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Analysis of structural brain asymmetries in attention-deficit/hyperactivity disorder in 39 datasets / Merel C. POSTEMA in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)
[article]
Titre : Analysis of structural brain asymmetries in attention-deficit/hyperactivity disorder in 39 datasets Type de document : Texte imprimé et/ou numérique Auteurs : Merel C. POSTEMA, Auteur ; Martine HOOGMAN, Auteur ; Sara AMBROSINO, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Cibele E. BANDEIRA, Auteur ; Alexandr BARANOV, Auteur ; Claiton H.D. BAU, Auteur ; Sarah BAUMEISTER, Auteur ; Ramona BAUR-STREUBEL, Auteur ; Mark A. BELLGROVE, Auteur ; Joseph BIEDERMAN, Auteur ; Janita B. BRALTEN, Auteur ; Daniel BRANDEIS, Auteur ; Silvia BREM, Auteur ; Jan K. BUITELAAR, Auteur ; Geraldo F. BUSATTO, Auteur ; Francisco Xavier CASTELLANOS, Auteur ; Mara CERCIGNANI, Auteur ; Tiffany M. CHAIM-AVANCINI, Auteur ; Kaylita C. CHANTILUKE, Auteur ; Anastasia CHRISTAKOU, Auteur ; David COGHILL, Auteur ; Annette CONZELMANN, Auteur ; Ana I. CUBILLO, Auteur ; Renata B. CUPERTINO, Auteur ; Patrick DE ZEEUW, Auteur ; Alysa E. DOYLE, Auteur ; Sarah DURSTON, Auteur ; Eric A. EARL, Auteur ; Jeffery N. EPSTEIN, Auteur ; Thomas ETHOFER, Auteur ; Damien A. FAIR, Auteur ; Andreas J. FALLGATTER, Auteur ; Stephen V. FARAONE, Auteur ; Thomas FRODL, Auteur ; Matt C. GABEL, Auteur ; Tinatin GOGBERASHVILI, Auteur ; Eugenio H. GREVET, Auteur ; Jan HAAVIK, Auteur ; Neil A. HARRISON, Auteur ; Catharina A. HARTMAN, Auteur ; Dirk J. HESLENFELD, Auteur ; Pieter J. HOEKSTRA, Auteur ; Sarah HOHMANN, Auteur ; Marie F. HØVIK, Auteur ; Terry L. JERNIGAN, Auteur ; Bernd KARDATZKI, Auteur ; Georgii KARKASHADZE, Auteur ; Clare KELLY, Auteur ; Gregor KOHLS, Auteur ; Kerstin KONRAD, Auteur ; Jonna KUNTSI, Auteur ; Luisa LÁZARO, Auteur ; Sara LERA-MIGUEL, Auteur ; Klaus-Peter LESCH, Auteur ; Mario R. LOUZA, Auteur ; Astri J. LUNDERVOLD, Auteur ; Charles B MALPAS, Auteur ; Paulo MATTOS, Auteur ; Hazel MCCARTHY, Auteur ; Leyla NAMAZOVA-BARANOVA, Auteur ; Rosa NICOLAU, Auteur ; Joel T. NIGG, Auteur ; Stephanie E. NOVOTNY, Auteur ; Eileen OBERWELLAND WEISS, Auteur ; Ruth L. O'GORMAN TUURA, Auteur ; Jaap OOSTERLAAN, Auteur ; Bob ORANJE, Auteur ; Yannis PALOYELIS, Auteur ; Paul PAULI, Auteur ; Felipe A. PICON, Auteur ; Kerstin J. PLESSEN, Auteur ; J. Antoni RAMOS-QUIROGA, Auteur ; Andreas REIF, Auteur ; Liesbeth RENEMAN, Auteur ; Pedro G.P. ROSA, Auteur ; Katya RUBIA, Auteur ; Anouk SCHRANTEE, Auteur ; Lizanne SCHWEREN, Auteur ; Jochen SEITZ, Auteur ; Philip SHAW, Auteur ; Tim J. SILK, Auteur ; Norbert SKOKAUSKAS, Auteur ; Juan C. SOLIVA VILA, Auteur ; Michael C. STEVENS, Auteur ; Gustavo SUDRE, Auteur ; Leanne TAMM, Auteur ; Fernanda TOVAR-MOLL, Auteur ; Theo G.M. VAN ERP, Auteur ; Alasdair VANCE, Auteur ; Oscar VILARROYA, Auteur ; Yolanda VIVES-GILABERT, Auteur ; Georg G. VON POLIER, Auteur ; Susanne WALITZA, Auteur ; Yuliya N. YONCHEVA, Auteur ; Marcus V. ZANETTI, Auteur ; Georg C. ZIEGLER, Auteur ; David C. GLAHN, Auteur ; Neda JAHANSHAD, Auteur Année de publication : 2021 Article en page(s) : p.1202-1219 Langues : Anglais (eng) Mots-clés : Attention-deficit brain asymmetry brain laterality hyperactivity disorder large-scale data structural MRI Index. décimale : PER Périodiques Résumé : Objective Some studies have suggested alterations of structural brain asymmetry in attention-deficit/hyperactivity disorder (ADHD), but findings have been contradictory and based on small samples. Here, we performed the largest ever analysis of brain left-right asymmetry in ADHD, using 39 datasets of the ENIGMA consortium. Methods We analyzed asymmetry of subcortical and cerebral cortical structures in up to 1,933 people with ADHD and 1,829 