Sensory processing in children with attention deficit hyperactivity disorder and high-functioning autism

Introduction: We aimed to assess the status of sensory processing in children with attention deficit and hyperactivity disorder, high-functioning autism and typical peers.Methods: Participants in this study are children 7 to 10 years old with attention deficit hyperactivity disorder (n = 30), autistic children with high cognitive function (n = 28) and 30 matched typical children. Parents of children in all the groups have completed the Dunn sensory profile questionnaire (SP).Results: The results of the present study showed that children in high-functioning autism and normal sensory processes act different. The autistic children differ in sensory seeking, emotional reactivity, low muscle tone and endurance, oral sensory sensitive, inattention and distractibility, poor sensory registration, sensory sensitivity, fine movement/perception. Children with attention deficit and hyperactivity disorder differ in seven factors of the nine factors. These factors were sensory seeking, emotional reactivity, low muscle tone and endurance, inattention and distractibility, poor sensory registration, sensory sensitivity, fine movement/perception.Conclusion: Different sensory processing function in these children may explain their abnormal behaviors. This sensory processing dysfunction affects on child's daily life in areas such as play, academic skills, peer relationships, and self-help activities. Therapists should consider the child's sensory processing functions when they set therapeutic planes.Declaration of Interest: None.Keywords:  Attention deficit hyperactivity disorder, Autism high function, Sensory processing.[1]1. Occupational therapy Department, shahidbeheshtiuniversity of medical science.2. Occupational therapy Department, shahidbeheshtiuniversity of medical science.3. Cognitive neuro science, Occupational therapyDepartment, Iran University of medical science.4. Master of clinical psychologyCorresponding Author: Faezeh Dehghan, Email:Faezeh.dehghan@gmail

Evaluating the Psychometric Properties of the Persian version of Parkinson Fatigue Scale (PFS-16) in Patients with Parkinson's Disease

Introduction: Parkinson’s disease (PD) is one of the common disorders in the central nervous system. Among non-motor symptoms, fatigue is the most widespread one with prevalence rates of 40-65 that can have an impact on the quality of life of patients. The aim of this study was to evaluate the validity and the reliability of the Persian version of Parkinson Fatigue Scale (PFS-16). Materials and Methods: 70 patients with PD (mean age: 62.7±11.6) participated in this study through non-probability and available sampling method. Test-retest reliability and internal consistency were used to measure the reliability and the Fatigue Severity Scale (FSS), Parkinson's disease questionnaire (PDQ-8) and Visual Analogue fatigue Scale (VAS-F) were employed to measure the criteria validity. Results: Cronbach's alpha and ICC of the Persian version of PFS-16 were both measured to be 0.97. In addition, Kappa coefficient for each item of the scale was measured to be between 0.76 and 1.00, which indicated a very good level of reliability. Correlations between PFS-16 and FSS, PDQ-8 and VAS-F were estimated to be 0.58, 0.51 and 0.49, respectively. Conclusion: Results indicated high reliability and the validity of Persian-version of the mentioned scale. Therefore, its application in related studies is highly recommended.Key words: Fatigue, Parkinson’s disease, Parkinson Fatigue Scale (PFS-16), Reliability, Validit

Motor Learning in children with ADHD and Normal Children: Comparison of Implicit and Explicit Motor Sequence

Introduction: Children with Attention Deficit Hyperactivity Disorder (ADHD) face many academic and training problems and also impose some problems on their teachers and classmates. Motor learning can be categorized into two main types: implicit and explicit. The main goal of the present study was to investigate the possible differences between implicit and explicit motor sequence learning in children with ADHD and normal children by using serial reaction time task. Materials and Methods: The sample consisted of 24 children with ADHD, who were equally assigned to explicit and implicit learning groups, and 24 normal children, also equally assigned to implicit and explicit learning groups. Each group, therefore, consisted of 12 participants. Repetitive Measure ANOVA was run to compare reaction time and error in different blocks, and squared t-test was used to compare regular and irregular blocks. Results: Comparison of implicit and explicit learning for accuracy (the number of reaction errors) and speed (response time) revealed the accuracy to be P=0.012 and speed P=0.012 in ADHD explicit group, and accuracy P=0.094 and speed P=0.954, in ADHD implicit group. Normal explicit group indicated accuracy of (P=0.008) and speed of (P=0.05) and normal implicit group indicated accuracy of (P=0.011) and speed of (P=0.442). Conclusion: The results of the present study indicated that explanation and description of the task was more effective in motor sequence learning in ADHD children. It is, therefore, recommended that pre-exercise training be included in the programs provided to these children.Keywords: Motor Sequence, Explicit Learning, Implicit Learning, ADH

