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Journal articles on the topic 'Attention-deficit-disordered children Self-perception in children'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Barber, Sara, Laurie Grubbs, and Barbara Cottrell. "Self-Perception in Children with Attention Deficit/Hyperactivity Disorder." Journal of Pediatric Nursing 20, no. 4 (2005): 235–45. http://dx.doi.org/10.1016/j.pedn.2005.02.012.

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2

NAKAYAMA, Nao, and Mari TANAKA. "Self-Perception and Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder." Japanese Journal of Special Education 46, no. 2 (2008): 103–13. http://dx.doi.org/10.6033/tokkyou.46.103.

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3

Molina, Maria Fernanda. "Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder." International Journal of Psychological Research 8, no. 1 (2015): 61–74. http://dx.doi.org/10.21500/20112084.647.

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Background: there is a growing interest in the study of the self-perceptions of children with Attention Deficit/Hyperactivity Disorder (ADHD) and the bias in their self-concept. Goal: to explore how ADHD children’s perception of parenting style predicts their self-perception and the bias in self-concept. Method: Participants: children between 7 and 13 years old diagnosed with ADHD, children assisting to psychotherapy without an ADHD diagnose, and children not assisting to psychotherapy. It also participated one of their parents. Data analysis: It was used simple logistic regressions. Groups we

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4

GERDES, ALYSON C., BETSY HOZA, and WILLIAM E. PELHAM. "Attention-deficit/hyperactivity disordered boys' relationships with their mothers and fathers: Child, mother, and father perceptions." Development and Psychopathology 15, no. 2 (2003): 363–82. http://dx.doi.org/10.1017/s0954579403000208.

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Self-perceptions of parent–child relationship quality were examined for 142 boys with attention-deficit/hyperactivity disorder (ADHD) and 55 control boys. Parent perceptions were examined as well. Mothers and fathers of ADHD boys perceived their relationships with their children more negatively than mothers and fathers of control boys. Interestingly, despite these differences in parental perceptions, ADHD boys did not differ from control boys in their perceptions of their relationships with their parents. Further, when ADHD boys' perceptions were compared directly to those of their parents, AD

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Horn, Wade, Nicholas Ialongo, Gregory Greenberg, Thomas Packard, and Cheryl Smith-Winberry. "Additive Effects of Behavioral Parent Training and Self-Control Therapy With Attention Deficit Hyperactivity Disordered Children." Journal of Clinical Child & Adolescent Psychology 19, no. 2 (1990): 98–110. http://dx.doi.org/10.1207/s15374424jccp1902_1.

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6

Rizzo, Patrizia, Hans-Christoph Steinhausen, and Renate Drechsler. "Self-perception of self-regulatory skills in children with attention-deficit/hyperactivity disorder aged 8–10 years." ADHD Attention Deficit and Hyperactivity Disorders 2, no. 4 (2010): 171–83. http://dx.doi.org/10.1007/s12402-010-0043-x.

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Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of priv

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8

Flannery-Schroeder, Ellen, Cynthia Suveg, Scott Safford, Philip C. Kendall, and Alicia Webb. "Comorbid Externalising Disorders and Child Anxiety Treatment Outcomes." Behaviour Change 21, no. 1 (2004): 14–25. http://dx.doi.org/10.1375/bech.21.1.14.35972.

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AbstractExamined the effects of comorbid externalising disorders (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], conduct disorder [CD]) on the long-term outcome (7.4 years) of individuals treated for anxiety disorders as youth. Ninety-four anxiety-disordered children (aged 8-13) were provided with a 16-session manual-based cognitive behavioural treatment (CBT). Assessments were completed at pretreatment, posttreatment, 1-year posttreatment (see Kendall, et al., 1997) and for 88 of the original 94 subjects at 7.4-years posttreatment (see Kendall, Saf

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9

Luk, Ernest S. L., Petra K. Staiger, Lisa Wong, and John Mathai. "Children who are Cruel to Animals: A Revisit." Australian & New Zealand Journal of Psychiatry 33, no. 1 (1999): 29–36. http://dx.doi.org/10.1046/j.1440-1614.1999.00528.x.

