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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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Behavior Modification

Behavioral approaches have often been criticized for ignoring mental processes and focusing solely on observable behavior. However, these approaches provide an optimistic perspective for individuals seeking to change their behaviors. Rather than concentrating on intrinsic personality traits, behavioral approaches suggest that even longstanding habits can be modified by changing the reward contingencies that maintain them.
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Related Experiment Video

Updated: Jun 8, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Published on: June 12, 2020

A physical activity program improves behavior and cognitive functions in children with ADHD: an exploratory study.

Claudia Verret1, Marie-Claude Guay, Claude Berthiaume

  • 1Université de Montréal, Montréal (Québec), Canada.

Journal of Attention Disorders
|September 15, 2010
PubMed
Summary

Physical activity programs enhance fitness, cognitive functions, and behavior in children with Attention-Deficit/Hyperactivity Disorder (ADHD). This structured approach shows clinical relevance for improving functional adaptation in this population.

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Pediatric neurology
  • Sports medicine
  • Developmental psychology

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder impacting children's behavior and cognition.
  • Children with ADHD often exhibit challenges in physical fitness and motor skills.
  • Current interventions for ADHD primarily focus on medication and behavioral therapy, with limited exploration of physical activity's role.

Purpose of the Study:

  • To investigate the impact of a moderate- to high-intensity physical activity program on children with ADHD.
  • To assess changes in fitness, cognitive functions, and ADHD-related behaviors following the intervention.
  • To determine the clinical relevance of structured physical activity for functional adaptation in children with ADHD.

Main Methods:

  • A 10-week program involving moderate- to high-intensity physical activity was implemented.
  • Participants were children diagnosed with ADHD.
  • Standardized tests were used to measure fitness, motor skills, cognitive functions, and behaviors before and after the intervention period.

Main Results:

  • The physical activity program significantly improved muscular capacities and motor skills.
  • Improvements were observed in behavioral reports from parents and teachers.
  • Cognitive functions, specifically information processing, showed enhancement after the program.

Conclusions:

  • Structured physical activity programs demonstrate potential clinical relevance for improving functional outcomes in children with ADHD.
  • The findings support the integration of physical activity interventions into ADHD management strategies.
  • Further research is warranted to fully understand the long-term benefits and optimal implementation of physical activity for children with ADHD.