[Motor assessment in school-aged children with indicators of the attention deficit/hyperactivity disorder]. / Evaluación motora en escolares con indicadores del trastorno por déficit de atención/hiperactividad.

INTRODUCTION: Attention deficit/hyperactivity disorder (ADHD) is one of the most frequent disorders in childhood. In the literature there are claims that ADHD is associated with important comorbidities, which include disorders affecting motor coordination. AIM. To evaluate motor development of schoolchildren with ADHD indicators. PATIENTS AND METHODS: The sample used in our study consisted of 31 schoolchildren (aged between 7.3 and 10.8 years) studying in the first and second years of primary education in state-run schools in Florianopolis, SC, Brazil, who had ADHD indicators in accordance with DSM-IV (Diagnostic and statistical manual of mental disorders) and attention deficit with hyperactivity disorder evaluation scale (EDAH) criteria, which had been answered by teachers and parents. Motor evaluation was evaluated using the Motor Development Scale. The Epi Info 3.2.2 software application was used for descriptive statistics. RESULTS: Findings showed that 48.4% of the schoolchildren had a motor development that was considered to be 'low average' according to the Motor Development Scale; 35.5% were 'inferior'; 9.7% were 'very inferior'; and 6.4% were found to be 'medium average'. The mean motor development of the group as a whole was classified as being 'low average'; the greatest difficulties were temporal organisation ('very inferior'), spatial organisation ('inferior') and balance ('inferior'). Fine motor control, general motor control and body schema were classified as 'low average'. With respect to laterality, 48.4% were right-handed, 48.4% had crossed laterality and 3.2% had undefined laterality. CONCLUSIONS: These results are in line with studies that suggest the existence of alterations in the motor coordination of children with symptoms of ADHD.

[The biopsychosocial characteristics of schoolchildren with attention deficit hyperactivity disorder indicators]. / Características biopsicosociales de los escolares con indicadores de trastorno de déficit de atención e hiperactividad.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is one of the most frequent disorders in childhood. According to the literature, ADHD is a syndrome produced by multiple causes that depend on genetic factors and environmental and social adversities. AIMS: Our aim was to describe the biopsychosocial characteristics of schoolchildren with ADHD indicators. PATIENTS AND METHODS: The sample used in our study consisted of 31 children (aged between 7 and 10 years) studying in the first and second course of primary education in state-run schools in Florianopolis (Santa Catarina, Brazil), who had ADHD indicators based on the Diagnostic and Statistic Manual of Mental Disorders (DSM-IV) and the EDAH questionnaires, which were answered by teachers and parents. The mothers and another legal guardian of these children answered a biopsychosocial questionnaire that contained questions concerning their pre, peri and postnatal history, neuropsychomotor development, family environment and questions about ADHD. RESULTS: Findings showed a number of diverse risk factors that may be related with the disorder. Many of these biopsychosocial characteristics were highly prevalent in the children in this study. They cannot, however, be considered to be a cause of the disorder but they may be possible risk factors. CONCLUSIONS: Knowledge of the child's history is important to be able to reach an accurate diagnosis, as well as to try to prevent and treat this syndrome.