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Relevant bibliographies by topics / Attention deficit disorder with or without hyperactivity (ADHD)

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Academic literature on the topic 'Attention deficit disorder with or without hyperactivity (ADHD)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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Noordermeer, Siri D. S., Marjolein Luman, Jan K. Buitelaar, Catharina A. Hartman, Pieter J. Hoekstra, Barbara Franke, Stephen V. Faraone, Dirk J. Heslenfeld, and Jaap Oosterlaan. "Neurocognitive Deficits in Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Oppositional Defiant Disorder." Journal of Attention Disorders 24, no. 9 (October 20, 2015): 1317–29. http://dx.doi.org/10.1177/1087054715606216.

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Objective: Oppositional Defiant Disorder (ODD) is highly prevalent in Attention-Deficit/Hyperactivity Disorder (ADHD) and may account for inconsistencies in findings on neurocognitive functioning in ADHD. Our aim was to assess cool and hot executive functioning (EF) and temporal processing in ADHD with and without comorbid ODD to elucidate the effects of comorbid ODD. Method: ADHD-only ( n = 82), ADHD + ODD ( n = 82), and controls ( n = 82), with mean age 16 years ( SD = 3.1), matched for age, gender, IQ, and ADHD type (clinical groups) were assessed on cool EF (inhibition, working memory), hot EF (reinforcement processing, emotion recognition), and temporal processing (time production and reproduction). Results: Individuals with ADHD + ODD showed abnormalities in inhibition, working memory, facial emotion recognition, and temporal processing, whereas individuals with ADHD-only were solely impaired in working memory and time production. Conclusion: Findings suggest that ODD carries a substantial part of the EF deficits observed in ADHD and contrast with current theories of neurocognitive impairments in ADHD.

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Zalsman, Gil, Orat Pumeranz, Gabriel Peretz, David H. Ben-Dor, Sharon Dekel, Neta Horesh, Tsvi Fischel, et al. "Attention Patterns in Children with Attention Deficit Disorder with or without Hyperactivity." Scientific World JOURNAL 3 (2003): 1093–107. http://dx.doi.org/10.1100/tsw.2003.94.

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The objective of this study was to differentiate the attention patterns associated with attention deficit disorder with or without hyperactivity using continuous performance test (CPT). The diagnoses were based on the DSM-III, III-R, and IV criteria and of the 39 children who participated in the study, 14 had attention deficit disorder with hyperactivity (ADDH) and 11 had attention deficit disorder without hyperactivity (ADDWO), while 14 normal children served as a control group. Attention patterns were examined according to the performance of subjects on the CPT and parental scores on the ADHD Rating Scale, the Child Attention Profile, and the Conners Rating Scale. CPT performances were assessed before and after administration of 10 mg methylphenidate. We found as hypothesized that the CPT differentiated between the ADDH and ADDWO groups. However, contrary to our expectations, the ADDH children made more omission errors than the ADDWO children; they also showed more hyperactivity and impulsivity. The performance of both groups improved to an equal degree after the administration of methylphenidate. It is conluded that different subtypes of the attention deficit disorders are characterized by different attention profiles and that methylphenidate improves scores on test of continuous performance.

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Vance, Alasdair, Katrina Harris, Marilyn Boots, Jessica Talbot, and Mary Karamitsios. "Which Anxiety Disorders May Differentiate Attention Deficit Hyperactivity Disorder, Combined Type with Dysthymic Disorder from Attention Deficit Hyperactivity Disorder, Combined Type Alone?" Australian & New Zealand Journal of Psychiatry 37, no. 5 (October 2003): 563–69. http://dx.doi.org/10.1046/j.1440-1614.2003.01235.x.

