Volume 29, Issue 2
DOI: 10.24205/03276716.2020.398
IMPACT OF ATTENTION DEFICIT/HYPERACTIVITY DISORDER ON EDUCATION OF DISABLED CHILDREN: AN ANALYSIS BASED ON EVENT RELATED POTENTIAL SIGNALS
Abstract
The childrenwithAttentionDeficit/Hyperactivity Disorder (ADHD) have difficulty in concentration, and are prone to complications like depression and anxiety. Therefore, it is of great importance to intervene in the ADHD of children. This paper elaborates the classification and features of the ADHD, and summarizes the causes of the disease. Next, a total of 600 students aged between 7 and 14 years old were selected for a questionnaire survey, which reveals four factors affecting the education effect of children with the ADHD. Furthermore, a control experiment was designed for children with the ADHD and healthy children, using the P300 component of the event related potential(ERP)signals. Four P-300 indicators were measured, including stimulus count, latent period, signal amplitude and area. The analysis of the experimental results shows that, children with ADHD took a longer time to respond to Non-Target Stimuli (NTS), and had difficulties in distinguishing between Target Stimuli (TS) and Non-Target Stimuli (NTS); the subjects had increased signal amplitude in their anterior prefrontal cortex (PFC); the latent period of children with ADHDisshorterthan that of healthy children; children with ADHD responded poorly to external stimuli. The research results provide a reference for alleviating the clinical symptoms of the ADHD and improving the education quality of children with the disease.
Keywords
Event Related Potential (ERP) Signals, P300, Disabled Children, Attention Deficit/Hyperactivity Disorder (ADHD), Education.