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How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design

Year 2022, Volume: 39 Issue: 3, 803 - 808, 30.08.2022

Abstract

Attention Deficit and Hyperactivity Disorder(ADHD) is a neurodevelopmental disorder characterized with problems such as; atypical attention skills, increased impulsive behaviors at least two of the child’s areas of daily living. In studies investigating developmental aspect of the said problems of children with ADHD, it was stated that the children usually do not demonstrate normal development regarding the motor proficiency and may fall behind their peers in exhibiting normal motor performance. These problems in motor skills are said to cause a hindered development in complex skills which may result in; distorted body image, increased anxiety and poor social communication skills. This study’s aim was to investigate effects of a Visual-Praxis-based Occupational Therapy program(VPOT) on motor proficiency of children with ADHD. The 58 children who were included to the study were assigned numbers from 1 to 58 and randomized into two groups (the intervention group and the control group). Both groups were subjected to the Bruninks-Oserestry Test of Motor Proficiency 2–Brief Form (BOT2-BF). After the initial assessment, the participants in the intervention group were admitted into the VPOT program for a duration of 8 weeks with twice-weekly sessions of 45 minutes. End of the program,BOT2-BF was applied once more. The participants mean age was 8.44±1.39 years. There were no differences between the intervention and the control group in terms of age. When the BOT2-BF results for the intervention group were analyzed, it was found that there were significant differences between pre- and post-intervention scores of all sub-scores and the total score. Due to approaching the motor development aspect of ADHD within the context of motor proficiency and visual perception, this study can be considered to be one of the innovative and pioneer studies in the field and is positively unique regarding the usage of the intervention approach that was used.

