Matching Items (2)
Description
Previous research has found improvements in motor control following Assisted Cycle Therapy (ACT) in persons with Parkinson's disease, Down syndrome (DS) and autism. Our study examined the effect of ACT on manual dexterity in adults with Attention Deficit Hyperactivity Disorder (ADHD). Nine adults with ADHD completed six weeks of light intensity cycling on a stationary bicycle, three times per week for 30 minutes. Four adults with ADHD were in the voluntary cycling (VC) group in which they pedaled at their self-selected rate. Five adults with ADHD were in the ACT group in which a motor moved their legs at a rate approximately 13% faster than their voluntary rate. Our results showed that the dominant hand moved more pegs following ACT than VC. Our results were interpreted with respect to upregulation of neurotrophic factors in the motor cortex following ACT.
ContributorsRupp, Emily Anne (Author) / Ringenbach, Shannon (Thesis director) / Caterino, Linda (Committee member) / Broman, Tannah (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2016-05
Description
Simulation theory states that text comprehension is achieved by simulating (or imagining) text content using motor, perceptual, and emotional systems. Hence, motor skill should correlate with comprehension skill. In fact, previous research has linked fine motor skills (FMS) with word processing and mathematical skills. I predicted a positive relationship between FMS and reading comprehension. Children enrolled in a reading comprehension intervention were assessed on FMS using the Movement ABC-2. There was a significant correlation between FMS and comprehension of narrative texts, but contrary to the prediction, the correlation was negative. Also unexpected, the control condition performed better on comprehension questions than the intervention conditions. To try to understand these results, we examined the time each child took to answer the comprehension questions. Many children answered the questions quickly, and average time to answer the questions was strongly correlated with comprehension scores. Children may have been answering questions quickly (and randomly) in order to advance to the next story. Nonetheless, the data do not support a relationship between FMS and reading comprehension.
ContributorsWeiss, Julia (Author) / Glenberg, Arthur (Thesis director) / Gomez Franco, Ligia (Committee member) / Peter, Beate (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12