Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-05-2015

A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children

Auteurs: Betsy Hoza, Alan L. Smith, Erin K. Shoulberg, Kate S. Linnea, Travis E. Dorsch, Jordan A. Blazo, Caitlin M. Alerding, George P. McCabe

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 4/2015

Abstract

The goal of this study was to compare the effects of before school physical activity (PA) and sedentary classroom-based (SC) interventions on the symptoms, behavior, moodiness, and peer functioning of young children (M _age = 6.83) at risk for attention-deficit/hyperactivity disorder (ADHD-risk; n = 94) and typically developing children (TD; n = 108). Children were randomly assigned to either PA or SC and participated in the assigned intervention 31 min per day, each school day, over the course of 12 weeks. Parent and teacher ratings of ADHD symptoms (inattention, hyperactivity/impulsivity), oppositional behavior, moodiness, behavior toward peers, and reputation with peers, were used as dependent variables. Primary analyses indicate that the PA intervention was more effective than the SC intervention at reducing inattention and moodiness in the home context. Less conservative follow-up analyses within ADHD status and intervention groups suggest that a PA intervention may reduce impairment associated with ADHD-risk in both home and school domains; interpretive caution is warranted, however, given the liberal approach to these analyses. Unexpectedly, these findings also indicate the potential utility of a before school SC intervention as a tool for managing ADHD symptoms. Inclusion of a no treatment control group in future studies will enable further understanding of PA as an alternative management strategy for ADHD symptoms.

vorige artikel Self-Compassion in Recovery Following Potentially Traumatic Stress: Longitudinal Study of At-Risk Youth

volgende artikel Neuropsychological Heterogeneity in Preschool ADHD: Investigating the Interplay between Cognitive, Affective and Motivation-Based Forms of Regulation

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: Author.CrossRef

Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2002). The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. Journal of Abnormal Psychology, 111, 279–289. doi:10.1037//0021-843X.111.2.279.CrossRefPubMed

Bass, C. K. (1985). Running can modify classroom behavior. Journal of Learning Disabilities, 18, 160–161. doi:10.1177/002221948501800311.CrossRefPubMed

Benner-Davis, S., & Heaton, P. C. (2007). Attention deficit and hyperactivity disorder: controversies of diagnosis and safety of pharmacological and nonpharmacological treatment. Current Drug Safety, 2, 33–42. doi:10.2174/157488607779315444.CrossRefPubMed

Berwid, O. G., & Halperin, J. M. (2012). Emerging support for a role of exercise in attention-deficit/hyperactivity disorder intervention planning. Current Psychiatry Reports, 14, 543–551. doi:10.1007/s11920-012-0297-4.CrossRefPubMedCentralPubMed

Biederman, J., Petty, C. R., Clarke, A., Lomedico, A., & Faraone, S. V. (2011). Predictors of persistent ADHD: An 11-year follow-up study. Journal of Psychiatric Research, 45, 150–155. doi:10.1016/j.jpsychires.2010.06.009.CrossRefPubMedCentralPubMed

Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: definitions and distinctions for health-related research. Public Health Reports, 100, 126–131. Retrieved from http://www.jstor.org/stable/20056429.PubMedCentralPubMed

Centers for Disease Control and Prevention. (2010). The association between school-based physical activity, including physical education, and academic performance. Atlanta: U.S. Department of Health and Human Services.

Chang, Y.-K., Liu, S., Yu, H.-H., & Lee, Y.-H. (2012). Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Archives of Clinical Neuropsychology, 27, 225–237. doi:10.1093/arclin/acr094.CrossRefPubMed

Cicchetti, D. (1993). Developmental psychopathology: reactions, reflections, projections. Developmental Review, 13, 471–502. doi:10.1006/drev.1993.1021.CrossRef

Cox, E. R., Motheral, B. R., Henderson, R. R., & Mager, D. (2003). Geographic variation in the prevalence of stimulant medication use among children 5 to 14 years old: results from a commercially insured US sample. Pediatrics, 111, 237–243. doi:10.1542/peds.111.2.237.CrossRefPubMed