unaffected controls. Asymmetry Indexes (AIs) were calculated per participant for each bilaterally paired measure, and linear mixed effects modeling was applied separately in children, adolescents, adults, and the total sample, to test exhaustively for potential associations of ADHD with structural brain asymmetries. Results There was no evidence for altered caudate nucleus asymmetry in ADHD, in contrast to prior literature. In children, there was less rightward asymmetry of the total hemispheric surface area compared to controls (t = 2.1, p = .04). Lower rightward asymmetry of medial orbitofrontal cortex surface area in ADHD (t = 2.7, p = .01) was similar to a recent finding for autism spectrum disorder. There were also some differences in cortical thickness asymmetry across age groups. In adults with ADHD, globus pallidus asymmetry was altered compared to those without ADHD. However, all effects were small (Cohen’s d from ?0.18 to 0.18) and would not survive study-wide correction for multiple testing. Conclusion Prior studies of altered structural brain asymmetry in ADHD were likely underpowered to detect the small effects reported here. Altered structural asymmetry is unlikely to provide a useful biomarker for ADHD, but may provide neurobiological insights into the trait. En ligne : https://doi.org/10.1111/jcpp.13396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=462
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1202-1219[article] Analysis of structural brain asymmetries in attention-deficit/hyperactivity disorder in 39 datasets [Texte imprimé et/ou numérique] / Merel C. POSTEMA, Auteur ; Martine HOOGMAN, Auteur ; Sara AMBROSINO, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Cibele E. BANDEIRA, Auteur ; Alexandr BARANOV, Auteur ; Claiton H.D. BAU, Auteur ; Sarah BAUMEISTER, Auteur ; Ramona BAUR-STREUBEL, Auteur ; Mark A. BELLGROVE, Auteur ; Joseph BIEDERMAN, Auteur ; Janita B. BRALTEN, Auteur ; Daniel BRANDEIS, Auteur ; Silvia BREM, Auteur ; Jan K. BUITELAAR, Auteur ; Geraldo F. BUSATTO, Auteur ; Francisco Xavier CASTELLANOS, Auteur ; Mara CERCIGNANI, Auteur ; Tiffany M. CHAIM-AVANCINI, Auteur ; Kaylita C. CHANTILUKE, Auteur ; Anastasia CHRISTAKOU, Auteur ; David COGHILL, Auteur ; Annette CONZELMANN, Auteur ; Ana I. CUBILLO, Auteur ; Renata B. CUPERTINO, Auteur ; Patrick DE ZEEUW, Auteur ; Alysa E. DOYLE, Auteur ; Sarah DURSTON, Auteur ; Eric A. EARL, Auteur ; Jeffery N. EPSTEIN, Auteur ; Thomas ETHOFER, Auteur ; Damien A. FAIR, Auteur ; Andreas J. FALLGATTER, Auteur ; Stephen V. FARAONE, Auteur ; Thomas FRODL, Auteur ; Matt C. GABEL, Auteur ; Tinatin GOGBERASHVILI, Auteur ; Eugenio H. GREVET, Auteur ; Jan HAAVIK, Auteur ; Neil A. HARRISON, Auteur ; Catharina A. HARTMAN, Auteur ; Dirk J. HESLENFELD, Auteur ; Pieter J. HOEKSTRA, Auteur ; Sarah HOHMANN, Auteur ; Marie F. HØVIK, Auteur ; Terry L. JERNIGAN, Auteur ; Bernd KARDATZKI, Auteur ; Georgii KARKASHADZE, Auteur ; Clare KELLY, Auteur ; Gregor KOHLS, Auteur ; Kerstin KONRAD, Auteur ; Jonna KUNTSI, Auteur ; Luisa LÁZARO, Auteur ; Sara LERA-MIGUEL, Auteur ; Klaus-Peter LESCH, Auteur ; Mario R. LOUZA, Auteur ; Astri J. LUNDERVOLD, Auteur ; Charles B MALPAS, Auteur ; Paulo MATTOS, Auteur ; Hazel MCCARTHY, Auteur ; Leyla NAMAZOVA-BARANOVA, Auteur ; Rosa NICOLAU, Auteur ; Joel T. NIGG, Auteur ; Stephanie E. NOVOTNY, Auteur ; Eileen OBERWELLAND WEISS, Auteur ; Ruth L. O'GORMAN TUURA, Auteur ; Jaap OOSTERLAAN, Auteur ; Bob ORANJE, Auteur ; Yannis PALOYELIS, Auteur ; Paul PAULI, Auteur ; Felipe A. PICON, Auteur ; Kerstin J. PLESSEN, Auteur ; J. Antoni RAMOS-QUIROGA, Auteur ; Andreas REIF, Auteur ; Liesbeth RENEMAN, Auteur ; Pedro G.P. ROSA, Auteur ; Katya RUBIA, Auteur ; Anouk SCHRANTEE, Auteur ; Lizanne SCHWEREN, Auteur ; Jochen SEITZ, Auteur ; Philip SHAW, Auteur ; Tim J. SILK, Auteur ; Norbert SKOKAUSKAS, Auteur ; Juan C. SOLIVA VILA, Auteur ; Michael C. STEVENS, Auteur ; Gustavo SUDRE, Auteur ; Leanne TAMM, Auteur ; Fernanda TOVAR-MOLL, Auteur ; Theo G.M. VAN ERP, Auteur ; Alasdair VANCE, Auteur ; Oscar VILARROYA, Auteur ; Yolanda VIVES-GILABERT, Auteur ; Georg G. VON POLIER, Auteur ; Susanne WALITZA, Auteur ; Yuliya N. YONCHEVA, Auteur ; Marcus V. ZANETTI, Auteur ; Georg C. ZIEGLER, Auteur ; David C. GLAHN, Auteur ; Neda JAHANSHAD, Auteur . - 2021 . - p.1202-1219.