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Back ground and aim: The present study evaluates attentional set shifting, that is from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy (spastic diplegia).
Materials and Methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: 20 children with cerebral palsy (spastic diplegia), with mean age of 8.94 years old and 20 normal children with mean age of 8.86 years old. Data were collected using Strengths and Difficulties Questionnaire (SDQ), CANTAB and Raven test of intelligence. Data were analyzed using independent t-test.
Results: Children with cerebral palsy did not differ from the normal children in attentional set shifting. Comparing of the means of errors, trials and complete stages, with 18 outputs over all, demonstrated no significant difference between 2 groups (p>0.05).
Conclusion: In regard with these findings, it seems that children with cerebral palsy are not weak in attentional set shifting in comparing with peers, while in some other metacognitive functions such as spatial planning, working memory capacity and spatial working memory, these children are more retarded than normal children.

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Background and aim: Visuo-spatial attention is an ability by which a portion of visuo-spatial space is selected for efficient processing of the information orienting from it. people show a normal bias in visuo-spatial attention. The direction of this bias in Attention deficit Hyperactivity disorder (ADHD) is different from normal people's bias. Some cases diagnosed with ADHD can show a significant inattention in one side of the space, which is called unilateral neglect. The aim of this study is to investigate on how the visou-spatial bias is in children with ADHD.
Materials and Methods: In this cross-sectional study, fifteen children (7-10 years) were classified with ADHD-combined type (ADHD-C) and 15 children were matched for age, gender and IQ. Samples had been chosen through simple random sampling and they did Wechsler Intelligence Scale for children(WISC-IV) and also  the Edinburgh Handedness Inventory for assessing whether they had inclusion criteria or not. For participants, visuo-spatial attention was assessed using the Star Cancellation Test.
Results: The results suggest that, there is a significant difference between ADHD-C groups performance and control group's performance in the Star Cancellation Test (p<0.05). Unilateral neglect recognized in ADHD-C group and it was in the left half of the space.
Conclusion: There is a significant difference in visuo-spatial attention between ADHD group and control group. Moreover, unilateral neglect which has seen in some ADHD-C cases should consider as an important item in this disorder. Further research in this area is needed.

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Background and aim: The importance of cognitive resources was shown in dual task studies of postural control. However, there was no definite evidence on how verbal instructions influence the allocation of attention to postural control. Therefore, the objective of this study is to explore the effect of verbal instructions on postural performance.
Materials and Methods: this Cross-sectional study was performed in 20 young adults (23.95 ± 3.31). Parallel standing/ hard surface, parallel standing/ foam surface, tandem standing/ hard surface were used as postural tasks and the choice reaction time task were conducted as cognitive task. Dual- task performance was measured under three different instructions including to pay attention to cognitive task, to postural task, and equal attention to both tasks.
Results: Comparing the performance of postural tasks under three different instructions were conducted by One-way ANOVA and showed in parallel standing on hard surface (p=0.831), parallel standing on foam (p=0.433), tandem standing on hard surface (p=0.912) for path length of COP and instructions in parallel standing on hard surface (p=0.308), parallel standing on foam (p=0.414), tandem standing on hard surface (p=0.867) for mean velocity were not significant. Postural performance in single and dual task conditions was significant only in parallel standing/ foam surface (p=0.046).
Conclusion: various instructions could not influence the amount of attention allocated to automatic postural tasks.

 

 

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Background and Aim: Although motor difficulties are not considered as a diagnostic criterion in Diagnostic and Statistical Manual of Mental Disorders: However its association with Attention Deficit Hyperactivity Disorder (ADHD) is commonly reported. CO-OP is a problem-solving approach developed to help children with Developmental Coordination Disorder and addresses their motor-based problems.  In this approach, therapist supports the children to use their cognitive strategies in a process of guided discovery to solve occupational performance problems. The objectives of CO-OP are to improve the motor performance of children with ADHD by helping them to discover various procedures to remove barriers and enhance supports by facilitating activities and participation. This study was designed to examine the influence of CO-OP on motor-based occupational performance of children with ADHD. 

Materials and Methods: A single case experimental design (multiple baseline) was used to examine the influence of a 12 weeks intervention of CO-OP (twice a week) on Six children with ADHD. Each child selected three different goals to practice during intervention. Outcome measures included the Canadian Occupational Performance Measure (COPM), and the Bruininks-Oseretsky Test of Motor Proficiency and Performance (BOTMP). At first and prior to the intervention, the COPM was administered to the children and parents separately to obtain a rating of performance and satisfaction of the child in selective goals. The CO-OP intervention protocol was based on Polatajko and colleagues' work in 2001. During intervention, children were taught the global problem solving strategies helping them to discover and perform domain-specific strategies. Therapist and family also supported children to achieve the performance of selected goals.

Results: The results of this study demonstrated improvements in both goals and motor performance in the participants due to the intervention. These results support the use of the CO-OP with children with ADHD.