Comparison of Properties of the Persian Version of the Sensory Profile 2 in Children with Autism Spectrum Disorder and typical Individuals

Introduction: Autism spectrum disorder (ASD) is a childhood developmental condition that affects social-emotional skills and communication. Sensory processing represents a significant factor in influencing the behavioral responses. However, it has been shown that children with ASD usually experience some sensory difficulties. The purpose of this study was to evaluate the sensory processing in children with ASD to identify which domains are mainly affected. Methods: The population of this study included 30 children with ASD aged between 1 to 5 years and 30 age- and gender-matched typically developing individuals. Sensory processing was assessed through a parent-reported questionnaire of the child sensory profile 2. Multivariate Analysis of Variance (MANOVA) was used to analyze the data. Results: The findings of this study showed that individuals with ASD had a significant difference in all sensory processing components of the sensory profile 2 compared with the age-matched peers (P<0.05), except for the two components named touch processing and body position (P˃0.05). Conclusion: Since the present study shows that there is a difference between a number of sensory processing components in children with ASD and typically developing peers, it is suggested that therapists should perform this test in other groups of vulnerable populations such as developmental delay, attention deficit hyperactivity disorder, learning disorder, infertility, and Down syndrome.Keywords: Autism Spectrum Disorder, Sensory Processing, Sensory Profile

The Relationship between Sensory Processing Disorder and Quality of Sleep in Children with Autism Spectrum Disorder and Learning Disorder from 6 to 14 Years' Old

Introduction: Sensory problems can affect the functioning of individuals in a variety of daily activities in different aspects. One of these aspects of daily activity is the quality and quantity of sleep. Sensory processing perhaps is the most basic psychological element that determine how individuals perceive and respond to environmental stimuli. Given this, this study aimed to investigate the effect of sensory processing disorder on sleep quality of children with autism spectrum disorder and learning disorder. Materials and Methods: The present study was a descriptive cross-sectional study. The study was performed on 23 children with autism spectrum disorder and 20 children with learning disorder from 6 to 14 years' old. Two Child Sleep Habits Quality (CSHQ) and Sensory profile 2 questionnaires were used for data collection. Data were analyzed by Mann-Whitney U test in SPSS 22 software. Results: The results of data analysis showed that children with ASD have lower sleep quality than children with specific learning disorder (P=0/033). Children with autism also received higher scores on sensory profile 2 subtests except visual and olfactory processing than children with specific learning disorders. In children with ASD the highest scores are related to Sensory Sensitivity (45.83) and sensory registration (45.17) and lowest score is related to visual processing (10.96). However, children with specific learning disorders have highest score in sensory registration (43.40) and lowest score in body position processing (8.55). Conclusion: The findings of the study emphasized children with poor sleep quality had sensory processing disorder and sleep quality were reduced. There was a significant relationship between sensory registration (P=0.005) and sensory sensitivity (P=0.012) with sleep quality. Therefore, it seems necessary to support children in considering proper sensory diet and taking measures to resolve their sensory problems and thus improve their sleep patterns. Keywords: Autism Spectrum Disorder; Learning Disorder; Quality of Sleep; Sensory Processing Disorde

Comparison of implicit and explicit motor sequence learning in children with ADHD and their typical peers

Introduction: The aim of this study was to assess of both implicit and explicit motor sequence learning in children with attention deficit hyper activity disorder (ADHD) and typical peers , by serial reaction time task. Materials and Methods: The sample size for each group was 12. The study sample was included 24 children with ADHD, in explicit learning group and implicit learning group.  and 24 typical children was included in implicit learning group, and explicit learning group. ANOVA repetitive measured for comparing response time  and errors in different blocks, and paired t-test was used for comparing regular and irregular blocks. Results: The comparision of implicit and explicit learning on, accuracy (error response) and speed (response time) in ADHD explicit group would indicate accuracy (P-value=0/012), speed (P-value=0/012) and in ADHD implicit groop would indicate accuracy (P-value=0/094), speed (P-value=0/954). so in typical explicit group would indicate accuracy (P-value=0/008), speed (P-value=0/05) and in typical implicit group showed that accuracy (P-value=0/011), response times (P-value=0/442). Conclusion: This study showed that explain the task in motor sequence learning is more better in ADHD children. so before performing a task should be considered. Keywords: Motor Sequence, Explicit Learning, Implicit Learning, ADH

مقایسه یادگیری حرکتی صریح و یادگیری حرکتی ضمنی در کودکان مبتلا به اوتیسم با عملکرد بالا و آسپرگر با همتایان عادی