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1202-1219
Mots-clés : Attention-deficit brain asymmetry brain laterality hyperactivity disorder large-scale data structural MRI Index. décimale : PER Périodiques Résumé : Objective Some studies have suggested alterations of structural brain asymmetry in attention-deficit/hyperactivity disorder (ADHD), but findings have been contradictory and based on small samples. Here, we performed the largest ever analysis of brain left-right asymmetry in ADHD, using 39 datasets of the ENIGMA consortium. Methods We analyzed asymmetry of subcortical and cerebral cortical structures in up to 1,933 people with ADHD and 1,829 unaffected controls. Asymmetry Indexes (AIs) were calculated per participant for each bilaterally paired measure, and linear mixed effects modeling was applied separately in children, adolescents, adults, and the total sample, to test exhaustively for potential associations of ADHD with structural brain asymmetries. Results There was no evidence for altered caudate nucleus asymmetry in ADHD, in contrast to prior literature. In children, there was less rightward asymmetry of the total hemispheric surface area compared to controls (t = 2.1, p = .04). Lower rightward asymmetry of medial orbitofrontal cortex surface area in ADHD (t = 2.7, p = .01) was similar to a recent finding for autism spectrum disorder. There were also some differences in cortical thickness asymmetry across age groups. In adults with ADHD, globus pallidus asymmetry was altered compared to those without ADHD. However, all effects were small (Cohen’s d from ?0.18 to 0.18) and would not survive study-wide correction for multiple testing. Conclusion Prior studies of altered structural brain asymmetry in ADHD were likely underpowered to detect the small effects reported here. Altered structural asymmetry is unlikely to provide a useful biomarker for ADHD, but may provide neurobiological insights into the trait. En ligne : https://doi.org/10.1111/jcpp.13396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=462 ADHD and risk for subsequent adverse childhood experiences: understanding the cycle of adversity / C. LUGO-CANDELAS in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : ADHD and risk for subsequent adverse childhood experiences: understanding the cycle of adversity Type de document : Texte imprimé et/ou numérique Auteurs : C. LUGO-CANDELAS, Auteur ; T. CORBEIL, Auteur ; M. WALL, Auteur ; J. POSNER, Auteur ; Héctor R. BIRD, Auteur ; Glorisa CANINO, Auteur ; P. W. FISHER, Auteur ; S. F. SUGLIA, Auteur ; C. S. DUARTE, Auteur Article en page(s) : p.971-978 Langues : Anglais (eng) Mots-clés : Adolescent Adverse Childhood Experiences Attention Deficit Disorder with Hyperactivity/epidemiology/etiology Attention Deficit and Disruptive Behavior Disorders Child Child Abuse Family Female Humans Male Attention-deficit Boricua Youth Study adversity hyperactivity disorder Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with adverse childhood experiences (ACEs) are more likely to develop Attention-Deficit/Hyperactivity Disorder (ADHD). The reverse relationship - ADHD predicting subsequent ACEs - is vastly understudied, although it may be of great relevance to underserved populations