High-Resolution Actigraphic Analysis of ADHD: A Wide Range of Movement Variability Observation in Three School Courses - A Pilot Study.
High-Resolution Actigraphic Analysis of ADHD: A Wide Range of Movement Variability Observation in Three School Courses - A Pilot Study.
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DOI：
10.4258/hir.2011.17.1.29
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发表时间：
2011-03
影响因子：
2.9
通讯作者：
Park RW
中科院分区：
文献类型：
--
作者：
Kam HJ;Lee K;Cho SM;Shin YM;Park RW
进行这项研究，以确定新提出的高分辨率活动功能是否可以提供一个上级分析基础相比，那些常用的评估儿童活动的过渡，在这种情况下，参加的课程类型施加不同的情境影响的活动水平。从153名儿童在当地的小学，10个主题的注意缺陷多动障碍（ADHD）和7个控制。他们的活动数据是在上学期间使用活动记录仪收集的。在整个活动期间的分区活动范围（0.5-2.8 G）的比例提取在三个类：艺术，数学和母语（韩语）。提取的活动特征，为每个参与者之间的两组儿童（多动症和控制）进行了比较，使用图表和统计分析。ADHD和对照组之间的活动分布，每个类显示统计学显着差异，传播到整个范围内的艺术类相比，母语和数学类。ADHD组，而不是对照组，在艺术和语言课程期间经历了许多显著不同的间隔（> 50%），具有低到非常高的活动加速区域。课堂内容似乎会影响ADHD儿童的活动模式。监测各种问题的实际规模和活动计数有助于审查活动的分布或模式。用活动记录仪进行的客观活动测量可能有助于及时监测ADHD儿童活动的变化。
This study was conducted to determine whether or not newly proposed high-resolution activity features could provide a superior analytic foundation compared to those commonly used to assess transitions in children's activities, under circumstances in which the types of courses attended exert different situational effects on activity levels. From 153 children at a local elementary school, 10 subjects with attention deficit hyperactivity disorder (ADHD) and 7 controls were recruited. Their activity data was collected using an actigraph while they attended school. Ratios of partitioned activity ranges (0.5-2.8 G) during the entire activity were extracted during three classes: art, mathematics, and native language (Korean). Extracted activity features for each participant were compared between the two groups of children (ADHD and control) using graphs and statistical analysis. Activity distributions between ADHD and control groups for each class showed statistically significant differences spread through the entire range in art class compared to native language and mathematics classes. The ADHD group, but not the control group, experienced many significantly different intervals (> 50%) having low to very high activity acceleration regions during the art and languages courses. Class content appears to influence the activity patterns of ADHD children. Monitoring the actual magnitude and activity counts in a wide range of subjects could facilitate the examination of distributions or patterns of activities. Objective activity measurements made with an actigraph may be useful for monitoring changes in activities in children with ADHD in a timely manner.