Browsing by Subject "ADHD"

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Open Access
Effects of a colored wall and a colored board on performances of children with attention deficit hyperactivity disorder
(2019-09) Öktem, Zeynep
Children with Attention Deficit Hyperactivity Disorder (ADHD) face many challenges throughout their educational lives. This study aims to find out whether there is a board and wall color combination that will help focus their attention in classroom environments. Therefore four experimental settings were prepared in which children with ADHD had to solve specially prepared tests on their most troublesome subjects. Results of one-way repeated measures ANOVAs showed that children with ADHD made significantly less errors in rooms where the board and wall colors were different than each other, in Coding and Matching tests. In the Pair Cancellation test participants performed significantly faster in the room in which both the board and the wall were painted red, compared to the room with white board and white walls. Although there is no significant difference between experimental settings in the reading task, it is observed that the participants with ADHD corrected their mistakes more in rooms with wall and board colors different than each other. As a result, painting the wall behind the board a different color than the board is recommended to help children with ADHD focus their attention more easily in classroom environments. With the findings of the current study it is believed that the use of color in different objects and environments in different educational activities can contribute positively to the learning abilities and mental states of children, young and adults with ADHD.
Open Access
Effects of framing and the color red on in-class performances of children with attention deficit hyperactivity disorder
(Türk Eğitim Derneği(TED), 2019) Öktem, Zeynep; Olguntürk, Nilgün
Children with Attention Deficit Hyperactivity Disorder (ADHD) face many challenges throughout their educational life. This study is to find out whether there is a combination of board and wall color that will help focus their attention in classroom environments. Therefore four experimental settings were prepared in which children with ADHD had to solve specially prepared tests on their most troublesome subjects. Results of one-way repeated measures ANOVAs showed that children with ADHD made significantly less errors in rooms where the board and wall colors were different than each other, in Coding and Matching tests. In the Pair Cancellation test participants performed significantly faster in the room in which both the board and the wall were painted red, compared to the room with white board and white walls. Although there is no significant difference between experimental settings in the reading task, it is observed that the participants with ADHD corrected their mistakes more in rooms with wall and board colors different than each other. As a result, painting the wall behind the board a different color than the board is recommended to help children with ADHD focus their attention more easily in classroom environments. With the findings of the current study it is believed that the use of color in different objects and environments in different educational activities can contribute positively to the learning abilities and mental states of children, young and adults with ADHD.
Open Access
Resting-state network dysconnectivity in ADHD: a system-neuroscience-based meta-analysis
(Taylor and Francis, 2020) Sütçübaşı, B.; Metin, B.; Kurban, Mustafa Kerem; Metin, Z. E.; Beşer, B.; Sonuga-Barke, E.
Objectives: Neuroimaging studies report altered resting-state functional connectivity in attention deficit/hyperactivity disorder (ADHD) across multiple brain systems. However, there is inconsistency among individual studies. Methods: We meta-analyzed seed-based resting state studies of ADHD connectivity within and between four established resting state brain networks (default mode, cognitive control, salience, affective/motivational) using Multilevel Kernel Density Analysis method. Results: Twenty studies with 944 ADHD patients and 1121 controls were included in the analysis. Compared to controls, ADHD was associated with disrupted within-default mode network (DMN) connectivity – reduced in the core (i.e. posterior cingulate cortex seed) but elevated in the dorsal medial prefrontal cortex sub-system (i.e. temporal pole-inferior frontal gyrus). Connectivity was elevated between nodes in the cognitive control system. When the analysis was restricted to children and adolescents, additional reduced connectivity was detected between DMN and cognitive control and affective/motivational and salience networks. Conclusions: Our data are consistent with the hypothesis that paediatric ADHD is a DMN-dysconnectivity disorder with reduced connectivity both within the core DMN sub-system and between that system and a broad set of nodes in systems involved in cognition and motivation.