highly exposed to ACEs. METHODS: Participants were 5- to 15-year-olds (48% females) with (9.9%) and without ADHD (DSM-IV criteria except age of onset) in a longitudinal population-based study of Puerto Rican youth. In each wave (3 yearly assessments, W1-3), ten ACEs (covering parental loss and maladjustment and child maltreatment) were examined, plus exposure to violence. Logistic regression models examined ADHD (including subtypes) and subsequent risk for ACEs. Also considered were interactions by age, sex, number of W1 ACEs, and recruitment site. RESULTS: Children with W1 ADHD were more likely to experience subsequent adversity (OR: 1.63; 95% CI: 1.12-2.37) accounting for child age, sex, public assistance, maternal education, site, disruptive behavior disorders, and W1 ACEs. Inattentive (OR: 2.00; 95% CI: 1.09-3.66), but not hyperactive/impulsive or combined ADHD, predicted future ACEs. CONCLUSIONS: ADHD predicts subsequent risk for ACEs, and the inattentive presentation may confer the most risk. Inattentive presentations could pose a bigger risk given differences in symptom persistence, latency to access to treatment, and treatment duration. The present study suggests a pathway for the perpetuation of adversity, where bidirectional relationships between ADHD and ACEs may ensnare children in developmental pathways predictive of poor outcomes. Understanding the mechanism underlying this association can help the development of interventions that interrupt the cycle of adversity exposure and improve the lives of children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.13352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.971-978[article] ADHD and risk for subsequent adverse childhood experiences: understanding the cycle of adversity [Texte imprimé et/ou numérique] / C. LUGO-CANDELAS, Auteur ; T. CORBEIL, Auteur ; M. WALL, Auteur ; J. POSNER, Auteur ; Héctor R. BIRD, Auteur ; Glorisa CANINO, Auteur ; P. W. FISHER, Auteur ; S. F. SUGLIA, Auteur ; C. S. DUARTE, Auteur . - p.971-978.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.971-978
Mots-clés : Adolescent Adverse Childhood Experiences Attention Deficit Disorder with Hyperactivity/epidemiology/etiology Attention Deficit and Disruptive Behavior Disorders Child Child Abuse Family Female Humans Male Attention-deficit Boricua Youth Study adversity hyperactivity disorder Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with adverse childhood experiences (ACEs) are more likely to develop Attention-Deficit/Hyperactivity Disorder (ADHD). The reverse relationship - ADHD predicting subsequent ACEs - is vastly understudied, although it may be of great relevance to underserved populations highly exposed to ACEs. METHODS: Participants were 5- to 15-year-olds (48% females) with (9.9%) and without ADHD (DSM-IV criteria except age of onset) in a longitudinal population-based study of Puerto Rican youth. In each wave (3 yearly assessments, W1-3), ten ACEs (covering parental loss and maladjustment and child maltreatment) were examined, plus exposure to violence. Logistic regression models examined ADHD (including subtypes) and subsequent risk for ACEs. Also considered were interactions by age, sex, number of W1 ACEs, and recruitment site. RESULTS: Children with W1 ADHD were more likely to experience subsequent adversity (OR: 1.63; 95% CI: 1.12-2.37) accounting for child age, sex, public assistance, maternal education, site, disruptive behavior disorders, and W1 ACEs. Inattentive (OR: 2.00; 95% CI: 1.09-3.66), but not hyperactive/impulsive or combined ADHD, predicted future ACEs. CONCLUSIONS: ADHD predicts subsequent risk for ACEs, and the inattentive presentation may confer the most risk. Inattentive presentations could pose a bigger risk given differences in symptom