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Objective: Attention deficit hyperactivity disorder, combined type (ADHD-CT), dysthymic disorder, and anxiety disorders frequently co-occur in primary school age children, although there have been no published data describing their association. We investigated the association of anxiety, defined from a parent or child perspective, with primary school-age children with ADHD-CT with and without dysthymic disorder. Method: One hundred and forty-six medication naïve children with ADHD-CT were studied. Two groups with and without dysthymic disorder were formed to compare parent and child reports of anxiety, using categorical and continuous measures of anxiety, using logistic regression. Results: Separation anxiety disorder and social phobia were associated with primary school-age children with ADHD-CT and dysthymic disorder, compared to children with ADHD-CT without dysthymic disorder. Conclusions: The recognition of dysthymic disorder and anxiety disorders and their management in primary school-age children with ADHD-CT is generally poorly understood. The identification and elucidation of composite anxiety and depressive phenomena that may be systematically investigated through longitudinal studies of epidemiologically derived samples is needed in this particular group of children.

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Wiggs, Kelsey K., Zheng Chang, Patrick D. Quinn, Kwan Hur, Robert Gibbons, David Dunn, Isabell Brikell, Henrik Larsson, and Brian M. D'Onofrio. "Attention-deficit/hyperactivity disorder medication and seizures." Neurology 90, no. 13 (February 23, 2018): e1104-e1110. http://dx.doi.org/10.1212/wnl.0000000000005213.

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ObjectiveIndividuals with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of seizures, but there is uncertainty about whether ADHD medication treatment increases risk among patients with and without preexisting seizures.MethodsWe followed a sample of 801,838 patients with ADHD who had prescribed drug claims from the Truven Health MarketScan Commercial Claims and Encounters databases to examine whether ADHD medication increases the likelihood of seizures among ADHD patients with and without a history of seizures. First, we assessed overall risk of seizures among patients with ADHD. Second, within-individual concurrent analyses assessed odds of seizure events during months when a patient with ADHD received ADHD medication compared with when the same individual did not, while adjusting for antiepileptic medications. Third, within-individual long-term analyses examined odds of seizure events in relation to the duration of months over the previous 2 years patients received medication.ResultsPatients with ADHD were at higher odds for any seizure compared with non-ADHD controls (odds ratio [OR] = 2.33, 95% confidence interval [CI] = 2.24–2.42 males; OR = 2.31, 95% CI = 2.22–2.42 females). In adjusted within-individual comparisons, ADHD medication was associated with lower odds of seizures among patients with (OR = 0.71, 95% CI = 0.60–0.85) and without (OR = 0.71, 95% CI = 0.62–0.82) prior seizures. Long-term within-individual comparisons suggested no evidence of an association between medication use and seizures among individuals with (OR = 0.87, 95% CI = 0.59–1.30) and without (OR = 1.01, 95% CI = 0.80–1.28) a seizure history.ConclusionsResults reaffirm that patients with ADHD are at higher risk of seizures. However, ADHD medication was associated with lower risk of seizures within individuals while they were dispensed medication, which is not consistent with the hypothesis that ADHD medication increases risk of seizures.

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Maya Beristain, Cynthia, and Judith Wiener. "Friendships of Adolescents With Attention-Deficit/Hyperactivity Disorder." Canadian Journal of School Psychology 35, no. 4 (September 4, 2020): 266–79. http://dx.doi.org/10.1177/0829573520936469.

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The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency of contact they had with their friends, and the characteristics of their friends. Adolescents with and without ADHD did not differ in the number of friends they nominated, the duration of their friendships, and the frequency of contact with friends. Adolescents with ADHD were more likely to have friends who were younger or older by two or more years and close friends with behavior problems than comparison adolescents. Girls with ADHD had fewer of their friendships corroborated by parents than girls without ADHD, and fewer of their best friends attending their school. Only girls with ADHD had friends whom they initially met online.

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Vishwaraj, Sharath. "Methylphenidate-induced Obsessive Compulsive Disorder in Attention Deficit Hyperactivity Disorder." Journal of Medical Sciences 2, no. 1 (2016): 21–22. http://dx.doi.org/10.5005/jp-journals-10045-0028.

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ABSTRACT Introduction Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders. It is most often treated with methylphenidate (MPH). A 6-year-old male with ADHD was started on MPH. He developed severe obsessive-compulsive disorder (OCD), which lasted for 1 day and was self-limiting. There was complete remission on stopping MPH, without any specific treatment for OCD. How to cite this article Bavle A, Vishwaraj S. Methylphenidate- induced Obsessive Compulsive Disorder in Attention Deficit Hyperactivity Disorder. J Med Sci 2016;2(1):21-22.

