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Gait in Children with Attention-Deficit Hyperactivity Disorder in a Dual-Task Paradigm

Overview of attention for article published in Frontiers in Psychology, January 2017
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  • Above-average Attention Score compared to outputs of the same age (51st percentile)
  • Average Attention Score compared to outputs of the same age and source

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Title
Gait in Children with Attention-Deficit Hyperactivity Disorder in a Dual-Task Paradigm
Published in
Frontiers in Psychology, January 2017
DOI 10.3389/fpsyg.2017.00034
Pubmed ID
Authors

Olivia Manicolo, Alexander Grob, Priska Hagmann-von Arx

Abstract

The aim was to examine gait in school-aged children with attention-deficit hyperactivity disorder (ADHD) and typically developing controls in a dual-task paradigm. Thirty children with ADHD (without or off medication) aged 7-13 years and 28 controls walked without an additional task (single-task walking) and while performing a concurrent cognitive or motor task (dual-task walking). Gait was assessed using GAITRite recordings of spatiotemporal and variability gait parameters. Compared to single-task walking, dual-tasking significantly altered walking performance of children with and without ADHD, whereby dual-task effects on gait were not different between the two groups. For both children with ADHD and controls the motor concurrent task had a stronger effect on gait than the cognitive concurrent task. Gait in children with and without ADHD is affected in a dual-task paradigm indicating that walking requires executive functions. Future investigations of children's dual-task walking should account for the type of concurrent tasks.

X Demographics

X Demographics

The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 76 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 76 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 14 18%
Student > Master 12 16%
Student > Ph. D. Student 11 14%
Researcher 7 9%
Professor 3 4%
Other 4 5%
Unknown 25 33%
Readers by discipline Count As %
Psychology 14 18%
Sports and Recreations 9 12%
Nursing and Health Professions 7 9%
Medicine and Dentistry 4 5%
Neuroscience 4 5%
Other 8 11%
Unknown 30 39%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 12 September 2021.
All research outputs
#13,945,864
of 24,842,061 outputs
Outputs from Frontiers in Psychology
#12,428
of 33,506 outputs
Outputs of similar age
#204,608
of 427,700 outputs
Outputs of similar age from Frontiers in Psychology
#220
of 416 outputs
Altmetric has tracked 24,842,061 research outputs across all sources so far. This one is in the 43rd percentile – i.e., 43% of other outputs scored the same or lower than it.
So far Altmetric has tracked 33,506 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.0. This one has gotten more attention than average, scoring higher than 62% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 427,700 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 51% of its contemporaries.
We're also able to compare this research output to 416 others from the same source and published within six weeks on either side of this one. This one is in the 47th percentile – i.e., 47% of its contemporaries scored the same or lower than it.