Novosibirsk State Pedagogical University Bulletin, 2018, No.3, pp.181-197
UDC: 
612.8+159.952

Psychophysiological characteristics of students with the symptoms of attention deficit disorder under the conditions of combined mental and physical loads

Kharina I. F. 1 (Chelyabinsk, Russian Federation), Zvyagina E. V. 1 (Chelyabinsk, Russian Federation), Bykov E. V. 1 (Chelyabinsk, Russian Federation), Makunina O. A. 1 (Chelyabinsk, Russian Federation)
1 Ural State University of Physical Culture
Abstract: 

Introduction. Students, having signs of attention deficit differ by psychophysiological features, especially necessary in conditions of combined mental and physical activities. This article presents the research results of the psychophysiological characteristics in University of Physical Culture students with signs of attention deficit. The aim of the research is to study psychophysiological peculiarities and adaptation of University of Physical Culture students with signs of attention deficit disorder.
Materials and Methods. The research was conducted using the Toulouse-Pieron test, which is one of the variants of the correction task, the general principle of which is to differentiate the stimuli, similar in form and content for a precisely defined time. Firstly, attention characteristics (concentration, stability, shifting) measured are measured, secondly, the accuracy and reliability of information processing. 154 students (I–III years) were examined. Physiological parameters were evaluated by the simple hand–eye reaction and tapping-test. Adaptation assessment was assessed by means of R. M. Bayevsky's formula.
Results. It was found, that students' working speed did not correspond to age norms: the research revealed low speed in 54 students (35,06 %); 70 students (45,45 %) showed average speed. The authors identified signs of attention deficit disorder in 1st and 2nd year students (8,82 % and 9,62 % respectively). 44,16 % (68 students) showed high accuracy level. The students' psychophysiological characteristics correspond to age norms and do not have any differences, depending on attention characteristics, between students. But significant variance of psychophysiological characteristics variation coefficients can indicate different causes of students' attention deficit. Students, having signs of attention deficit experience adaptation stress.
Conclusions. Some recommendations for students and teachers aimed at increasing learning outcomes are presented in the article. The research will be continued in the context of discovering reasons for attention deficit disorder and studying students' neurophysiological peculiarities under the conditions of combined mental and physical loads.

Keywords: 

Health monitoring; Attention deficiency syndrome; Attention peculiarities; Students-sportsmen; Toulouse-Pierron test; Adaptation; Psychophysiological features.