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. doi:10.1126/science.1204529.CrossRefPubMedCentralPubMed

DuPaul, G. J. (1991). Parent and teacher ratings of ADHD symptoms: psychometric properties in a community-based sample. Journal of Clinical Child and Adolescent Psychology, 20, 245–253. doi:10.1207/s15374424jccp2003_3.CrossRef

DuPaul, G. J., Power, T. J., McGoey, K. E., Ikeda, M. J., & Anastopoulos, A. D. (1998). Reliability and validity of parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms. Journal of Psychoeducational Assessment, 16, 55–68. doi:10.1177/073428299801600104.CrossRef

DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: effective intervention strategies. Theory Into Practice, 50, 35–42. doi:10.1080/00405841.2011.534935.CrossRef

Fabiano, G. A., Pelham, W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385. doi:10.1207/s15374424jccp3503_3.CrossRefPubMed

Halperin, J. M., & Healey, D. M. (2011). The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: can we alter the developmental trajectory of ADHD? Neuroscience & Biobehavioral Reviews, 35, 621–634. doi:10.1016/j.neubiorev.2010.07.006.CrossRef

Hechtman, L. T. (1991). Resilience and vulnerability in long term outcome of attention deficit hyperactive disorder. The Canadian Journal of Psychiatry/La Revue Canadienne de Psychiatrie, 36, 415–421.

Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9, 58–65. doi:10.1038/nrn2298.CrossRefPubMed

Hinshaw, S. P., March, J. S., Abikoff, H. B., Arnold, L. E., Cantwell, D. P., Conners, C. K., et al. (1997). Comprehensive assessment of childhood attention-deficit hyperactivity disorder in the context of a multisite, multimodal clinical trial. Journal of Attention Disorders, 1, 217–234. doi:10.1177/108705479700100403.CrossRef

Hinshaw, S. P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., et al. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology, 80, 1041–1051. doi:10.1037/a0029451.CrossRefPubMedCentralPubMed

Hoza, B. (2007). Peer functioning in children with ADHD. Journal of Pediatric Psychology, 32, 719–727. doi:10.1093/jpepsy/jsm024.CrossRef

Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86. doi:10.1207/s15374424jccp3401_7.CrossRefPubMed

Jensen, P. S., Arnold, L. E., Swanson, J. M., Vitiello, B., Abikoff, H. B., Greenhill, L. L., et al. (2007). 3-year follow-up of the NIMH MTA study. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 989–1002. doi:10.1097/chi.0b013e3180686d48.CrossRef

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (2nd ed.). Circle Pines: AGS Publishing.

Leger, L. A., Mercier, D., Gadoury, C., & Lambert, J. (1988). The multistage 20 metre shuttle run test for aerobic fitness. Journal of Sports Sciences, 6, 93–101. doi:10.1080/02640418808729800.CrossRefPubMed

Li, S.-C., Brehmer, Y., Shing, Y. L., Werkle-Bergner, M., & Lindenberger, U. (2006). Neuromodulation of associative and organizational plasticity across the life span: empirical evidence and neurocomputational modeling. Neuroscience and Biobehavioral Reviews, 30, 775–790. doi:10.1016/j.neubiorev.2006.06.004.CrossRefPubMed

Loeber, R., Green, S. M., & Lahey, B. B. (1990). Mental health professionals’ perception of the utility of children, mothers, and teachers as informants on childhood psychopathology. Journal of Clinical Child Psychology, 19, 136–143. doi:10.1207/s15374424jccp1902_5.CrossRef

Marshall, S. J., & Welk, G. J. (2008). Definitions and measurement. In A. L. Smith & S. J. H. Biddle (Eds.), Youth physical activity and sedentary behavior: challenges and solutions (pp. 3–29). Champaign: Human Kinetics.

Martin, G., & Pear, J. (2011). Behavior modification: what it is and how to do it (9th ed.). Upper Saddle River: Prentice Hall.

