中等到剧烈的身体活动与加工速度：预测学龄前儿童 ADHD 水平及其相关障碍的适应性变化。

Moderate-to-vigorous physical activity and processing speed: predicting adaptive change in ADHD levels and related impairments in preschoolers.

机构信息

Department of Psychological Science, University of Vermont, Burlington, VT, USA.

Department of Rehabilitation and Movement Science, University of Vermont, Burlington, VT, USA.

出版信息

J Child Psychol Psychiatry. 2020 Dec;61(12):1380-1387. doi: 10.1111/jcpp.13227. Epub 2020 Mar 10.

DOI:10.1111/jcpp.13227

PMID:32157693

Abstract

BACKGROUND

Preschool ADHD symptoms have predictive utility for later presence of ADHD diagnoses (Harvey, Youngwirth, Thakar, & Errazuriz, 2009, Journal of Consulting and Clinical Psychology, 77, 349; Lahey et al., 2004, American Journal of Psychiatry, 161(11), 2014), yet some level of inattention, hyperactivity, and impulsivity are present even in typically developing preschoolers. Physical activity (PA) is known to have a broad spectrum of positive effects on the brain in school-age typically developing children (Centers for Disease Control and Prevention, 2010, The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services), including functions impaired by ADHD (Halperin, Berwid, & O'Neill, 2014, Child and Adolescent Psychiatric Clinics of North America, 23, 899), yet links between PA and ADHD levels and impairments have rarely been studied in either typically developing or at-risk preschool children. Importantly, impaired processing speed (PS), though not a symptom of ADHD, is a robust neuropsychological correlate (Willcutt & Bidwell, 2011, Treating attention deficit hyperactivity disorder: Assessment and intervention in developmental context. Kingston, NJ: Civic Research Institute) that may indicate additional risk for ADHD. Hence, we examined whether baseline PS moderates the association between preschoolers' PA, specifically moderate-to-vigorous PA (MVPA), and changes in ADHD levels and related behaviors.

METHOD

Eighty-five preschoolers (49.4% female; M = 4.14, SD = .64) were drawn from a larger study of the effects of the Kiddie Children and Teachers (CATs) on the Move PA program on school readiness. The sample was largely Head Start eligible (68.2%) and ethnically diverse. Hierarchical regressions were utilized to examine links between MVPA, averaged over a school year, and changes in inattention (IA), hyperactivity/impulsivity (HI), oppositional behaviors, moodiness, and peer functioning, and whether these associations varied based on baseline PS.

RESULTS

Results indicated that for IA, HI, and peer functioning, higher amounts of MVPA were associated with greater adaptive change for those with lower (but not higher) levels of PS.

CONCLUSIONS

Preschool MVPA may be a viable method of reducing ADHD levels and impairments for those with lower PS.

摘要

背景

学龄前多动症症状对以后多动症诊断具有预测作用（Harvey、Youngwirth、Thakar 和 Errazuriz，2009，《咨询与临床心理学杂志》，77，349；Lahey 等人，2004，《美国精神病学杂志》，161（11），2014），然而，即使是在典型的学龄前儿童中，也存在一定程度的注意力不集中、多动和冲动。身体活动（PA）已知对学龄期正常发育儿童的大脑有广泛的积极影响（疾病控制与预防中心，2010，学校为基础的身体活动与学业成绩之间的关系。亚特兰大，GA：美国卫生与公众服务部），包括多动症受损的功能（Halperin、Berwid 和 O'Neill，2014，《儿童与青少年精神病学临床杂志》，23，899），但在典型发育或有风险的学龄前儿童中，很少有研究将 PA 与 ADHD 水平和损伤联系起来。重要的是，尽管处理速度（PS）不是多动症的症状，但它是一种强大的神经心理学相关因素（Willcutt 和 Bidwell，2011，治疗注意缺陷多动障碍：在发展背景下进行评估和干预。金斯敦，NJ：公民研究协会），这可能表明 ADHD 的风险增加。因此，我们研究了学龄前儿童的 PA，特别是中度至剧烈 PA（MVPA），以及 ADHD 水平和相关行为的变化，是否会因基线 PS 而改变。

方法

85 名学龄前儿童（49.4%为女性；M = 4.14，SD =.64）来自一项更大的研究，该研究考察了 Kiddie Children and Teachers（CATs）对 On the Move PA 计划对学校准备的影响。该样本主要符合 Head Start 的条件（68.2%），并且种族多样化。利用分层回归来检验一学年内 MVPA 与注意力不集中（IA）、多动/冲动（HI）、对立行为、情绪不稳和同伴功能变化之间的关系，以及这些关系是否因基线 PS 而异。