Journal articles: 'Attention-deficit-disordered children Attention-deficit hyperactivity disorder'

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Nazir, Racha, Karen Carvalho, Steven Lippmann, and Karim Sedky. "Attention deficit hyperactivity disorder and sleep disordered breathing in children." Journal of Pediatric Biochemistry 03, no. 02 (August 1, 2016): 061–67. http://dx.doi.org/10.1055/s-0036-1586430.

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Laird, Lyle Knight, and Judith J. Saklad. "Attention-Deficit Hyperactivity Disorder." Journal of Pharmacy Practice 3, no. 4 (August 1990): 241–51. http://dx.doi.org/10.1177/089719009000300406.

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Attention-deficit hyperactivity disorder (ADHD) is the most common of the childhood psychiatric disorders, with a prevalence rate of up to 20%, and is probably genetically transmitted. ADHD is characterized by impulsive behavior, hyperactivity, and decreased attention span. It is often extremely disruptive to the afflicted individuals social interactions and school performance. Therapeutic approaches to ADHD should be multimodal, including medications, family, and educational therapies. The pathophysiology of ADHD is not yet fully understood. Catecholoamines are believed to play a significant role with serotonin in an adjunctive role. Pathophysiological theories are supported by useful drug therapies that are known to affect dopamine and norepinephrine metabolism. Stimulants remain the drugs of choice, with methylphenidate most commonly used. Dextroamphetamine and pemoline are also effective. The rational use of these drugs is discussed. Antidepressants are second-line drug therapies; their usefulness is most apparent in patients who have high levels of anxiety and/or depression. Other potentially useful medications, including clonidine and the antipsychotics, are discussed. Adult populations can also express ADHD; treatment is similar to that used in children. Overall, ADHD is an important illness with significant morbidity. Pharmacotherapy is highly effective for its treatment and forms the cornerstone of therapy. This review of ADHD seeks to promote a greater understanding of this disorder and its appropriate drug therapy.

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Dykman, Roscoe A., and Peggy T. Ackerman. "Behavioral Subtypes of Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 132–41. http://dx.doi.org/10.1177/001440299306000207.

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This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): without hyperactivity (ADD/WO), with hyperactivity (ADDH), and with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk to have oppositional and conduct disorders, whereas children with ADD/WO tend to show symptoms such as anxiety and depressed mood. Children in the three subtypes have similar rates of learning disabilities, but all have higher rates than found in control groups. Teacher and parent ratings are more sensitive than laboratory measures in differentiating the subtypes. Follow-up studies strongly suggest more adverse outcomes for ADDHA children.

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Batsche, George M., and Howard M. Knoff. "Children with Attention Deficit Hyperactivity Disorder." Special Services in the Schools 9, no. 1 (April 21, 1995): 69–95. http://dx.doi.org/10.1300/j008v09n01_04.

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Meletis, Chris D., and Ben Bramwell. "Attention-Deficit/Hyperactivity Disorder in Children." Alternative and Complementary Therapies 6, no. 6 (December 2000): 315–20. http://dx.doi.org/10.1089/act.2000.6.315.

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Leffert, Nancy, and Amy Susman. "Attention deficit hyperactivity disorder in children." Journal of Pediatrics 5, no. 4 (1993): 429–33. http://dx.doi.org/10.1097/00008480-199308000-00009.

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Baxter, Peter S. "Attention-deficit hyperactivity disorder in children." Current Opinion in Pediatrics 7, no. 4 (August 1995): 381–86. http://dx.doi.org/10.1097/00008480-199508000-00007.

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Ray, G. Thomas, Peter Levine, Lisa A. Croen, Farasat A. S. Bokhari, Teh-wei Hu, and Laurel A. Habel. "Attention-Deficit/Hyperactivity Disorder in Children." Archives of Pediatrics & Adolescent Medicine 160, no. 10 (October 1, 2006): 1063. http://dx.doi.org/10.1001/archpedi.160.10.1063.

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Bramble, D., A. Klassen, P. Raina, A. Miller, S. Lee, M. S. Thambirajah, A. Weaver, and G. D. Kewley. "Attention deficit hyperactivity disorder in children." BMJ 317, no. 7167 (October 31, 1998): 1250. http://dx.doi.org/10.1136/bmj.317.7167.1250b.

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Zinov'eva, O. E., E. G. Rogovina, and E. A. Tyrinova. "Attention deficit hyperactivity disorder in children." Neurology, Neuropsychiatry, Psychosomatics, no. 1 (May 6, 2014): 4. http://dx.doi.org/10.14412/2074-2711-2014-1-4-8.

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Matkeeva, A. "Attention Deficit Hyperactivity Disorder in Children." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 187–92. http://dx.doi.org/10.33619/2414-2948/63/16.

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The article presents the characteristics of 60 children with attention deficit hyperactivity disorder (ADHD) aged 6 to 11 years, depending on the type of classification, who were treated at the National Center for Maternal and Child Health (Bishkek).

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Toone, Brian, Maria Clarke, and Susan Young. "Attention-deficit hyperactivity disorder in adults." Advances in Psychiatric Treatment 5, no. 2 (March 1999): 112–19. http://dx.doi.org/10.1192/apt.5.2.112.

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Attention-deficit hyperactivity disorder (ADHD) and hyperkinetic disorder are well-established diagnoses in children, with estimates of prevalence in pre-adolescent children from 3 to 5%. Until recently ADHD was not thought to persist beyond adolescence, but results from long-term prospective outcome studies indicate that 30–70% of children with ADHD exhibit some symptoms as adults. Recognition of this disorder is important as the persistence of ADHD symptoms has been shown to be associated with academic and occupational failure and high rates of psychiatric comorbidity. With the establishment of a UK support group (LADDER) and increasing media attention highlighting this problem it is likely that there will be an increased demand for psychiatric assessment of adult ADHD in the next few years.

