Your Therapy Source Blog » ADHD

White Noise and Attention Span

Administrator — Wed, 06 Oct 2010 10:59:00 +0000

Behavioral and Brain Functions, an open source journal, recently published research on the effects of white noise on 51 school aged children. The results indicated that playing white noise during school helped to significantly improve the attention spans of normally inattentive students. On the other hand, the students who were normally attentive showed a significant decline in memory abilities as the white noise was turned up. The researchers recommend that cognitive performance can be improved in inattentive children with the use of background white noise.

You can view the complete article at Behavioral and Brain Functions

Reference: Goran B. W. Soderlund, Sverker Sikstrom, Jan M. Loftesnes, Edmund J. Sonuga-Barke The effects of background white noise on memory performance in inattentive school children Behavioral and Brain Functions 2010, 6:55 (29 September 2010)

10 Simple Activities to Encourage Physical Activity in the Classroom

Administrator — Tue, 09 Jun 2009 14:43:00 +0000

Here is a great hand out to give to teachers to get students moving in the classroom. Just hit the print button!

May 2009 Digital Magazine Your Therapy Source Inc

Administrator — Thu, 30 Apr 2009 14:29:00 +0000

Open publication – Free publishing – More gross motor

Going Outdoors to Improve Attention Span

Administrator — Sat, 18 Apr 2009 01:43:00 +0000

A recent article in the Journal of Attention Disorders, reports on the benefits of walking in a park to increase attention span. A small group of 17 children with ADHD, participated in a study comparing walks in a park, downtown and a neighborhood. The walks in the park resulted in a significant difference in concentration as scored on the Digit Span Backwards (DSB).

The article also discusses Attention Restoration Theory (ART). The basics of this theory is that interacting with nature results in a type of restoration for the body and the brain. Try to remember a recent event when you spent time outdoors in a natural environment. You may walk slowly and attend to all of your visual surroundings – a bird chirping, a sunset, the green grass of Spring. When you return indoors, you feel relaxed and calm. Now to try to remember that last time you were outdoors in a busier environment, perhaps a city. Your attention may be focused on planning when to cross a street, avoiding cars and other city obstacles. These two environments rely on your brain to use two different types of attention – involuntary and voluntary. Concentrating on topics that interest you or something that grabs your attention involves involuntary attention. Concentrating on blocking out distractions to focus on the topic at hand involves voluntary attention (which can fatigue easily). When the brain experiences involuntary attention it allows voluntary attention to rest and recover.

The authors of this study question whether children with ADHD experience deficits in voluntary attention resulting in the fluctuating attention span that you see in children with ADHD. Therefore, the Attention Restoration Theory when applied to children with and without ADHD can perhaps be very beneficial. Walks in nature are simple to carry out on a daily basis. The “restorative” action of the walks which call upon involuntary attention can possibly help to improve voluntary attention.

With the amount of television and computer time that children are exposed to daily, more time spent outdoors is essential. Here are several ideas to encourage increased nature time for all children:

1. Take hikes and short walks in the woods. If you need a wheelchair accessible path, search state parks for handicapped accessible trails or try bike paths that are paved.
2. Go letterboxing – Letterboxing is a great family activity for people of all ages. You can go to www.letterboxing.org for a list of clues throughout the USA. You print off the clues, walk to find them and stamp a marking in your log book.
3. Gardening – plant a garden with children. Plant seeds in pots so that all children can assist.
4. Go on scavenger hunts for outdoor materials – check out Scavenger Hunts e-book for ideas
5. Allow children to play outdoors in dirt, mud and puddles.
6. Go on a bug hunt – see how many different bugs you can identify
7. Start a nature collection such as rocks, acorns, leaves or pine cones.
8. Go fishing, frog hunting, horseback riding or birdwatching.
9. Build a structure out of natural materials i.e. fort, collage made out of sticks or leafs.
10. Encourage teachers and therapists to plan lessons outdoors.

Fresh air makes everyone feel healthier, relaxed and perhaps improves attention. It is a simple way to improve concentration with no side effects (except skinned knees).

References:
Faber Taylor, Andrea, Kuo, Frances E. Children With Attention Deficits Concentrate Better After Walk in the Park J Atten Disord 2009 12: 402-409

Cimprich, B Attention Restoration Theory: Empirical Work and Practical Applications Retrieved from the web on 4/17/09 at http://www.umb.no/statisk/greencare/meetings/presentations_vienna_2007/cimprich_cost_pres_71007.pdf

Are Schools Exacerbating ADHD?

Administrator — Wed, 01 Apr 2009 17:36:00 +0000

Previously, I have discussed how important physical activity is for school children (podcast, articles and blog posts). In my opinion, physical activities are being ignored as a potential reason for decreased test scores and behavioral problems in school districts. When children are made to sit all day long, they will act out, be inattentive and their minds wander. Sedentary lessons ignore kinesthetic learners and students with bodily kinesthetic intelligence (Gardner’s Theory of Multiple Intelligences). This is for typically developing students. Now let’s consider students with ADHD and sensory seekers. It makes it even harder to pay attention and learn while having to sit still most of the day.

