Véronique Parent

Working Memory Training for Adults With ADHD

Objective: The aim of this study was to examine the effects of Cogmed training on working memory in adults with ADHD, including the generalization of effects to nonverbal reasoning, executive function in daily life, and ADHD symptoms. Method: Adults of ages 18 to 63 with ADHD were randomly assigned to an experimental group that received the working memory training or to a placebo group that received a low-intensity comparison version of the training. Results: participants in the experimental group showed greater improvement in verbal and visuospatial working memory capacity. Effects persisted 6 months after intervention completion. However, effects did not generalize elsewhere. Conclusion: The results challenge the claims made by Cogmed to the effect that the program is effective in treating attention problems and improving performance in daily life over the long term in adults with ADHD.

The Impact of a Motor-Cognitive Remediation Program on Attentional Functions of Preschoolers With ADHD Symptoms.

Objective: The purpose of this study was to measure the impact of the motor-cognitive remediation program (MCRP) that uses sensorimotor and visual-motor imagery techniques on attentional functions in preschoolers with ADHD symptoms. Method: A total of 15 high-risk preschoolers were selected based on high ADHD symptoms. An experimental group participated in the MCRP and was compared with a control group. The MCRP consisted of 30 activities, 3 times a week, during 12 weeks. Results: Children in the experimental group improved significantly for orienting (selective attention) and executive control (inhibition, stopping, and engaging mental operations) compared with the control group. Conclusion: These results are a first step to support the postulate that training specific attentional functions by sensorimotor activities and visual-motor imagery has an impact on the cognitive network of attention. This study suggests the potential value of MCRP addressed to preschoolers with ADHD symptoms.

Exploring the dynamics of design fluency in children with and without ADHD using artificial neural networks

The neuropsychology of attention deficit/hyperactivity disorder (ADHD) has been extensively studied, with a general focus on global performance measures of executive function. In this study, we compared how global (i.e., endpoint) versus process (i.e., dynamic) measures of performance may help characterize children with and without ADHD using a design fluency task as a case study. The secondary goal was to compare the sensitivity of standard versus connectionist statistical models to group differences in cognitive data. Thirty-four children diagnosed with ADHD and 37 children without ADHD aged 8–11 years old were tested on the Five-Point Test. The continuous process measure of performance, indexed as the number of produced designs at each consecutive 1 minute interval during 5 minutes, was analyzed against the discrete process measure, that is, the number of designs between first and last intervals and the standard global performance measure of total number of produced designs. Results show that the continuous process measure distinguished the two groups better than the two other measures. The detailed observation of production patterns revealed a decreasing linear trajectory in children without ADHD that contrasts with the flat, but fluctuating productivity pattern of children with ADHD. With regards to the second goal, results show that the connectionist and standard methods are equally sensitive to group differences for the three types of measures. This illustrates the utility of quantitative process measures together with the connectionist method in neuropsychological research and suggests great potential for a dynamical approach to cognition.

How do professionals assess the quality of life of children with advanced cancer receiving palliative care, and what are their recommendations for improvement?

BackgroundIt is known that information regarding the quality of life of a patient is central to pediatric palliative care. This information allows professionals to adapt the care and support provided to children and their families. Previous studies have documented the major areas to be investigated in order to assess the quality of life, although it is not yet known what operational criteria or piece of information should be used in the context of pediatric palliative care. The present study aims to: 1) Identify signs of quality of life and evaluation methods currently used by professionals to assess the quality of life of children with cancer receiving palliative care. 2) Collect recommendations from professionals to improve the evaluation of quality of life in this context.MethodsWe selected a qualitative research design and applied an inductive thematic content analysis to the verbal material. Participants included 20 members of the Department of Hematology-Oncology at CHU Sainte-Justine from various professions (e.g. physicians, nurses, psychosocial staff) who had cared for at least one child with cancer receiving palliative care in the last year.ResultsProfessionals did not have access to pre-established criteria or to a defined procedure to assess the quality of life of children they followed in the context of PPC. They reported basing their assessment on the child’s non-verbal cues, relational availability and elements of his/her environment. These cues are typically collected through observation, interpretation and by asking the child, his/her parents, and other members of the care. To improve the assessment of quality of life professionals recommended optimizing interdisciplinary communication, involving the child and the family in the evaluation process, increasing training to palliative care in hematology/oncology, and developing formalized measurement tools.ConclusionThe formulation of explicit criteria to assess the quality of life in this context, along with detailed recommendations provided by professionals, support the development of systematic measurement strategy. Such a strategy would contribute to the development of common care goals and further facilitate communication between professionals and with the family.

Self-Rated ADHD Symptoms Among Biological Mothers or Fathers of Children with Confirmed ADHD in a French Population

Parents of children with ADHD are more likely to present the disorder, which can affect quality of life and parenting strategies. Few studies have examined parental ADHD to date, none in France. Prevalence of self-rated ADHD symptoms in adulthood and childhood was estimated among 60 biological mothers or fathers of children with confirmed ADHD in France. Cutoffs were total score ≥46 on the Wender Utah Rating Scale and ≥4 on the Adult ADHD Self-Report Scale Screener. Results indicated possible child and adult ADHD in 12.5% of mothers and 10.0% of fathers. As these percentages exceed reported prevalence rates for the French population, a greater effort must be made to diagnose the disorder in parents.

Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde

An increasing number of schools in Québec an offer students the opportunity to follow an intensive English as a second language program during their sixth year of elementary school. In this chapter we present the first results of a study that examines the impact of this intensive model of learning on the development of writing competence in French as the language of instruction and in English as a second language. Students in five classes (n = 105) completed a standardized test (WIAT-II) three times (beginning, middle and end of school year) to measure their writing skills in both languages. The results of these tests indicate that the students show progress in terms of overall performance in writing in both French and English. Variations in first and second language writing development are apparent when some subtest scores are examined. Certain differences are also observed when we compare the different models of intensive second language instruction that students were exposed to.