ABSTRACT
The aim of the present study was to investigate the effects of the coronavirus crisis on behavioral and emotional parameters in children and adolescents with ADHD and Learning Difficulties. A total of 101 children, 5-18 years old, were included in the study, 63 (44 boys) of which were diagnosed with ADHD and learning difficulties (ADHD/LD) and 38 were healthy children (19 boys). The CRISIS questionnaire for parents/caregivers was used. The questionnaire was completed during the first national lockdown in Greece and the data referred to two time-points: 3 months before, and the past 2 weeks. A significant deterioration in the "Emotion/Worries (EW)" symptoms was observed during the pandemic in the control group (2.62 ± 0.16 vs. 2.83 ± 0.18, p < 0.001). No such differences were noted in the ADHD group: 3.08 ± 0.25 vs. 3.12 ± 0.29, p = 0.12. Provision of educational and activities support was related to increased EW before the crisis. In ADHD/LD children, higher parental education and child's younger age were related to increased symptoms of EW. In the entire group, previous mental health conditions, increasing stress due to restrictions, and increased COVID-related worries were positively associated with the EW symptoms during the crisis. Less affected relations with friends and less reduction in contact with people outside the home were negatively related with EW during the crisis. The study revealed specific parameters that negatively affected the emotional and behavioral variables of children with ADHD and learning difficulties.
ABSTRACT
Executive functions are involved in the manifestation of ADHD symptoms. These functions have been proven to predict academic achievement and performance promoting school readiness and social functioning, thus training programs are essential. The current study focused on the development of an executive function training program "EF Train" and assessed its effect on the enhancement of three core executive functions, i.e. working memory, inhibitory control and sustained attention. A group of 52 children with ADHD ranging from 4 to 7 years of age were assigned to either a training group who performed 20 sessions of the executive function training program or a control group that received no training. The assessment of executive function improvement was carried out before, immediately after and three months after the completion of the "EF Train". Data analysis revealed that the training program led to significant improvements of the core executive functions, as well as diminished ADHD symptoms. The findings indicate that executive function programs may assist on the attenuation of ADHD symptomatology providing additional non-invasive approaches for executive function improvement
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