Sensorimotor integration and motor learning during a novel force-matching task in young adults with attention-deficit/hyperactivity disorder

Heather S McCracken; Bernadette A Murphy; Ushani Ambalavanar; Cheryl M Glazebrook; Paul C Yielder

doi:10.3389/fnhum.2022.1078925

Sensorimotor integration and motor learning during a novel force-matching task in young adults with attention-deficit/hyperactivity disorder

Front Hum Neurosci. 2023 Jan 5:16:1078925. doi: 10.3389/fnhum.2022.1078925. eCollection 2022.

Authors

Heather S McCracken¹, Bernadette A Murphy¹, Ushani Ambalavanar¹, Cheryl M Glazebrook^{2

3}, Paul C Yielder^{1

4}

Affiliations

¹ Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada.
² Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, MB, Canada.
³ Health, Leisure & Human Performance Research Institute, University of Manitoba, Winnipeg, MB, Canada.
⁴ Faculty of Health, School of Medicine, Deakin University, Waurn Ponds, VIC, Australia.

Abstract

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that exhibits unique neurological and behavioral characteristics. Those with ADHD often have noted impairments in motor performance and coordination, including during tasks that require force modulation. The present study provides insight into the role of altered neural processing and SMI in response to a motor learning paradigm requiring force modulation and proprioception, that previous literature has suggested to be altered in those with ADHD, which can also inform our understanding of the neurophysiology underlying sensorimotor integration (SMI) in the general population.

Methods: Adults with ADHD (n = 15) and neurotypical controls (n = 15) performed a novel force-matching task, where participants used their right-thumb to match a trace template that varied from 2-12% of their Abductor Pollicis Brevis maximum voluntary contraction. This motor task was completed in pre, acquisition, and post blocks. Participants also completed a retention test 24 h later. Median nerve somatosensory-evoked potentials (SEPs) were collected pre and post motor acquisition. SEPs were stimulated at two frequencies, 2.47 Hz and 4.98 Hz, and 1,000 sweeps were recorded using 64-electrode electroencephalography (EEG) at 2,048 Hz. SEP amplitude changes were normalized to each participant's baseline values for that peak.

Results: Both groups improved at post measures (ADHD: 0.85 ± 0.09; Controls: 0.85 ± 0.10), with improvements maintained at retention (ADHD: 0.82 ± 0.11; Controls: 0.82 ± 0.11). The ADHD group had a decreased N18 post-acquisition (0.87 ± 0.48), while the control N18 increased (1.91 ± 1.43). The N30 increased in both groups, with a small increase in the ADHD group (1.03 ± 0.21) and a more pronounced increase in controls (1.15 ± 0.27).

Discussion: Unique neural differences between groups were found after the acquisition of a novel force-matching motor paradigm, particularly relating to the N18 peak. The N18 differences suggest that those with ADHD have reduced olivary-cerebellar-M1 inhibition when learning a novel motor task dependent on force-modulation, potentially due to difficulties integrating the afferent feedback necessary to perform the task. The results of this work provide evidence that young adults with ADHD have altered proprioceptive processing when learning a novel motor task when compared to neurotypical controls.

Keywords: attention-deficit/hyperactivity disorder (ADHD); electroencephalography; force modulation; motor learning; sensorimotor integration (SMI); somatosensory evoked potentials (SEPs).