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Janakiraman, Raguraman, and Tony Benning. "Attention-deficit hyperactivity disorder in adults." Advances in Psychiatric Treatment 16, no. 2 (March 2010): 96–104. http://dx.doi.org/10.1192/apt.bp.107.003848.

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SummaryAttention-deficit hyperactivity disorder (ADHD) is an established diagnosis in children but there is a lack of agreement about its validity as a distinct entity in adults. Literature suggests that between one-third and two-thirds of children diagnosed with ADHD continue to manifest symptoms into adulthood. An adult diagnosis should be done on the basis of a thorough assessment, structured and semi-structured clinical interview, and with a complete understanding of the symptoms that manifest in adults. This may be supplemented by the use of rating scales. We present a review of the literature covering aetiology, clinical presentations, diagnostic evaluation and management of ADHD in adults.

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Gravestock, Fred. "Attention-Deficit Hyperactivity Disorder: An introduction." Queensland Journal of Guidance and Counselling 2 (November 1988): 17–28. http://dx.doi.org/10.1017/s1030316200000054.

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Attention-Deficit Hyperactivity Disorder (ADHD) is one of numerous explanations for ongoing behaviour disturbance in children both at home and school. With an incidence rate of between 5% and 10% in the general population, it accounts for a significant percentage of patients presented at child guidance facilities. It is a pervasive and chronic developmental disorder as apparent from its natural course. Treatment, while effective in the short-term, has limited impact on the long-term prospects for these children. Current research in multi-modal, long-term treatment is however producing more positive results. Presentation of research findings on the classroom behaviour of ADHD are followed by consideration of several methods for assessing the disorder. The paper concludes with a brief outline of the role teachers, guidance officers and school counsellors can play in this major childhood disorder.

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Araz Altay, Mengühan, Işık Görker, Begüm Demirci Şipka, Leyla Bozatlı, and Tuğçe Ataş. "Attention Deficit Hyperactivity Disorder and Psychiatric Comorbidities." Eurasian Journal of Family Medicine 9, no. 1 (March 31, 2020): 27–34. http://dx.doi.org/10.33880/ejfm.2020090104.

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Aim: This study aims to obtain current information on the clinical features of attention deficit hyperactivity disorder cases, comorbid psychiatric disorders and psychiatric drug use. Methods: All patients between the ages of 6 and 18 years who were admitted to our outpatient clinic and diagnosed with attention deficit hyperactivity disorder were included in the study. The files of the patients were examined and their demographic characteristics, symptoms, psychiatric diagnoses and drug profiles were recorded. The pattern of the psychiatric disorders accompanied by attention deficit hyperactivity disorder cases and the differences according to age and gender were analyzed. The differences were determined in patients with psychiatric comorbidity compared to those without. Result: The mean age of the 777 patients included in the study was 11.1±2.94 and 76.6% were boys. 60.9% of attention deficit hyperactivity disorder patients had comorbid psychiatric disorders. The most common psychiatric comorbidities were specific learning disability (23.6%), oppositional defiant disorder (12.9%) and conduct disorder (12.1%). There was no difference between the genders in terms of the incidence of psychiatric comorbidities. The rate of psychiatric comorbidity was significantly higher in adolescents than in children. A psychotropic medication was used in 86.4% of the cases and psychotropic polypharmacy was present in 31.5%. The rate of polypharmacy was significantly higher in the group with psychiatric comorbidity. Conclusion: Attention deficit hyperactivity disorder is frequently accompanied by other psychiatric disorders and the psychiatric comorbidity leads to a more complicated clinical profile. Approximately one-third of attention deficit hyperactivity disorder patients have psychiatric polypharmacy and these patients should be carefully monitored. Primary care physicians who are frequently confronted with attention deficit hyperactivity disorder cases should be careful about psychiatric comorbidities. Keywords: Child psychiatry, attention deficit hyperactivity disorder, mental disorders, Family practice

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Goulardins, Juliana B., Juliana C. B. Marques, and Jorge A. De Oliveira. "Attention Deficit Hyperactivity Disorder and Motor Impairment." Perceptual and Motor Skills 124, no. 2 (January 31, 2017): 425–40. http://dx.doi.org/10.1177/0031512517690607.

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Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder during childhood, affecting approximately 3–6% of school-aged children; its cardinal symptoms of high activity, impulsivity, and behavioral distractibility might be assumed to have close relationships to interferences with motor skills. A separate body of literature attests to ways that motor problems can severely impact children’s daily lives, as motor problems may occur in 30–50% of children with ADHD. This article critically reviews research on motor impairment in children with ADHD, notable differences in motor performance of individuals with ADHD compared with age-matched controls, and possible neural underpinnings of this impairment. We discuss the highly prevalent link between ADHD and developmental coordination disorder (DCD) and the lack of a clear research consensus about motor difficulties in ADHD. Despite increasing evidence and diagnostic classifications that define DCD by motor impairment, the role of ADHD symptoms in DCD has not been delineated. Similarly, while ADHD may predispose children to motor problems, it is unclear whether any such motor difficulties observed in this population are inherent to ADHD or are mediated by comorbid DCD. Future research should address the exact nature and long-term consequences of motor impairment in children with ADHD and elucidate effective treatment strategies for these disorders together and apart.

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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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Armstrong, Mary Beth, and Sandra K. Nettleton. "Attention Deficit Hyperactivity Disorder and Preschool Children." Seminars in Speech and Language 25, no. 3 (August 2004): 225–32. http://dx.doi.org/10.1055/s-2004-833670.