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Fitzgerald, Cecilie, Søren Dalsgaard, Merete Nordentoft, and Annette Erlangsen. "Suicidal behaviour among persons with attention-deficit hyperactivity disorder." British Journal of Psychiatry 215, no. 04 (June 7, 2019): 615–20. http://dx.doi.org/10.1192/bjp.2019.128.

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BackgroundPersons diagnosed with attention-deficit hyperactivity disorder (ADHD) have been found to have an increased risk of suicidal behaviour, but the pathway remains to be thoroughly explored.AimsTo determine whether persons with ADHD are more likely to present with suicidal behaviour (i.e. suicide attempts and deaths by suicide) if they have a comorbid psychiatric disorder.MethodUsing nationwide registers covering the entire population of Denmark, this cohort study of 2.9 million individuals followed from 1 January 1995 until 31 December 2014, covers more than 46 million person-years. All persons aged ≥10 years with Danish-born parents were identified and persons with a diagnosis of ADHD were compared with persons without. Incidence rate ratios (IRRs) were calculated by Poisson regression, with adjustments for sociodemographics and parental suicidal behaviour.ResultsPersons with ADHD were followed for 164 113 person-years and 697 suicidal outcomes were observed. This group was found to have an IRR of suicidal behaviour of 4.7 (95% CI, 4.3–5.1) compared with those without ADHD. Persons with ADHD only had a 4.1-fold higher rate (95% CI, 3.5–4.7) when compared with those without any psychiatric diagnoses. For persons with ADHD and comorbid disorders the IRR was higher yet (IRR: 10.4; 95% CI, 9.5–11.4).ConclusionsThis study underlines the link between ADHD and an elevated rate of suicidal behaviour, which is significantly elevated by comorbid psychiatric disorders. In sum, these results suggest that persons with ADHD and comorbid psychiatric disorders are targets for suicide preventive interventions.Declaration of interestNone.

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Todd Grooms, Michael, Martha Ann Keels, Michael Roberts, and F. Thomas McIver. "Caries Experience Associated with Attention – Deficit / Hyperactivity Disorder." Journal of Clinical Pediatric Dentistry 30, no. 1 (September 1, 2006): 3–8. http://dx.doi.org/10.17796/jcpd.30.1.d3n7k5147r3ru571.

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The purpose of this cross-sectional study was to examine whether children with attention-deficit / hyperactivity disorder (ADHD) had a total caries experience that was equivalent to children without the disorder. Methods: The test sample included children ages 6 to 10 years old diagnosed with ADHD by physicians at Duke University Medical Center. The control group also included healthy children 6 to 10 years old without the diagnosis of ADHD.A visual dental exam for caries was performed and a sample of whole, unstimulated saliva was collected. The parent / guardian of each participant completed a health/medication history and a questionnaire concerning the child's oral health and habits, daily routine, and demographic information. Results: Wilcoxon and chi-square tests showed that children with ADHD have significantly more enamel caries in the primary and permanent dentitions and a significantly higher prevalence of total caries experience when compared to controls. There was no significant difference in whole saliva production between the ADHD children and the controls. Conclusions: Dentists should be aware that children with ADHD are at higher risk for caries.

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Taitelbaum-Swead, Riki, Zvi Kozol, and Leah Fostick. "Listening Effort Among Adults With and Without Attention-Deficit/Hyperactivity Disorder." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4554–63. http://dx.doi.org/10.1044/2019_jslhr-h-19-0134.

