Journal articles: 'ADHD/ADD'

1

Natvig, Paul W. "ADHD Ad Doesn't Add Up." Psychiatric News 42, no. 24 (December 21, 2007): 24. http://dx.doi.org/10.1176/pn.42.24.0024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

PERRY, RICHARD. "Misdiagnosed ADD/ADHD; Rediagnosed PDD." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 1 (January 1998): 113–14. http://dx.doi.org/10.1097/00004583-199801000-00024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hesson, Jacqueline, and Ken Fowler. "Prevalence and Correlates of Self-Reported ADD/ADHD in a Large National Sample of Canadian Adults." Journal of Attention Disorders 22, no. 2 (March 6, 2015): 191–200. http://dx.doi.org/10.1177/1087054715573992.

Full text

Abstract:

Objective: The objective of this study was to examine the prevalence and correlates of self-reported attention deficit disorder (ADD)/ADHD in Canadian adults. Method: Prevalence of self-reported ADD/ADHD was examined in a large national sample of Canadians ( n = 16,957). Demographic variables, lifetime, and current psychiatric comorbidities were then compared in a group of adults with self-reported ADD/ADHD ( n = 488) and an age- and gender-matched control group ( n = 488). Results: The prevalence of self-reported ADD/ADHD was 2.9%. Significantly higher lifetime and current prevalence rates of major depressive disorder, bipolar I and II disorders, generalized anxiety disorder, and substance use disorders were observed in the ADD/ADHD group compared with the control group. Within the ADD/ADHD group, lifetime and 12-month prevalence rates of major depressive disorder and generalized anxiety disorder were significantly higher in women, whereas lifetime and current rates of some substance use disorders were significantly higher in men. Conclusion: In a national sample of Canadian adults, self-reported ADD/ADHD was associated with significant psychiatric comorbidity. Gender differences were also noted.

APA, Harvard, Vancouver, ISO, and other styles

4

Freyaldenhoven, Melinda C., James W. Thelin, Patrick N. Plyler, Anna K. Nabelek, and Samuel B. Burchfield. "Effect of Stimulant Medication on the Acceptance of Background Noise in Individuals with Attention Deficit/Hyperactivity Disorder." Journal of the American Academy of Audiology 16, no. 09 (October 2005): 677–86. http://dx.doi.org/10.3766/jaaa.16.9.5.

Full text

Abstract:

Available data indicate that, on some auditory tasks, individuals with attention deficit/hyperactivity disorder (ADHD/ADD) perform more poorly than individuals without ADHD/ADD. Research also indicates that performance may improve with the use of stimulant medication. The present study (1) examined the effect of stimulant medication on acceptance of background noise in individuals with ADHD/ADD and (2) investigated the dependence of speech presentation level on acceptance of noise in persons with ADHD/ADD. Fifteen normal hearing female college students with ADHD/ADD served as the participants. The participants were medicated in one session and unmedicated in the other session. Results showed that medication significantly increased the acceptance of background noise for individuals with ADHD/ADD. Results also indicated that acceptance of noise depends on speech presentation level, but the improvement in acceptance of noise was not dependent on medication.

APA, Harvard, Vancouver, ISO, and other styles

5

Connolly, Ross D., David Speed, and Jacqueline Hesson. "Probabilities of ADD/ADHD and Related Substance Use Among Canadian Adults." Journal of Attention Disorders 23, no. 12 (May 14, 2016): 1454–63. http://dx.doi.org/10.1177/1087054716647474.

Full text

Abstract:

Objective: The aim of this study was to estimate the prevalence and probabilities of comorbidities between self-reported ADD/ADHD and smoking, alcohol binge drinking, and substance use disorders (SUDs) from a national Canadian sample. Method: Data were taken from the Public Use Microdata File of the 2012 Canadian Community Health Survey–Mental Health ( N = 17 311). The prevalence of (a) smoking, (b) alcohol binge drinking, and (c) SUDs was estimated among those with an ADD/ADHD diagnosis versus those without an ADD/ADHD diagnosis. Results: After controlling for potential socioeconomic and mental health covariates, self-reported ADD/ADHD acted as a significant predictor for group membership in the heaviest smoking, heaviest drinking, and heaviest drug usage categories. Conclusion: Individuals self-reporting a diagnosis of ADD/ADHD were found to have a significantly higher likelihood of engaging in smoking and alcohol binge drinking, and were more likely to meet criteria for SUDs than individuals not reporting an ADD/ADHD diagnosis.

APA, Harvard, Vancouver, ISO, and other styles

6

Porter, Louise. "Selected Perspectives on ADD and ADHD." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 7–14. http://dx.doi.org/10.1177/183693919702200403.

Full text

Abstract:

This article offers an overview of ADD and ADHD, their causes and long-term prognoses. The complexities of the conditions, our incomplete knowledge about them and the difficulties of diagnosis during the early childhood years are discussed. Assessment and treatment options are summarised and the conclusion reached that, while our understanding of ADD and ADHD is still incomplete and we have still larger gaps in our knowledge of treatment options for many children, the condition has so many secondary effects that designing an individualised and multimodal treatment regime is essential.

APA, Harvard, Vancouver, ISO, and other styles

7

Zirkel, Perry A., and Ivan B. Gluckman. "ADD/ADHD Students and Section 504." NASSP Bulletin 81, no. 589 (May 1997): 100–103. http://dx.doi.org/10.1177/019263659708158914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Stokes, Mathew, Aaron J. Zynda, Jane Chung, Cheryl Silver, Munro Cullum, and Shane Miller. "Do Learning Disorders Impact Clinical Measures Following Concussion?" Neurology 95, no. 20 Supplement 1 (November 16, 2020): S16.3—S17. http://dx.doi.org/10.1212/01.wnl.0000720028.97764.55.