persistence, latency to access to treatment, and treatment duration. The present study suggests a pathway for the perpetuation of adversity, where bidirectional relationships between ADHD and ACEs may ensnare children in developmental pathways predictive of poor outcomes. Understanding the mechanism underlying this association can help the development of interventions that interrupt the cycle of adversity exposure and improve the lives of children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.13352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change / Zoe R. SMITH in Journal of Child Psychology and Psychiatry, 61-5 (May 2020)
[article]
Titre : Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change Type de document : Texte imprimé et/ou numérique Auteurs : Zoe R. SMITH, Auteur ; Joshua M LANGBERG, Auteur Article en page(s) : p.575-583 Langues : Anglais (eng) Mots-clés : Sluggish cognitive tempo attention-deficit executive functioning hyperactivity disorder motivation school-based interventions Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. METHODS: This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. RESULTS: The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent-reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517). Self-reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample (d = .313) and for the high-SCT group (d = .384). Change in behavior regulation executive functioning (d = .247), metacognitive executive functioning (d = .346), and inattention (d = .230) predicted change in parent-reported SCT symptoms. CONCLUSIONS: Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent-reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT. En ligne : http://dx.doi.org/10.1111/jcpp.13149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Child Psychology and Psychiatry > 61-5 (May 2020) . - p.575-583[article] Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change [Texte imprimé et/ou numérique] / Zoe R. SMITH, Auteur ; Joshua M LANGBERG, Auteur . - p.575-583.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-5 (May 2020) . - p.575-583
Mots-clés : Sluggish cognitive tempo attention-deficit executive functioning hyperactivity disorder motivation school-based interventions Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. METHODS: This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. RESULTS: The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent-reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517). Self-reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample (d = .313) and for the high-SCT group (d = .384). Change in behavior regulation executive functioning (d = .247), metacognitive executive functioning (d = .346), and inattention (d = .230) predicted change in parent-reported SCT symptoms. CONCLUSIONS: Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent-reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT. En ligne : http://dx.doi.org/10.1111/jcpp.13149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Sleep and Alertness in Children with ADHD / Michel LECENDREUX in Journal of Child Psychology and Psychiatry, 41-6 (September 2000)
[article]
Titre : Sleep and Alertness in Children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Michel LECENDREUX, Auteur ; Eric KONOFAL, Auteur ; Manuel P. BOUVARD, Auteur ; Bruno FALISSARD, Auteur ; Marie-Christine MOUREN-SIMEONI, Auteur Année de publication : 2000 Article en page(s) : p.803-812 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder child sleep polysomnography alertness Index. décimale : PER Périodiques Résumé : Objective: To evaluate sleep and alertness and to investigate the presence of possible underlying sleep/wake disorders in children with attention-deficit/hyperactivity