Ethics code: IR.IAU.TON.REC.1402.016
1- Azad University
2- Science and Arts university
3- university of tehran
2- Science and Arts university
3- university of tehran
Abstract: (132 Views)
Background & Objective: Attention-deficit/hyperactivity disorder is a neurodevelopmental disorder associated with certain types of behavioral and neurological problems. Attention Deficit/Hyperactivity Disorder is classified as a neurodevelopmental disorder in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, whose symptoms are evident from preschool years. Types include predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the three main types of ADHD. Working memory deficits are present in most children with ADHD. Working memory refers to the active, top-down manipulation of information held in short-term memory and involves the interconnected functions of the mediolateral prefrontal cortex that control behavior through updating, dual processing, and internal temporal/sequential manipulation. Guides. Working memory deficits in ADHD are well established. Attention deficit is one of the symptoms associated with ADHD. Attention is conscious concentration on a phenomenon to the exclusion of other stimuli. ADHD patients have deficits in attention, which is rooted in higher-level cognitive functions that are necessary for purposeful behaviors in mature adults, so-called executive functions. Until now, various drug and non-drug treatments could not introduce a golden standard of treatment in ADHD children. Considering the high prevalence of ADHD children and due to the many neurological and behavioral problems they have, which can endanger their future both academically and professionally, there is a need to use new and diverse treatment techniques to help this The problem is felt more than before to be able to treat both their behavioral and neurological problems. On the other hand, children have been studied very little in this type of treatment. Therefore, the aim of this study was to investigate the effectiveness of transcranial Direct Current Stimulation of the brain on working memory and attention in children with attention deficit/hyperactivity disorder.
Methods: This study was a semi-experimental type with pre-test and post-test. Among children aged 6 to 9 years with symptoms of attention deficit/hyperactivity disorder referred to psychology and psychiatry clinics in Yazd, 30 qualified volunteers were included in the study in a simple random manner, and 15 of them were randomly assigned to the group intervention and 15 people were included in the control group. The scores of the working memory variable by the working memory test (Damin and Carpenter, 1980) and the attention variable by the attention test (Robertson et al., 1996) at two time points before and after the electrical stimulation treatment was compared. Data analysis was done using covariance analysis. The significance level of the tests was 0.05.
Results: Data analysis showed that the scores of active memory and attention tests in children with attention deficit/hyperactivity disorder in the intervention group and after receiving treatment increased significantly compared to the control group (p-value=0.001).
Conclusion:The results of the present study showed that transcranial Direct Current Stimulation of the brain has a significant effect on active memory and attention in children with attention deficit/hyperactivity disorder and can lead to improvement of active memory and attention in these patients. To explain the results of this research, it can be said that tDCS in the DLPFC area improves the function of this area, which is probably done through a neurotransmitter adjustment caused by stimulation and neuroplasticity. Furthermore, most ethical considerations have concluded that there are no ethical reasons against tDCS in children and adolescents with debilitating medical conditions whose potential side effects may outweigh its benefits. It is hypothesized that this DLPFC underactivity underlies attention deficits, impaired inhibitory control, and executive disorders in ADHD, and therefore, the pathophysiological rationale for the therapeutic application of tDCS is to increase DLPFC activation by anodic stimulation. It also supports the "cognitive dysfunction or inhibition-based model" theory of ADHD, which suggests that inhibition-based executive deficits are a core deficit in ADHD. Regarding the significant effects of cathodal tDCS, they argued that cathodal tDCS over the right DLPFC is likely to be effective in improving attention in ADHD by increasing the activity of the left DLPFC through the inhibitory link between contralateral DLPFC regions through interhemispheric communication. The results of the present study showed that 10 20-minute sessions of 2 mA tDCS in the DLPFC region of the left anode/right cathode lead to the improvement of working memory and attention in children with attention deficit/hyperactivity disorder, and tDCS can be used as a complementary treatment along with other treatment methods, it was used to treat the problems of children with attention deficit/hyperactivity disorder.
Methods: This study was a semi-experimental type with pre-test and post-test. Among children aged 6 to 9 years with symptoms of attention deficit/hyperactivity disorder referred to psychology and psychiatry clinics in Yazd, 30 qualified volunteers were included in the study in a simple random manner, and 15 of them were randomly assigned to the group intervention and 15 people were included in the control group. The scores of the working memory variable by the working memory test (Damin and Carpenter, 1980) and the attention variable by the attention test (Robertson et al., 1996) at two time points before and after the electrical stimulation treatment was compared. Data analysis was done using covariance analysis. The significance level of the tests was 0.05.
Results: Data analysis showed that the scores of active memory and attention tests in children with attention deficit/hyperactivity disorder in the intervention group and after receiving treatment increased significantly compared to the control group (p-value=0.001).
Conclusion:The results of the present study showed that transcranial Direct Current Stimulation of the brain has a significant effect on active memory and attention in children with attention deficit/hyperactivity disorder and can lead to improvement of active memory and attention in these patients. To explain the results of this research, it can be said that tDCS in the DLPFC area improves the function of this area, which is probably done through a neurotransmitter adjustment caused by stimulation and neuroplasticity. Furthermore, most ethical considerations have concluded that there are no ethical reasons against tDCS in children and adolescents with debilitating medical conditions whose potential side effects may outweigh its benefits. It is hypothesized that this DLPFC underactivity underlies attention deficits, impaired inhibitory control, and executive disorders in ADHD, and therefore, the pathophysiological rationale for the therapeutic application of tDCS is to increase DLPFC activation by anodic stimulation. It also supports the "cognitive dysfunction or inhibition-based model" theory of ADHD, which suggests that inhibition-based executive deficits are a core deficit in ADHD. Regarding the significant effects of cathodal tDCS, they argued that cathodal tDCS over the right DLPFC is likely to be effective in improving attention in ADHD by increasing the activity of the left DLPFC through the inhibitory link between contralateral DLPFC regions through interhemispheric communication. The results of the present study showed that 10 20-minute sessions of 2 mA tDCS in the DLPFC region of the left anode/right cathode lead to the improvement of working memory and attention in children with attention deficit/hyperactivity disorder, and tDCS can be used as a complementary treatment along with other treatment methods, it was used to treat the problems of children with attention deficit/hyperactivity disorder.
Keywords: transcranial Direct Current Stimulation, working memory, attention, attention deficit/hyperactivity disorder
Type of Study: Original Research Article |
Subject:
Rehabilitation
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