Conclusion: Further research into the application of CO-OP with children with ADHD is warranted based on preliminary positive findings regarding the efficacy of this intervention to address motor-based performance difficulties.

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Background and Aim: Knee osteoarthritis is one of the most common musculoskeletal problems that can affect activity daily living of patients. Many studies have indicated postural control deficits in these patients but the effect of dual tasking on postural control has not been examined yet. The aim of this study is to investigat the effect of cognitive task on postural control in the female patients with knee osteoarthritis.
Materials and Methods: Postural stability in knee OA patients and healthy subjects (20 subjects in each group ) in four positions was measured using the Force plate. Positions included double leg stance with closed or opened eyes with and without cognitive task. Area of COP and mean velocity (Vm) were measured for as static postural stability.
Results: Area under the curve increased in the double leg stance position in the patients significantly (P<0.05). While mean velocity decreased by performing a dual task (P<0.05). The response to dual-tasking was not significant between the 2 groups(P>0.05).
Conclusion: Postural control deficits and increased of center of pressure’s sway were identified in participants with Knee osteoarthritis. Also performance of a cognitive task resulted in decrease of postural sway, but the dual- tasking did not change the postural performance of knee OA patients compared to healthy subjects.

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Background and Aim: The aim of present study was to examine effect of attentional focus on balance performance and EMG activity of athletes.

  

Materials and Methods: The semi-dynamic balance task of 10 gymnasts (22.2±2.09 years old) with 3-5 years of experience in two periods, one in internal focus (focus on leg) and one in external focus (focus on stabilometer plate) was assessed. Postural sways were measuredby Biodexstabilometer and muscular activity of tibialis anterior and soleus muscles were recorded using ME6000electromygram device. Data were analyzed using paired t- test.

  

Results : muscular activity for controlling posture was reduced in external focus condition than internal focus. Postural sways is more in internal focus condition than internal focus.

  

Conclusion: Research findings (enhanced performance and reduced EMG) showed that antinational focus conditions (internal or external) have significant effect on athletes balance performance. In conditions that attention is focused on external feedback and information (rather than focus on body itself) balance is enhanced and requirement to muscular activity will reduce.

  

Key words: Attentional focus, Electromyography, Semi-dynamic balance

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Background and Aim : Attention Deficit / Hyperactivity Disorder is a common disorder in children. ADHD leads to poor academic achievement. The purpose of this research was to study the effects of neurofeedback on academic achievement of 8-10 years old children with ADHD.

  

Material and Methods : It was a single subject study, was done on two 8 and 10 years old boys with ADHD with IQ=90-100. In addition to medication, each of them received 24 sessions of neurofeedback during 8 weeks. In each three sessions, one of the dictation or math tests was taken. Also the scores of class exam and final exam were used to assess treatment efficacy .

  

Results: Neuro feedback treatment is effective on increasing math and dictation scores of ADHD children in both clinic and school. Increase of the scores of final exams which were taken three months after treatment represents stability of treatment effect.

  

Conclusion: Neuro feedback treatment was an effective complementary method on increasing academic achievement in these children.

  

Key word: Attention deficit / Hyperactivity disorder, Neuro feedback, Academic achievement

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Background and Aim : Investigating the relationship between sensory processing and behavior in 7 to 10 years old children with attention deficit disorder and hyperactivity

Objective: This study examined the association between behavioral problems and emotional status of children with attention deficit disorder and hyperactivity

  

Materials and Methods : In this descriptive-analytic study, 24 children with ADHD and 24 normal matched children in the age range of 7- 10 years old were participated. After completing a demographic questionnaire and consent informed Letter , The children's parents were asked to complete Sensory Profile Questionnaire (SP) and Child Behavior Checklist (CBCL).

  

Results: Data analysis was performed using SPSS 16 software. Kolmogorov-Smirnov test are used to assess compliance of each variable distribution with normally distributed variables. T-test were used to compare variables (CBCL and SP scores) in the 2 groups. T-test results show that the difference between the means of two groups in sensory seeking, emotional reactivity, and low endurance /muscle tone.

  Inattention / distractibility, poor sensory registration, fine movement/ perception and emotional reactivity are significant. The calculated t value is lower from the t-critical (1.96) and the probability error (CI 5%). But in variables such as the oral sensory sensitivity, sensory sensitivity and sedentary difference between the two groups’ averages is not significant.

 There are significant correlations between some of Child Behavior Checklist questionnaire variables and sensory profile in sensory seeking and emotional reactivity variable, low endurance / muscle tone variables, the variable inattention and distractibility, fine movements/ perception and sensory registration.

  

Conclusion : our study suggest that behavioral problems in the Child Behavior Checklist grows by increasing these problems in sensory profile questionnaire .

  

Key words : Sensory processing, Attention deficit and hyperactivity disorder, Behavioral problems.