It appears as if this situation is only getting more dire than better. The Center on Education Policy as part of No Child Left Behind, reported in February 2008 that schools are shifting to more instructional time on English language arts (ELA) and math. This of course occurs at the expense of other subjects. The report shows that on average, schools have decreased recess time by 28% and physical education time by 35%.

Let’s now take a look at ADHD rates. According to the Centers for Disease Control and Prevention, the rates of ADHD have increased on average 3% per year from 1997-2006. As of 2007, 4.5 million children have been diagnosed as having ADHD. This brings us to the question is decreased physical activity time exacerbating ADHD symptoms? Some recent research helps to support the idea that sitting in school all day is detrimental to overall learning.

Neuroscience reports on a study of 20 children who did treadmill walking followed by cognitive testing. The results indicated that following 20 minutes of treadmill training, the children exhibited improved attention and academic performance. Research has also indicated a relationship between amount of time spent outdoors and improved attention in children with ADHD. To view even more research regarding this topic go to www.YourTherapySource.com/articles and click on the Bulk Up the Brain article.

So what can we do? Let’s join the No Child Left Inside (NCLI) this April. Go to the website to find the details and suggested outdoor activites for students of all ages and subject matter. Spread the word and let’s get all children moving and outdoors!

Need activity ideas for in the classroom or group activities? Check out our Sensory Motor Activity books.

Reference:
C.H. Hillmana,M.B. Pontifexa, L.B. Rainea, D.M. Castellia, E.E. Hallb and A.F. Kramera The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children Neuroscience Volume 159, Issue 3, 31 March 2009, Pages 1044-1054

Center on Education Policy Instructional Time in Elementary Schools
A Closer Look at Changes for Specific Subjects retreived from the web on 4/1/09 at http://www.cep-dc.org/_data/n_0001/resources/live/InstructionalTimeFeb2008.pdf

Centers for Disease Control and Prevention ADHD Data and Statistics retrieved from the web on 4/01/09 at http://www.cdc.gov/ncbddd/adhd/data.html

Taylor, A. Kuo, Sullivan COPING WITH ADD The Surprising Connection to Green Play Settings. Retreived from the web on 4/1/09 at http://www.cbf.org/site/DocServer/Coping_with_ADD.pdf?docID=13323

Purposeful Hyperactivity, ADHD and Sensory Diet activities

Administrator — Sat, 14 Mar 2009 22:02:00 +0000

Recent research in Abnormal Child Psychology reports on a study of 12 boys with ADHD were compared to 11 typically developing boys. All of the boys ages 8-12 years old wore actigraphs on their wrists and ankles during working memory tasks. The research indicated that all children moved more during working memory tasks but the boys with ADHD moved significantly more that the typically developing children. The researchers concluded that excessive movement in boys with ADHD may have a functional purpose during working memory tasks.

This is some great research to support sensory diet activities in the classroom. You can explain to teachers that movement may help the children to accomplish working memory tasks. Here is where theraband around desk chairs, swinging foot rests, balls, and other movement ideas can be helpful additions to the classroom. Reinforce the idea with teachers that by forcing any child to sit perfectly still during certain tasks may actually inhibit working memory.

On 4/9/09 Time Magazine printed an article about the previously mentioned study entitled Kids With ADHD May Learn Better By Fidgeting. Worth a read if interested in this topic.

Reference: Rapport, M, Bolden, J, Kofler, M et al (2008) Hyperactivity in Boys with Attenteion-Deficit/Hyperactivity Disorder (ADHD): A Ubiquitous Core Symptom or Manefestation of Working Memory Deficits? J Abnorm Child Psychol DOI 10.1007/s10802-008-9287-8

Stand Up Desks

Administrator — Fri, 27 Feb 2009 11:17:00 +0000

Quite a few classrooms in Minnesota are in the process of trying out stand up desks. These desks were created by a teacher and a furniture company two years ago. The desks are height adjustable. The children can stand, sit and swing their feet on the movable foot rest. This desk seems like a great option for many children including some children with sensory processing disorder (with adequate balance). Anyone using stand up desks now? Here is the full story from The New York Times.

Recess Time and Behaviors

Administrator — Tue, 24 Feb 2009 19:32:00 +0000

Pediatrics reports that 8-9 year old children who receive at least 15 minutes of daily recess had better teacher’s rating scores of classroom behavior. The New York Times wrote an article on this topic yesterday. Read more at the New York Times. There is a great discussion that follows. This is a informative article for any therapists working in the schools to help us promote increased physical activity time. Want to promote more physical activity in the classroom? Check out our article entitled Therapists as Advocates for Physical Activity in Children and print out our free hand out to increase activity time in the classroom.

Reference: Barros, Romina M., Silver, Ellen J., Stein, Ruth E. K. School Recess and Group Classroom Behavior Pediatrics 2009 123: 431-436