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Purpose Few studies have assessed listening effort (LE)—the cognitive resources required to perceive speech—among populations with intact hearing but reduced availability of cognitive resources. Attention/deficit/hyperactivity disorder (ADHD) is theorized to restrict attention span, possibly making speech perception in adverse conditions more challenging. This study examined the effect of ADHD on LE among adults using a behavioral dual-task paradigm (DTP). Method Thirty-nine normal-hearing adults (aged 21–27 years) participated: 19 with ADHD (ADHD group) and 20 without ADHD (control group). Baseline group differences were measured in visual and auditory attention as well as speech perception. LE using DTP was assessed as the performance difference on a visual–motor task versus a simultaneous auditory and visual–motor task. Results Group differences in attention were confirmed by differences in visual attention (larger reaction times between congruent and incongruent conditions) and auditory attention (lower accuracy in the presence of distractors) among the ADHD group, compared to the controls. LE was greater among the ADHD group than the control group. Nevertheless, no group differences were found in speech perception. Conclusions LE is increased among those with ADHD. As a DTP assumes limited cognitive capacity to allocate attentional resources, LE among those with ADHD may be increased because higher level cognitive processes are more taxed in this population. Studies on LE using a DTP should take into consideration mechanisms of selective and divided attention. Among young adults who need to continuously process great volumes of auditory and visual information, much more effort may be expended by those with ADHD than those without it. As a result, those with ADHD may be more prone to fatigue and irritability, similar to those who are engaged in more outwardly demanding tasks.

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Ayaz, A. B., M. Ayaz, and E. Kayan. "Negative outcomes in attention-deficit/hyperactivity disorder comorbid with oppositional defiant disorder." Irish Journal of Psychological Medicine 32, no. 4 (January 26, 2015): 307–12. http://dx.doi.org/10.1017/ipm.2014.91.

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ObjectivesIn children and adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD), the comorbidity of the oppositional defiant disorder (ODD) negatively affects the course of ADHD. The purpose of this study was to compare ADHD-diagnosed children with and without ODD comorbidity in terms of smoking, psychoactive substance use, disciplinary punishments at school, criminal behaviors, and unintentional injuries.MethodsThis study included 109 children diagnosed with ADHD alone and 79 children with the ADHD-ODD comorbidity from a child psychiatry outpatient clinic. The children who participated in the study were aged between 6 and 15 years. Diagnoses of the children were determined by child psychiatrists according to DSM-IV criteria, and the Turgay DSM-IV-based Child and Adolescent Behavior Disorders Screening and Rating Scale-Parents Form was used to support the diagnosis in initial evaluations of children. Forty-six to fifty months after the first admission, parents were questioned regarding all negative outcomes from the time of first diagnosis to the time of the evaluation by phone.ResultsThe groups were compared in terms of smoking, psychoactive substance use, disciplinary punishments at school, criminal behaviors, and unintentional injuries over a period of 4 years. The ODD-ADHD group was determined to have higher rates of disciplinary punishments at school, smoking, and unintentional injuries compared with the ADHD group. No statistically significant difference was found between the two groups in terms of criminal behaviors and psychoactive substance use.ConclusionsThe ODD comorbidity increases the risk of negative outcomes in children diagnosed with ADHD.

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Dissertations / Theses on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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Costello-Harris, Vanessa A. "Social Information Processing in College Students with and without Attention-Deficit/Hyperactivity Disorder." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460898797.

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Fox, Laura C. "Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217449628.

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Hou, Wai-kai, and 侯維佳. "Developmental trends in the working memory of children with and without attention-deficit/hyperactivity disorder (ADHD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29719768.

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Miller, Jessica A. "Impulsivity in college students with and without ADHD /." Full-text of dissertation on the Internet (1.63 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/mille4ja/mille4ja_doctorate_04-21-2010.pdf.

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Barton, Kimberly A. "Demographic Variables and Their Relation to Self-Concept in Children with and Without Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4347/.

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The proposed study examined differences in self-concept between ADHD (n = 61) and non-ADHD boys and girls. Participants included 108 children between 6 and 11 years old. Children completed the Self Description Questionnaire-I, and teacher reports of child competence were obtained. Girls reported lower physical ability and mathematics self-concept than boys. The results also indicated that ADHD girls may be more susceptible to low physical ability and mathematics self-concept than control children or ADHD boys. Teachers also rated ADHD girls as having lower scholastic competence than the other three groups. Teachers reported significant differences in level of competence based on ADHD status. The implications of the current study and directions for future research will be presented.

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Antonini, Tanya. "The Relationship Between Reaction Time Variability and On-Task Behavior in Children with and without ADHD." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1302028968.