Medina, J. A., Netto, T. L. B., Muszkat, M., Medina, A. C., Botter, D., Orbetelli, R., et al. (2010). Exercise impact on sustained attention of ADHD children, methylphenidate effects. ADHD Attention Deficit and Hyperactivity Disorders, 2, 49–58. doi:10.1007/s12402-009-0018-y.CrossRef

Mrug, S., Hoza, B., Pelham, W. E., Gnagy, E. M., & Greiner, A. R. (2007). Behavior and peer status in children with ADHD: continuity and change. Journal of Attention Disorders, 10, 359–371. doi:10.1177/1087054706288117.CrossRefPubMed

Pelham, W. E. (2002). Attention deficit hyperactivity disorder: diagnosis, assessment, nature, etiology, and treatment. Unpublished Manuscript: University at Buffalo.

Ploughman, M. (2008). Exercise is brain food: the effects of physical activity on cognitive function. Developmental Neurorehabilitation, 11, 236–240. doi:10.1080/17518420801997007.CrossRefPubMed

Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. The Journal of Pediatrics, 162, 543–551. doi:10.1016/j.jpeds.2012.08.036.CrossRefPubMedCentralPubMed

Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 28–38. doi:10.1097/00004583-200001000-00014.CrossRef

Shipman, W. M. (1984). Emotional and behavioral effects of long-distance running on children. In M. L. Sachs & G. W. Buffone (Eds.), Running as therapy: an integrated approach (pp. 125–137). Lincoln: University of Nebraska Press.

Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., et al. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of Attention Disorders, 17, 70–82. doi:10.1177/1087054711417395.CrossRefPubMed

Stensel, D. J., Gorely, T., & Biddle, S. J. H. (2008). Youth health outcomes. In A. L. Smith & S. J. H. Biddle (Eds.), Youth physical activity and sedentary behavior: challenges and solutions (pp. 31–57). Champaign: Human Kinetics.

Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., et al. (2001). Clinical relevance of the primary findings of the MTA: success rates based on severity of ADHD and ODD symptoms at the end of treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 168–179. doi:10.1097/00004583-200102000-00011.CrossRef

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.

Tomson, L. M., Pangrazi, R. P., Friedman, G., & Hutchison, N. (2003). Childhood depressive symptoms, physical activity and health related fitness. Journal of Sport & Exercise Psychology, 25, 419–439.

Verburgh, L., Königs, M., Scherder, E. J. A., & Oosterlaan, J. (2013). Physical exercise and executive functions in preadolescent children, adolescents and young adults: a meta-analysis. British Journal of Sports Medicine. Advance online publication. doi:10.1136/bjsports-2012-091441.

Verret, C., Guay, M.-C., Berthiaume, C., Gardiner, P., & Béliveau, L. (2012). A physical activity program improves behavior and cognitive functions in children with ADHD: an exploratory study. Journal of Attention Disorders, 16, 71–80. doi:10.1177/1087054710379735.CrossRefPubMed

Wigal, T., Greenhill, L. L., Chuang, S., McGough, J., Vitiello, B., Skrobala, A., et al. (2006). Safety and tolerability of methylphenidate in preschool children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 1294–1303. doi:10.1097/01.chi.0000235082.63156.27.CrossRef

Titel: A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children
Auteurs: Betsy Hoza
Alan L. Smith
Erin K. Shoulberg
Kate S. Linnea
Travis E. Dorsch
Jordan A. Blazo
Caitlin M. Alerding
George P. McCabe
Publicatiedatum: 01-05-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 4/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-014-9929-y

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2015

Variants of Girls and Boys with Conduct Disorder: Anxiety Symptoms and Callous-Unemotional Traits

Cognitive Ability and Psychopathic Traits: Independent and Interactive Associations with Youth Conduct Problems

Erratum to: Toddlers’ Temperament Profiles: Stability and Relations to Negative and Positive Parenting

Self-Compassion in Recovery Following Potentially Traumatic Stress: Longitudinal Study of At-Risk Youth

Instrumental Learning in ADHD in a Context of Reward: Intact Learning Curves and Performance Improvement with Methylphenidate

Negative Relational Schemas Predict the Trajectory of Coercive Dynamics During Early Childhood