Device-Based Movement Behaviors, Executive Function, and Academic Skills among African American Children with ADHD and Disruptive Behavior Disorders
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Recruitment
2.2. Procedures
2.3. Measurements
2.4. Statistical Analyses
3. Results
Descriptive Statistics
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Parameters | Rationale |
---|---|
Location: right hip | Most accurate place for assessing sedentary time and PA intensities [40]. |
Sampling Frequency: 90 Hz | |
Valid Day: 8 h/day | Recommended this minimum for a valid day’s measurement [40]. |
Valid Week: 3 weekdays/week | Migueles et al. [40] recommended 4 days/week when analyzing 8 days’ data. However, for this paper, we will analyze data of 5 weekdays only, requiring 3 valid weekdays. |
Epoch: 60 s | We used 60 s length because some children wore a GT1M ActiGraph accelerometer which does not allow analysis of data with a shorter length epoch. |
Non-wear Time Validation: 20 min of consecutive zeros | Toftager et al. [41] suggested 20 min of consecutive zeros for overweight children and most of our sample was overweight. |
Registration Period: Waking hour protocol | Waking hours were used to avoid sleep disruptions. |
Intensity Classification: Evenson cutoff points [42] | Most accurate for the age range and is commonly used in this population [40]. |
Predictor Variables | n | Mean (SD) |
---|---|---|
Sedentary Time (min/day) | 23 | 295.6 (67.2) |
Light PA (min/day) | 23 | 281.9 (54.9) |
Moderate PA (min/day) | 23 | 19.8 (9.5) |
Vigorous PA (min/day) | 23 | 3.7 (4.0) |
Outcome Variables | ||
BRIEF GEC T-score | 20 | 59.8 (10.0) |
AWMA-verbal score | 18 | 90.9 (13.8) |
AWMA-visual spatial score | 18 | 95.2 (11.3) |
CBM-oral reading fluency score | 19 | 68.9 (37.7) |
CBM-reading comprehension score | 15 | 9.8 (6.1) |
CBM-math score | 20 | 20.3 (7.4) |
Measure | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
---|---|---|---|---|---|---|---|---|---|---|---|
1 | Sedentary Time | - | |||||||||
2 | Light PA | −0.25 | - | ||||||||
3 | Moderate PA | 0.19 | −0.37 | - | |||||||
4 | Vigorous PA | −0.13 | −0.09 | 0.50 * | - | ||||||
5 | BRIEF GEC T-Score | 0.02 | −0.11 | −0.02 | −0.46 * | - | |||||
6 | AWMA—Verbal Score | 0.12 | 0.21 | 0.12 | 0.18 | 0.08 | - | ||||
7 | AWMA—Visual Spatial Score | 0.40 | −0.44 | 0.23 | 0.09 | −0.01 | 0.31 | - | |||
8 | CBM—Oral Reading Fluency Score | 0.15 | −0.23 | 0.31 | 0.12 | −0.08 | 0.42 | 0.31 | - | ||
9 | CBM—Reading Comprehension Score | −0.09 | 0.05 | −0.02 | 0.08 | −0.17 | 0.43 | 0.14 | 0.70 * | - | |
10 | CBM-Math Score | 0.05 | −0.04 | −0.06 | 0.20 | −0.58 * | 0.35 | −0.03 | 0.33 | 0 | - |
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Santiago-Rodríguez, M.E.; Ramer, J.D.; Marquez, D.X.; Frazier, S.L.; Davis, C.L.; Bustamante, E.E. Device-Based Movement Behaviors, Executive Function, and Academic Skills among African American Children with ADHD and Disruptive Behavior Disorders. Int. J. Environ. Res. Public Health 2022, 19, 4032. https://doi.org/10.3390/ijerph19074032
Santiago-Rodríguez ME, Ramer JD, Marquez DX, Frazier SL, Davis CL, Bustamante EE. Device-Based Movement Behaviors, Executive Function, and Academic Skills among African American Children with ADHD and Disruptive Behavior Disorders. International Journal of Environmental Research and Public Health. 2022; 19(7):4032. https://doi.org/10.3390/ijerph19074032
Chicago/Turabian StyleSantiago-Rodríguez, María Enid, Jared D. Ramer, David X. Marquez, Stacy L. Frazier, Catherine L. Davis, and Eduardo E. Bustamante. 2022. "Device-Based Movement Behaviors, Executive Function, and Academic Skills among African American Children with ADHD and Disruptive Behavior Disorders" International Journal of Environmental Research and Public Health 19, no. 7: 4032. https://doi.org/10.3390/ijerph19074032