Full text

Abstract:

ObjectiveEvaluate differences in clinical testing following concussion between adolescents with no history of learning disorder (LD) and those with a history of dyslexia and/or ADD/ADHD.BackgroundLearning disorders, such as ADHD, can affect ImPACT® baseline neurocognitive testing. The effect that ADHD has on other clinical measures is less well understood. Additionally, limited data exists on the effect of dyslexia on these measures.Design/MethodsData were prospectively collected from participants enrolled in the North Texas Concussion Registry (ConTex). Participants ages 10–18 years old, diagnosed with a concussion sustained within 30 days of enrollment were included and assessed for self-reported history of LD type (dyslexia and/or ADD/ADHD). Clinical findings examined included symptom scores (derived from SCAT5™), ImPACT®, King-Devick (KD) test, patient health questionnaire 8(PHQ-8) scores, and generalized anxiety disorder 7(GAD-7) scores. Mann-Whitney tests were used to compare groups.ResultsIn total, 1,298 participants were included: 58 with dyslexia, 158 with ADD/ADHD, 35 with both (dyslexia and ADD/ADHD), and 1,047 with no LD. There was no difference in age, sex, time since injury, or history of concussion apart from the ADD/ADHD group, which had more males (p < 0.001). The dyslexia group had slower mean KD time (p = 0.011) and increased error scores (p = 0.028). In those with ADD/ADHD, impulse control scores on ImPACT® were significantly higher (p = 0.007), but no other ImPACT® score differences reached significance. PHQ-8 and GAD-7 scores were significantly higher in those with ADD/ADHD (p < 0.001). Participants with both dyslexia and ADHD demonstrated slower KD times (p = 0.009) and had higher PHQ-8 (p < 0.001) and GAD-7 (p = 0.001) scores.ConclusionsParticipants with dyslexia and/or ADD/ADHD had worse scores on commonly used concussion clinical measures including ImPACT® impulse control, KD testing, and depression and anxiety screenings. Understanding the differences in these groups will aid providers in their evaluation and assist in counseling families regarding the injury.

APA, Harvard, Vancouver, ISO, and other styles

9

Callander, Emily J., Faith Allele, Hayley Roberts, William Guinea, and Daniel B. Lindsay. "The Effect of Childhood ADD/ADHD on Parental Workforce Participation." Journal of Attention Disorders 23, no. 5 (November 19, 2016): 487–92. http://dx.doi.org/10.1177/1087054716680076.

Full text

Abstract:

Objective: This research aimed to examine the impact of attention deficit disorder (ADD)/ADHD in children on parental labor force participation across different child age groups. Method: This study utilized a longitudinal, quantitative analyses approach. All data were collected from Wave 6 of the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) survey. Results: After adjusting for various confounders, mothers whose children were 10/11 years old and had been diagnosed with ADD/ADHD were significantly more likely to be out of the labor force compared with those mothers whose child had not been diagnosed with ADD/ADHD. The impact was more pronounced for single mothers. No significant influence on paternal labor force participation was found. Conclusion: In assessing the cost-effectiveness of interventions for ADD/ADHD, policy makers and researchers must consider the long-term social and economic effects of ADD/ADHD on maternal workforce participation when considering costs and outcomes.

APA, Harvard, Vancouver, ISO, and other styles

10

Davenport, Kathleen L., Steven M. Julius, and Paul W. Davenport. "Perception of Inspiratory Resistive Loads in Asthmatic Children with Attention Deficit Disorder." Clinical medicine. Circulatory, respiratory and pulmonary medicine 1 (January 2007): CCRPM.S351. http://dx.doi.org/10.4137/ccrpm.s351.

Full text

Abstract:

Magnitude estimation (ME) of inspiratory resistive (R) loads has been studied in asthmatic children. Some children have been reported to be unable to perform the perception task. One reason some children may be unable to perform the ME task is Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to determine if asthmatic patients with ADD/ADHD have a perceptual and/or attention deficit in the ME of graded inspiratory R loads. Methods Asthmatic children aged 11-18 years were classified into ADD/ADHD and asthma control groups. Perception of extrinsic loads was assessed by handgrip ME of inspiratory R loads. A methacholine challenge was performed and the PC20 for each subject determined. Results There was no significant difference between asthma control and ADD/ADHD groups in the group mean for the slope of ME-R load slopes. The ADD/ADHD subjects had significantly greater variability in ME of R loads. Conclusions Asthmatic children with ADD/ADHD do not have an impaired perception of extrinsic respiratory loads but do have difficulty attending to the perceptual task. Difficulties in their asthma management may be due to their attention deficit and not their symptom perception.

APA, Harvard, Vancouver, ISO, and other styles

11

Ericson, Bonnie, and Suzanne H. Stevens. "Inclusion for LD and ADD/ADHD Students." English Journal 87, no. 1 (January 1998): 96. http://dx.doi.org/10.2307/822031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Ramos, Franklin. "Frequency Band Interaction in ADD/ADHD Neurotherapy." Journal of Neurotherapy 3, no. 1 (July 1998): 26–41. http://dx.doi.org/10.1300/j184v03n01_04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Reiff, Michael. "The Diagnosis and Treatment of ADD/ADHD." Journal of Developmental & Behavioral Pediatrics 19, no. 2 (April 1998): 132–33. http://dx.doi.org/10.1097/00004703-199804000-00013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Kristjánsson, Kristján. "Medicalised pupils: the case of ADD/ADHD." Oxford Review of Education 35, no. 1 (January 16, 2009): 111–27. http://dx.doi.org/10.1080/03054980802417354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Carpenter, C. M., A. J. Zynda, M. A. Stokes, J. S. Chung, C. M. Cullum, and S. M. Miller. "A-07 The Impact of Learning Disorders on Clinical Measures Following Concussion." Archives of Clinical Neuropsychology 35, no. 5 (June 18, 2020): 603. http://dx.doi.org/10.1093/arclin/acaa036.07.

Full text

Abstract:

Abstract Objective To examine differences in clinical measures between adolescents with dyslexia, ADD/ADHD, and those without a learning disorder (LD) following concussion. Method Data from the North Texas Concussion Registry (ConTex) were extracted. Participants ages 10–18 with a diagnosed concussion within 30 days of enrollment were included and categorized based on self-reported prior diagnosis of dyslexia, ADD/ADHD, and no history of LD. ImPACT, King-Devick (KD), SCAT-5 symptom log, Patient Health Questionnaire (PHQ-8), and Generalized Anxiety Disorder (GAD-7) scale were compared between groups using a one-way ANOVA followed by a Tukey test for multiple comparisons. Results Of 993 eligible participants, 68 had dyslexia, 141 had ADD/ADHD, and 784 had no history of LD. There were significantly more male participants in the ADD/ADHD group compared to the no LD group (64.5% vs. 50.3%, p = 0.002). No other demographic differences were noted between groups. In the dyslexia group, SCAT-5 symptom score was higher (36.22 vs. 28.27, p = 0.037) and ImPACT visual motor control was lower compared to the no LD group (28.87 vs. 32.99, p = 0.027). In the ADD/ADHD group, ImPACT symptom score was higher (30.69 vs. 20.94, p < 0.001) and visual motor control was lower compared to the no LD group (30.05 vs. 32.99, p = 0.009). KD time (62.1 sec), PHQ-8 (5.79), and GAD-7 (5.06) were higher in the ADD/ADHD group compared to the no LD group (56.5 sec, 4.32, 3.56; p = 0.022, p = 0.003, p = 0.002). Conclusions Differences in clinical measures were seen in participants with a history of dyslexia and ADD/ADHD that may aid providers in their evaluation following adolescent concussion.