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Chupetlovska-Anastasova, Angelina. "Longitudinal Exploration of Friendship Patterns of Children and Early Adolescents With and Without Attention-Deficit/Hyperactivity Disorder." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31462.

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The current study is a multimethod, longitudinal exploration of friendship patterns of children with ADHD. We relied on information from parent and teacher ratings, self-report measures of children and their friends, and observational data from three interactive tasks. In the two phases of the study, the participants were 112 children and their friends between the ages of 7 and 13: ADHD group dyads, n = 68; comparison group dyads, n = 44. Results indicated that the friendships of children with ADHD differed from the friendships of the comparison group. Overall, children with ADHD had friendships that, although stable over time, were of lower duration and stability than the friendships of comparison children. The lower duration and stability of friendships in the ADHD group coincided with more single-parent households in this group, which may indicate elevated family stress. However, children with ADHD were no different than comparison children in regards to the age of their friends and the places where they met them. At both participations, ADHD dyads reported fewer positive friendship features than comparison dyads. Furthermore, children with ADHD reported less intimacy toward their friends, less help and guidance, and less validation and caring. The friendship behaviour dynamics observed during the interactive tasks differed between the two groups. Children with ADHD violated more rules and were less altruistic and sensitive during interactions. Additionally, children with ADHD showed less positive and more non-positive affect while relating to their friends. When a decision that involved a compromise had to be made, the length of interaction was greater and coincided with displayed non-positive affect. Additionally, their friendly interactions were observed to be characterized by unequal power distribution as opposed to those in the comparison group where there was greater power equality. However, our results also suggest that the behavioural trajectory over time was similar between the ADHD and comparison groups. The friendships of ADHD and comparison children were rich in positive and negative friendship features reported by the two friends, and over time there was more open reporting of the negative friendship aspects. Our results did not seem to be affected by gender and age differences, ADHD subtypes, comorbidities, or medication status. Through outlining friendship patterns of children with ADHD, we are hopeful that our findings may be useful to mitigate negative social consequences of ADHD. A practical clinical application may be in recommending measures and creating interventions aimed at promoting friendship and improving social adjustments in children and young adolescents with ADHD.

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Durrant, Sarah L. "Parent Behaviors as Predictors of Peer Acceptance in Children With and Without Attention Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4333/.

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It has been theorized that parents indirectly influence children's peer functioning through aspects of the parent-child relationship. One specific group of children that exhibit significant problems with peers and in interactions with parents is children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Given the limited research examining family-peer links in children with ADHD, the purpose of the current study was to examine the association between aspects of the parent-child relationship and peer functioning in boys and girls with and without ADHD. In the current study, participants included 91 boys and girls between the ages of 7 and 11 years old and their parents. Fifty-four of these children were previously diagnosed with ADHD, Combined or Hyperactive/Impulsive Type. Parents and children participated in a parent-child interaction and then completed several measures assessing the parent-child relationship and peer acceptance. Teacher reports of peer acceptance were also obtained. The results of a multiple regression indicate some support for a family-peer links in children with ADHD. Positive parental affect expressed during a parent-child interaction was the strongest predictor of child-reported peer acceptance in children diagnosed with ADHD. However, parents making positive comments about the child or giving physical affection to the child during parent-child interactions did not predict children's peer acceptance. Negative parenting behaviors showed trends toward significance in predicting lower level's of child-reported peer acceptance in both children with ADHD and undiagnosed children. Parents making negative comments about the child appeared to be the most important predictor of low peer acceptance. Parent and child reports of parental rejection failed to show a significant effect for peer acceptance in both children with ADHD and undiagnosed children. However, among children with ADHD, child-reported parental rejection approached significance as a predictor of peer acceptance. Overall, the results of the current study lend some support to the theory that parents of children with ADHD indirectly affect their children's peer acceptance through parent behaviors. Clinically, these results suggest that interventions with children with ADHD could also focus on parents expression of positive affect and decreasing negative comments. The limitations of the current study and directions for future research will be presented.