References

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  • Mannuzza S, Klein RG. Long-term prognosis in attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am. 2000;9(3):711–26.
  • Harvey WJ, Reid G, Bloom GA, Staples K, Grizenko N, Mbekou V, et al. Physical activity experiences of boys with and without ADHD. Adapt Phys Act Q. 2009;26(2):131–50.
  • Pan C-Y, Tsai C-L, Chu C-H. Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. J Autism Dev Disord. 2009;39(12):1694–705.
  • Hitch D, Lavasani N, Pepin G, Stagnitti K. Promoting health and wellbeing for people with attention deficit hyperactivity disorder: an occupational perspective. Internet J allied Heal Sci Pract. 2013;11(4):1–10.
  • Scharoun SM, Bryden PJ, Otipkova Z, Musalek M, Lejcarova A. Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts. Res Dev Disabil. 2013;34(11):4142–53.
  • Skinner RA, Piek JP. Psychosocial implications of poor motor coordination in children and adolescents. Hum Mov Sci. 2001;20(1–2):73–94.
  • Gürlek S. Dikkat Eksikliği ve Hiperaktivite Bozukluğu (DEHB) Olan Çocuklarda Günlük Aktivite Performansına Yönelik Bilişsel Oryantasyon (GAPBO) Yaklaşımının Motor Performans ve Yürütücü İşlevler Üzerine Etkisi. 2021;
  • Pan C-Y, Tsai C-L, Chu C-H, Sung M-C, Huang C-Y, Ma W-Y. Effects of physical exercise intervention on motor skills and executive functions in children with ADHD: A pilot study. J Atten Disord. 2019;23(4):384–97.
  • Morano M, Colella D, Robazza C, Bortoli L, Capranica L. Physical self‐perception and motor performance in normal‐weight, overweight and obese children. Scand J Med Sci Sports. 2011;21(3):465–73.
  • Kemppinen J, Korpela J, Partners R, Elfvengren K, Salmisaari T, Polkko J, et al. A clinical decision support system for adult ADHD diagnostics process. In: 2013 46th Hawaii International Conference on System Sciences. IEEE; 2013. p. 2616–25.
  • Ramsay JR, Rostain AL. Cognitive behavioral therapy for adult ADHD: An integrative psychosocial and medical approach. Routledge; 2014.
  • Gharebaghy S, Rassafiani M, Cameron D. Effect of cognitive intervention on children with ADHD. Phys Occup Ther Pediatr. 2015;35(1):13–23.
  • Nejati V. Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD). Res Dev Disabil. 2021;113:103937.
  • Seyedmohammadi S, Ehteshamzade P, Hafezi F, Pasha R, Makvandy B. Effectiveness of cognitive rehabilitation after medication on brain function and behavioral symptoms of children with ADHD in Ahwaz. Shenakht J Psychol psychiatry. 2019;6(3):102–17.
  • Schoen SA, Miller LJ, Flanagan J. A retrospective pre-post treatment study of occupational therapy intervention for children with sensory processing challenges. Open J Occup Ther. 2018;6(1):4.
  • Goulardins JB, Rigoli D, Loh PR, Kane R, Licari M, Hands B, et al. The relationship between motor skills, social problems, and ADHD symptomatology: Does it vary according to parent and teacher report? J Atten Disord. 2018;22(8):796–805.
  • Köse B, Şahin S, Temizkan E, Galipoğlu H, Karabulut E, Akı E. Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia. J Occup Ther Sch Early Interv. 2021;1–14.
  • Rice ME, Harris GT. Comparing effect sizes in follow-up studies: ROC Area, Cohen’s d, and r. Law Hum Behav. 2005;29(5):615–20.
  • Vysniauske R, Verburgh L, Oosterlaan J, Molendijk ML. The effects of physical exercise on functional outcomes in the treatment of ADHD: a meta-analysis. J Atten Disord. 2020;24(5):644–54.
  • Lavasani NM, Stagnitti K. A study on fine motor skills of Iranian children with attention deficit/hyper activity disorder aged from 6 to 11 years. Occup Ther Int. 2011;18(2):106–14.
  • Cosper SM, Lee GP, Peters SB, Bishop E. Interactive Metronome training in children with attention deficit and developmental coordination disorders. Int J Rehabil Res. 2009;32(4):331–6.
  • Kaiser M-L, Schoemaker MM, Albaret J-M, Geuze RH. What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature. Res Dev Disabil. 2015;36:338–57.
  • Bucci MP, Seassau M, Larger S, Bui-Quoc E, Gerard C-L. Effect of visual attention on postural control in children with attention-deficit/hyperactivity disorder. Res Dev Disabil. 2014;35(6):1292–300.
  • Farokhi Moghadam S, Haghgoo HA, Pishyareh E, Hosseini SA, Bakhshi E, Rezazadeh N, et al. Effects of active vestibulotherapy on motor disorders in children with attention deficit hyperactivity disorder. Sci J Rehabil Med. 2017;6(1):74–82.
  • Hoza B, Martin CP, Pirog A, Shoulberg EK. Using physical activity to manage ADHD symptoms: the state of the evidence. Curr Psychiatry Rep. 2016;18(12):1–7.
  • Meßler CF, Holmberg H-C, Sperlich B. Multimodal therapy involving high-intensity interval training improves the physical fitness, motor skills, social behavior, and quality of life of boys with ADHD: a randomized controlled study. J Atten Disord. 2018;22(8):806–12.
Year 2022, Volume: 39 Issue: 3, 803 - 808, 30.08.2022