APA, Harvard, Vancouver, ISO, and other styles

16

Daniel, Kaayla T. "ADD-ing it up: soy infant formula, ADD/ADHD, and manganese toxicity." Medical Veritas: The Journal of Medical Truth 2 (November 2005): 526–29. http://dx.doi.org/10.1588/medver.2005.02.00068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Solanto, Mary V., Kenneth Etefia, and David J. Marks. "The Utility of Self-Report Measures and the Continuous Performance Test in the Diagnosis of ADHD in Adults." CNS Spectrums 9, no. 9 (September 2004): 649–59. http://dx.doi.org/10.1017/s1092852900001929.

Full text

Abstract:

ABSTRACTBackground: Attention-deficit/hyperactivity disorder (ADHD) occurs in as many as 4% of adults yet it is often not recognized in clinical settings because the presenting symptoms may resemble those seen in other disorders or because symptoms may be masked by commonly comorbid conditions such as anxiety and depression.Objective: The purpose of this study was to examine the diagnostic utility of instruments commonly used in the assessment of adults presenting with symptoms of ADHD.Methods: We reviewed several widely used self-report and laboratory measures and empirically examined the utility of the Brown Attention-Deficit Disorder Scale for Adults (Brown ADD Scale) and the Conners Continuous Performance Test (CPT) in differentially identifying adults with ADHD and those with other Axis I disorders.Results:Ninety-three adults who self-referred to the ADHD program for adults at a university medical center participated in the study. Of these, 44 had ADHD combined subtype (ADHD-CB), and 26 had ADHD, predominantly inattentive subtype (ADHD-IA). Thirty-three non-ADHD adults diagnosed with Axis I mood or anxiety disorders comprised an “Other Psychiatric” group. Rates of comorbid disorders, including substance abuse, in the ADHD groups were typical of those reported in the adult ADHD literature. Data on the Brown ADD Scale and on the CPT were available for subsets of 61 and 46 participants, respectively. Analyses showed that the ADHD-CB, ADHD-IA, and Other Psychiatric groups all received mean scores in the clinical range on the Brown ADD Scale, with a trend toward even higher elevations in the two ADHD groups. Among 12 CPT variables assessed for the three groups, the mean scores on only two variables for the ADHD-IA group were clinically elevated. Neither the Brown ADD Scale nor CPT scores evinced sufficient sensitivity and specificity to qualify them to assist in differential diagnosis of ADHD vis-a-vis other, predominantly internalizing, psychiatric disorders.Conclusion: The results indicate a need for closer examination of executive and adaptive functioning in adults with ADHD compared with those with internalizing disorders in order to identify features that could assist in differential diagnosis.

APA, Harvard, Vancouver, ISO, and other styles

18

Stein, Mark A., Emily Szumowski, Thomas A. Blondis, and Nancy J. Roizen. "Adaptive Skills Dysfunction in ADD and ADHD Children." Journal of Child Psychology and Psychiatry 36, no. 4 (May 1995): 663–70. http://dx.doi.org/10.1111/j.1469-7610.1995.tb02320.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Davis-Berman, Jennifer L., and Frances G. Pestello. "Medicating for ADD/ADHD: Personal and Social Issues." International Journal of Mental Health and Addiction 8, no. 3 (June 24, 2008): 482–92. http://dx.doi.org/10.1007/s11469-008-9167-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Galves, Albert, and David Walker. "Debunking the Science Behind Attention-Deficit/HyperactivityDisorder as a “Brain Disorder”." Ethical Human Psychology and Psychiatry 14, no. 1 (2012): 27–40. http://dx.doi.org/10.1891/1559-4343.14.1.27.

Full text

Abstract:

This article is a reaction to the following three statements that were included in a brochure published by Division 29 (Psychotherapy) of the American Psychological Association (APA) and Celltech Pharmaceuticals:“ADD/ADHD is generally considered a neuro-chemical disorder.”“Most people with ADD/ADHD are born with the disorder, though it may not be recognized until adulthood.”“ADHD is not caused by poor parenting, a difficult family environment, poor teaching or inadequate nutrition.”The article reviews research that contradicts the statements and concludes that the statements are not adequately supported by scientific evidence.

APA, Harvard, Vancouver, ISO, and other styles

21

Geier, David A., Janet K. Kern, Kristin G. Homme, and Mark R. Geier. "Abnormal Brain Connectivity Spectrum Disorders Following Thimerosal Administration." Dose-Response 15, no. 1 (March 1, 2017): 155932581769084. http://dx.doi.org/10.1177/1559325817690849.

Full text

Abstract:

Background: Autism spectrum disorder (ASD), tic disorder (TD), and hyperkinetic syndrome of childhood (attention deficit disorder [ADD]/attention deficit hyperactivity disorder [ADHD]) are disorders recently defined as abnormal connectivity spectrum disorders (ACSDs) because they show a similar pattern of abnormal brain connectivity. This study examines whether these disorders are associated with exposure to thimerosal, a mercury (Hg)-based preservative. Methods: A hypothesis testing case-control study evaluated the Vaccine Safety Datalink for the potential dose-dependent odds ratios (ORs) for diagnoses of ASD, TD, and ADD/ADHD compared to controls, following exposure to Hg from thimerosal-containing Haemophilus influenzae type b vaccines administrated within the first 15 months of life. Febrile seizures, cerebral degeneration, and unspecified disorders of metabolism, which are not biologically plausibly linked to thimerosal, were examined as control outcomes. Results: On a per 25 μg Hg basis, cases diagnosed with ASD (OR = 1.493), TD (OR = 1.428), or ADD/ADHD (OR = 1.503) were significantly ( P < .001) more likely than controls to have received increased Hg exposure. Similar relationships were observed when separated by gender. Cases diagnosed with control outcomes were no more likely than controls to have received increased Hg exposure. Conclusion: The results suggest that Hg exposure from thimerosal is significantly associated with the ACSDs of ASD, TD, and ADD/ADHD.

APA, Harvard, Vancouver, ISO, and other styles

22

Zynda, Aaron J., Mathew A. Stokes, Jane S. Chung, C. Munro Cullum, and Shane M. Miller. "HOW DO LEARNING DISORDERS IMPACT CLINICAL MEASURES FOLLOWING CONCUSSION?" Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0018. http://dx.doi.org/10.1177/2325967120s00183.

