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A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD

Background: Prospective longitudinal studies are essential in characterizing cognitive trajectories, yet few of them have been reported on the development of attention processes in children. We aimed to explore attention development in normal children and children with attention deficit and hyperact...

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Autores principales: Suades-González, Elisabet, Forns, Joan, García-Esteban, Raquel, López-Vicente, Mónica, Esnaola, Mikel, Álvarez-Pedrerol, Mar, Julvez, Jordi, Cáceres, Alejandro, Basagaña, Xavier, López-Sala, Anna, Sunyer, Jordi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5432613/
https://www.ncbi.nlm.nih.gov/pubmed/28559855
http://dx.doi.org/10.3389/fpsyg.2017.00655
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author Suades-González, Elisabet
Forns, Joan
García-Esteban, Raquel
López-Vicente, Mónica
Esnaola, Mikel
Álvarez-Pedrerol, Mar
Julvez, Jordi
Cáceres, Alejandro
Basagaña, Xavier
López-Sala, Anna
Sunyer, Jordi
author_facet Suades-González, Elisabet
Forns, Joan
García-Esteban, Raquel
López-Vicente, Mónica
Esnaola, Mikel
Álvarez-Pedrerol, Mar
Julvez, Jordi
Cáceres, Alejandro
Basagaña, Xavier
López-Sala, Anna
Sunyer, Jordi
author_sort Suades-González, Elisabet
collection PubMed
description Background: Prospective longitudinal studies are essential in characterizing cognitive trajectories, yet few of them have been reported on the development of attention processes in children. We aimed to explore attention development in normal children and children with attention deficit and hyperactivity disorder (ADHD) symptoms in a repeated measures design using the attention network test (ANT). Methods: The population sample included 2,835 children (49.6% girls) aged 7–11 years from 39 schools in Barcelona (Catalonia, Spain) who performed the ANT four times from January 2012 to March 2013. According to teacher ratings, 10.5% of the children presented ADHD symptoms. We performed multilevel mixed-effects linear regression models, adjusting for school and individual, to test the effects of age-related growth on the ANT networks: alerting, orienting and executive attention, and three measurements related to attentiveness: median of hit reaction time (HRT), hit reaction time standard error (HRT-SE) and variability. Results: We observed age-related growth in all the outcomes, except orienting. The curves were steeper at the younger groups, although for alertness the improvement was further at the oldest ages. Gender and ADHD symptoms interacted with age in executive attention, HRT and variability. Girls performed better in executive attention at young ages although boys reached females at around 10 years of age. For HRT, males showed faster HRT. However, girls had a more pronounced improvement and reached the levels of boys at age 11. Children with ADHD symptoms had significant differences in executive attention, HRT and variability compared to children without ADHD symptoms. Conclusions: We detected an ongoing development of some aspects of attention in primary school children, differentiating patterns by gender and ADHD symptoms. Our findings support the ANT for assessing attention processes in children in large epidemiological studies.
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spelling pubmed-54326132017-05-30 A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD Suades-González, Elisabet Forns, Joan García-Esteban, Raquel López-Vicente, Mónica Esnaola, Mikel Álvarez-Pedrerol, Mar Julvez, Jordi Cáceres, Alejandro Basagaña, Xavier López-Sala, Anna Sunyer, Jordi Front Psychol Psychology Background: Prospective longitudinal studies are essential in characterizing cognitive trajectories, yet few of them have been reported on the development of attention processes in children. We aimed to explore attention development in normal children and children with attention deficit and hyperactivity disorder (ADHD) symptoms in a repeated measures design using the attention network test (ANT). Methods: The population sample included 2,835 children (49.6% girls) aged 7–11 years from 39 schools in Barcelona (Catalonia, Spain) who performed the ANT four times from January 2012 to March 2013. According to teacher ratings, 10.5% of the children presented ADHD symptoms. We performed multilevel mixed-effects linear regression models, adjusting for school and individual, to test the effects of age-related growth on the ANT networks: alerting, orienting and executive attention, and three measurements related to attentiveness: median of hit reaction time (HRT), hit reaction time standard error (HRT-SE) and variability. Results: We observed age-related growth in all the outcomes, except orienting. The curves were steeper at the younger groups, although for alertness the improvement was further at the oldest ages. Gender and ADHD symptoms interacted with age in executive attention, HRT and variability. Girls performed better in executive attention at young ages although boys reached females at around 10 years of age. For HRT, males showed faster HRT. However, girls had a more pronounced improvement and reached the levels of boys at age 11. Children with ADHD symptoms had significant differences in executive attention, HRT and variability compared to children without ADHD symptoms. Conclusions: We detected an ongoing development of some aspects of attention in primary school children, differentiating patterns by gender and ADHD symptoms. Our findings support the ANT for assessing attention processes in children in large epidemiological studies. Frontiers Media S.A. 2017-05-16 /pmc/articles/PMC5432613/ /pubmed/28559855 http://dx.doi.org/10.3389/fpsyg.2017.00655 Text en Copyright © 2017 Suades-González, Forns, García-Esteban, López-Vicente, Esnaola, Álvarez-Pedrerol, Julvez, Cáceres, Basagaña, López-Sala and Sunyer. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Suades-González, Elisabet
Forns, Joan
García-Esteban, Raquel
López-Vicente, Mónica
Esnaola, Mikel
Álvarez-Pedrerol, Mar
Julvez, Jordi
Cáceres, Alejandro
Basagaña, Xavier
López-Sala, Anna
Sunyer, Jordi
A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title_full A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title_fullStr A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title_full_unstemmed A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title_short A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD
title_sort longitudinal study on attention development in primary school children with and without teacher-reported symptoms of adhd
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5432613/
https://www.ncbi.nlm.nih.gov/pubmed/28559855
http://dx.doi.org/10.3389/fpsyg.2017.00655
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