Abstract

References

  • Quilty LC, Ayearst L, Chmielewski M, Pollock BG, Bagby RM. The psychometric properties of the Personality Inventory for DSM-5 in an APA DSM-5 field trial sample. Assessment. 2013;20(3):362–9.
  • Mannuzza S, Klein RG. Long-term prognosis in attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am. 2000;9(3):711–26.
  • Harvey WJ, Reid G, Bloom GA, Staples K, Grizenko N, Mbekou V, et al. Physical activity experiences of boys with and without ADHD. Adapt Phys Act Q. 2009;26(2):131–50.
  • Pan C-Y, Tsai C-L, Chu C-H. Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. J Autism Dev Disord. 2009;39(12):1694–705.
  • Hitch D, Lavasani N, Pepin G, Stagnitti K. Promoting health and wellbeing for people with attention deficit hyperactivity disorder: an occupational perspective. Internet J allied Heal Sci Pract. 2013;11(4):1–10.
  • Scharoun SM, Bryden PJ, Otipkova Z, Musalek M, Lejcarova A. Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts. Res Dev Disabil. 2013;34(11):4142–53.
  • Skinner RA, Piek JP. Psychosocial implications of poor motor coordination in children and adolescents. Hum Mov Sci. 2001;20(1–2):73–94.
  • Gürlek S. Dikkat Eksikliği ve Hiperaktivite Bozukluğu (DEHB) Olan Çocuklarda Günlük Aktivite Performansına Yönelik Bilişsel Oryantasyon (GAPBO) Yaklaşımının Motor Performans ve Yürütücü İşlevler Üzerine Etkisi. 2021;
  • Pan C-Y, Tsai C-L, Chu C-H, Sung M-C, Huang C-Y, Ma W-Y. Effects of physical exercise intervention on motor skills and executive functions in children with ADHD: A pilot study. J Atten Disord. 2019;23(4):384–97.
  • Morano M, Colella D, Robazza C, Bortoli L, Capranica L. Physical self‐perception and motor performance in normal‐weight, overweight and obese children. Scand J Med Sci Sports. 2011;21(3):465–73.
  • Kemppinen J, Korpela J, Partners R, Elfvengren K, Salmisaari T, Polkko J, et al. A clinical decision support system for adult ADHD diagnostics process. In: 2013 46th Hawaii International Conference on System Sciences. IEEE; 2013. p. 2616–25.
  • Ramsay JR, Rostain AL. Cognitive behavioral therapy for adult ADHD: An integrative psychosocial and medical approach. Routledge; 2014.
  • Gharebaghy S, Rassafiani M, Cameron D. Effect of cognitive intervention on children with ADHD. Phys Occup Ther Pediatr. 2015;35(1):13–23.
  • Nejati V. Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD). Res Dev Disabil. 2021;113:103937.
  • Seyedmohammadi S, Ehteshamzade P, Hafezi F, Pasha R, Makvandy B. Effectiveness of cognitive rehabilitation after medication on brain function and behavioral symptoms of children with ADHD in Ahwaz. Shenakht J Psychol psychiatry. 2019;6(3):102–17.
  • Schoen SA, Miller LJ, Flanagan J. A retrospective pre-post treatment study of occupational therapy intervention for children with sensory processing challenges. Open J Occup Ther. 2018;6(1):4.
  • Goulardins JB, Rigoli D, Loh PR, Kane R, Licari M, Hands B, et al. The relationship between motor skills, social problems, and ADHD symptomatology: Does it vary according to parent and teacher report? J Atten Disord. 2018;22(8):796–805.
  • Köse B, Şahin S, Temizkan E, Galipoğlu H, Karabulut E, Akı E. Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia. J Occup Ther Sch Early Interv. 2021;1–14.
  • Rice ME, Harris GT. Comparing effect sizes in follow-up studies: ROC Area, Cohen’s d, and r. Law Hum Behav. 2005;29(5):615–20.
  • Vysniauske R, Verburgh L, Oosterlaan J, Molendijk ML. The effects of physical exercise on functional outcomes in the treatment of ADHD: a meta-analysis. J Atten Disord. 2020;24(5):644–54.
  • Lavasani NM, Stagnitti K. A study on fine motor skills of Iranian children with attention deficit/hyper activity disorder aged from 6 to 11 years. Occup Ther Int. 2011;18(2):106–14.
  • Cosper SM, Lee GP, Peters SB, Bishop E. Interactive Metronome training in children with attention deficit and developmental coordination disorders. Int J Rehabil Res. 2009;32(4):331–6.
  • Kaiser M-L, Schoemaker MM, Albaret J-M, Geuze RH. What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature. Res Dev Disabil. 2015;36:338–57.
  • Bucci MP, Seassau M, Larger S, Bui-Quoc E, Gerard C-L. Effect of visual attention on postural control in children with attention-deficit/hyperactivity disorder. Res Dev Disabil. 2014;35(6):1292–300.
  • Farokhi Moghadam S, Haghgoo HA, Pishyareh E, Hosseini SA, Bakhshi E, Rezazadeh N, et al. Effects of active vestibulotherapy on motor disorders in children with attention deficit hyperactivity disorder. Sci J Rehabil Med. 2017;6(1):74–82.
  • Hoza B, Martin CP, Pirog A, Shoulberg EK. Using physical activity to manage ADHD symptoms: the state of the evidence. Curr Psychiatry Rep. 2016;18(12):1–7.
  • Meßler CF, Holmberg H-C, Sperlich B. Multimodal therapy involving high-intensity interval training improves the physical fitness, motor skills, social behavior, and quality of life of boys with ADHD: a randomized controlled study. J Atten Disord. 2018;22(8):806–12.
There are 27 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Clinical Research
Authors