Full text

Abstract:

Background: There is limited evidence examining the impact of learning disorders on testing and screening scores used in evaluation following concussion in adolescents. Purpose: To examine differences in clinical measures between adolescents with a history of dyslexia or ADD/ADHD and those without a history of learning disorder (LD) following concussion. Methods: Data were collected from participants enrolled in the North Texas Concussion Network Prospective Registry (ConTex). Participants ages 10-18 who had been diagnosed with a concussion sustained within 30 days of enrollment were included. Participants were separated into three groups based on self-reported prior diagnosis: dyslexia, ADD/ADHD, and no history of LD. Clinical measures from initial presentation were examined, including ImPACT®, King-Devick (KD), SCAT-5 symptom log, Patient Health Questionnaire (PHQ-8), and Generalized Anxiety Disorder (GAD-7) scale. Independent t-test analysis was performed to compare scores between groups. Results: A total of 993 participants were included; 68 with dyslexia, 141 with ADD/ADHD, and 784 with no history of LD. There was no difference in age, sex, time since injury, or history of concussion between the dyslexia group and no LD group. In the ADD/ADHD group, there were significantly more male participants (64.5% and 50.3% respectively, p=0.002). Participants with a history of dyslexia had a significant increase in KD time (63.7 sec vs 56.5 sec, p=0.019). Additionally, ImPACT® testing showed a decrease in visual motor speed (28.87 vs 32.99, p= 0.010). Total symptom score was higher in this group as well (36.22 vs 28.27, p=0.013). In those with a history of ADD/ADHD, multiple domains were found to be significantly different on ImPACT® testing including visual motor speed (30.05), reaction time (0.75), and cognitive efficiency (0.23) when compared to those with no LD (32.99, 0.71, and 0.27 respectively, p=0.004, 0.047, 0.027). KD time was also significantly higher in this group (62.1 sec vs 56.5 sec, p=0.008), as was the total symptom score (32.99 vs 28.27, p=0.043). PHQ-8 and GAD-7 were both significantly higher in the group with ADD/ADHD (5.79 and 5.06 respectively, p=0.001) than those with no LD (4.32 and 3.56, p=0.001). Conclusion: Differences were seen in participants with a history of dyslexia and ADD/ADHD on clinical concussion measures, including ImPACT® and KD testing, SCAT-5 symptom log, and screenings for depression and anxiety. A better understanding of the unique profiles seen in these patients will aid providers in their evaluation and assist as they counsel families regarding their child’s injury.

APA, Harvard, Vancouver, ISO, and other styles

23

Shemmassian, Shirag K., and Steve S. Lee. "Cross-Validation and Development of Empirically Derived ADHD Assessment Strategies: Insights From the National Longitudinal Study of Adolescent Health (Add Health)." Journal of Attention Disorders 24, no. 8 (September 21, 2017): 1102–16. http://dx.doi.org/10.1177/1087054717733042.

Full text

Abstract:

Objective: There is replicated evidence that individual ADHD symptoms differentially predict ADHD diagnostic status, and that non– Diagnostic and Statistical Manual of Mental Disorders (DSM)-based symptom algorithms are superior to DSM criteria for ruling in or ruling out ADHD. However, these findings have been limited to case-control samples, despite the need to replicate them in independent and more representative samples and to increase their generalizability. Method: We analyzed the base rates and psychometric properties of ADHD symptoms in the population-based National Longitudinal Study of Adolescent Health (Add Health; http://www.cpc.unc.edu/projects/addhealth ) sample, and evaluated the predictive utility of empirically derived ADHD symptoms against the DSM approach with respect to academic, health, and relational functional outcomes. The sample consisted of 11,247 (54% female) ethnically diverse (45% non-White) individuals who retrospectively self-reported the severity of their ADHD symptoms from 5 to 12 years. Results: Individual ADHD symptoms variably predicted ADHD status, and whereas most symptoms were most predictive when endorsed at the two highest severity levels in previous studies, symptoms in Add Health were often most predictive of ADHD when endorsed at the highest severity level. Conclusion: The divergence in optimal severity thresholds for ADHD symptoms potentially reflects the different symptom base rates in clinical versus population-based samples. The accuracy of the different classification approaches also suggested that different symptom algorithms may be superior to evaluate ADHD depending on the assessment setting.

APA, Harvard, Vancouver, ISO, and other styles

24

Brown, Thomas E. "ADD/ADHD and impaired executive function in clinical practice." Current Psychiatry Reports 10, no. 5 (October 2008): 407–11. http://dx.doi.org/10.1007/s11920-008-0065-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Brown, Thomas E. "ADD/ADHD and impaired executive function in clinical practice." Current Attention Disorders Reports 1, no. 1 (March 2009): 37–41. http://dx.doi.org/10.1007/s12618-009-0006-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Caci, H., F. J. Bayle, and J. Bouchez. "Adult ADHD: Psychometric properties of the brown add scales." European Psychiatry 23 (April 2008): S368. http://dx.doi.org/10.1016/j.eurpsy.2008.01.1273.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

de Oliveira Rosa, Virginia, Carlos Renato Moreira-Maia, Flávia Wagner, André Simioni, Caroline de Fraga Bassotto, Guilherme R. Moritz, Marcelo Schmitz, and Luis Augusto Paim Rohde. "Computerized Cognitive Training for ADHD as an Add-On Treatment to Stimulants: A Randomized Clinical Trial." Journal of Attention Disorders 25, no. 2 (December 14, 2018): 275–85. http://dx.doi.org/10.1177/1087054718816818.

Full text

Abstract:

Objective: Computerized cognitive training (CCT) as add-on treatment to stimulants for ADHD core symptoms is scarcely investigated. The purpose of this study is to assess the effect of CCT in a randomized controlled clinical trial for ADHD in children and adolescents treated with stimulants. Method: Fifty-three participants aged 6 to 13 years receiving stimulant treatment and presenting ADHD residual symptoms were randomized either to a CCT ( n = 29) or to a controlled nonactive condition ( n = 24) for four sessions/week during 12 weeks. The main outcome measure was inattentive symptoms assessed using the Swanson, Nolan, and Pelham–IV (SNAP-IV) Scale. Secondary outcomes include, among others, hyperactive/impulsive symptoms and cognitive tests. Results: There were neither significant group differences on ADHD-inattentive symptoms after the intervention nor on both ADHD-hyperactivity/impulsivity symptoms and cognitive measures. Conclusion: Our study does not provide evidence for the benefits of cognitive training over nonactive training on core ADHD symptoms in medicated ADHD children and adolescents.

