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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.

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Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
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Start-stop paradigm in motor learning: Higher vulnerability at task resumption in ADHD.

Mohammad Tollabi1, Shahzad Tahmasebi Boroujeni1, Fatemeh Sadat Tabatabaei2

  • 1Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport and Health Sciences, University of Tehran, Tehran, Iran.

Applied Neuropsychology. Child
|July 2, 2026
PubMed
Summary

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) show motor instability, especially when starting or resuming tasks. Interventions should focus on stabilizing performance during these transitions.

Keywords:
ADHD motor learningchildren motor controlmotor transitionsperformance instabilitystart-stop paradigm

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Area of Science:

  • Neurodevelopmental Disorders
  • Motor Control and Learning
  • Pediatric Psychology

Background:

  • Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often display motor instability.
  • The underlying mechanisms contributing to this motor instability, particularly at critical task transitions, are not fully understood.

Purpose of the Study:

  • To investigate motor vulnerabilities in children with ADHD at task initiation, continuation, and resumption using the novel "Start-Stop Paradigm."
  • To compare motor performance transitions between children with ADHD and typically developing children.

Main Methods:

  • Utilized a dart-throwing task re-analysis with 96 children (48 ADHD, 48 typically developing) aged 9-10 years.
  • Applied the "Start-Stop Paradigm" to analyze motor performance at task initiation, continuation, and resumption after a break.
  • Examined sequential dependencies and "reverse hot hand" effects across task transitions.

Main Results:

  • Children with ADHD exhibited greater performance instability across task transitions compared to controls.
  • A significant "reverse hot hand" effect, indicating difficulty resuming tasks, was more pronounced in the ADHD group.
  • Task resumption after a pause emerged as a particular motor vulnerability for children with ADHD.

Conclusions:

  • Children with ADHD experience disproportionate difficulties in motor planning and execution at task transitions.
  • Deficits in attention shifting, working memory updating, and motor recalibration likely underlie these transitional motor challenges.
  • Motor interventions for ADHD should prioritize stabilizing performance at task transitions, rather than solely increasing practice volume.