Barkın Köse 0000-0002-2840-3309

Ege Temizkan 0000-0002-8275-1777

Özgün Kaya Kara 0000-0002-7314-6436

Koray Kara 0000-0002-3039-718X

Sedef Şahin 0000-0002-6483-072X

Early Pub Date August 30, 2022
Publication Date August 30, 2022
Submission Date April 20, 2022
Acceptance Date July 1, 2022
Published in Issue Year 2022 Volume: 39 Issue: 3

Cite

APA Köse, B., Temizkan, E., Kaya Kara, Ö., Kara, K., et al. (2022). How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design. Journal of Experimental and Clinical Medicine, 39(3), 803-808.
AMA Köse B, Temizkan E, Kaya Kara Ö, Kara K, Şahin S. How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design. J. Exp. Clin. Med. August 2022;39(3):803-808.
Chicago Köse, Barkın, Ege Temizkan, Özgün Kaya Kara, Koray Kara, and Sedef Şahin. “How Does Visual Praxis Based Occupational Therapy Program Effect Motor Skills in Children With Hyperactivity and Attention Disorder?: Single Blind Randomised Study Design”. Journal of Experimental and Clinical Medicine 39, no. 3 (August 2022): 803-8.
EndNote Köse B, Temizkan E, Kaya Kara Ö, Kara K, Şahin S (August 1, 2022) How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design. Journal of Experimental and Clinical Medicine 39 3 803–808.
IEEE B. Köse, E. Temizkan, Ö. Kaya Kara, K. Kara, and S. Şahin, “How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design”, J. Exp. Clin. Med., vol. 39, no. 3, pp. 803–808, 2022.
ISNAD Köse, Barkın et al. “How Does Visual Praxis Based Occupational Therapy Program Effect Motor Skills in Children With Hyperactivity and Attention Disorder?: Single Blind Randomised Study Design”. Journal of Experimental and Clinical Medicine 39/3 (August 2022), 803-808.
JAMA Köse B, Temizkan E, Kaya Kara Ö, Kara K, Şahin S. How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design. J. Exp. Clin. Med. 2022;39:803–808.
MLA Köse, Barkın et al. “How Does Visual Praxis Based Occupational Therapy Program Effect Motor Skills in Children With Hyperactivity and Attention Disorder?: Single Blind Randomised Study Design”. Journal of Experimental and Clinical Medicine, vol. 39, no. 3, 2022, pp. 803-8.
Vancouver Köse B, Temizkan E, Kaya Kara Ö, Kara K, Şahin S. How Does Visual Praxis Based Occupational Therapy Program effect Motor Skills in children with Hyperactivity and Attention Disorder?: Single blind randomised study design. J. Exp. Clin. Med. 2022;39(3):803-8.