APA, Harvard, Vancouver, ISO, and other styles

28

Frei, Heiner, André Thurneysen, Klaus von Ammon, and Jennifer Jacobs. "Methodological Difficulties in Homeopathic Treatment of Children with ADD/ADHD." Journal of Alternative and Complementary Medicine 12, no. 2 (March 2006): 104. http://dx.doi.org/10.1089/acm.2006.12.104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Ravenel, Samuel DuBose. "An Integrative Approach to Common Behavior and Learning Problems in Children: A Role for Gluten Sensitivity and MTHFR Polymorphism." Ethical Human Psychology and Psychiatry 15, no. 2 (2013): 100–108. http://dx.doi.org/10.1891/1559-4343.15.2.100.

Full text

Abstract:

An integrative approach to chronic health problems was applied to 43 patients within a pediatric practice over a period of 24 months. Symptoms included chronic headache syndromes, abdominal symptoms, fatigue, and some with behavioral or learning problems. Among these patients were 12 children with a diagnosis of attention deficit hyperactivity disorder (ADD/ADHD) whose parents were seeking either to avoid the use of stimulant medication or seek an alternative to prescribed treatment. Evaluation included a careful nutritional/dietary history, questionnaire for symptoms of gluten sensitivity (GS), and in select cases, laboratory evaluation for thyroid function, GS, and genetic analysis for methylenetetrahydrofolate reductase (MTHFR) polymorphism.Among the large group of children, of 15 screened for MTHFR polymorphism, 14 were positive. Of nine children with a history of ADD/ADHD, 8 were positive. Of 43 children with a history suggesting possible GS, 32 were found to have elevated antigliadin IgG antibodies. This included 10 of the 12 children with a diagnosis of ADD/ADHD. One child on stimulant treatment for ADHD was found to have laboratory evidence of hypothyroidism with tissue resistance to thyroid hormone, and thyroid function normalized and markedly elevated reverse T3 dropped substantially after discontinuation of stimulant treatment for 8 weeks.Clinical experience here supports the idea that among children with chronic health problems that include a behavioral or learning component, consideration of possible GS, genetic polymorphism for MTHFR, and thyroid function may be appropriate.

APA, Harvard, Vancouver, ISO, and other styles

30

Jones, Kelly E., Catherine Craver-Lemley, and Anna M. Barrett. "Asymmetrical Visual-Spatial Attention in College Students Diagnosed With ADD/ADHD." Cognitive and Behavioral Neurology 21, no. 3 (September 2008): 176–78. http://dx.doi.org/10.1097/wnn.0b013e318185e6a9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Carr, Laurie, John Henderson, and Joel T. Nigg. "Cognitive Control and Attentional Selection in Adolescents with ADHD Versus ADD." Journal of Clinical Child & Adolescent Psychology 39, no. 6 (November 11, 2010): 726–40. http://dx.doi.org/10.1080/15374416.2010.517168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Smitheman-Brown, Valerie, and Robin R. Church. "Mandala Drawing: Facilitating Creative Growth in Children with ADD or ADHD." Art Therapy 13, no. 4 (October 1996): 252–60. http://dx.doi.org/10.1080/07421656.1996.10759233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Tracey, Danielle K., and Gaye Gleeson. "Sense of coherence, loneliness and interpersonal concerns in adolescents with AD/HD: a comparison of adolescents' and mothers' perceptions." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 49–58. http://dx.doi.org/10.1017/s1037291100003745.

Full text

Abstract:

The perceptions of adolescents with AD/HD regarding their level of i) coping “strength”, ii) peer related loneliness, iii) peer rejection, and iv) interpersonal concerns were compared with their mothers' perceptions. Twenty-two adolescents diagnosed with ADD, nineteen adolescents diagnosed with ADHD, and their mothers, were interviewed. Adolescents with ADD reported significantly less peer related loneliness and significantly more coping “strength” than their mothers believed them to have. Adolescents with ADHD reported significantly less concern about being rejected and humiliated, significantly less peer related loneliness, and significantly more coping “strength” than did their mothers. These findings demonstrate the importance of seeking both the adolescents and the mothers views of the adolescent's social-emotional development. Knowledge of the different perspectives can be useful in designing counselling and guidance interventions.

APA, Harvard, Vancouver, ISO, and other styles

34

Rosa, Virginia de Oliveira, Marcelo Schmitz, Carlos Renato Moreira-Maia, Flavia Wagner, Igor Londero, Caroline de Fraga Bassotto, Guilherme Moritz, Caroline dos Santos de Souza, and Luis Augusto Paim Rohde. "Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description." Trends in Psychiatry and Psychotherapy 39, no. 2 (June 2017): 65–76. http://dx.doi.org/10.1590/2237-6089-2016-0039.

Full text

Abstract:

Abstract Background Cognitive training has received increasing attention as a non-pharmacological approach for the treatment of attention deficit/hyperactivity disorder (ADHD) in children and adolescents. Few studies have assessed cognitive training as add-on treatment to medication in randomized placebo controlled trials. The purpose of this preliminary study was to explore the feasibility of implementing a computerized cognitive training program for ADHD in our environment, describe its main characteristics and potential efficacy in a small pilot study. Methods Six ADHD patients aged 10-12-years old receiving stimulants and presenting residual symptoms were enrolled in a randomized clinical trial to either a standard cognitive training program or a controlled placebo condition for 12 weeks. The primary outcome was core ADHD symptoms measured using the Swanson, Nolan and Pelham Questionnaire (SNAP-IV scale). Results We faced higher resistance than expected to patient enrollment due to logistic issues to attend face-to-face sessions in the hospital and to fill the requirement of medication status and absence of some comorbidities. Both groups showed decrease in parent reported ADHD symptoms without statistical difference between them. In addition, improvements on neuropsychological tests were observed in both groups – mainly on trained tasks. Conclusions This protocol revealed the need for new strategies to better assess the effectiveness of cognitive training such as the need to implement the intervention in a school environment to have an assessment with more external validity. Given the small sample size of this pilot study, definitive conclusions on the effects of cognitive training as add-on treatment to stimulants would be premature.

APA, Harvard, Vancouver, ISO, and other styles

35

Watts, Stephen J. "ADHD Symptomatology and Criminal Behavior During Adolescence: Exploring the Mediating Role of School Factors." International Journal of Offender Therapy and Comparative Criminology 62, no. 1 (April 7, 2016): 3–23. http://dx.doi.org/10.1177/0306624x16639970.