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Kim, Gun-Ha, Ji Yeon Kim, Jung Hye Byeon, Baik-Lin Eun, Young Jun Rhie, Won Hee Seo, and So-Hee Eun. "Attention Deficit Hyperactivity Disorder in Epileptic Children." Journal of Korean Medical Science 27, no. 10 (2012): 1229. http://dx.doi.org/10.3346/jkms.2012.27.10.1229.

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Greenhill, Laurence L., Kelly Posner, Brigette S. Vaughan, and Christopher J. Kratochvil. "Attention Deficit Hyperactivity Disorder in Preschool Children." Child and Adolescent Psychiatric Clinics of North America 17, no. 2 (April 2008): 347–66. http://dx.doi.org/10.1016/j.chc.2007.11.004.

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Mokobane, Maria, Basil Pillay, Nicho Thobejane, and Anneke Meyer. "Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 2 (September 27, 2019): 250–61. http://dx.doi.org/10.1177/0081246319876145.

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Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.

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Mostofsky, S. H., A. G. Lasker, L. E. Cutting, M. B. Denckla, and D. S. Zee. "Oculomotor abnormalities in attention deficit hyperactivity disorder." Neurology 57, no. 3 (August 14, 2001): 423–30. http://dx.doi.org/10.1212/wnl.57.3.423.

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Background: Prevailing hypotheses suggest that attention deficit hyperactivity disorder (ADHD) is secondary to dysfunction of motor intentional systems mediated by prefrontal circuitry. Oculomotor paradigms provide a mechanism for examining and localizing dysfunction at the interface between movement and cognition.Objective: Three different saccade tasks (reflexive or prosaccades, antisaccades, and memory-guided saccades) were used to examine functions necessary for the planning and the execution of eye movements, including motor response preparation, response inhibition, and working memory.Methods: The study included 19 children with ADHD, divided into two groups: a group of 8 children on methylphenidate at the time of testing and a group of 11 children not taking any psychoactive medication. Results from the two groups were compared with those from 25 age- and gender-matched normal control children.Results: Both groups of children with ADHD made significantly more directional errors than did controls on the antisaccade task and significantly more anticipatory errors than did controls on the memory-guided saccade task, findings that are consistent with deficits in response inhibition. There were no significant differences in prosaccade latency, although unmedicated children with ADHD showed significantly greater variability in latency on the prosaccade task than did controls. On the memory-guided saccade task there were no significant differences in saccade accuracy; however, unmedicated children with ADHD showed longer saccade latency than did either controls or medicated children with ADHD.Conclusions: Oculomotor findings suggest that deficits in prefrontal functions, in particular response inhibition, contribute to behavioral abnormalities observed in ADHD. Findings also suggest that the administration of methylphenidate is associated with improvements in the consistency of motor response. Although there were no observed improvements in response inhibition with methylphenidate, conclusions await a design in which subjects complete testing both on and off medication.

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Barkauskienė, Rasa, Asta Bongarzoni, Rasa Bieliauskaitė, Roma Jusienė, and Saulė Raižienė. "Attention-deficit/hyperactivity disorder: possibilities of early diagnostics." Medicina 45, no. 10 (October 10, 2009): 764. http://dx.doi.org/10.3390/medicina45100099.

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The present study aimed at analyzing the possibilities of early diagnostics of attention-deficit/ hyperactivity disorder in toddlers and preschool children. Parents and caregivers from children day care centers provided information about 863 children (mean age, 47.18 months; 410 girls and 453 boys). The methods used in the study were as follows: Child Behavior Checklist/1½-5 (CBCL), Caregiver-Teacher Report Form (C-TRF), and clinical questionnaire for evaluation of attention-deficit/hyperactivity disorder symptoms. The study consisted of two stages: 1) screening of the emotional and behavioral problems of children based on parental and caregiver-teachers’ reports; 2) clinical interview with parents of children at risk for attentiondeficit/ hyperactivity disorder as measured by empirical ratings of attention hyperactivity symptoms. Results revealed that according to parental ratings, attention and hyperactivity problems are related to children’s age. According to caregiver-teachers’ ratings, boys were rated as having more problems of attention and hyperactivity than girls. Based on the results from the first stage, children at risk for attention-deficit/hyperactivity disorder were analyzed further. Case study analysis showed attention-deficit/hyperactivity disorder symptoms in these children to be a part of overall pattern characterized by behavioral, emotional, and other problems. The quantitative as well as qualitative analysis provides the evidence for a high comorbidity of attention-deficit/ hyperactivity disorder and other emotional and behavioral problems in early childhood. Study showed that comprehensive clinical assessment is necessary for early diagnostics of ADHD.

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Li, Chiang-shan Ray, Wei-hao Lin, Hsueh-ling Chang, and Ya-wen Hung. "A Psychophysical Measure of Attention Deficit in Children With Attention-Deficit/Hyperactivity Disorder." Journal of Abnormal Psychology 113, no. 2 (2004): 228–36. http://dx.doi.org/10.1037/0021-843x.113.2.228.

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Nazer, M., and O. Hamid. "Comparison of Learning Disabilities in Reading, Math, Spelling and Academic Progress of Children with Attention Deficit Disorder with Hyperactivity and Normal Children at Elementary Schools." European Psychiatry 41, S1 (April 2017): S218. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2201.

