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Trouble du déficit de l'attention avec ou sans hyperactivité

Le trouble déficit de l'attention avec ou sans hyperactivité (TDAH ; en anglais : attention deficit hyperactivity disorder, ADHD) est un trouble du neurodéveloppement caractérisé par trois types de symptômes pouvant se manifester seuls ou combinés : des difficultés d'attention et son contrôle, des symptômes d'hyperactivité et d'hyperkinésie et des problèmes de gestion de l'impulsivité. Le trouble est reconnu lorsque ces symptômes se manifestent de manière persistante, sur six mois ou plus, et de manière suffisamment importante pour poser un obstacle développemental ou perturber l'insertion sociale ou encore le travail scolaire. Le Manuel diagnostique et statistique des troubles mentaux révisée (DSM-5), indique que le TDAH peut être comorbide à de multiples autres troubles, comme le trouble oppositionnel avec provocation (TOP) ou le trouble explosif intermittent (TEI) ainsi que de multiples troubles spécifiques des apprentissages, des troubles du sommeil, des troubles anxieux, des tro

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EEG beta band activity is related to attention and attentional deficits in the visual performance of elderly subjects

Izabela Szumska

We have previously shown that beta-band EEG activity is related to attentional modulation in the visual system of cats and humans. In a separate experiment we also observed that some elderly subjects expressed beta-band power decreases during a simple visual attention task, an effect which was accompanied by low behavioral accuracy in this subgroup. Here, we conducted a detailed examination of beta power deficits in elderly subjects in comparison to young controls. In order to do so, we equalized the subjective level of task difficulty by adjusting visual stimuli presentation duration in such a way that elderly and young subjects achieved similar behavioral results. We found that: (1) beta-band power of EEG signals recorded over occipital regions in elderly and young groups is related to visual attention, as judged from increases in beta power preceding correct responses and lack of beta activity change before erroneous responses; (2) despite forming a homogeneous group when screened for dementia (MMSE), age, education level, visual correction, and speed-accuracy trade-off strategy, elderly subjects could be assigned into one of the two subgroups: high performers, who did not differ from young performers in terms of beta-band power increases, and low ;performers, whose beta power decreased during the most difficult attentional conditions (shortest - 3 s and longest - 11 s cue-target delays). These findings posit that the beta-band activity decrease recorded in low performing elderly subjects reflects difficulty in activation and deficits in sustaining attentional processes. (C) 2013 Elsevier B.V. All rights reserved.

Elsevier2013

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“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction

Thibault Lucien Christian Asselborn, Wafa Monia Benkaouar Johal, David Cohen, Pierre Dillenbourg

Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his participation in classroom activities despite 2 years of specific support in school and professional speech and motor remediation. We implemented the setup during his occupational therapy for 20 consecutive weekly sessions. We found that his motivation was restored; avoidance behaviors disappeared both during sessions and at school; handwriting quality and posture improved dramatically. In conclusion, treating dysgraphia using child–robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.

2021

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Structural Brain Network Reorganization and Social Cognition Related to Adverse Perinatal Condition from Infancy to Early Adolescence

Elda Fischi Gomez, Jean-Philippe Thiran

Adverse conditions during fetal life have been associated to both structural and functional changes in neurodevelopment from the neonatal period to adolescence. In this study, connectomics was used to assess the evolution of brain networks from infancy to early adolescence. Brain network reorganization over time in subjects who had suffered adverse perinatal conditions is characterized and related to neurodevelopment and cognition. Three cohorts of prematurely born infants and children (between 28 and 35 weeks of gestational age), including individuals with a birth weight appropriated for gestational age and with intrauterine growth restriction (IUGR), were evaluated at one, six and ten years of age respectively. A common developmental trajectory of brain networks was identified in both control and IUGR groups: network efficiencies of the fractional anisotropy (FA)-weighted and normalized connectomes increase with age, which can be related to maturation and myelination of fiber connections while the number of connections decreases, which can be associated to an axonal pruning process and reorganization. Comparing subjects with or without IUGR, a similar pattern of network differences between groups was observed in the three developmental stages, mainly characterized by IUGR group having reduced brain network efficiencies in binary and FA-weighted connectomes and increased efficiencies in the connectome normalized by its total connection strength (FA). Associations between brain networks and neurobehavioral impairments were also evaluated showing a relationship between different network metrics and specific social cognition-related scores, as well as a higher risk of inattention/hyperactivity and/or executive functional disorders in IUGR children.

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Trouble psychique

Un trouble psychique, qui peut être également désigné sous les termes de trouble psychiatrique ou encore de trouble mental, désigne un ensemble d'affections et troubles d'origines très différentes e

Trouble du spectre de l'autisme

Un trouble du spectre de l'autisme (anciennement trouble du spectre autistique) ou TSA (en autism spectrum disorder ou ASD) est un diagnostic de l'autisme depuis 2013, dans la du Manuel diagnostiq

Schizophrénie

La schizophrénie est un trouble mental sévère et chronique, dans le groupe des troubles psychotiques. Il apparaît généralement au début de l'âge adulte et affecterait près de 0,72 % de la population,

DH-405: Foundations of digital humanities

This course gives an introduction to the fundamental concepts and methods of the Digital Humanities, both from a theoretical and applied point of view. The course introduces the Digital Humanities circle of processing and interpretation, from data acquisition to new understandings.

BIO-478: Pharmacology and pharmacokinetics

This course introduces the student to the fudamentals of pharmacology, pharmacokinetics and drug-receptor interactions. It discusses also pharmacogenetics and chronopharmacology, to exemplify the challenges of personalized medicine.

BIO-480: Neuroscience: from molecular mechanisms to disease

The goal of the course is to guide students through the essential aspects of molecular neuroscience and neurodegenerative diseases. The student will gain the ability to dissect the molecular basis of disease in the nervous system in order to begin to understand and identify therapeutic strategies.