Full text

Abstract:

Prior research has shown that attention deficit/hyperactivity disorder (ADHD) relates to various negative outcomes in adolescence, including academic failure, behavioral problems at school, and criminal behavior. However, this line of research has generally failed to explore whether ADHD connects to criminal behavior through its effects on school factors. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study finds that a retrospective account of ADHD symptomatology during childhood and early adolescence predicts weakened school attachment, lower grades, and higher risks for both out-of-school suspension and crime. School attachment, grades, and out-of-school suspension have the expected effects on crime among females and males. Among females, these school factors mediate the effects of ADHD symptomatology on crime. The effect of ADHD symptomatology on crime among males remains significant when controlling for school factors. Implications of the findings for policy and theory are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Smyth, Alyssa C., and Scott T. Meier. "Evaluating the Psychometric Properties of the Conners Adult ADHD Rating Scales." Journal of Attention Disorders 23, no. 10 (February 2, 2016): 1111–18. http://dx.doi.org/10.1177/1087054715624230.

Full text

Abstract:

Objective: Characterized by significant work-related impairments, difficulties with relationships, and higher rates of criminal behavior and substance abuse, ADHD is now understood as a disability that can persist throughout a lifetime. Differing opinions remain, however, regarding adult symptoms of ADHD, particularly with regard to gender differences. These issues add to the challenges of constructing a reliable and valid measure of ADHD for use with adults in research and practice. Method: We review the theoretical foundations of ADHD and psychometric properties of a major assessment device, the Conners’ Adult ADHD Rating Scales (CAARS). Results: Results of the literature review found (a) a wide range of internal consistency estimates, with lowest values for the Diagnostic and Statistical Manual of Mental Disorders ( DSM)–Hyperactive/Impulsive Symptoms subscale when completed by women, and (b) discriminant validity estimates in the same range as convergent validity estimates. Conclusion: These findings raise questions about the construct validity of the CAARS and suggest directions for future research.

APA, Harvard, Vancouver, ISO, and other styles

37

Swanson, James M., Timothy Wigal, Peter S. Jensen, John T. Mitchell, Thomas S. Weisner, Desiree Murray, L. Eugene Arnold, et al. "The Qualitative Interview Study of Persistent and Nonpersistent Substance Use in the MTA: Sample Characteristics, Frequent Use, and Reasons for Use." Journal of Attention Disorders 22, no. 9_suppl (November 1, 2017): 21S—37S. http://dx.doi.org/10.1177/1087054717714058.

Full text

Abstract:

Objective:To evaluate participants’ perceptions about frequent use and reasons for substance use (SU) in the qualitative interview study, an add-on to the multimodal treatment study of ADHD (MTA). Method: Using the longitudinal MTA database, 39 ADHD cases and 19 peers with Persistent SU, and 86 ADHD cases and 39 peers without Persistent SU were identified and recruited. In adulthood, an open-ended interview was administered, and SU excerpts were indexed and classified to create subtopics (frequent use and reasons for use of alcohol, marijuana, and other drugs). Results: For marijuana, the Persistent compared with Nonpersistent SU group had a significantly higher percentage of participants describing frequent use and giving reasons for use, and the ADHD group compared with the group of peers had a significantly higher percentage giving “stability” as a reason for use. Conclusion: Motivations for persistent marijuana use may differ for adults with and without a history of ADHD.

APA, Harvard, Vancouver, ISO, and other styles

38

Babinski, Dara E., and Julia D. McQuade. "Borderline Personality Features Mediate the Association Between ADHD, ODD, and Relational and Physical Aggression in Girls." Journal of Attention Disorders 23, no. 8 (September 5, 2018): 838–48. http://dx.doi.org/10.1177/1087054718797445.

Full text

Abstract:

Objective: This study investigates borderline personality features (BPF) as a mediator of the association between ADHD and ODD symptoms and aggression in girls. Method: Parents of 118 girls ( Mage = 11.40 years old) with and without ADHD completed ratings of ADHD and ODD severity, and parents and youth provided ratings of physical and relational aggression. Results: ADHD, ODD, and their subfactors were significantly correlated with BPF, and these variables were associated with aggression measures. BPF fully mediated the association between total ODD symptom severity and relational and physical aggression by parent and youth report. At the subfactor level, BPF fully mediated the association between hyperactivity/impulsivity and oppositional behavior and physical and relational aggression. Conclusion: These findings add to a growing literature showing the relevance of BPF as a risk factor for poor social functioning in youth and point to the importance of continued work examining BPF among girls with ADHD and ODD.

APA, Harvard, Vancouver, ISO, and other styles

39

Hirvikoski, T., T. Lindström, J. Carlsson, E. Waaler, J. Jokinen, and S. Bölte. "Psychoeducational groups for adults with ADHD and their significant others (PEGASUS): A pragmatic multicenter and randomized controlled trial." European Psychiatry 44 (July 2017): 141–52. http://dx.doi.org/10.1016/j.eurpsy.2017.04.005.

Full text

Abstract:

AbstractObjective:To examine the feasibility, efficacy, and effectiveness of PEGASUS, a group-based structured psychoeducation for adults with ADHD and their significant others.Method:A pragmatic parallel group add-on design multicenter randomized controlled trial was conducted, comparing an 8-session treatment with PEGASUS (allocated n = 97; 48 with ADHD and 49 with significant others) to treatment as usual (TAU, allocated n = 82; 39 with ADHD and 43 significant others). Participants (individuals with ADHD and significant others) were recruited from five psychiatric outpatient departments and block randomized to PEGASUS or TAU. Knowledge about ADHD was measured using the ADHD 20 scale pre- and post-intervention and served as primary outcome.Results:Knowledge about ADHD (d = 0.97 [95% CI: 0.61–1.31]) increased following PEGASUS participation compared to TAU. Improvements were also observed in secondary outcomes e.g. global life satisfaction (d = 0.25 [95% CI: from –0.09 to 0.59]). Overall treatment satisfaction was good. Over 90% of the participants completed the program. Post-intervention data was obtained from n = 89 in PEGASUS group and n = 70 in TAU group and analyses were conducted per protocol. No important adverse effects or side effects were observed.Conclusions:Group-based structured psychoeducation PEGASUS for adults with ADHD and their significant others is a feasible, efficacious, and effective treatment option to increase ADHD knowledge and general life satisfaction in psychiatric outpatient care.