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Learning disabilities and attention deficit disorder with hyperactivity of important issues should be considered in elementary school students. The aim of this study was comparison learning disorders, reading, spelling, math and achievement among students in elementary school grades in Bandar Abbas. For this purpose, 384 students were randomly selected. Instruments for gathering data were:– k-Math test;– test spelling disorder (Fallahchai test);– reading test (Baezat test);– CSI-4.Factor analysis of variance test was used to analyze of data. The results showed that in the scale of dyslexia, there were more disorders in the children with attention deficit disorder in reading errors, comprehension and reading speed than normal group. In mathematical disorder scale, there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in operations math, mathematical concepts, mathematical applications, and general score math. The scale of the problem dictates there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in problem dictates. In academic achievement, the children with attention deficit disorder had lower mean in academic achievement. Finally, the results showed that age, gender, and their interaction had no significant impact on learning disorders, based on attention deficit disorder and normal groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Calhoun, George, Cyndra K. Fees, and James A. Bolton. "Attention-Deficit Hyperactivity Disorder: Alternatives for Psychotherapy?" Perceptual and Motor Skills 79, no. 1 (August 1994): 657–58. http://dx.doi.org/10.2466/pms.1994.79.1.657.

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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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Permatawati, Medina, Agung Triono, and Mei Neni Sitaresmi. "Sleep disorders in children with attention-deficit/hyperactivity disorder." Paediatrica Indonesiana 1, no. 1 (March 19, 2018): 48. http://dx.doi.org/10.14238/pi1.1.2018.46-50.

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Background Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioral abnormality that commonly occurs among children. Sleep disorders are comorbid with ADHD. Sleep disorders in Indonesian children with ADHD have not been widely studied.Objective To understand the proportion and factors that influence sleep disorders in children with ADHD. Methods This cross-sectional study involved 54 children aged 3-14 years who had been diagnosed with ADHD by a pediatric growth and development consultant using DSM-5 criteria. The subjects were consecutively selected from March to August 2017 at the Child Development Polyclinic, Dr. Sardjito Hospital, Yogyakarta. Sleep data were collected using the Sleep Disturbances Scale for Children (SDSC) and the Children’s Sleep Hygiene Scale (CSHS).Results Of the 54 children with ADHD (46 males and 8 females), 35 (64.8%) experienced sleep disorders. The majority (26 subjects, 48.1%) had the disorder of initiating and maintaining sleep. Children with the combined (inattention and hyperactive-impulsive) type of ADHD experienced significantly greater sleep disturbance compared to the inattention type or hyperactive-impulsive type (OR=3.750; 95% CI 1.133 to 12.41; P=0.027). Poor sleep hygiene was also significantly associated with more severe sleep disorders (r=-0.383, P=0.004).Conclusion The proportion of sleep disorder in children with ADHD is relatively high, with the majority having a disorder of initiating and maintaining sleep. Children with combined type ADHD experience a higher amount of sleep disorder than those with either the inattention or hyperactive-impulsive types of ADHD. Children with poor sleep hygiene have significantly more severe sleep disorders.

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Permatawati, Medina, Agung Triono, and Mei Neni Sitaresmi. "Sleep disorders in children with attention-deficit/hyperactivity disorder." Paediatrica Indonesiana 58, no. 1 (March 20, 2018): 48. http://dx.doi.org/10.14238/pi58.1.2018.48-52.

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Background Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioral abnormality that commonly occurs among children. Sleep disorders are comorbid with ADHD. Sleep disorders in Indonesian children with ADHD have not been widely studied.Objective To understand the proportion and factors that influence sleep disorders in children with ADHD. Methods This cross-sectional study involved 54 children aged 3-14 years who had been diagnosed with ADHD by a pediatric growth and development consultant using DSM-5 criteria. The subjects were consecutively selected from March to August 2017 at the Child Development Polyclinic, Dr. Sardjito Hospital, Yogyakarta. Sleep data were collected using the Sleep Disturbances Scale for Children (SDSC) and the Children’s Sleep Hygiene Scale (CSHS).Results Of the 54 children with ADHD (46 males and 8 females), 35 (64.8%) experienced sleep disorders. The majority (26 subjects, 48.1%) had the disorder of initiating and maintaining sleep. Children with the combined (inattention and hyperactive-impulsive) type of ADHD experienced significantly greater sleep disturbance compared to the inattention type or hyperactive-impulsive type (OR=3.750; 95% CI 1.133 to 12.41; P=0.027). Poor sleep hygiene was also significantly associated with more severe sleep disorders (r=-0.383, P=0.004).Conclusion The proportion of sleep disorder in children with ADHD is relatively high, with the majority having a disorder of initiating and maintaining sleep. Children with combined type ADHD experience a higher amount of sleep disorder than those with either the inattention or hyperactive-impulsive types of ADHD. Children with poor sleep hygiene have significantly more severe sleep disorders.

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Lamont, John. "Homoeopathic treatment of attention deficit hyperactivity disorder." British Homeopathic Journal 86, no. 04 (October 1997): 196–200. http://dx.doi.org/10.1016/s0007-0785(97)80044-0.

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Abstract43 children with attention deficit hyperactivity disorder (ADHD) were alternately assigned to either placebo or homoeopathic treatment in a double blind, partial crossover study to determine the effectiveness of homoeopathy for this disorder. Medicines or placebos were given to parents or carers and were administered to children by the parent or carers. After 10 days children in the placebo group were given homoeopathic medicines. Statistical comparisons were made on the basis of parent or carer ratings of ADHD behaviour before and after treatment. Scores for subjects initially in the placebo group were compared with those initially in the homoeopathic group; and scores for subjects initially in the placebo group were compared with scores for the same subjects after they received homoeopathic medicine. Statistically significant differences were found for both comparisons, supporting the hypothesis that homoeopathic treatment is superior to placebo treatment for ADHD.