References: 
  1. Zavadenko N. N. Attention Deficit Hyperactivity Disorder: New Developments in Diagnosis and Treatment. Bulletin of Northern (Arctic) Federal University. Series Medical and Biological Sciences, 2014, no. 1, pp. 31–39. (In Russian) URL: https://elibrary.ru/item.asp?id=21455739 
  2. Samarskiy D. M., Bugaez J. E., Sosnovskayа I. V., Trembach A. B. The Complex Analysis of the Inattention, Impulsivity and Hyperactivity in Adolescent and Young Adults with ADHD. Fundamental Research, 2012, no. 9-1, pp. 65–68. (In Russian) URL: https://elibrary.ru/item.asp?id=17881261
  3. Trembach A., Bugaets Yu., Samarskii D., Tolokonnikov V.  Normative Meaning of Inattentiveness, Impulsiveness and Hyperactivity in Youth and Mature Aged Persons. Physical Education, Sports – Science and Practice, 2011, no. 1, pp. 69–74. (In Russian) URL: https://elibrary.ru/item.asp?id=16516516
  4. Chutko L. S., Surushkina S. Yu., Yakovenko E. A., Nikishena I. S., Anisimova T. I. Attention Deficit Disorder in Adults: Clinical And Psychophysiological Manifestations. Bulletin of Northern (Arctic) Federal University. Series Medical and Biological Sciences, 2014, no. 1, pp. 65–71. (In Russian) URL : https://elibrary.ru/item.asp?id=21455743
  5. Gray S. A., Fettes P., Woltering S., Mawjee K., Tannock R. Symptom Manifestation and Impairments in College Students With ADHD. Journal of Learning Disabilities, 2016, vol. 49, issue 6, pp. 616–630. DOI: https://doi.org/10.1177/0022219415576523   
  6. Chutko L. S., Surushkina S. Yu., Yakovenko E. A., Kropotov Yu. D., Sergeev A. V.  Diagnosis and treatment of cognitive impairment in adults with attention deficit hyperactivity disorder. S.  S.  Korsakov Journal of Neurology and Psychiatry, 2017, vol. 117, no. 5, pp. 9–13. (In Russian) https://elibrary.ru/item.asp?id=29384448  DOI: https://doi.org/10.17116/jnevro2017117519-13
  7. Nureev I. T., Tzirkin V. I., Zlokazova M. V. Adult attention deficit hyperactivity disorder, diagnosis and its and impact on the success of the educational activities of students (review). Medical Newsletter of Vyatka, 2012, no. 1, pp. 60–66. (In Russian) URL: https://elibrary.ru/item.asp?id=17660742
  8. Popova O. V., Tsirkin V. I., Nureev I. T., Zlokazova M. V., Trukhina S. I.  The Influence of Mildronate on the Condition of Central Nervous System of Students with Attention Deficit Hyperactivity Disorder (ADHD) Syndrome. Bulletin of Lobachevsky University of Nizhni Novgorod, 2010, no. 6, pp. 105–112. (In Russian) URL: https://elibrary.ru/item.asp?id=15613648
  9. Popova O. V., Nureev I. T., Trukhina S. I., Shushkanova E. G., Trukhin A. N., Tzirkin V. I., Zlokazova M. V. Features of the supreme mental functions, brain electric activity and success of training of teenagers and students with ADHD. Medical Newsletter of Vyatka,2009, no. 2-4, pp. 77–81. (In Russian) URL: https://elibrary.ru/item.asp?id=17889612
  10. Zhinzhilo E. V., Slepkova N. V., Khudina J. S., Dmitriev M. N. Some Criteria of Diagnostics of Syndrome of ADHD and Comorbide Implications at Students. Russian Archives of Internal Medicine, 2016, no. S1, pp. 106–107. (In Russian) URL: https://elibrary.ru/item.asp?id=25910231
  11. Zvyagina E. V., Kharina I. F. Integrated Aspect of Attention Deficit Disorder and Hyperactivity Study: Anatomic–Morphological and Psychological Angles. Pedagogical Review, 2016, no. 2, pp. 46–51. (In Russian) URL: https://elibrary.ru/item.asp?id=26146250
  12. Zvyagina E. V., Kharina I. F. Psychophysiological Methods of Studying of Properties of Attention as the Basis for Identification of Attention Deficit Syndrome of Students of Higher Education Institution of Physical Culture. Pedagogical Review, 2017, no. 2, pp. 31–36 (In Russian) URL: https://elibrary.ru/item.asp?id=29109118 DOI: https://doi.org/10.23951/2307-6127-2017-2-31-36
  13. Zvyagina E. V., Kharina I. F. The Attention Deficit Disorder as a Phenomenon in Students Engaged in Various Kinds of Sports Activities. Ural and Siberia Bulletin of Sports Science, 2017, vol. 15, no. 3, pp. 52–58. (In Russian) URL: https://elibrary.ru/item.asp?id=29411946
  14. Darcq E., Kieffer B. L. PIЗK signaling in the locus coeruleus: a new molecular pathway for ADHD research. EMBO Molecular Medicine, 2015, vol. 7, no. 7, pp. 859–861. DOI: https://doi.org/10.15252/emmm.201505266 