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Curewitz, Alana. "A DIMENSIONAL APPROACH TO ASSESSING ASPECTS OF ATTENTION AMONG CHILDREN WITH AND WITHOUT SYMPTOMS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND/OR ANXIETY." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1438.

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This study examined the relationship between parent-rated attention problems, anxiety, and hyperactivity/impulsivity symptoms and children’s performance on various attention domains, including selective, sustained, and divided attention and executive functioning, specifically related to set-shifting and inhibition abilities. A dimensional approach to symptom presentation was used in order to measure attention and anxiety symptoms in a continuous fashion and to better incorporate children who have subclinical and mild presentations (Ferrin & Vance, 2014). Participants were 27 children between 8 and 14 years of age who were recruited in a rural area near a large public university located in the Midwest. Children were administered the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1999) and the Self-Report of Personality form from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004). Parents completed a brief demographics form and the Parent Rating Scale form from the BASC-2. Results were based on a small sample size due to difficulty with recruitment. No effects of parent or self-reported anxiety, attention, and/or hyperactivity symptoms were associated with aspects of selective attention or attentional control/executive functioning. Anxiety symptoms per parent-report predicted some aspects of sustained attention performance. Self-reported symptoms of anxiety and their interaction with both attention problems and hyperactivity/impulsivity symptoms significantly predicted divided attention performance. Given the positive correlations between symptoms of anxiety and performance on some of the attention measures, symptoms of anxiety may be a protective factor for aspects of sustained and divided attention. These results suggest that assessment of attention performance among children presenting with symptoms of anxiety and attention problems/hyperactivity should be an area for further research with a larger sample size and additional measures of attention.

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Ronk, Marla J. Landau Steven E. "Peer entry behavior of boys with and without ADHD." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390291471&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205250904&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Steven E. Landau (chair), Alycia M. Hund, Dawn M. McBride, Glenn D. Reeder, Susan K, Sprecher. Includes bibliographical references (leaves 163-182) and abstract. Also available in print.

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Books on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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ADHD: Living without brakes. London: Jessica Kingsley Publishers, 2010.

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Kutscher, Martin L. ADHD - living without brakes. London: Jessica Kingsley Publishers, 2008.

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No more Ritalin: Treating ADHD without drugs. New York: Kensington Books, 1996.

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Block, Mary Ann. No more Ritalin: Treating ADHD without drugs. New York: Kensington Books, 1996.

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Youth, Children and Natural Psychology Association for. Overcoming ADHD without medication: A parent and educator's guidebook. Newark, NJ: Newark Psychological and Educational Publications, 2011.

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Jacob, Greenspan, ed. Overcoming ADHD: Helping your child become calm, engaged, and focused-- without a pill. Cambridge, MA: Da Capo Press, 2009.

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No more ADHD: 10 steps to help improve your child's attention and behavior without drugs! Hurst, Tex: Block Books, 2001.

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Taylor, John F. Answers to ADD: Attention deficit disorder with or without hyperactivity : a practical guide for parents. Warminster, PA: Marco Productions, 1997.

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Giustra-Kozek, Jennifer. Healing without hurting: Treating ADHD, apraxia, and autism spectrum disorders naturally and effectively without harmful medication. Howard Beach, NY: Changing Lives Press, 2014.

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Taylor, John F. Helping your ADD child: Hundreds of practical solutions for parents and teachers of ADD children and teens (with or without hyperactivity). 3rd ed. Roseville, Calif: Prima Pub., 2001.

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Book chapters on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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Miller, Carlin J. "Attention Deficit Hyperactivity Disorder (ADHD)." In Encyclopedia of Adolescence, 211–25. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_218.

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Little, Steven G., Margaret T. Gopaul, and Angeleque Akin-Little. "Attention Deficit Hyperactivity Disorder (ADHD)." In Principle-Based Stepped Care and Brief Psychotherapy for Integrated Care Settings, 41–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70539-2_5.

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Pearson, Geraldine S., and Angela A. Crowley. "Attention Deficit Hyperactivity Disorder (Adhd)." In Child and Adolescent Behavioral Health, 139–52. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118704660.ch7.

