Poster #23 - Relations between Distinct Dimensions of Physical Activity and Preschoolers’ ADHD Behaviors

• In Event: Poster Session 13

Abstract

Elevated attention-deficit/hyperactivity disorder (ADHD) behaviors during early childhood predict impairment across numerous domains later in development (Spira & Fischel, 2005). Thus, work highlighing the potential of using physical activity (PA) to manage preschoolers’ ADHD behaviors (Hoza et al., 2020) is promising. Indeed, a recent meta-analysis concludes that multi-week PA interventions are effective at reducing pediatric ADHD symptoms (Bustamante et al., 2022). Despite the promise of PA interventions for managing ADHD symptoms, important conceptual and measurement questions remain. Although numerous reviews highlight the need to determine the PA volume (“dose”) necessary to manage ADHD symptoms (e.g., Hoza et al., 2016), there are additional PA dimensions that may be important to consider. Specifically, within-person variability in PA volume (PA-var) may be particularly relevant given that hyperactivity (i.e., the inability to regulate PA to match context expectations) is a defining characteristic of ADHD. Accordingly, we examined the unique and interactive effects of PA volume and PA-var on preschoolers’ ADHD behaviors.

Preschoolers (N = 153; 46.4% girls) were recruited from classrooms participating in a larger evaluation study and wore accelerometers during the school day over a two-week period. PA data were collected in 15-second epochs. PA volume was calculated as individuals’ mean daily activity counts per epoch averaged across the assessment period. PA-var is a measure of how consistent individuals’ PA volume is throughout the day (higher levels of PA-var indicate greater fluctuations in PA volume). PA-var was calculated as the mean daily individual coefficient of variation in PA (i.e., standard deviation in PA volume across epochs/mean daily PA volume per epoch). Teachers reported on children’s hyperactive, impulsive, and inattentive behaviors using the 18-item ADHD Rating Scale – IV Preschool Version (ADHD-IV; McGoey, DuPaul, Haley, & Shelton, 2007).

In each hierarchical regression model, covariates (i.e., age and sex) were entered in the first step, PA volume and PA-var were entered in the second step, and the interaction between PA volume and PA-var was entered in the final step (see Table 1). After controlling for covariates and the non-focal PA variable, higher levels of PA-var were linked with lower levels of impulsive and inattentive behaviors. Higher levels of PA volume were linked with higher levels of hyperactive behaviors; however, this main effect was qualified by a significant interaction. Specifically, the positive association between PA volume and hyperactive behaviors was significantly stronger at lower levels of PA-var (b = .003, p < .001) as compared to higher levels of PA-var (b = .001, p = .012; Figure 1).

Larger fluctuations in preschoolers' PA volume may indicate lower risk for displaying inattentive and impulsive behaviors. Moreover, preschoolers with high levels of PA that remain relatively consistent throughout the day may be at increased risk for exhibiting hyperactive behaviors, suggesting they are unable to regulate their activity to meet expectations in the school environment. Findings highlight the need to consider multiple dimensions of PA when examining the association between PA and ADHD. Moreover, this work underscores the need for PA interventions that promote contextually appropriate PA.

Authors

• Erin K Shoulberg, University of Vermont
  Presenting Author

• Hannah Scott, University of Vermont

• Caroline P. Martin, Institute for Child Success

• Connie Tompkins, University of Vermont

• Marissa Dennis, University of Vermont

• Allison Krasner, University of Vermont

• Betsy Hoza, University of Vermont