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Korabel’nikova, E. A. "Anxiety disorders in children with attention deficit/hyperactivity disorder." Russian Journal of Woman and Child Health 3, no. 4 (2020): 302–8. http://dx.doi.org/10.32364/2618-8430-2020-3-4-302-308.

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Aim: to assess the prevalence and presentations of anxiety in preschool children with attention deficit/hyperactivity disorder (ADHD). Patients and Methods: preschoolers (4–6 years) and their parents were enrolled. 30 children with ADHD and their parents were included in the study group and 15 healthy children and their parents were included in the control group. The study was performed in Moscow kindergartens. Clinical anamnestic, experimental psychological (Р. Temple, М. Dorkey, and Е.W. Amen anxiety test adapted by V.M. Astapov; “Fears in Houses” test modified by M.A. Panfilova; questionnaire for anxiety in children for a teacher and parents by G.P. Lavrent’eva and T.M. Titarenko), and statistical tests were applied. Results: in children with ADHD, a significantly higher level of anxiety was reported as demonstrated by Р. Temple, М. Dorkey, and Е.W. Amen anxiety test results (i.e., the test completed by children themselves). The percentage of children with 15 fears or more was significantly higher in the study group compared to the control group. Most preschoolers from both groups experience so-called age-related fears. In addition, age-inappropriate social fears (e.g., a fear of punishment or a fear of being late for kindergarten) were revealed in children with ADHD. These fears were much more common in the study group compared to the control group. Conclusions: our findings demonstrate a higher level of anxiety in children with ADHD compared to healthy children. Therefore, anxiety may be regarded as an ADHD-associated factor. In addition to typical age-related fears, children with ADHD experience so-called social fears. This phenomenon illustrates a fear of disapproval and punishment and a propensity for low self-esteem. KEYWORDS: attention deficit/hyperactivity disorder, anxiety disorders, preschoolers. FOR CITATION: Korabel’nikova E.A. Anxiety disorders in children with attention deficit/hyperactivity disorder. Russian Journal of Woman and Child Health. 2020;3(4):302–308. DOI: 10.32364/2618-8430-2020-3-4-302-308.

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Mokobane, Maria, Basil Joseph Pillay, and Anneke Meyer. "Behaviour planning and inhibitory control in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 1 (March 28, 2019): 11–23. http://dx.doi.org/10.1177/0081246319838104.

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Attention-deficit hyperactivity disorder is one of the most common disorders that can occur in children. The symptoms are thought to result from a deficit in executive functions. This study investigated whether children with attention-deficit hyperactivity disorder subtypes differed in behavioural planning and response inhibition, two of the domains of executive functioning, from a control group without attention-deficit hyperactivity disorder symptoms. Furthermore, it examined whether the three attention-deficit hyperactivity disorder subtypes differed from each other in terms of performance. The sample ( n = 320) consisted of primary school children, aged between 6 and 14 years, from the Moletjie circuit (Limpopo). It consisted of an attention-deficit hyperactivity disorder group ( n = 160) and a control group ( n = 160). The Disruptive Behavioural Disorder rating scale was used to establish the symptoms of attention-deficit hyperactivity disorder. The Tower of London was used to measure planning ability, and the inhibition subtest (arrows and shapes) from the NEPSY-II (Developmental Neuropsychological Assessment, second edition) to measure response inhibition. Analysis of variance was employed to establish differences in subtype, gender, and age group. The results showed that children with the combined attention-deficit hyperactivity disorder subtype demonstrated significantly more deficits than the control group, in both behavioural planning and inhibition control. No significant differences between the hyperactive/impulsive and inattentive attention-deficit hyperactivity disorder subtypes and the control group were found. Gender and age did not influence performance with regard to planning and inhibition tasks. Correlations between planning behaviour and response inhibition were low, which suggests that they are distinct processes.

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Justman, Stewart. "Attention Deficit/Hyperactivity Disorder: Diagnosis and Stereotypy." Ethical Human Psychology and Psychiatry 17, no. 2 (2015): 135–44. http://dx.doi.org/10.1891/1559-4343.17.2.135.

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The official symptoms of attention deficit disorder and attention deficit/hyperactivity disorder (ADHD) as first codified in the 3rd edition of the Diagnostic and Statistical Manual of Mental Disorders bear an uneasy resemblance to potent caricatures of Blacks that had long been in circulation in the United States. In effect, traits such as laziness and troublesomeness persistently associated with Blacks became symptoms that could be had by anyone, Black, White, or other. But just as racial imagery plays on stereotypes, the ADHD diagnosis itself has become a stereotype. Only stereotyped figures have the telltale marks of identity that children with ADHD are said to have. As we have known at least since the time of the prejudice studies cited by the United States Supreme Court in 1954, stereotypes can be highly injurious, especially if they are internalized by their objects. Children who grow with the diagnosis of ADHD, incorporating it into their sense of self even while it is under construction, may well internalize its messages. That in turn may have something to do with the dismal long-term outcomes of ADHD despite the relative rarity of severe cases.

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Türkoğlu, Serhat, Battal Tahsin Somuk, Emrah Sapmaz, and Ayhan Bilgiç. "Effect of adenotonsillectomy on sleep problems, attention deficit hyperactivity disorder symptoms, and quality of life of children with adenotonsillar hypertrophy and sleep-disordered breathing." International Journal of Psychiatry in Medicine 54, no. 3 (March 1, 2019): 231–41. http://dx.doi.org/10.1177/0091217419829988.