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Ferrell, Courtney B. "Attention Deficit/Hyperactivity Disorder (ADHD)." In Encyclopedia of Cross-Cultural School Psychology, 132–35. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_34.

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Miller, Carlin J. "Attention Deficit Hyperactivity Disorder (ADHD)." In Encyclopedia of Adolescence, 1–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_218-2.

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Xenitidis, Kiriakos, Stefanos Maltezos, and Philip Asherson. "Attention-Deficit Hyperactivity Disorder (ADHD)." In Autism and Child Psychopathology Series, 227–35. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8250-5_15.

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Scope, Alison. "Attention-Deficit/Hyperactivity Disorder (ADHD)." In Encyclopedia of Quality of Life and Well-Being Research, 272–76. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_124.

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Stein, David S., Elizabeth B. Harstad, and William J. Barbaresi. "Attention-Deficit/Hyperactivity Disorder (ADHD)." In Care of Adults with Chronic Childhood Conditions, 39–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43827-6_3.

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Miller, Carlin J. "Attention Deficit Hyperactivity Disorder (ADHD)." In Encyclopedia of Adolescence, 319–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_218.

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Pelham, William E., and Daniel A. Waschbusch. "Attention-Deficit Hyperactivity Disorder (ADHD)." In Practitioner’s Guide to Evidence-Based Psychotherapy, 93–100. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-28370-8_8.

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Conference papers on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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Romadona, Nur Faizah. "Attention Deficit-hyperactivity Disorder (ADHD) in Preschool." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007038902430247.

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Zhang, Wei, Li Fan, and Ye-Ping Jiang. "Memory Updating Deficit in Attention Deficit Hyperactivity Disorder (ADHD) Children." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0001.

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Kazda, Luise, Rae Thomas, Katy Bell, Kevin McGeechan, and Alexandra Barratt. "27 Are we overdiagnosing attention deficit hyperactivity disorder (ADHD)?" In Preventing Overdiagnosis Abstracts, December 2019, Sydney, Australia. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-pod.41.

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M. Alves, Lorraine, Klaus F. Côco, Mariane L. de Souza, and Patrick M. Ciarelli. "Graph Theory Analysis of Microstates in Attention-Deficit Hyperactivity Disorder." In Congresso Brasileiro de Automática - 2020. sbabra, 2020. http://dx.doi.org/10.48011/asba.v2i1.1481.

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Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders of childhood and youth. The diagnosis of ADHD remains essentially clinical, based on history and questionnaires for symptom assessment, therefore, a biomarker can be of great value to reduce the inherent uncertainty of clinical diagnosis. In recent years, several studies have been carried out to assess the usefulness of neurophysiological (electroencephalography - EEG)and functional image data to assist in the process of diagnosing ADHD. Previous researches have revealed evidences that microstates are selectively affected by ADHD, indicating that their analysis may be a useful tool in methods of automatic disease identication. In this paper is proposed a new methodology for the detection of ADHD using EEG microstate analysis and graph theory. The proposed method allows modeling and interpreting each microstate as a complex network, which permits to identify the effect of ADHD on some characteristics of the built networks. In addition, it provides useful information to identify ADHD and subtypes patients with an accuracy around 99%, indicating that the proposed method is promising.

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Dalpé, Julien, Georgette Goupil, France Landry, and Rachel Paquette. "ADJUSTMENT OF GRADUATE STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact065.

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Kaiser, I., L. Overdick, N. Blazynski, C. Clement, K. Schneider-Momm, H. Clement, C. Fleischhaker, and E. Schulz. "Restricted Elimination diet for Children with Attention-deficit/hyperactivity disorder (ADHD)." In Abstracts of the 30th Symposium of the AGNP. Georg Thieme Verlag KG, 2017. http://dx.doi.org/10.1055/s-0037-1606420.

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Maya-Piedrahita, M. C., D. Cardenas-Pena, and A. A. Orozco-Gutierrez. "Diagnosis of attention deficit and hyperactivity disorder (ADHD) using Hidden Markov Models." In 2020 28th European Signal Processing Conference (EUSIPCO). IEEE, 2021. http://dx.doi.org/10.23919/eusipco47968.2020.9287676.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.