APA, Harvard, Vancouver, ISO, and other styles

40

Malacrida, Claudia. "Medicalization, Ambivalence and Social Control: Mothers’ Descriptions of Educators and ADD/ADHD." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 8, no. 1 (January 2004): 61–80. http://dx.doi.org/10.1177/1363459304038795.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Ostoits, Jean. "Reading Strategies for Students With ADD and ADHD in the Inclusive Classroom." Preventing School Failure: Alternative Education for Children and Youth 43, no. 3 (January 1999): 129–32. http://dx.doi.org/10.1080/10459889909603314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Melago, Kathleen A. "Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons." Music Educators Journal 101, no. 2 (December 2014): 37–43. http://dx.doi.org/10.1177/0027432114547764.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Orford, Eileen. "Wrestling with the whirlwind: An approach to the understanding of ADD/ADHD." Journal of Child Psychotherapy 24, no. 2 (August 1998): 253–66. http://dx.doi.org/10.1080/00754179808414816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

de Milander, Monique, Robert Schall, Elizna de Bruin, and Melissa Smuts-Craft. "Prevalence of ADHD symptoms and their association with learning-related skills in Grade 1 children in South Africa." South African Journal of Education, no. 40(3) (August 31, 2020): 1–7. http://dx.doi.org/10.15700/saje.v40n3a1732.

Full text

Abstract:

Attention Deficit / Hyperactivity Disorders (ADHD) are developmental disorders in children with 3 symptom clusters, namely hyperactivity, attention deficit and impulsivity, and a combination. We investigated the prevalence of the 3 symptom clusters and their association with learning-related skills among children aged 6 to 7 years in Bloemfontein, Free State province, South Africa. The Aptitude Test for School Beginners (ASB) was applied to determine learning-related skills, and the Strength and Weaknesses of ADHD Symptoms Normal Behaviour rating scale (SWAN) was used to determine ADHD symptoms. Data on SWAN scores were available for 390 children, while data on both the SWAN and ASB were available for 345 children (189 girls and 156 boys) with a mean age of 6 years and 8 months. The prevalence of ADHD symptoms was as follows: 74.6% of the children did not fulfil the criteria for ADD/ADHD, 7.7% presented with the combined subtype, 6.7% presented with hyperactivity and impulsiveness, and 11.0% with inattentiveness. The presence of ADHD symptoms had a significant effect p = < 0.05 on reasoning, numerical abilities, gestalt, coordination and memory. We conclude that ADHD symptoms are a significant risk factor for 5 of the 8 learning-related skills in children, namely numerical skills, memory, reasoning, gestalt and coordination.

APA, Harvard, Vancouver, ISO, and other styles

45

Manor, I., I. Gutnik, D. H. Ben-Dor, A. Apter, J. Sever, S. Tyano, A. Weizman, and G. Zalsman. "Possible association between attention deficit hyperactivity disorder and attempted suicide in adolescents – A pilot study." European Psychiatry 25, no. 3 (April 2010): 146–50. http://dx.doi.org/10.1016/j.eurpsy.2009.06.001.

Full text

Abstract:

AbstractObjectiveBoth adolescent suicide and attention deficit hyperactivity disorder (ADHD) are troubling phenomena with high comorbidity, including impulsivity, depression and personality disorders (PD). Studies on the association between these two phenomena are relatively rare. This pilot study's aim was to estimate the rate of ADHD in adolescents attempting suicide.MethodSubjects constituted consecutive admissions to the psychiatric emergency room (ER) who were admitted as a result of attempting suicide. Assessment included the use of the Kiddie-SADS, Strengths and Difficulties Questionnaire (SDQ) and the Conners’ Rating Scale (CRS). Those diagnosed as suffering from ADHD were assessed by a standardized Continuous Performance Test (Test of Variables of Attention [TOVA]) that included methylphenidate (MPH) challenge. Twenty-three (23) adolescents completed the study. M:F ratio was 5:18, respectively.ResultsOf the 23 participants who completed the study, 65% were diagnosed with ADHD, 43.5% with depression and 39% with cluster B PD. ADD/ADHD ratio was 66%:34%. Only five of the patients were formerly diagnosed as ADHD, only three had been medicated and 14 out of 15 adolescents responded well to MPH challenge.ConclusionThese preliminary results suggest a significant association between ADHD and suicidal behavior in adolescents. Further study is needed to establish this association and assess the causality.

APA, Harvard, Vancouver, ISO, and other styles

46

Suharsiwi, Agus Suradika, Laely Farokhah, and Emmy Zamzami. "ANALISIS KONTEN LAGU “MARITIRUKAN” SEBAGAI MEDIA PENGEMBANGAN KETERAMPILAN SOSIAL ANAK USIA DINI BERKEBUTUHAN KHUSUS." JIV-Jurnal Ilmiah Visi 15, no. 2 (December 23, 2020): 161–74. http://dx.doi.org/10.21009/jiv.1502.8.

Full text

Abstract:

Penelitian ini dilatarbelakangi oleh terbatasnya ketersediaan lagu anak-anak usia dini yang dapat dijadikan sebagai media pembelajaran untuk pengembangan keterampilan sosial anak dengan kebutuhan khusus, terutama autisme, Attention Deficit of Hyperactivity Disorder (ADHD), dan Attention Deficit Disorder (ADD). Lagu Maritirukan adalah salah satu media pembelajaran hasil luaran riset PDUPT KemenristekBrin dengan No HKI 000210282 000210282. Tujuan penelitian ini adalah untuk mendeskripsikan analisis konten lagu Maritirukan sebagai media pengembangan keterampilan sosial anak dengan autisme, ADHD, dan ADD usia dini. Metode yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yaitu observasi, wawancara, dan dokumentasi. Observasi dilakukan pada 3 orang anak, wawancara secara mendalam pada 5 orang tua dan guru, dan expert judgement oleh 5 orang ahli yang terdiri dari musisi, ahli media, dan ahli pendidikan anak. Data tambahan terkait lagu diperoleh melalui survei pada 35 orang tua dan guru. Data yang diperoleh kemudian dianalisis yang terdiri dari tahap pengumpulan data, reduksi data, dan verifikasi data atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa lagu “Maritirukan” telah memenuhi 5 standar kriteria lagu anak. Secara umum, syair lagu Maritirukan memiliki kalimat yang tidak terlalu panjang, sehingga mudah diingat dan dihafal oleh anak. Syair lagu-lagu ini juga memiliki nilai-nilai pendidikan berupa pesan yang ingin disampaikan untuk mengajarkan anak mengembangkan keterampilan sosialnya yaitu menunjukkan, mengenalkan, dan melatih pengembangan emosi yang sehat dan ragam perilaku yang baik. Aransemen lagu sesuai dengan dunia anak dengan nada yang mudah dihafal oleh anak-anak. Lagu ini dapat menjadi alternatif media pembelajaran bagi orang tua untuk mengembangkan keterampilan sosial pada anak berkebutuhan khusus, terutama anak usia dini dengan autisme, ADHD, dan ADD.This research is backgrounded by the limitations of children’s song as a media of learning to help develop the social skills of children with autism, Attention Deficit of Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD). The Maritirukan Song is one of the learning media results from the research output of PDUPT Kemenristekbrin with No. HKI 000210282 000210282. The aim of this research is to describe the analysis of the content of Maritirukan song as a media to develop the social skill of children with autism, ADHD, and or ADD. This research was a qualitative descriptive research. The data was collected through observations, interviews, and documentation. Observations were conducted on 3 children. Interviews were conducted on 5 parents and teachers. Expert judgments were conducted by 5 experts consisting of musicians, media experts, and childhood education experts. Additional data related to this research were obtained through a survey of 35 parents and teachers. The data obtained were analyzed using triangulation technique consisted of the stages of data collection, data reduction, data display, and verification or data conclusion. The results showed that the Maritirukan song had fulfilled the 5 criteria for children's songs. In general, the poetry of Maritirukan song have sentences that are not too long so that they are easy to remember and memorize by children. These songs also have educational values that have messages to teach children to develop social skills which are showing, introducing, and practicing to develop good emotions and a variety of good behaviors. Song arrangement is suitable for the children's world with an easy tone for children to memorize. This song can be an alternative learning media for parents and teachers to develop social skills of children with autism, ADHD, and or ADD.

