Impact of attention deficit/hyperactivity disorder on education of disabled children: An analysis based on event related potential signals

Abstract

The children with Attention Deficit/Hyperactivity Disorder (ADHD) have difficulty in concentration, and are prone to compiications like depression and anxiety. Therefore, it is ofgreat 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 designedfor 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, Iatent 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 Iatent period of children with ADHD is shorter than that of healthy children; children with ADHD responded pooriy to external stimuli. The research results pro vide a referencefor alleviating the clinical symptoms of the ADHD and improving the education quality of children with the disease.