This study was to investigate the effects of mild dehydration on selective and Sustained Attention.22 students participated in a quasi-experimental study. Convenience sampling was used, and subsequently the participants were assigned to three basic, hydration, and dehydration conditions in a counterbalance manner. In the basic condition, they had no physical activity, but in hydration and dehydration conditions, they completed a 60-minute exercise protocol of walking on a treadmill and bicycling. Data were collected using Simple Stroop and Continuous Performance Test. A significant main effect was found for exercise condition. No interaction was found for exercise condition and Attention. In dehydrated condition, selective and Sustained Attention’s mean scores were higher than control and hydrated conditions. However, no significant difference was found between selective and Sustained Attention’s mean scores in control and hydrated conditions. Accordingly, mild dehydration affected selective and Sustained Attention. Therefore, it seems necessary to consider optimal hydration during exercise.

Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental and behavioral disorder. Dysfunction in executive functions is core symptom of ADHD. The aim of this study is to compare the Sustained Attention in children with ADHD and typical children. The research design of this study was ex post facto. The participants were 71 children with ADHD and 78 normal children selected by convenience sampling method. The Sustained Attention performance were assessed by Attention registration. Data in this study were analyzed by independent t-test and factorial analysis of variance. Findings indicate that significant differences between the ADHD group and normal group in Sustained Attention (p>0/0001). According to study results children with ADHD in Sustained Attention had weaker performance than normal.

Objective: Since the direct measurement of Attention via brain signals is significantly effective in eliminating excessive interfaces and has special importance for researchers, this study investigated the relations between visual Sustained Attention and Event Related Potentials (ERPs) using morphological features.Method: Continuous Performance Test (CPT) was used to measure Sustained Attention. Signals were recorded using 32-channel Walter device with 19-channel electrode cap. Extracted epochs which were time-locked to stimuli onset in each group were averaged to calculate the ERPs. Four hundred morphological features in ERPs of different electrodes were computed in 51 subjects and Pearson correlation was calculated between these features and the result of the CPT.Results: The P3 peak on target stimuli (X) was clearly observed in comparison with non-target stimuli. Calculated correlations indicated that thirty three of these features had significant relation with the level of Sustained Attention.Conclusion: Based on the oddball paradigm, the resulted qualitative findings were in line with previous research with regard to P3 production. Most characteristics with significant relation with results of CPT, were related to the voltage of relative event dependent potentials (correctly responded X relative to non-X). In general, CPT results showed appropriate relation with brain signal parameters in many areas, which could be used for the assessment of level of Sustained Attention.

Introduction: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmentaldisorder that usually begins in childhood. Inconsistent with one’s developmental stage, thiscondition is marked by Attention deficit, impulsivity, and hyperactivity. The present studyaimed to investigate the effect of virtual reality intervention (VRI) on impulsivity, SustainedAttention, and divided Attention in children with ADHD.Methods: This is a quasi-experimental study with a pretest-posttest control group design. Thestudy population consisted of 103 boys and girls diagnosed with ADHD seeking treatmentat Baqiyatullah Hospital in Tehran in 2021. Thirty children who met the inclusion criteriawere purposefully selected and allocated to two groups: a control group (only taking Ritalin)and an intervention group (n=15 per group). The intervention group received VRI (twelve60-minute sessions held three times weekly). The research instrument included the integratedvisual and auditory continuous performance test. Data analysis was conducted using analysisof covariance (ANCOVA).Results: The results revealed that VRI improved impulsivity, Sustained Attention, and dividedAttention in children diagnosed with ADHD (P<0.001).Conclusion: Based on the findings, VRI can improve Sustained Attention, divided Attention,and impulsivity in children with ADHD.