Lecture 4: ADHD Flashcards

Question

kan je uit ADHD groeien?

Answer 1

at a group level, children with ADHD have a delayed cortical development: this delay is most prominent in prefrontal regions important for control of cognitive processes, including attention and motor planning in adulthood this is on the same level!

Answer 2

motor and verbal hyperactivity decreases, but hyperactivity in the brain is still present

Answer 3

ADHD more often diagnosed in youngest children in class - diagnostic error? (Younger children in the same grade naturally have less developed self-regulation, attention, and impulse control compared to their older classmates. -> mistaken for adhd) - risk factor? (some argue that being the youngest in a class might create real challenges (e.g., struggling with expectations set for older peers), leading to long-term difficulties in school -> risk factor) - Opposite Effect: “Being-Old-for-Grade” (Being older than classmates (e.g., due to a delayed school entry) is sometimes linked to better academic performance, self-control, and fewer ADHD diagnoses) -> not just delayed development, but kind of a double deficit, and you will be recognized earlier on

Answer 4

moving helps children with ADHD perform better, maar dit geldt niet voor fidget spinners

Answer 5

1. Functional Working Memory Model 2. Delay Aversion Theory 3. Dual-pathway Model

Answer 6

“ADHD symptoms are the result of overwhelmed demands on impaired working memory” * Working memory = the ability to maintain, control and manipulate goal-relevant information -> crucial cognitive function, which is impaired in many children with ADHD 1. WM demands are often too high for children with ADHD (e.g., “finish math exercise 3-6, then continue with reading chapter 5”) 2. Children with ADHD seek for behavioral ways to compensate 3. Hyperactivity stimulates their brain: “activates brain-based arousal mechanisms that support the executive/supervisory attentional component of working memory”

Answer 7

- better WM performance in children with ADHD with higher activity levels -> moving helps children perform better (but: not all motor activity, bv. niet fidget spinners). - the more difficult the task, the more children with ADHD move. dit is ook zo voor controlegroepen, maar niet zo hyperactief als kinderen met adhd. -> initieert de vraag of we kinderen wel moeten vragen om stil te zitten, of dat we ze de mogelijkheid moeten geven om te bewegen gedurende cognitieve performances?

Answer 8

- ADHD symptoms as a choice to avoid delay, because delay = aversive - ADHD is associated with problems dealing with delayed reward - difficult if there is nothing going on: bv als de leraar weggaat, kunnen ze dat niet aan dat er niks aan de hand is - Delay discounting: “€50,- today or €100 next month?” - Delay aversion: need immediate rewards rather than delayed ones -> leads to risk-taking behaviours -> short term rewarding, long term harmful

Answer 9

harmful: * Substance use * Unsafe sex * Spending a lot of money at once * Reckless driving * Gambling * Binge-eating maar ook prosocial: * lending money * inviting people to birthdays who may not be as popular

Answer 10

Idle time is recovery time, a time for pause and rest. You can sit with your thoughts for a moment and mentally breathe.

Answer 11

ADHD explained by impairment in: 1. Executive functioning: lastig begrijpen wat er gebeurd en wat ervan hen verwacht wordt, snel beslissen en alles afwegen. 2. Motivational/reward system: need more and longer rewards to change their behaviour. also difficulties motivating themselves, therefore really need external motivation/reinforcement model in schrift tekenen

Answer 12

* Attention * Inhibition * Working memory * Flexibility/switching * Organization/planning * Emotion-regulation -> all these executive functions are impaired in children with ADHD

Answer 13

the reward threshold is later for optimal performance: ppl with adhd need more reinforcement for the same performance

Answer 14

1. executive functions: deminishing the demands (eerst met ouders, later zelf leren) * Divide tasks in multiple steps * Provide structure (fixed places, rituals) * Use to-do lists * Keep instructions short and repeat them * Ignore motor activity * Prevent distraction (e.g. no window- seat) 2. increase motivation door reinforcement/rewards * Use reward systems * Reinforce desired behavior immediately * Make desired behavior explicit * Create attractive tasks (e.g. gamification) * Anticipate for problems * Praise:correct 5:1 (cognitive training does not generalise)

Answer 15

4 groepen: feedback only/geen reward, 1 euro, 10 euro, game spelen - control performed better than adhd - controls already optimal with feedback only - adhd improves with reward (more improvement with higher reward) - adhd does not normalize: bij control is early/middle/late performance ongeveer gelijk. bij adhd fluctueert het heel erg -> adhd is characterized by deficits in both pathways (EF and motivation)

Answer 16

1. Children with ADHD need additional motivation, especially on long tasks (>5 minutes) 2. Nevertheless, their performance is worse relative to children without ADHD 3. Strategies to diminish working memory demands should be applied 4. Strategies to increase motivation should be applied

Answer 17

* Functional WM model: ADHD symptoms could be functional * Delay aversion: ADHD symptoms often manifest as a rational choice to avoid delay * Dual-pathway model: ADHD is characterized by problems in executive functioning and motivational differences

Lecture 4: ADHD Flashcards

(43 cards)