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Objective Chronic adenotonsillar hypertrophy is the most common etiologic reason for upper airway obstruction in childhood and has been found to be associated with a variety of psychiatric disorders and poor quality of life. In the present study, we investigated the impact of adenotonsillectomy on attention deficit hyperactivity disorder symptoms, sleep problems, and quality of life in children with chronic adenotonsillar hypertrophy. Methods The parents of children with chronic adenotonsillar hypertrophy filled out the Conners’s Parent Rating Scale-Revised Short form (CPRS-RS), Children’s Sleep Habits Questionnaire (CSHQ), and Pediatric Quality of Life Inventory, Parent version (PedsQL-P) before and six months after adenotonsillectomy. Results A total of 64 children were included in the study (mean age = 6.8 ± 2.4 years; boy:girl ratio= 1). The mean attention deficit hyperactivity disorder index and oppositionality subdomain scores of the CPRS-RS and all of the CSHQ subdomain scores (bedtime resistance, sleep-onset delay, sleep anxiety, night waking, parasomnias, sleep-disordered breathing, and daytime sleepiness) except for sleep duration significantly decreased after adenotonsillectomy ( p < 0.05). The PedsQL-P total score and both PedsQL-P physical health and psychosocial health subdomain scores were significantly higher at six months after adenotonsillectomy ( p < 0.001). Conclusions Child and adolescent psychiatrists should check the symptoms of chronic adenotonsillar hypertrophy to identify children with chronic adenotonsillar hypertrophy who suffer from sleep disturbance, attention deficit hyperactivity disorder symptoms, and oppositionality. Adenotonsillectomy seems to be beneficial for coexisting attention deficit hyperactivity disorder and sleep disorder symptoms and quality of life in these children.

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Kentrou, Vasiliki, Danielle MJ de Veld, Kawita JK Mataw, and Sander Begeer. "Delayed autism spectrum disorder recognition in children and adolescents previously diagnosed with attention-deficit/hyperactivity disorder." Autism 23, no. 4 (September 24, 2018): 1065–72. http://dx.doi.org/10.1177/1362361318785171.

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Phenotypic elements of autism spectrum disorder can be masked by attention-deficit/hyperactivity disorder symptoms, potentially leading to a misdiagnosis or delaying an autism spectrum disorder diagnosis. This study explored differences in the age of autism spectrum disorder diagnosis between participants with previously diagnosed attention-deficit/hyperactivity disorder versus autism spectrum disorder–only respondents. Children and adolescents, but not adults, initially diagnosed with attention-deficit/hyperactivity disorder received an autism spectrum disorder diagnosis an average of 1.8 years later than autism spectrum disorder–only children, although the findings regarding the adult sample should be interpreted with caution. Gender differences were also explored, revealing that the delay in receiving an autism diagnosis was 1.5 years in boys and 2.6 years in girls with pre-existing attention-deficit/hyperactivity disorder, compared with boys and girls without prior attention-deficit/hyperactivity disorder. No significant gender differences were observed in the adult sample. We argue that overlapping symptoms between autism spectrum disorder and attention-deficit/hyperactivity disorder might delay a formal diagnosis of autism either by leading to a misdiagnosis of attention-deficit/hyperactivity disorder or by making it difficult to identify the presence of co-occurring autism spectrum disorder conditions once an initial diagnosis of attention-deficit/hyperactivity disorder has been obtained. Current findings highlight the need to recruit multidimensional and multidisciplinary screening procedures to assess for potential emerging autism spectrum disorder hallmarks in children and adolescents diagnosed or presenting with attention-deficit/hyperactivity disorder symptoms.

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REID, ROBERT, and ANTONIS KATSIYANNIS. "Attention-Deficit/Hyperactivity Disorder and Section 504." Remedial and Special Education 16, no. 1 (January 1995): 44–52. http://dx.doi.org/10.1177/074193259501600106.

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How educators can best serve the needs of students with attention-Deficit/Hyperactivity Disorder (ADHD) is rapidly becoming a major issue. Section 504 of the Rehabilitation Act of 1973 is one avenue actively pursued by advocacy groups to obtain services for children with ADHD. As a result, Section 504 is experiencing a resurgence; however, because it has had little educational application since the inception of public law 94-142, many educators are unaware of the requirements posed by Section 504. A review of relevant office of civil rights rulings on eligibility, assessment, and accommodations for children with ADHD is provided.

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Pliszka, Steven, William W. Dodson, and Thomas J. Spencer. "Current Treatments of Attention-Deficit/Hyperactivity Disorder." CNS Spectrums 5, S3 (May 2000): s1—s8. http://dx.doi.org/10.1017/s1092852900023634.

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ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is a genetic disorder that affects both children and adults. Genetic studies have shown the heritability of ADHD to be higher than other psychiatric disorders. In addition, imaging studies have revealed various structural anomalies in the brain.Often ADHD persists into adulthood. The presentation of ADHD into adulthood most often results from childhood onset of ADHD. Symptoms of inattention and functional behavior tend to persist. These symptoms may often be less obvious, with less overt hyperactivity and impulsiveness.Stimulant medications remain the predominant choice for the treatment of ADHD. They are safe and offer good response. Common adverse reactions can usually be removed by changing the dose and the timing of medication administration. Of the second-line agents for treating ADHD, the tricyclic antidepressants have generated the most studies and have proved fairly efficacious.

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Thompson, Margaret. "Attention-deficit/hyperactivity disorder or hyperactivity in preschool children." British Journal of Hospital Medicine 68, no. 7 (July 2007): 356–59. http://dx.doi.org/10.12968/hmed.2007.68.7.23970.

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Dalebout, Susan D., Nickola W. Nelson, Paul J. Hletko, and Barbara Frentheway. "Selective Auditory Attention and Children With Attention-Deficit Hyperactivity Disorder." Language, Speech, and Hearing Services in Schools 22, no. 4 (October 1991): 219–27. http://dx.doi.org/10.1044/0161-1461.2204.219.

