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- Arvidsson Lindvall, Mialinn, 1977-, et al.
(author)
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START - physical exercise and person-centred cognitive skills training as treatment for adult ADHD : protocol for a randomized controlled trial
- 2023
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In: BMC Psychiatry. - : BioMed Central (BMC). - 1471-244X. ; 23:1
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Journal article (peer-reviewed)abstract
- Background: Core symptoms in attention deficit hyperactivity disorder (ADHD) are inattention, impulsivity and hyperactivity. Many individuals with this disorder also have a sedentary lifestyle, co-morbid mental illness such as depressive and anxiety disorders, and reduced quality of life. People with ADHD often have impaired executive function, which among other things may include difficulty in time management and structuring of everyday life. Pharmacological treatment is often the first-line option, but non-pharmacological treatment is also available and is used in clinical settings. In children and adolescents with ADHD, physical exercise is used as a non-pharmacological treatment. However, the evidence for the effectiveness of exercise in adults is sparse.Objective: To implement the START intervention (START = Stöd i Aktivitet, Rörelse och Träning [Support in activity, movement and exercise]) consisting of a 12-week, structured mixed exercise programme with or without a cognitive intervention, in adults with ADHD, and study whether it has an effect on core symptoms of ADHD as well as physical, cognitive, mental and everyday functioning compared with usual treatment. A secondary aim is to investigate the participants' experiences of the intervention and its possible benefits, and to evaluate the cost-effectiveness of START compared with usual treatment.Methods: This is a randomized controlled trial planned to be conducted in 120 adults with ADHD, aged 18-65. The intervention will be given as an add-on to standard care. Participants will be randomized to three groups. Group 1 will be given a physiotherapist-led mixed exercise programme for 12 weeks. Group 2 will receive the same intervention as group 1 with the addition of occupational therapist-led cognitive skills training. Group 3 will be the control group who will receive standard care only. The primary outcome will be reduction of ADHD symptoms measured using the World Health Organization (WHO) Adult ADHD Self-Report Scale (ASRS-v1.1), Clinical Global Impression-Severity scale (CGI-S) and CGI-Improvement scale (CGI-I). The effect will be measured within 1 week after the end of the intervention and 6 and 12 months later.Discussion: Data collection began in March 2021. The final 12-month follow-up is anticipated to be completed by autumn 2024.Trial registration: ClinicalTrials.gov (Identifier: NCT05049239). Registered on 20 September 2021 (last verified: May 2021).
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- Axelsson Svedell, Lena, 1978-, et al.
(author)
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Feasibility and tolerability of moderate intensity regular physical exercise as treatment for core symptoms of attention deficit hyperactivity disorder : a randomized pilot study
- 2023
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In: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 5
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Journal article (peer-reviewed)abstract
- BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is associated with sedentary lifestyle, low quality of life and low physical fitness. Studies in children with ADHD have shown that regular physical exercise can help reduce core ADHD symptoms, but evidence for this is lacking in adults. Although guidelines recommend multi-modal treatment, central stimulants (CS) remain the mainstay of treatment. CS are effective in the short-term, but their long-term efficacy remains to be established. There is thus huge unmet need for developing non-pharmacological treatment options, and for well-designed randomized controlled trials (RCTs).OBJECTIVE: The study aimed to test the feasibility and tolerability of structured moderate-intensity 12-week physical exercise program for adults with ADHD, as a prelude to an adequately powered RCT which includes long-term follow-up.MATERIALS AND METHODS: Fourteen adults with ADHD were recruited, 9 randomized to an intervention group and 5 to a control group. The intervention group received physiotherapist-led 50-minute mixed exercise program, three times a week for 12 weeks, and the control group treatment as usual. Participants were assessed at baseline and after 6 and 12 weeks using clinical and physical evaluations, self-rating questionnaires, and functional magnetic resonance imaging (fMRI) together with paradigms that tested attention, impulsivity and emotion regulation.RESULTS: Three participants (21%) dropped out shortly after inclusion before receiving any intervention, while roughly 80% completed the intervention according to protocol. One participant from the intervention group participated in less than 60% of treatment sessions, and one who had done baseline fMRI was unwilling to do post-intervention imaging. Four participants in the intervention group (67%) reported increased stress in prioritizing the intervention due to time-management difficulties. Overall, consistent trends were observed that indicated the feasibility and potential benefits of the intervention on core ADHD symptoms, quality of life, body awareness, sleep and cognitive functioning.CONCLUSION: Physiotherapist-led twelve-week regular physical exercise is a feasible and potentially beneficial intervention for adults with ADHD. There was a 20% drop-out initially and 67% of those who completed the intervention reported stress with time management difficulties due to participation. A third arm was thus added to the planned RCT where cognitive intervention administered by an occupational therapist will be given together with physical exercise. Clinical Trial Registration: https://clinicaltrials.gov, identifier NCT05049239.
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- Blanck, Sara, et al.
(author)
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SO för lärare 1 - 3
- 2019
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Book (other academic/artistic)abstract
- Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1–3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen. De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen. Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1–3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap. Bokens författare har alla erfarenhet av att arbeta som lärare. De är verksamma i lärarutbildning, i forskning som rör lärande och undervisning, samt i arbete för att utveckla undervisningsmetoder.
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| 8. |
- Blanck, Sara, 1980-, et al.
(author)
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SO för lärare 1-3
- 2019
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Book (pop. science, debate, etc.)abstract
- Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1-3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen.De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen.Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1-3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap
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| 9. |
- Bossius, Thomas, et al.
(author)
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Lisbeth Lewander
- 2012
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In: Dagens nyheter. - : AB Dagens nyheter. - 1101-2447. ; :2012-02-27
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Journal article (pop. science, debate, etc.)
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| 10. |
- Cross, Michael J, et al.
(author)
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The Shb Adaptor Protein Binds to Tyrosine 766 in the FGFR-1 and Regulatesthe Ras/MEK/MAPK Pathway via FRS2 Phosphorylation in Endothelial Cells
- 2002
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In: Molecular Biology of the Cell. - 1059-1524 .- 1939-4586. ; 13:8, s. 2881-2893
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Journal article (peer-reviewed)abstract
- Stimulation of fibroblast growth factor receptor-1 (FGFR-1) is known to result in phosphorylation of tyrosine 766 and the recruitment and subsequent activation of phospholipase C-γ (PLC-γ). To assess the role of tyrosine 766 in endothelial cell function, we generated endothelial cells expressing a chimeric receptor, composed of the extracellular domain of the PDGF receptor-α and the intracellular domain of FGFR-1. Mutation of tyrosine 766 to phenylalanine prevented PLC-γ activation and resulted in a reduced phosphorylation of FRS2 and reduced activation of the Ras/MEK/MAPK pathway relative to the wild-type chimeric receptor. However, FGFR-1–mediated MAPK activation was not dependent on PKC activation or intracellular calcium, both downstream mediators of PLC-γ activation. We report that the adaptor protein Shb is also able to bind tyrosine 766 in the FGFR-1, via its SH2 domain, resulting in its subsequent phosphorylation. Overexpression of an SH2 domain mutant Shb caused a dramatic reduction in FGFR-1–mediated FRS2 phosphorylation with concomitant perturbment of the Ras/MEK/MAPK pathway. Expression of the chimeric receptor mutant and the Shb SH2 domain mutant resulted in a similar reduction in FGFR-1–mediated mitogenicity. We conclude, that Shb binds to tyrosine 766 in the FGFR-1 and regulates FGF-mediated mitogenicity via FRS2 phosphorylation and the subsequent activation of the Ras/MEK/MAPK pathway.
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