  15. Banerjee E., Nondagopal K. Does serotonin deficit mediate susceptibility to AHD? Neurochemistry International, 2015, vol. 82, pp. 52–68. DOI: https://doi.org/10.1016/j.neuint.2015.02.001
  16. Baroni A., Castellanos F. X. Stimulants, cognition and ADHD. Current Opinion in Behavioral Sciences, 2015, vol. 4, pp. 109–114. DOI: https://doi.org/10.1016/j.cobeha.2015.04.010
  17. Arnold L. E., Hodgkins P., Caci H., Kahle J., Young S. Effect of treatment modality on long-term outcomes in attention-deficit/hyperactivity disorder: a systematic review. PLoS One, 2015, vol. 10 (2), pp. e0116407. DOI: https://doi.org/10.1371/journal.pone.0116407
  18. Glozman J. M., Shevchenko I. A. Executive function in children with ADHD. Psychology and Neuroscience, 2014, vol. 7, no. 4, pp. 453–460. DOI: https://doi.org/10.3922/j.psns.2014.4.04
  19. Solovieva Y., Rojas L. Q. Syndromic analysis of ADHD at preschool according to A.R. Luria concept. Psychology and Neuroscience, 2014, vol. 7, no. 4, pp. 443–452. DOI: https://doi.org/10.3922/j.psns.2014.4.03  
  20. Arns M., Heinrich H., Strehl U. Evaluation of neurofeedback in ADHD: the long and winding road. Biological Psychology, 2014, vol. 95, pp. 108–115. DOI: https://doi.org/10.1016/j.biopsycho.2013.11.013
  21. Johnson M. R. Fear of stimulant therapy for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology, 2015, vol. 25, issue 2, pp. 182. DOI: https://doi.org/10.1089/cap.2014.0117
  22. Ozdemir S. The effects of the first step to success program on academic engagement behaviors of Turkish students with attention-deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 2011, vol. 13, no. 3, pp. 168–177. DOI: https://doi.org/10.1177/1098300710373503
  23. Matza L. S., Devine M. K., Haynes V. S., Davies E. W., Kostelec J. M., Televantou F., Jordan J. B. Health state utilities associated with adult attention-deficit/hyperactivity disorder. Patient Preference and Adherence, 2014, vol. 8, pp. 997–1006. DOI: https://doi.org/10.2147/PPA.S62776
  24. Fedotchev A. I., Zemlyanaya A. A., Polevaya S. A., Savchuk L. V. Attention deficit hyperactivity disorder and current possibilities of its treatment by the method of neurofeedback training. S.  S.  Korsakov Journal of Neurology and Psychiatry, 2016, vol. 116, no. 5, pp. 98–101. (In Russian) https://elibrary.ru/item.asp?id=26165419 DOI: https://doi.org/10.17116/jnevro20161165198-101
  25. Chutko L. S., Surushkina S. Yu., Anisimova T. I. A dyad approach to the treatment of attention deficit hyperactivity disorder. S. S. Korsakov Journal of Neurology and Psychiatry, 2017, vol. 117, no. 2, pp. 81–84. (In Russian) https://elibrary.ru/item.asp?id=28843319 DOI: https://doi.org/10.17116/jnevro20171172181-84
  26. Bykov E. V., Makunina O. A., Kolomiets O. I., Kovalenko A. N. Organization of Monitoring Health Students at the Ural State University of Physical Culture. Ural and Siberia Bulletin of Sports Science, 2017, vol. 13, no. 1, pp. 3–9. (In Russian) URL: https://elibrary.ru/item.asp?id=28201220
  27. Kovalenko A. N., Bykov E. V. A goals and objectives of the program "Нealth monitoring of students at the university of physical education". Herald of Chelyabinsk State Pedagogical University, 2016, no. 9, pp. 66–71. (In Russian) URL: https://elibrary.ru/item.asp?id=27515512
  28. Aizman R. I. Health And Safety Of Participants Of Educational Process Is A Criterion Of Health-Saving Activity Efficacy At The Educational System. National and Foreign Pedagogica, 2015, no. 5, pp. 72–82. (In Russian) URL: https://elibrary.ru/item.asp?id=24346188
  29. Machinskaya R. I. The Brain Executive Systems. Zh Vyssh Nerv Deiat I P Pavlova, 2015, vol. 65, no. 1, pp. 33. (In Russian) DOI: https://doi.org/10.7868/S0044467715010086  URL: https://elibrary.ru/item.asp?id=22995553
  30. Semenova O. A., Machinskaya R. I. The influence of the functional state of brain regulatory systems on the efficiency of voluntary regulation of cognitive activity in children: II. Neuropsychological and EEG analysis of brain regulatory functions in 10–12-year-old children with learning difficulties. Human Physiology, 2015, vol. 41, no. 5, pp. 478–486. DOI: https://doi.org/10.1134/S0362119715050126
Date of the publication 30.06.2018