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The Selective Auditory Attention Test (SAAT) was given to children diagnosed as having Attention-Deficit Hyperactive Disorder (ADHD) twice: after the administration of methylphenidate, and after the administration of a placebo. Children in the control group were tested twice, but without drugs or placebos. Results revealed no simple drug effect, but a strong order effect. The implications of using the SAAT as a predictor of auditory attention deficits and concerns regarding its test-retest reliability are discussed.

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Bhargava, SubhashC, and Sujata Sethi. "Sleep disorders in children with attention-deficit hyperactivity disorder." Indian Journal of Psychiatry 47, no. 2 (2005): 113. http://dx.doi.org/10.4103/0019-5545.55958.

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Tsai, Ming-Horng, and Yu-Shu Huang. "Attention-deficit/Hyperactivity Disorder and Sleep Disorders in Children." Medical Clinics of North America 94, no. 3 (May 2010): 615–32. http://dx.doi.org/10.1016/j.mcna.2010.03.008.

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Barber, Anita D., Lisa A. Jacobson, Joanna L. Wexler, Mary Beth Nebel, Brian S. Caffo, James J. Pekar, and Stewart H. Mostofsky. "Connectivity supporting attention in children with attention deficit hyperactivity disorder." NeuroImage: Clinical 7 (2015): 68–81. http://dx.doi.org/10.1016/j.nicl.2014.11.011.

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Gleason, Andrew, and David Castle. "Adult attention-deficit hyperactivity disorder and bipolar disorder." Advances in Psychiatric Treatment 18, no. 3 (May 2012): 198–204. http://dx.doi.org/10.1192/apt.bp.110.008508.

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SummaryIncreasing attention is being paid to the concept of attention-deficit hyperactivity disorder (ADHD) in adults, in concord with evidence that suggests a proportion of children with ADHD continue to manifest symptoms into adulthood. Attention-deficit hyperactivity disorder has some symptoms in common with hypomania, and can co-occur with bipolar disorder. The diagnosis and management of ADHD in adults with bipolar disorder can be complicated, owing to challenges resulting from symptom overlap, questions of diagnostic validity and a paucity of empirical evidence to guide treatment. This article addresses comorbid ADHD and bipolar disorder, and provides practical suggestions for diagnosis and management.

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Devkota, Narmada, Shishir Subba, Janardan Devkota, Jaya Regmee, and Deepika Pokhrel. "Validation of Attention Deficit Hyperactivity Disorder Diagnostic Scale for Children." Journal of Nepal Health Research Council 16, no. 3 (November 2, 2018): 264–68. http://dx.doi.org/10.3126/jnhrc.v16i3.21421.

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Background: There is no valid Attention Deficit Hyperactivity Disorder diagnostic tool to fit Nepalese culture and language till date. Current study is intended to develop and validate the Attention Deficit Hyperactivity Disorder scale for children in Nepal.Methods: Mixed method study was conducted with 840 samples (i.e. children with Attention Deficit Hyperactivity Disorder =356, Anxiety =128 and General Population=356).Items generation, scale development andscale evaluation were the three consecutive steps followed to develop and validate the scale.Children with Attention Deficit Hyperactivity Disorder (already met the Diagnostic and statistical Manual-5 criteria) were further assessed by KiddieSchedule for Affective disorders and Schizophrenia (K-SADS-PL), Child and Adolescent Symptoms Inventory (CASI5) to confirm the diagnosis and psychometric validation. Pilot studies were done for items clarity. Each data obtained from three comparison groups (Attention Deficit Hyperactivity Disorder , Anxiety and General Population) were included for standardization process where tests of dimensionality, reliability, validity,calculating norms (cut off) were doneas scale evaluation process.Results: The final version of the scale had 21 items. Three sub-scales (Inattention, Impulsivity and Hyperactivity) were identified by using Principal Axis Factor Analysis.All factors showed strong statistically significant convergent validity and Discriminant validity Cronbach’s alpha of each item is ≥ 0.91.As total score criteria, 38.5 is considered as the best cut-off point for this scale.Conclusions: By using systematic process, a valid and reliable Attention Deficit Hyperactivity Disorder diagnostic scale is being developed in Nepalese culture and language.

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Devkota, Narmada, Shishir Subba, Janardan Devkota, Jaya Regmee, and Deepika Pokhrel. "Validation of Attention Deficit Hyperactivity Disorder Diagnostic Scale for Children." Journal of Nepal Health Research Council 16, no. 3 (October 30, 2018): 264–68. http://dx.doi.org/10.33314/jnhrc.v16i3.1407.

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Background: There is no valid Attention Deficit Hyperactivity Disorder diagnostic tool to fit Nepalese culture and language till date. Current study is intended to develop and validate the Attention Deficit Hyperactivity Disorder scale for children in Nepal.Methods: Mixed method study was conducted with 840 samples (i.e. children with Attention Deficit Hyperactivity Disorder =356, Anxiety =128 and General Population=356).Items generation, scale development and scale evaluation were the three consecutive steps followed to develop and validate the scale.Children with Attention Deficit Hyperactivity Disorder (already met the Diagnostic and statistical Manual-5 criteria) were further assessed by Kiddie-Schedule for Affective disorders and Schizophrenia (K-SADS-PL), Child and Adolescent Symptoms Inventory (CASI-5) to confirm the diagnosis and psychometric validation. Pilot studies were done for items clarity. Each data obtained from three comparison groups (Attention Deficit Hyperactivity Disorder , Anxiety and General Population) were included for standardization process where tests of dimensionality, reliability, validity,calculating norms (cut off) were doneas scale evaluation process.Results: The final version of the scale had 21 items. Three sub-scales (Inattention, Impulsivity and Hyperactivity) were identified by using Principal Axis Factor Analysis.All factors showed strong statistically significant convergent validity and Discriminant validity Cronbach’s alpha of each item is ? 0.91.As total score criteria, 38.5 is considered as the best cut-off point for this scale.Conclusions: By using systematic process, a valid and reliable Attention Deficit Hyperactivity Disorder diagnostic scale is being developed in Nepalese culture and language.Keywords: ADHD; development and validation; executive function.