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Objective: There is a paucity of research regarding children who are cruel to animals (CTA). Previous studies have suggested that being CTAis linked with recurrent aggression in adulthood. In this report, children with persistent conduct problems who are CTA are examined. Method: Aclinic-referred sample of 141 children and a community sample of 36 children between the ages of 5–12 were assessed using a test battery of questionnaires for parents, teachers and the child on mental health symptoms, self-perception, demographics and psychosocial factors. Forty of the clinic-referred children and on

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10

Kaneko, Fumiko, and Hitoshi Okamura. "Study on the Social Maturity, Self-Perception, and Associated Factors, Including Motor Coordination, of Children with Attention Deficit Hyperactivity Disorder." Physical & Occupational Therapy In Pediatrics 25, no. 4 (2006): 45–58. http://dx.doi.org/10.1080/j006v25n04_04.

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11

Quimby, H., J. Nissley-Tsiopinis, M. Lazar, M. Rourke, and J. Zarabba. "C-41 Functional Impairments in Girls with Attention-Deficit Hyperactivity Disorder." Archives of Clinical Neuropsychology 34, no. 6 (2019): 1070. http://dx.doi.org/10.1093/arclin/acz034.203.

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Abstract Objective ADHD is a neurodevelopmental disorder known to cause functional impairments. Few studies have identified impairments specific to girls with ADHD. The objective of this study was to explore the relationship between ADHD subtypes and measures of functional impairment in girls. Method Participants were chosen from a sample of girls ages 5 – 18 years old, diagnosed with ADHD at an outpatient ADHD clinic at a large children’s hospital (N = 303). Measures included parent and teacher BASC subscales of adaptability, homework problems, and comorbid clinical diagnoses based on the dia

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12

Ma, Joyce L. C., Kelly Y. C. Lai, and Julia W. K. Lo. "Impact of age and symptom severity on parent-child relationships and self-perception among Chinese children with Attention Deficit Hyperactivity Disorder." Social Work in Mental Health 15, no. 5 (2016): 538–54. http://dx.doi.org/10.1080/15332985.2016.1261752.

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13

Ekinci, Ozalp, Çetin Okuyaz, Serkan Günes, et al. "Sleep and quality of life in children with traumatic brain injury and ADHD." International Journal of Psychiatry in Medicine 52, no. 1 (2017): 72–87. http://dx.doi.org/10.1177/0091217417703288.

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Objective Attention problems are common in children who sustain a traumatic brain injury (TBI). The differential features of TBI-related Attention Deficit Hyperactivity Disorder (ADHD) and primary ADHD are largely unknown. This study aimed to compare sleep problems and quality of life between children with TBI and ADHD and children with primary ADHD. Methods Twenty children with TBI (mean age = 12.7 ± 3.1 years) who had clinically significant ADHD symptoms according to the structured diagnostic interview and rating scales and a control group with primary ADHD (n = 20) were included. Parents co

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Alabd, Asmaa Mohammed Ali, Soha Kamel Mesbah, and Mohammad Alboliteeh. "Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder." International Journal of Studies in Nursing 3, no. 3 (2018): 159. http://dx.doi.org/10.20849/ijsn.v3i3.528.

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Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design w

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Kusuma Wijayanti, Puspita Adhi, and Surya Cahyadi. "Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 232–48. http://dx.doi.org/10.21009/jpud.132.03.

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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modi

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Bruijn, J., W.-F. Arts, H. Duivenvoorden, N. Dijkstra, H. Raat, and J. Passchier. "Quality of Life in Children with Primary Headache in a General Hospital." Cephalalgia 29, no. 6 (2009): 624–30. http://dx.doi.org/10.1111/j.1468-2982.2008.01774.x.

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Knowledge on the quality of life of children with headache is lacking. Until now only a few studies in this field have provided information on a limited number of life domains. The aim of this study was to assess the quality of life in a comprehensive number of life domains in children with primary headache presenting at an out-patient paediatric department in a general hospital. From October 2003 to October 2005 all children referred to the out-patient paediatric department of the Vlietland Hospital because of primary headache were investigated by protocol. A thorough history was taken and a

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Lee, Hom-Yi, and En-Lin Yang. "Exploring the Effects of Working Memory on Time Perception in Attention Deficit Hyperactivity Disorder." Psychological Reports 122, no. 1 (2018): 23–35. http://dx.doi.org/10.1177/0033294118755674.