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Mitrpanont, Jarernsri, Bawanpak Bousai, Nuttakarn Soonthornchart, Kamon Tuanghirunvimon, and Teeranun Mitrpanont. "iCare-ADHD: A Mobile Application Prototype For Early Child Attention Deficit Hyperactivity Disorder." In 2018 Seventh ICT International Student Project Conference (ICT-ISPC). IEEE, 2018. http://dx.doi.org/10.1109/ict-ispc.2018.8523973.

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Reports on the topic "Attention deficit disorder with or without hyperactivity (ADHD)"

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Does late-onset ADHD share the same neurocognitive markers as childhood-onset ADHD? ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14092.

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Researchers in the Netherlands have published their findings from a 6-year prospective, longitudinal study that aimed to identify neurocognitive markers of late-onset attention-deficit/hyperactivity disorder (ADHD).

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Should emotion dysregulation be considered a core component of ADHD? ACAMH, December 2019. http://dx.doi.org/10.13056/acamh.10682.

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Depression is highly prevalent but under-reported in children with ADHD. ACAMH, August 2018. http://dx.doi.org/10.13056/acamh.10569.

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Researchers at Cardiff University have investigated whether the symptoms of depression observed in patients with attention-deficit/hyperactivity disorder (ADHD) differ from those reported in the general population.

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How effective is medication for ADHD symptoms in children with ASD? ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14221.

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Clinically significant attention-deficit/hyperactivity disorder (ADHD) symptoms are common and impairing in children with autism spectrum disorder (ASD).1 Moreover, ADHD is the most common co-occurring mental health diagnosis driving increased rates of medication use in children with ASD.

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Cord blood metabolites linked with an ADHD diagnosis in childhood. ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.15036.

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Researchers in the USA have analysed whether the levels of branched-chain amino acids (BCAAs) detectable in maternal plasma and newborn cord blood are associated with the development of attention-deficit hyperactivity disorder (ADHD) later in childhood.

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Emotional impulsivity and deficient emotional self-regulation might be core symptoms of ADHD. ACAMH, December 2019. http://dx.doi.org/10.13056/acamh.10680.

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A large proportion of children with attention-deficit/hyperactivity disorder (ADHD) exhibit notable emotion-related problems (or “emotional symptoms”). These emotional symptoms seem to associate with poor quality of life, impaired social adjustment and reduced marital status.

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Age-related immaturity in the classroom can lead to ADHD misdiagnosis. ACAMH, December 2019. http://dx.doi.org/10.13056/acamh.10683.

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Researchers from Australia, France, the USA and the UK have come together to compile a 2019 Annual Research Review for the Journal of Child Psychology and Psychiatry on the correlation between a late birth-date (relative to the school year) and risk of attention-deficit/hyperactivity disorder (ADHD).

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Does having both ADHD and irritability symptoms in childhood predict mental health outcomes in adolescence? ACAMH, November 2020. http://dx.doi.org/10.13056/acamh.13768.

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Attention-deficit/hyperactivity disorder (ADHD) symptoms combined with high levels of irritability during childhood is a significant predictor of subsequent mental health problems and suicidality in adolescence, according to findings from a new study.

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ADHD in CYP with autism, and pharmacological treatment ‘CAMHS around the Campfire’. ACAMH, May 2021. http://dx.doi.org/10.13056/acamh.15824.

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This session we are discussing ADHD in children and young people with autism, in relation to pharmacological treatment, with the focus on Dr. Stephanie Ameis’ in JCPP ‘Practitioner Review: Pharmacological treatment of attention‐deficit/hyperactivity disorder symptoms in children and youth with autism spectrum disorder: a systematic review and meta‐analysis’ first published 26 August 2020.

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New developmentally appropriate diagnostic criteria need to be established to identify ADHD early in preschoolers. ACAMH, December 2019. http://dx.doi.org/10.13056/acamh.10681.

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Attention-deficit/hyperactivity disorder (ADHD) typically emerges during preschool years and in a subset of children, can persist into adolescence. Early identification might help promote a favourable ADHD trajectory, but the current predictors of ADHD persistence are insufficient.

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