactivity Disorder: A Neuropsychological Perspective Towards DSM-V

Extra-Task Stimulation on Mathematics Performance in Children with and without ADHD

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