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Children with attention deficit hyperactivity disorder (ADHD) are often reported to have deficits of time perception. However, there is a strong relation between performance on tasks of working memory and time perception. Thus, it is possible that the poor performance of children with ADHD on time perception results from their deficit of working memory. In this study, the working memory of participants was separately assessed; therefore, we could explore the relationship between working memory and time perception of children with ADHD. Fifty-six children with ADHD and those of healthy controls

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Fleck, Shawn L., Lisa Bischoff, and Elizabeth O'Laughlin. "Time Perception in Children with Attention Deficit Hyperactivity Disorder." ADHD Report 9, no. 5 (2001): 7–10. http://dx.doi.org/10.1521/adhd.9.5.7.19060.

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Rouf, Abdul, Shabnum Rivees, A. Wahid Khan, A. G. Madhosh, and Zeba Zeba. "Diagnosis Based on Parent and Teacher Rating for Attention Deficit Hyperactivity Disorder." JMS SKIMS 13, no. 1 (2010): 11–14. http://dx.doi.org/10.33883/jms.v13i1.37.

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Parents and teachers play a significant role in the diagnosis of ADHD in children in the clinical setting. With the same in consideration a study was conducted to compare the perception between parents and teachers on the rating scales for ADHD children. The study was conducted on a sample of parents and teachers of 100 children diagnosed as having ADHD as per ICD-10 diagnostic criteria. A newly constructed and standardized parent rating scale for parents of ADHD children and attention deficit comprehensive teacher rating scale for teachers was administered on the target sample. Results indica

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20

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

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Magnitude estimation (ME) of inspiratory resistive (R) loads has been studied in asthmatic children. Some children have been reported to be unable to perform the perception task. One reason some children may be unable to perform the ME task is Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to determine if asthmatic patients with ADD/ADHD have a perceptual and/or attention deficit in the ME of graded inspiratory R loads. Methods Asthmatic children aged 11-18 years were classified into ADD/ADHD and asthma control groups. Perception

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21

Quartier, Vincent, Grégoire Zimmermann, and Sadegh Nashat. "Sense of Time in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)." Swiss Journal of Psychology 69, no. 1 (2010): 7–14. http://dx.doi.org/10.1024/1421-0185/a000002.

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Parents of children with attention-deficit/hyperactivity disorder (ADHD) frequently report that their children have a poor sense of time. Several studies looking at the perception of time mentioned a form of temporal myopia. The present study investigates the sense of time in children with ADHD. Twenty-two French-speaking Swiss children with ADHD and 22 controls between the ages of 6 and 13 years were tested using a conventional time knowledge questionnaire and two Piagetian time conservation tasks. Parents were asked to complete the “It’s about time” questionnaire. Better performance was obse

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22

Hasan, Mahewash, and Nishi Tripathi. "Teacher’s Perception on Children Having Attention Deficit Hyperactive Disorder (ADHD)." Universal Journal of Psychology 2, no. 2 (2014): 59–64. http://dx.doi.org/10.13189/ujp.2014.020202.

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23

Bakker, Liliana, and Josefina Rubiales. "Self-Concept in Children with Attention Deficit Hiperactivity Disorder." PSIENCIA Revista Latinoamericana de Ciencia Psicológica 4, no. 1 (2012): 5–11. http://dx.doi.org/10.5872/psiencia.v4i1.85.

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24

Nazer, M. "Effectiveness of attention-shaping training in reinforcing attention and academic development and self-efficacy for primary school children with attention deficit hyperactive disorder." European Psychiatry 41, S1 (2017): S448—S449. http://dx.doi.org/10.1016/j.eurpsy.2017.01.470.

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IntroductionThe present research have done with concentration on examining the impact of selected and divided attention-shaping training in reinforcing attention and the academic improvement and self-efficacy of primary school children with attention deficit-hyperactivity disorder.MethodThe research method was a quasi-experimental design with per- and post-test and follow-up with control group. Statistical society contained all of the primary school children with attention deficit-hyperactivity disorder in Rafsanjan City. Forty children with attention deficit-hyperactivity disorder were chosen

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Raggio, Donald J. "Visuomotor Perception in Children with Attention Deficit Hyperactivity Disorder-Combined Type." Perceptual and Motor Skills 88, no. 2 (1999): 448–50. http://dx.doi.org/10.2466/pms.1999.88.2.448.

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Vogels, A., M. J. Descheemaeker, and J. P. Fryns. "Attention deficit, impulsivity characteristics and visual perception in biological parents of attention deficit and normal control children." Psychiatric Genetics 5, no. 3 (1995): 134. http://dx.doi.org/10.1097/00041444-199505030-00014.