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Ram, Ranga, Kim M. Schindler, Amy Bauer, Carlos N. Pato, and Michele T. Pato. "The Genetics of Attention-Deficit/Hyperactivity Disorder." CNS Spectrums 4, no. 5 (May 1999): 49–52. http://dx.doi.org/10.1017/s109285290001172x.

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AbstractAttention-deficit/hyperactivity disorder (ADHD) has an early childhood onset in the majority of cases. This has a considerable impact on the development of the affected individual, both directly (as a result of the symptoms) and indirectly (through the stresses imposed upon school, learning, socialization, and family life). Several lines of evidence point to a genetic component to ADHD. Family studies show a familial aggregation of ADHD, with a five- to sixfold increase in the incidence of ADHD among first-degree relatives. Twin studies reveal a higher concordance rate for ADHD among monozygotic twins compared with dizygotic twins. To date, molecular genetic research has focused on candidate genes in the dopaminergic system. Genes studied include the D2A1 allele of the dopamine D2 receptor gene, the dopamine transporter gene, and the dopamine D4 receptor gene. One of the major limitations to the study of the genetics of behavioral disorders in children has been the overlap among syndromes, including oppositional defiant disorder, conduct disorder, persistent (adult) ADHD, and bipolar disorder. Future research must address weaknesses in existing studies, including small samples sizes, restricted statistical power, and confounding factors such as comorbid illnesses, clinical heterogeneity with variable symptom severity, and unclear phenotypic boundaries.

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Flisher, A. J., and S. Hawkridge. "Attention deficit hyperactivity disorder in children and adolescents." South African Journal of Psychiatry 19, no. 3 (August 30, 2013): 5. http://dx.doi.org/10.4102/sajpsychiatry.v19i3.943.

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Riccio, Cynthia A., Jose J. Gonzalez, and George W. Hynd. "Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 311–22. http://dx.doi.org/10.2307/1511127.

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The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavioral functioning makes it difficult to disentangle behavioral from cognitive symptoms in children with learning disabilities. Historically, research on ADHD in children with learning disabilities has been wrought with methodological inconsistencies and is further confounded by the comorbidity of learning disabilities and ADHD. This article reviews the research specific to the relationship between learning disabilities and attention deficit disorders, both historical and current. Implications for future research relative to the increased specificity of the association between these disorders is discussed, with a focus on the need to decrease the heterogeneity of the populations studied by using subtypes of both learning disabilities and ADHD.

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Barreda-Hanson, Consuelo, and Christine Kilham. "Attention-Deficit Hyperactivity Disorder in Children under Five." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 34–39. http://dx.doi.org/10.1177/183693919702200407.

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Attention deficit hyperactivity disorder, or ADHD, continues to be a complex condition to assess and treat, particularly in young children. Nevertheless, early diagnosis and treatment of ADHD are crucial because early intervention may help attenuate or even prevent certain undesirable effects in the lives of children and their families. This article provides a description of the disorder as manifested by children under five years of age. This is followed by a discussion of diagnostic issues. Finally, an integrated approach to treatment is suggested.

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Menegassi, Márcia, Elza Daniel de Mello, Lísia Rejane Guimarães, Breno Córdova Matte, Fernanda Driemeier, Gabriela Lima Pedroso, Luis Augusto Rohde, and Marcelo Schmitz. "Food intake and serum levels of iron in children and adolescents with attention-deficit/hyperactivity disorder." Revista Brasileira de Psiquiatria 32, no. 2 (October 16, 2009): 132–38. http://dx.doi.org/10.1590/s1516-44462009005000008.

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Objective: To investigate hematologic variables related to iron deficiency and food intake in attention-deficit/hyperactivity disorder. Method: The sample comprised 62 children and adolescents (6-15 years old) divided into three groups: Group 1: 19 (30.6%) patients with attention-deficit/hyperactivity disorder using methylphenidate for 3 months; Group 2: 22 (35.5%) patients with attention-deficit/hyperactivity disorder who were methylphenidate naïve and Group 3: 21 (33.9%) patients without attention-deficit/hyperactivity disorder. Serum iron, ferritin, transferrin, hemoglobin, mean corpuscular volume, red cell distribution width, mean corpuscular hemoglobin concentration, nutritional diagnostic parameters - Body Mass Index Coefficient, food surveys were evaluated among the groups. Results: The attention-deficit/hyperactivity disorder group drug naïve for methylphenidate presented the highest red cell distribution width among the three groups (p = 0.03). For all other hematologic and food survey variables, no significant differences were found among the groups. No significant correlation between dimensional measures of attention-deficit/hyperactivity disorder symptoms and ferritin levels was found in any of the three groups. Conclusion: Peripheral markers of iron status and food intake of iron do not seem to be modified in children with attention-deficit/hyperactivity disorder, but further studies assessing brain iron levels are needed to fully understand the role of iron in attention-deficit/hyperactivity disorder pathophysiology.

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Journal articles on the topic 'Attention-deficit-disordered children Attention-deficit hyperactivity disorder'

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