disorder (ADHD). Method: After 3 nights of adaptation in a room reserved for sleep studies in the department of child psychiatry, children underwent polysomnography (PSG) followed by the Multiple Sleep Latency Test (MSLT) and reaction time tests (RT) during the daytime. Thirty boys diagnosed as having ADHD (DSM-IV), aged between 5 and 10 years, and 22 ageand sex-matched controls participated in the study. All children were medication-free and showed no clinical signs of sleep and alertness problems. Results: No significant differences in sleep variables were found between boys with ADHD and controls. The mean latency period was shorter in children with ADHD. Significant differences were found for MSLT 1, 2 and 3 (p < .05). Mean reaction time was longer in children with ADHD, with significant differences in all tests (p < .05). Number and duration of sleep onsets measured by the MSLT correlated significantly with the hyperactivity-impulsivity and inattentive-passivity ndices of the CTRS and CPRS. Conclusion: Children with ADHD were more sleepy during the day, as shown by the MSLT, and they had longer reaction times. These differences are not due to alteration in the quality of nocturnal sleep. The number of daytime sleep onsets and the rapidity of sleep-onsets measured as MSLT were found to be pertinent physiological indices to discriminate between ADHD subtypes. These results suggest that children with ADHD have a deficit in alertness. Whether this deficit is primary or not requires further studies. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.803-812[article] Sleep and Alertness in Children with ADHD [Texte imprimé et/ou numérique] / Michel LECENDREUX, Auteur ; Eric KONOFAL, Auteur ; Manuel P. BOUVARD, Auteur ; Bruno FALISSARD, Auteur ; Marie-Christine MOUREN-SIMEONI, Auteur . - 2000 . - p.803-812.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.803-812
Mots-clés : Attention-deficit hyperactivity disorder child sleep polysomnography alertness Index. décimale : PER Périodiques Résumé : Objective: To evaluate sleep and alertness and to investigate the presence of possible underlying sleep/wake disorders in children with attention-deficit/hyperactivity disorder (ADHD). Method: After 3 nights of adaptation in a room reserved for sleep studies in the department of child psychiatry, children underwent polysomnography (PSG) followed by the Multiple Sleep Latency Test (MSLT) and reaction time tests (RT) during the daytime. Thirty boys diagnosed as having ADHD (DSM-IV), aged between 5 and 10 years, and 22 ageand sex-matched controls participated in the study. All children were medication-free and showed no clinical signs of sleep and alertness problems. Results: No significant differences in sleep variables were found between boys with ADHD and controls. The mean latency period was shorter in children with ADHD. Significant differences were found for MSLT 1, 2 and 3 (p < .05). Mean reaction time was longer in children with ADHD, with significant differences in all tests (p < .05). Number and duration of sleep onsets measured by the MSLT correlated significantly with the hyperactivity-impulsivity and inattentive-passivity ndices of the CTRS and CPRS. Conclusion: Children with ADHD were more sleepy during the day, as shown by the MSLT, and they had longer reaction times. These differences are not due to alteration in the quality of nocturnal sleep. The number of daytime sleep onsets and the rapidity of sleep-onsets measured as MSLT were found to be pertinent physiological indices to discriminate between ADHD subtypes. These results suggest that children with ADHD have a deficit in alertness. Whether this deficit is primary or not requires further studies. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125