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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; questionnai

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CASAS, ANA MIRANDA, MANUEL SORIANO FERRER, and INMACULADA BAIXAULI FORTEA. "Written composition performance of students with attention-deficit/hyperactivity disorder." Applied Psycholinguistics 34, no. 3 (2011): 443–60. http://dx.doi.org/10.1017/s0142716411000828.

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ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning disabilities. The present study examined the written composition of children with ADHD, which depends to a large degree on continuous self-regulation and attentional control skills for organizing information and maintaining the level of effort. Fifty children with ADHD and 50 normally developing children, matched on age and IQ, were assessed using a composition writing task. The results contribute to prior research findings by showing that the children with ADHD performed significantly worse than the

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Ozdemir, Selda. "Emotion Regulation and Problem Behaviours in Turkish Children With Attention Deficit/Hyperactivity Disorder." Australasian Journal of Special Education 35, no. 1 (2011): 35–46. http://dx.doi.org/10.1375/ajse.35.1.35.

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AbstractThis study examined the group differences of 49 boys and girls from two different groups of Turkish children with and without attention deficit/hyperactivity disorder (AD/HD) in the following two variables: emotional intensity and perceived self-efficacy. In order to measure emotional intensity and perceived self-efficacy, children completed the Emotion Regulation Interview (ERI) and described their ideas regarding how they would feel and act in six emotionally challenging situations. Findings from ERI indicated that Turkish children with AD/HD reported more intense feelings of anger a

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Chinawa, J. M., O. I. Odetunde, Herbert A. Obu, A. T. Chinawa, Muideen O. Bakare, and F. A. Ujunwa. "Attention Deficit Hyperactivity Disorder: A Neglected Issue in the Developing World." Behavioural Neurology 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/694764.

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Background. Attention deficit hyperactivity disorder (ADHD) is a neglected illness in a developing country.Objectives. The objectives of this study are to investigate the prevalence and pattern of ADHD among children in a Nigeria.Methods. A structured self-administered questionnaire was used to collect information from the parents of children (and older children) who attended children outpatients’ clinic during the study period. The DSM-IV-TR diagnostic criteria for attention deficit hyperactivity disorder were used.Results. Two hundred and seventy-three (273) out of 282 questionnaires were fi

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Zwi, Morris, and Ann York. "Attention-deficit hyperactivity disorder in adults: validity unknown1." Advances in Psychiatric Treatment 10, no. 4 (2004): 248–56. http://dx.doi.org/10.1192/apt.10.4.248.

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Attention-deficit hyperactivity disorder (ADHD) is a commonly diagnosed childhood psychiatric disorder. Debate over its diagnostic validity, aetiology, presentation and treatment has extended from the clinical to the public domain. As children with ADHD diagnoses reach adulthood there is increasing interest in ‘adult ADHD’. Cohorts followed up show poorer outcomes as adults than do controls. Self-referred adults, sometimes relatives of children with ADHD, are also of interest regarding adult ADHD. Innovative work is being done examining issues of aetiology, treatment, outcomes and comorbidity

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Nazari, Mohammad A., Mohammad M. Mirloo, Mazaher Rezaei, and Mojtaba Soltanlou. "Emotional stimuli facilitate time perception in children with attention-deficit/hyperactivity disorder." Journal of Neuropsychology 12, no. 2 (2016): 165–75. http://dx.doi.org/10.1111/jnp.12111.

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Tungoe, Lireni, Arkierupaia Shadap, and Prerna Karki. "Effectiveness of self-instructional module on knowledge regarding Attention Deficit Hyperactive Disorder among primary school teachers in selected schools of Gangtok Sikkim." International Journal of Medical Science and Clinical invention 6, no. 10 (2019): 4615–22. http://dx.doi.org/10.18535/ijmsci/v6i10.03.

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Attention Deficit Hyperactive Disorder is a common behavioural disorder that affects about 10% of school age children. About 7% children worldwide have Attention Deficit Hyperactive Disorder. In rural India population, the prevalence of Attention Deficit Hyperactive Disorder is 3.66%. The main aim of the study was to find out the effectiveness of self-instructional module on Attention Deficit Hyperactive Disorder. The investigators adopted a pre-experimental research design among seven selected schools through simple random sampling.A total of 80 primary school teachers were selected using the

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Dana, Amir, Mir Hamid Salehian, Tayebeh Bani Asadi, and Parinaz Ghanati. "The Relationship between Motor Self-Motivation and Symptoms of Attention-Deficit Hyperactivity in Adhd Children." Pakistan Journal of Medical and Health Sciences 15, no. 6 (2021): 1666–68. http://dx.doi.org/10.53350/pjmhs211561666.

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Background: The growth and development of the child are essential and inevitable, and the growth of every child requires motor development. Purpose: This study examines the relationship between motor self-motivation and attention-deficit hyperactivity disorder's symptoms in children with attention-deficit hyperactivity disorder. 40 people were selected by the convenience sampling method from the psychology centers of the province. The research method was descriptive-correlational. A questionnaire was used to collect data. Data were analyzed using Pearson correlation and linear regression. Resu

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Sayal, Kapil, Eric Taylor, Jennifer Beecham, and Patrick Byrne. "Pathways to care in children at risk of attention-deficit hyperactivity disorder." British Journal of Psychiatry 181, no. 1 (2002): 43–48. http://dx.doi.org/10.1192/bjp.181.1.43.

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BackgroundThere is underdiagnosis of and low use of specialist services for attention-deficit hyperactivity disorder (ADHD).AimsTo quantify the filters in the help-seeking pathway through primary care and to investigate factors influencing progress for children at risk of ADHD.MethodA total of 127 children (5–11 years old) with pervasive hyperactivity who passed each filter (primary care attendance and general practitioner (GP) recognition of disorder) were compared with those who had not.ResultsPrimary care attendance was only associated with parental perception of the behaviour as problemati

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Akhmetova, Z. "The Psychological Support of the Children With the Attention Deficit Hyperactivity Disorder." Bulletin of Science and Practice 5, no. 11 (2019): 360–70. http://dx.doi.org/10.33619/2414-2948/48/45.

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The purpose of the article is to analyze theoretically the method of psychological support and its capacity in the system of provision of psychological assistance to children with the attention deficit hyperactivity disorder. The psychological support is the system of the professional activity of a psychologist, focused on the needs, interests and goals of the child; the process of interaction and cooperation of the supporter and the child with the aim to assist the child by creating the socio-psychological conditions for self-cognition, searching for ways to self-management, searching for sel

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Huang, Ching-Wen, Chung-Ju Huang, Chiao-Ling Hung, Chia-Hao Shih, and Tsung-Min Hung. "Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder." Journal of Psychophysiology 29, no. 1 (2015): 26–32. http://dx.doi.org/10.1027/0269-8803/a000131.

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Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children

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Houck, Gail, Judy Kendall, Aaron Miller, Piper Morrell, and Gail Wiebe. "Self-Concept in Children and Adolescents With Attention Deficit Hyperactivity Disorder." Journal of Pediatric Nursing 26, no. 3 (2011): 239–47. http://dx.doi.org/10.1016/j.pedn.2010.02.004.

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Bloh, Christopher. "Assessing self-control training in children with attention deficit hyperactivity disorder." Behavior Analyst Today 10, no. 3-4 (2010): 357–63. http://dx.doi.org/10.1037/h0100676.

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Huguet, Anna, Jon Izaguirre Eguren, Dolores Miguel-Ruiz, Xavier Vall Vallés, and José A. Alda. "Deficient Emotional Self-Regulation in Children with Attention Deficit Hyperactivity Disorder." Journal of Developmental & Behavioral Pediatrics 40, no. 6 (2019): 425–31. http://dx.doi.org/10.1097/dbp.0000000000000682.

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Dalby, J. Thomas, Marcel Kinsbourne, and James M. Swanson. "Self-paced learning in children with attention deficit disorder with hyperactivity." Journal of Abnormal Child Psychology 17, no. 3 (1989): 269–75. http://dx.doi.org/10.1007/bf00917398.

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Houghton, Stephen, Kevin Durkin, Rebecca P. Ang, Myra F. Taylor, and Mark Brandtman. "Measuring Temporal Self-Regulation in Children With and Without Attention Deficit Hyperactivity Disorder." European Journal of Psychological Assessment 27, no. 2 (2011): 88–94. http://dx.doi.org/10.1027/1015-5759/a000048.

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A new parent report measure entitled the Salience, Organization and Management of Time Scale (SOMTS) that assessed the temporal regulation of children with and without Attention Deficit Hyperactivity Disorder (AD/HD) in everyday contexts was developed over three phases (item generation, preliminary validation, and factorial structure). Items were compiled from related earlier instruments plus parental interviews, with final selection determined on the basis of item affectivity indices. The final study was, in part, an online study. Principal components analysis and confirmatory factor analyses

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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 figure

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Patel, Ankita, Mona Gajre, Prashant Bhandarkar, and Vyankatesh Parlikar. "Visual perception skill profile pattern in children with learning disorder." International Journal of Contemporary Pediatrics 7, no. 9 (2020): 1860. http://dx.doi.org/10.18203/2349-3291.ijcp20203643.

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Background: Visual perception skill related problems are important in poor academic performance in learning disability (LD) children. Visual perception skill often not tested in LD children. The objective of the study is to explore visual perception skill pattern among children with learning disorder.Methods: Retrospective observational study was conducted at LD clinic of tertiary hospital. Children diagnosed with learning disorder were includes. Visual perception data were collected using predefined standard questionnaire of third edition total visual perception score (TVPS-3). Trained medica

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Wragg, Jeff. "The nature and treatment of internalising disorders: A cognitive behavioural perspective." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 65–74. http://dx.doi.org/10.1017/s1037291100002156.

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Achenbach and Edelbrock (1983) classify childhood problems into two very broad categories identified as either externalising or internalising disorders. Most school counsellors, school psychologists or guidance officers working with children and adolescents are familiar with the category of externalising disorders as these children exhibit problems in self-management and self control. These children are often noisy, aggressive, impulsive and non-compliant and fit into such categories as oppositional disorders, conduct disorders and attention deficit hyperactive disorders. In comparison to exte

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Owens, Jayanti. "Social Class, Diagnoses of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being." Journal of Health and Social Behavior 61, no. 2 (2020): 134–52. http://dx.doi.org/10.1177/0022146520924810.

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Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communities, mental health diagnoses are less stigmatized and parents have greater ability to connect children to support resources, suggesting greater posit

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Cook, N. E., P. M. Kelshaw, S. V. Caswell, and G. L. Iverson. "Children with Attention-Deficit/Hyperactivity Disorder Perform Differently on Pediatric Concussion Assessment." Archives of Clinical Neuropsychology 34, no. 5 (2019): 749. http://dx.doi.org/10.1093/arclin/acz026.19.

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Abstract Purpose In the absence of recent concussion, youth with ADHD endorse many concussion-like symptoms, perform worse on cognitive tests, and are more likely to have balance difficulty, thus complicating the interpretation of concussion assessment results. This study compared uninjured middle school students with ADHD to precisely matched controls without ADHD on the Child Sport Concussion Assessment Tool Fifth Edition (Child SCAT5). Methods A cohort of 1,045 middle school athletes (ages 11-14) completed preseason testing. Students with self-reported ADHD were individually matched to stud

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Gomes, Hilary, Martin Duff, Adrianne Flores, and Jeffrey M. Halperin. "Automatic Processing of Duration in Children with Attention-Deficit/Hyperactivity Disorder." Journal of the International Neuropsychological Society 19, no. 6 (2013): 686–94. http://dx.doi.org/10.1017/s1355617713000258.

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AbstractIndividuals with attention-deficit/hyperactivity disorder (ADHD) often exhibit deficits in processing information about time. Most studies, however, have required participants to perform active tasks and consequently it is unclear if performance deficits are due to impaired processing of temporal information, attentional deficits, or to impairments at a later stage of decision-making. This study used mismatch negativity (MMN) to examine automatic processing of temporal information in children with ADHD. The sample consisted of 11 children with typical development (8 boys; mean age/SD=

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Shin, Dong-Won, Se-Won Lim, Young-Chul Shin, Kang-Seob Oh, Eun-Jin Kim, and Yun-Young Kwon. "Dysfunction of Time Perception in Children and Adolescents with Attention-Deficit Hyperactivity Disorder." Journal of the Korean Academy of Child and Adolescent Psychiatry 27, no. 1 (2016): 48–55. http://dx.doi.org/10.5765/jkacap.2016.27.1.48.

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Baldwin, Ronald L., John J. Chelonis, Rebecca A. Flake, et al. "Effect of Methylphenidate on Time Perception in Children With Attention-Deficit/Hyperactivity Disorder." Experimental and Clinical Psychopharmacology 12, no. 1 (2004): 57–64. http://dx.doi.org/10.1037/1064-1297.12.1.57.

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