Relevant bibliographies by topics / Attention-deficit hyperactivity disorder India

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attention-deficit hyperactivity disorder India'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Attention-deficit hyperactivity disorder India"

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Crawford, SusanG. "Specific learning disabilities and attention-deficit hyperactivity disorder: Under-recognized in India." Indian Journal of Medical Sciences 61, no. 12 (2007): 637. http://dx.doi.org/10.4103/0019-5359.37783.

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Bhardwaj, Anubhuti, Sanjay Mandot, and Hemant Jain. "Prevalence of attention deficit hyperactivity disorder, gender difference and its co morbidity among urban school children in a city of southern Rajasthan, India." International Journal of Contemporary Pediatrics 6, no. 2 (February 23, 2019): 750. http://dx.doi.org/10.18203/2349-3291.ijcp20190724.

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Background: Attention deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed disorders of childhood (3-5%). The main characteristics of attention deficit hyperactivity disorder are inattention, hyperactivity, and impulsivity. The Objective of this study was to study prevalence of ADHD in school aged children.Methods: A cross sectional descriptive school-based study was conducted in a private school of Udaipur from January 2017 to September 2018. All eligible students were included. Total 1200 students were enrolled. They were assessed for the presence of ADHD using INCLEN diagnostic tool and those found positive were further assessed for the presence of co-morbid conditions using child behavior checklist (CBCL).Results: In present study out of total 1200 students 730(60.83%) were male and 470(39.17%) were female. 76 (6.3%) students out of 1200 were ADHD Positive. ADHD was more common in male students (73.7%), urban locality (57.89%), in age group 6 to 9 years (44.7%) and higher economic class (46.1%). Hyperactivity-Impulsivity type was most common type (51.32%). Male students had predominance of hyperactivity (60.7%) whereas in female student’s inattention type was predominant (45%). Aggressive Behavior (19.6%) and rule breaking behavior (80.4%) was more common in male. Somatic complaints were more common in females (60%). Oppositional defiant disorder was observed in male (21.4%) and female (10%) students. 15.8% of ADHD students had learning disorder.Conclusions: Present study shows 6.3% prevalence of ADHD. Hyperactivity type of ADHD was more common in boys, while Inattention type was more common in girls. Among associated co morbid conditions - aggressive behavior, rule breaking behavior and oppositional defiant disorder (ODD) was found to be more prevalent in boys while anxious behavior, somatic complaints and social problems were more commonly found in girls. Thought problems, learning disorders and conduct disorders are also observed in ADHD students.
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Juneja, Monica, Rahul Jain, Vikrant Singh, and V. Mallika. "Iron deficiency in Indian children with attention deficit hyperactivity disorder." Indian Pediatrics 47, no. 11 (March 15, 2010): 955–58. http://dx.doi.org/10.1007/s13312-010-0160-9.

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Rai, Nuri, and A. Jebarna Kiruba Mary. "A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA." International Journal of Research in Ayurveda and Pharmacy 12, no. 4 (August 28, 2021): 100–103. http://dx.doi.org/10.7897/2277-4343.1204114.

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The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.
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Ganesh, Suhas, Arun Kandasamy, Ubahara S. Sahayaraj, and Vivek Benegal. "Adult Attention Deficit Hyperactivity Disorder in Patients with Substance Use Disorders: A Study from Southern India." Indian Journal of Psychological Medicine 39, no. 1 (January 2017): 59–62. http://dx.doi.org/10.4103/0253-7176.198945.

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Joseph, JohnyKutty, and BabithaK Devu. "Prevalence of attention-deficit hyperactivity disorder in India: A systematic review and meta-analysis." Indian Journal of Psychiatric Nursing 16, no. 2 (2019): 118. http://dx.doi.org/10.4103/iopn.iopn_31_19.

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Reddy, YC Janardhan, Satishchandra Girimaji, and Shoba Srinath. "Clinical Profile of Mania in Children and Adolescents from the Indian Subcontinent." Canadian Journal of Psychiatry 42, no. 8 (October 1997): 841–46. http://dx.doi.org/10.1177/070674379704200806.

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Objectives: To see whether classic DSM-III-R criteria for mania are applicable to Indian youngsters and to examine the clinical presentation of mania in an Indian child and adolescent psychiatric sample. Method: Fifty subjects with a diagnosis of functional psychosis as per the definition in ICD-9 were recruited from the population referred during the study period of approximately one year (n = 840) to the Child and Adolescent Psychiatry (CAP) clinic of the National Institute of Mental Health and Neuro Sciences (NIMHANS), Bangalore, South India. The subjects were systematically evaluated using a standardized clinical interview and demographic questionnaire and were classified according to DSM-III-R. The subjects who satisfied DSM-III-R criteria for mania formed the sample for this study. Results: Twenty-one subjects received a diagnosis of mania according to DSM-III-R. The most common symptoms of mania included pressure of speech, irritability, elation, distractibility, increased self-esteem, expansive mood, flight of ideas, and grandiose delusions. No subject had comorbid attention-deficit hyperactivity disorder (ADHD). Additionally, 13 (61%) of the 21 manic subjects had delusions and/or hallucinations. The other common symptoms included psychomotor agitation, reduced sleep, anger, temper tantrums, decreased concentration, disobedience, aggression, and hyperactivity. Conclusions: Mania was diagnosable in Indian children and adolescents using classic DSM-III-R criteria. The clinical profile appears to be generally similar to that seen in adults. ADHD is not a comorbid condition. The presence of aggressive or disruptive behaviours and hyperactivity in childhood- and adolescent-onset mania, however, could lead to a misdiagnosis of attention-deficit hyperactivity disorder/conduct disorder (ADHD/CD). Similarly, the presence of psychotic features could lead to a misdiagnosis of schizophrenia.
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Lakhan, Ram. "The Coexistence of Psychiatric Disorders and Intellectual Disability in Children Aged 3–18 Years in the Barwani District, India." ISRN Psychiatry 2013 (May 7, 2013): 1–6. http://dx.doi.org/10.1155/2013/875873.

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Background. The coexistence of psychiatric disorders in people with intellectual disability (ID) is common. This study determined the prevalence of psychiatric disorders in children with ID in Barwani, India. Method. A total of 262 children with ID were evaluated for psychiatric disorders using the diagnostic criteria outlined in the International Classification of Diseases (ICD-10). Results. Psychiatric disorders appeared in study participants at the following rates: attention deficit hyperactivity disorder (ADHD), 6.5%; autism, 4.2%; anxiety, 2.7%; bipolar disorder, 1.1%; delusional disorder, 0.8%; depression, 2.3%; obsessive-compulsive disorder, 0.8%; schizophrenia, 1.9%; enuresis, 10.3%; epilepsy, 23.7%; and behavioral problems, 80.9%. The prevalence of psychiatric disorders was statistically higher in severely intellectually disabled children () than mildly intellectually disabled children (). Conclusions. There is a higher prevalence of psychiatric disorders in children with ID when their compared with ID children whose .
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Shroff, Hemal P., Samindara Hardikar-Sawant, and Anuradha D. Prabhudesai. "Knowledge and Misperceptions about Attention Deficit Hyperactivity Disorder (ADHD) Among School Teachers in Mumbai, India." International Journal of Disability, Development and Education 64, no. 5 (March 3, 2017): 514–25. http://dx.doi.org/10.1080/1034912x.2017.1296937.

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Shah, R., A. Sharma, S. Grover, N. Chauhan, and S. Jhanda. "Parenting a Child with Attention Deficit Hyperactivity Disorder: Qualitative Study from a Developing Nation, India." European Psychiatry 41, S1 (April 2017): s303. http://dx.doi.org/10.1016/j.eurpsy.2017.02.190.

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IntroductionLike elsewhere, studies from developing countries suggest that parents of children with attention deficit hyperactivity disorder (ADHD) report significant stress. Besides symptoms, parental stress stems from experiences in interpersonal, schooling and societal domains, which may in turn be influenced by socio-cultural factors. This is a highly under-studied area.Objectives and aimsExploring experiences in familial, schooling and societal areas amongst Indian parents and understanding these in a cultural context using experiential qualitative research methodology.MethodsIn-depth semi-structured interviews were conducted with consenting parents of 27 children diagnosed with ADHD (17 mothers; 10 fathers).ResultsAll parents reported experiencing moderate to high degree of stress, feeling worried and frustrated due to child's problems. 19 parents reported being “short-tempered”, while 1 mother expressed feeling “lost”. Majority reported strained relations with spouse and extended family. Mothers reported higher stress, more difficulties in family life, faced criticism from immediate family and community regarding handling of child, felt more embarrassment, guilt and sense of failure as a mother. Half of the parents avoided attending social gatherings. Other than 2 parents, all had negative experiences with schooling. Experiential descriptions included those of teachers being highly critical of child and parents, punitive, dismissive and discriminatory. Teacher had advised seeking treatment in only 6 children. Themes of blame, discrimination and rejection were identified.ConclusionsWe conclude that cultural factors such as stigma, blaming of parent (especially mother) and lack of knowledge regarding ADHD amongst teachers and society may be responsible for these experiences and needs further investigation.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Dissertations / Theses on the topic "Attention-deficit hyperactivity disorder India"

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Jament, Johnson. "Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3596/.

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Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.
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Knipp, Diana Kathleen. "Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder." Thesis, Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1312%5F1%5Fm.pdf&type=application/pdf.

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Wood, David L. "Attention Deficit & Hyperactivity Disorder." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5177.

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Mertig, Daniel A. "Causes of attention deficit hyperactivity disorder." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mertigd.pdf.

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Beaven, Alexandra. "Attention deficit hyperactivity disorder : reframing 'deficit' as creative strength." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/347117/.

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Creative ideas are those that are both novel and useful. Creativity is considered to be a valuable social resource, which has supported the development of society in myriad domains. It has been suggested that behavioural indicators of creativity overlap with symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Indeed, there is some preliminary evidence to suggest that individuals with ADHD may be more creative than individuals without ADHD. The first chapter of this thesis outlines the relevant research and theory and presents the ‘creative advantage hypothesis’. Specifically it is argued that defocused attention in individuals with ADHD increases the likelihood of unusual associations forming, thus increasing the likelihood of creative responses. The potential mediating roles of inhibition and delay aversion are also discussed. The second chapter of this thesis describes a study designed to test predictions of the creative advantage hypothesis. Parents of pupils in Year 8 were asked to rate their child’s level of inattentiveness and hyperactivity. Sixty six pupils completed a measure of figural creativity, inhibition and delay aversion in school. ADHD symptoms predicted creativity scores on one aspect of creativity, originality, and this effect was found in boys only. Inhibition and delay aversion were not found to mediate the relationship between ADHD symptomology and creativity in boys. Limitations and implications for Educational Psychologists and teachers are also discussed.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16529/1/Linda_Jayne_Graham_Thesis.pdf.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Nilsson, Kenny. "Common Treatments of Attention/Deficit Hyperactivity Disorder." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6107.

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Attention-deficit/hyperactivity disorder (ADHD) is a well-known and much debated neurological disorder. The core symptoms consist of a lacking ability to maintain focus, hyperactivity and a motoric restlessness. It is a neurological disorder, with its causes under much debate, although this essay identifies some important brain areas and transmitter systems. The aim of this essay is to give an overview of the available treatments for children with ADHD in the form of the two largest groups of treatments; pharmacological treatments and psychosocial treatments. The conclusion found is that pharmacological treatments are more effective at reducing the core symptoms of ADHD, while psychosocial treatments are more effective at improving the development of social functioning, suggesting a combination to be the superior choice.
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Panich, Darrell James. "Motor patterns in attention deficit hyperactivity disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22651.pdf.

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Corkum, Penny. "Attention-deficit/hyperactivity disorder and sleep problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ45712.pdf.

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Books on the topic "Attention-deficit hyperactivity disorder India"

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Garcia, Juan I. Attention-deficit hyperactivity disorder. Houston, TX: Rapha Pub./Word, 1991.

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Nakaya, Andrea C. Attention deficit hyperactivity disorder. San Diego: ReferencePoint Press, 2008.

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Stahl, S. M. Attention deficit hyperactivity disorder. Cambridge: Cambridge University Press, 2010.

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Jacqueline, Langwith, ed. Attention deficit hyperactivity disorder. Detroit: Greenhaven Press, 2009.

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Attention deficit hyperactivity disorder. Detroit: Greenhaven Press, 2010.

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Brinkerhoff, Shirley. Attention-deficit/hyperactivity disorder. Broomall, PA: Mason Crest, 2015.

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Gozal, David, and Dennis L. Molfese, eds. Attention Deficit Hyperactivity Disorder. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1592598919.

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Stahl, S. M. Attention deficit hyperactivity disorder. Cambridge: Cambridge University Press, 2010.

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Stahl, S. M. Attention deficit hyperactivity disorder. Cambridge: Cambridge University Press, 2010.

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B, Silverstein Virginia, and Nunn Laura Silverstein, eds. Attention deficit disorder. New York: Franklin Watts, 2001.

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Book chapters on the topic "Attention-deficit hyperactivity disorder India"

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Catherine Joy, R., T. Mercy Prathyusha, K. Tejaswini, K. Rose Mary, M. Mounika, S. Thomas George, Anuja S. Panicker, and M. S. P. Subathra. "Certain Analysis on Attention-Deficit Hyperactivity Disorder Among Elementary Level School Children in Indian Scenario." In Advances in Intelligent Systems and Computing, 569–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1882-5_50.

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Gray, Lee-Anne. "Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder." In Educational Trauma, 207–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_17.

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Greydanus, Donald E. "Attention Deficit Hyperactivity Disorder." In Neurodevelopmental Disabilities, 111–40. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_8.

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Nussbaum, Nancy L., and Katherine N. Shepard. "Attention-Deficit/Hyperactivity Disorder." In Issues of Diversity in Clinical Neuropsychology, 1–43. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76908-0_5.

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DuPaul, George J., Brittany Pollack, and Trevor D. Pinho. "Attention-Deficit/Hyperactivity Disorder." In Handbook of DSM-5 Disorders in Children and Adolescents, 399–416. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_20.

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Scherrmann, Jean-Michel, Kim Wolff, Christine A. Franco, Marc N. Potenza, Tayfun Uzbay, Lisiane Bizarro, David C. S. Roberts, et al. "Attention Deficit Hyperactivity Disorder." In Encyclopedia of Psychopharmacology, 169. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_488.

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Rapport, Mark D. "Attention-Deficit Hyperactivity Disorder." In Advanced Abnormal Psychology, 189–206. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-0345-0_9.

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Antshel, Kevin M., and Russell Barkley. "Attention Deficit, Hyperactivity Disorder." In Encyclopedia of Clinical Neuropsychology, 292–95. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1513.

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Rapport, Mark D. "Attention-Deficit/Hyperactivity Disorder." In Advanced Abnormal Psychology, 191–208. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4419-8497-5_9.

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Nabors, Laura. "Attention-Deficit/Hyperactivity Disorder." In Medical and Mental Health During Childhood, 169–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31117-3_10.

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Conference papers on the topic "Attention-deficit hyperactivity disorder India"

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Clement, H., A. Dölp, K. Schneider-Momm, C. Clement, N. Blazynski, E. Schulz, and C. Fleischhaker. "Food intolerance and attention deficit hyperactivity disorder." In Abstracts of the 1st Symposium of the Arbeitsgemeinschaft für Neuropsychopharmakologie und Pharmakopsychiatrie (AGNP) and Deutsche Gesellschaft für Biologische Psychiatrie (DGBP). Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1679183.

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Swarts, Romano, Herve Mukenya Mwamba, Pieter Fourie, and Dawie van den Heever. "PANDA: Paediatric attention-deficit/hyperactivity disorder app." In 2018 3rd Biennial South African Biomedical Engineering Conference (SAIBMEC). IEEE, 2018. http://dx.doi.org/10.1109/saibmec.2018.8363190.

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

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Dubey, Anil Kumar, Akshat Saxena, Atul Kumar, and Ayush Rai. "Attention Deficit Hyperactivity Disorder(ADHD) Prediction System." In 2022 International Conference on Sustainable Computing and Data Communication Systems (ICSCDS). IEEE, 2022. http://dx.doi.org/10.1109/icscds53736.2022.9760921.

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

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Mwamba, Herve M., Pieter R. Fourie, and Dawie van den Heever. "PANDAS: Paediatric Attention-Deficit/Hyperactivity Disorder Application Software*." In 2019 41st Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC). IEEE, 2019. http://dx.doi.org/10.1109/embc.2019.8857357.

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Yao, Zhijun, Bin Hu, Yuanwei Xie, Wei Wang, Ruiyue Liu, Chuanjiang Liang, and Yun Su. "Functional network disruption in attention deficit hyperactivity disorder." In 2014 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2014. http://dx.doi.org/10.1109/bibm.2014.6999273.

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Cao, Zejia, Sifan Li, and Chunjie Zhang. "Childhood Attention-Deficit/Hyperactivity Disorder: A Research Review." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.473.

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

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Wang, Peng, Dajiang Zhu, Xiang Li, Hanbo Chen, Xi Jiang, Li Sun, Qingjiu Cao, Li An, Tianming Liu, and Yufeng Wang. "Identifying functional connectomics abnormality in attention deficit hyperactivity disorder." In 2013 IEEE 10th International Symposium on Biomedical Imaging (ISBI 2013). IEEE, 2013. http://dx.doi.org/10.1109/isbi.2013.6556532.

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Reports on the topic "Attention-deficit hyperactivity disorder India"

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Momany, Elizabeth T., Peter C. Damiano, and Margaret C. Tyler. hawk-i. Attention Deficit Hyperactivity Disorder and Children. Iowa City, Iowa: University of Iowa Public Policy Center, January 2004. http://dx.doi.org/10.17077/2u6s-qk7i.

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Kemper, Alex R., Gary R. Maslow, Sherika Hill, Behrouz Namdari, Nancy M. Allen LaPointe, Adam P. Goode, Remy R. Coeytaux, et al. Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality, January 2018. http://dx.doi.org/10.23970/ahrqepccer203.

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Xie, Cheng, Hai-Sha Xia, Xin-Yun Gou, Jin Fan, Wen-Jing Tang, Xiao-Yu Jia, Zhong Zheng, Juan Li, and Rong-Jiang Jin. Meta-analysis of magnetic resonance spectroscopy in children with attention deficit hyperactivity disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0071.

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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute® (PCORI), May 2020. http://dx.doi.org/10.25302/04.2020.ad.13047379.

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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute (PCORI), June 2020. http://dx.doi.org/10.25302/06.2020.ad.13047379.

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Sun, Wenxin, Mingxuan Yu, and Xing Wang. Effects of Physical Exercise on Attention Deficit Hyperactivity Disorder in Children: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2021. http://dx.doi.org/10.37766/inplasy2021.4.0113.

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Caron, Roger. Improving Management of Pediatric Patients with Attention- Deficit/Hyperactivity Disorder at Naval Medical Center Portsmouth. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada432228.

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Xing, Liwei, Zeqin Ren, Xianwu Yue, Hongxi Chen, Chunlin Xia, Fan Liu, Qinzuo Dong, Kenan Wu, and Rong Zhao. Acupuncture Treatment on Attention Deficit Hyperactivity Disorder: a protocol for systematic review and meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2021. http://dx.doi.org/10.37766/inplasy2021.4.0022.

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Momany, Elizabeth T., Peter C. Damiano, and Margaret C. Tyler. hawk-i Attention Deficit Hyperactivity Disorder and Children. Report to the Iowa Department of Human Services. Iowa City, Iowa: University of Iowa Public Policy Center, January 2004. http://dx.doi.org/10.17077/wp6p-38do.

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Wang, Meng, Jing Yu, Hyun-Duck Kim, and Angelita Cruz. Association between attention deficit and hyperactivity disorder and primitive reflexes: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0022.

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