مقدمه: اختلالات طیف اوتیسم با ناهنجاری‌های مناطق قشری همراه می‌باشند که پایه‌ای برای نقص یادگیری حرکتی ایجاد کرده‌اند. یادگیری حرکتی به دو طبقه اصلی صریح و ضمنی تقسیم می‌شود. هدف این پژوهش، تعیین تفاوت یادگیری حرکتی صریح با ضمنی و میزان تحکیم یادگیری بعد از 24 ساعت در پسران مبتلا به اختلالات طیف اوتیسم و همتایان عادی بود. مواد و روش‌ها: در این مطالعه، 30 پسر مبتلا به اختلالات طیف اوتیسم با 32 پسر همتای عادی مقایسه شدند. نمونه‌های سالم و مبتلا به اختلالات طیف اوتیسم با استفاده از تست ASSQ     از دبستان‌های پسرانه شهرستان نجف آباد انتخاب گردیدند. هر دو گروه در روز اول به انجام آزمون زمان عکس‌العمل متوالی (10 بلوک) با دست راست پرداختند و روز بعد، آزمون را در 4 بلوک به منظور سنجش تحکیم انجام دادند. آزمون ANOVA با اندازه‌گیری مکرر و با استفاده از 19SPSS جهت تحلیل داده‌ها مورد استفاده قرار گرفت. یافته‌ها: دو گروه در موضوع یادگیری صریح تفاوت معنی‌داری با یکدیگر داشتند که بیانگر نقص یادگیری صریح در افراد مبتلا به اختلالات طیف اوتیسم بود (009/0 = P). نتایج همچنین عدم تفاوت معنی‌دار را در یادگیری ضمنی بین دو گروه نشان داد (385/0 = P)، به علاوه یافته‌ها حاکی از این است که تحکیم یادگیری ضمنی در گروه اختلالات طیف اوتیسم (160/0 = P) نیز بی‌نقص و تحکیم یادگیری صریح دچار اختلال (046/0 = P) می‌باشد. نتیجه‌گیری: نقص یادگیری حرکتی صریح و تحکیم آن در گروه اختلالات طیف اوتیسم می‌تواند به علت اختلال عملکرد نیمکره چپ، تخصصی شده در یادگیری صریح، باشد. به علاوه تحکیم یادگیری صریح وابسته به خواب است و در گروه اختلالات طیف اوتیسم اختلالات خواب وجود دارد، بنابراین این نقص دور از انتظار نیست. سالم بودن یادگیری ضمنی و تحکیم آن را نیز می‌توان به تأثیر نیمکره راست در یادگیری حرکتی ضمنی نسبت داد. کلمات کلیدی: یادگیری حرکتی، یادگیری صریح، یادگیری ضمنی، اوتیسم با عملکرد بالا، آسپرگر، اختلالات خواب، آزمون زمان عکس‌العمل متوالی، تحکیم 

The effect of relaxation techniques on edema, anxiety and depression in post-mastectomy lymphedema patients undergoing comprehensive decongestive therapy: A clinical trial

<div><p>Objectives</p><p>Lymphedema is sometimes accompanied by high degrees of anxiety and depression. This study aimed to assess the effects of relaxation techniques on the level of edema, anxiety and depression in women undergoing Comprehensive Decongestive Therapy (CDT).</p><p>Design</p><p>This clinical trial compared two treatment methods in 31 women with post-mastectomy lymphedema, including 15 cases who received CDT and 16 who received RCDT (Relaxation plus CDT). The edema volume, anxiety and depression scores were compared at the first and last sessions of the first phase of the treatment and six weeks afterwards.</p><p>Results</p><p>The edema, anxiety and depression scores were 63.6%, 54.1% and 65.5% in the RCDT group and 60.7%, 31.4% and 35.2% in the CDT group. There were significant differences between the two groups in terms of the reduction in depression (p = 0.024) and anxiety (p = 0.011) scores throughout the study. This significant relationship was due to the differences in the depression score in the 3^rd and 9^th weeks of the study between the two groups. Similarly, anxiety levels differed significantly between the two groups at the 9^th week of the study (P = 0.013).</p><p>Conclusion</p><p>Relaxation techniques reduced the anxiety and depression scores and the volume of edema in the patients with lymphedema. The addition of this intervention to the therapeutic package for lymphedema patients requires further studies in terms of cost-effectiveness.</p></div

The flow diagram of the participants.

<p>The flow diagram of the participants.</p

A comparison of the quantitative (demographic and clinical) variables in the patients.

<p>A comparison of the quantitative (demographic and clinical) variables in the patients.</p