APA, Harvard, Vancouver, ISO, and other styles

47

Shang, C. Y., Y. H. Wu, S. S. Gau, and W. Y. Tseng. "Disturbed microstructural integrity of the frontostriatal fiber pathways and executive dysfunction in children with attention deficit hyperactivity disorder." Psychological Medicine 43, no. 5 (August 15, 2012): 1093–107. http://dx.doi.org/10.1017/s0033291712001869.

Full text

Abstract:

BackgroundAttention deficit hyperactivity disorder (ADHD) is recognized as an early-onset neuropsychiatric disorder with executive dysfunctions and neurobiological deficits. The authors compared executive functions and microstructural integrity of the frontostriatal circuit in children with ADHD and typically developing children.MethodWe assessed 25 children with ADHD and 25 age-, sex-, handedness- and intelligence-matched typically developing children by using psychiatric interviews, the Wechsler Intelligence Scale for Children – third edition, and the tasks involving executive functions in the Cambridge Neuropsychological Test Automated Battery. The frontostriatal tracts were reconstructed by diffusion spectrum imaging tractography and were subdivided into four functionally distinct segments, including dorsolateral, medial prefrontal, orbitofrontal and ventrolateral tracts. Tract-specific and matched case-control analyses were used and generalized fractional anisotropy values were computed.ResultsChildren with ADHD had lower generalized fractional anisotropy of all the bilateral frontostriatal fiber tracts and poorer performance in verbal and spatial working memory, set-shifting, sustained attention, cognitive inhibition and visuospatial planning. The symptom severity of ADHD and the executive functioning performance significantly correlated with integrity of the frontostriatal tracts, particularly the left orbitofrontal and ventrolateral tracts. Children with ADHD also demonstrated loss of the leftward asymmetry in the dorsolateral and medial prefrontal tracts that was present in typically developing children.ConclusionsOur findings demonstrate disturbed structural connectivity of the frontostriatal circuitry in children with ADHD and add new evidence of associations between integrity of the frontostriatal tracts and measures of core symptoms of ADHD and a wide range of executive dysfunctions in both groups.

APA, Harvard, Vancouver, ISO, and other styles

48

Gould, Odette N., and Clara Doucette. "Self-Management of Adherence to Prescribed Stimulants in College Students With ADD/ADHD." Journal of Attention Disorders 22, no. 4 (March 25, 2016): 349–55. http://dx.doi.org/10.1177/1087054716638509.

Full text

Abstract:

Objective: We examined how college students manage ADHD medication and how beliefs regarding the medication and attitudes of friends and families influence adherence on weekdays and weekends during an academic semester. Method: Undergraduate students ( n = 53) responded to an online survey to report their adherence, their beliefs about the effects of the medication, and their perception of important others’ views of adherence. Results: Students chose to take more medication on weekdays than weekends. On weekdays, beliefs that the medications enhance academic performance and social skills influenced adherence, and on weekends, beliefs regarding negative side effects were important. The perception that medication leads to a loss of authentic self reduced adherence at both times. Generally, students believed that important others wanted them to take medication. Conclusion: Students were actively weighing the costs and benefits of taking their ADHD medication and consciously adjusting adherence levels from day to day.

APA, Harvard, Vancouver, ISO, and other styles

49

Taylor, M. J., T. Charman, E. B. Robinson, R. Plomin, F. Happé, P. Asherson, and A. Ronald. "Developmental associations between traits of autism spectrum disorder and attention deficit hyperactivity disorder: a genetically informative, longitudinal twin study." Psychological Medicine 43, no. 8 (November 16, 2012): 1735–46. http://dx.doi.org/10.1017/s003329171200253x.

Full text

Abstract:

BackgroundAutism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), and associated subclinical traits, regularly co-occur with one another. However, the aetiology of their co-occurrence remains poorly understood. This paper provides the first genetically informative, longitudinal analysis of the interaction between traits of ASD and ADHD, and explores their genetic and environmental overlap.MethodParents of approximately 5000 twin pairs completed questionnaires assessing traits of ASD and ADHD when twins were aged 8 and 12 years. Cross-lagged longitudinal modelling explored their developmental association, enabling a consideration of phenotypic-driven processes. Overlapping aetiological influences on traits at age 12 years were explored using bivariate twin modelling.ResultsTraits of ADHD at age 8 years were more strongly predictive of traits of ASD at 12 years than traits of ASD at 8 years were of traits of ADHD at 12 years. Analysis of traits by subscales assessing specific symptom domains suggested that communication difficulties were most strongly associated with traits of ADHD. Bivariate modelling suggested moderate genetic overlap on traits in males (genetic correlation = 0.41), and a modest degree of overlap in females (genetic correlation = 0.23) at age 12 years.ConclusionsTraits of ADHD at age 8 years significantly influence traits of ASD at age 12 years, after controlling for their initial relationship at age 8 years. In particular, early ADHD traits influenced later communication difficulties. These findings demonstrate the dynamic nature of co-occurring traits across development. In addition, these findings add to a growing body of literature suggesting that traits of ASD and ADHD may arise via similar aetiological processes.

APA, Harvard, Vancouver, ISO, and other styles

50

Griffin, Michelle. "Parenting the ADD Child. Can't Do? Won't Do? Practical Strategies for Managing Behaviour Problems in Children with ADD and ADHD." British Journal of Learning Disabilities 30, no. 2 (June 2002): 86. http://dx.doi.org/10.1046/j.1468-3156.2002.00167.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'ADHD/ADD'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles