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

Author: Grafiati

Published: 11 December 2022

Last updated: 25 January 2023

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Basu, Sandhya, and Bidisha Banerjee. "Current scenario of diagnosis and treatment of attention-deficit/hyperactivity disorder (ADHD) in urban India: a pilot study." Mental Health Review Journal 26, no. 3 (August 12, 2021): 298–314. http://dx.doi.org/10.1108/mhrj-03-2021-0018.

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Purpose The current literature on attention-deficit/hyperactivity disorder (ADHD) shows a tangled picture of its etiology and diagnosis. It directs at over-medicalization in ADHD cases due to the pharmaceutical-based models surrounding its treatment. Further, the authors observed the negligible reporting of India’s ADHD scenario in the reviewed literature. Thus, this study aims to explore the status of ADHD in India’s urban setting through a pilot study. Design/methodology/approach Social constructivist viewpoint guided this study. The authors conducted the pilot in two phases: face-to-face semi-structured qualitative interviews with 11 mental health professionals in the first phase, and, in the second phase, five mental health professionals responded to an online survey with same questions. After qualitative analysis, four major themes were identified: participants’ opinions on ADHD etiology, issues in diagnosis, social context of ADHD and alternatives to medication. Findings The findings highlight the need to re-visit the ADHD narrative in the Indian context. These findings also emphasize future investigation on the medicalization of ADHD in India. Research limitations/implications A countrywide epidemiological survey is required to explore the distribution of the disorder to standardize diagnosis and treatment procedures pan-India. This paper is an attempt to iron out the ADHD-related information that needs further exploration and research. Originality/value With in-depth interviews of mental health professionals, the study explores the state of ADHD in an urban setting in India. Future research must build on the current findings to establish the etiological and diagnostic framework of ADHD.

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Sarkar, Kanyakumarika, Nipa Bhaduri, Paramita Ghosh, Swagata Sinha, Anirban Ray, Anindita Chatterjee, and Kanchan Mukhopadhyay. "Role of SNAP25 Explored in Eastern Indian Attention Deficit Hyperactivity Disorder Probands." Neurochemical Research 37, no. 2 (October 14, 2011): 349–57. http://dx.doi.org/10.1007/s11064-011-0618-8.

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13

Das, Manali, Aneek Das Bhowmik, Swagata Sinha, Anindita Chattopadhyay, Keya Chaudhuri, Manoranjan Singh, and Kanchan Mukhopadhyay. "MAOA promoter polymorphism and attention deficit hyperactivity disorder (ADHD) in indian children." American Journal of Medical Genetics Part B: Neuropsychiatric Genetics 141B, no. 6 (2006): 637–42. http://dx.doi.org/10.1002/ajmg.b.30385.

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14

Ghosh, Prosenjit, Hasina Anjuman Choudhury, and Robin Victor. "Prevalence of attention deficit hyperactivity disorder among primary school children in Cachar, Assam, North-East India." Open Journal of Psychiatry & Allied Sciences 9, no. 2 (2018): 130. http://dx.doi.org/10.5958/2394-2061.2018.00025.3.

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15

Sivakumar, Thanapal, Vivek Agarwal, and Prabhat Sitholey. "Comorbidity of attention-deficit/hyperactivity disorder and bipolar disorder in North Indian clinic children and adolescents." Asian Journal of Psychiatry 6, no. 3 (June 2013): 235–42. http://dx.doi.org/10.1016/j.ajp.2012.12.011.

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16

Satapathy, Sujata, Vandana Choudhary, Renu Sharma, and Rajesh Sagar. "Nonpharmacological Interventions for Children with Attention Deficit Hyperactivity Disorder in India: A Comprehensive and Comparative Research Update." Indian Journal of Psychological Medicine 38, no. 5 (September 2016): 376–85. http://dx.doi.org/10.4103/0253-7176.191382.

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17

Srignanasoundari, E., S. Vijayalakshmi, R. Vijayaraghavan, and C. Satheeshkumar. "EFFECTIVENESS OF INTERVENTION PACKAGE ON BEHAVIOUR OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER IN NORTH TAMILNADU, INDIA." International Journal of Research in Ayurveda & Pharmacy 8, no. 4 (September 27, 2017): 82–86. http://dx.doi.org/10.7897/2277-4343.084220.

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18

Bhaduri, Nipa, Kanyakumarika Sarkar, Swagata Sinha, Anindita Chattopadhyay, and Kanchan Mukhopadhyay. "Study on DBH Genetic Polymorphisms and Plasma Activity in Attention Deficit Hyperactivity Disorder Patients from Eastern India." Cellular and Molecular Neurobiology 30, no. 2 (September 16, 2009): 265–74. http://dx.doi.org/10.1007/s10571-009-9448-5.

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19

Sachdeva, Ankur, Puneet Anand, and Vipin Kumar. "Pathway to care and clinical profile of children with attention-deficit hyperactivity disorder in New Delhi, India." Journal of Family and Community Medicine 25, no. 2 (2018): 114. http://dx.doi.org/10.4103/jfcm.jfcm_142_16.

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20

Palaniappan, P., S. Seshadri, S. C. Girimaji, and S. Srinath. "2812 – Pattern of comorbidities in indian children and adolescents with attention deficit hyperactivity disorder." European Psychiatry 28 (January 2013): 1. http://dx.doi.org/10.1016/s0924-9338(13)77398-x.

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21

Mukherjee, Sayantani, Henal R. Shah, Seethalakshmi Ramanathan, and Mantosh Dewan. "Knowledge and Attitudes About Attention-Deficit/Hyperactivity Disorder and Specific Learning Disorder in an Urban Indian Population." Journal of Nervous and Mental Disease 204, no. 6 (June 2016): 458–63. http://dx.doi.org/10.1097/nmd.0000000000000524.

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22

Mehta, Ashima, B. P. Kalra, and Malini Srivastava. "Study of the relationship of serum Vitamin D and ferritin levels in children with attention deficit hyperactivity disorder." Indian Journal of Child Health 9, no. 7 (August 10, 2022): 118–21. http://dx.doi.org/10.32677/ijch.v9i7.3445.

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Background: Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent mental health disorders among school-age children in India. Etiopathogenesis is attributed to abnormal dopamine regulation which is influenced by both genetic (genes encodingdopamine-DRD4, DRD5, and DAT1) and environmental factors. Micronutrients such as iron and Vitamin D play imperative roles in neurologic function, neurotransmitter synthesis, and regulation. Aim: The aim of the study was to study the association between Serum Vitamin D and Serum Ferritin levels in children with ADHD. Materials and Methods: This case–control study was conducted in the outpatient department of a tertiary care hospital, from October 2019 to May 2021. Subjects (n=30) included patients with the diagnosis of ADHD (using child behavior checklist and INDT–ADHD). Healthy children of the comparable age group were taken as controls. Statistical analysis was performed using Statistical Package for the Social Sciences software version 22. Results: The mean value of serum ferritin levels in cases was observed to be 32.55±31.97 ng/ml and in controls was 143.43±260.40 ng/ml. The study found a significant difference in the mean value of serum ferritin levels in cases and controls (p?0.024). No significant difference in the mean value of serum Vitamin D in cases and controls (p–0.229) was noted. Conclusions: An association between low levels of serum ferritin and ADHD was seen.

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23

Rejani, Thudalikunnil Gopalan, Anna Oommen, Shoba Srinath, and Malavika Kapur. "Efficacy of Multimodal Intervention for Children with Attention Deficit Hyperactivity Disorder (ADHD)—An Indian Study." Journal of Behavioral and Brain Science 02, no. 01 (2012): 117–27. http://dx.doi.org/10.4236/jbbs.2012.21014.

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24

Bhaduri, Nipa, Manali Das, Swagata Sinha, Anindita Chattopadhyay, Prasanta Kumar Gangopadhyay, Keya Chaudhuri, Manoranjan Singh, and Kanchan Mukhopadhyay. "Association of dopamine D4 receptor (DRD4) polymorphisms with attention deficit hyperactivity disorder in Indian population." American Journal of Medical Genetics Part B: Neuropsychiatric Genetics 141B, no. 1 (January 5, 2006): 61–66. http://dx.doi.org/10.1002/ajmg.b.30225.

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Das, Manali, and Kanchan Mukhopadhyay. "DAT1 3′-UTR 9R allele: Preferential transmission in Indian children with attention deficit hyperactivity disorder." American Journal of Medical Genetics Part B: Neuropsychiatric Genetics 144B, no. 6 (2007): 826–29. http://dx.doi.org/10.1002/ajmg.b.30513.

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26

Wilcox, Claire E., Rachel Washburn, and Vikram Patel. "Seeking help for attention deficit hyperactivity disorder in developing countries: A study of parental explanatory models in Goa, India." Social Science & Medicine 64, no. 8 (April 2007): 1600–1610. http://dx.doi.org/10.1016/j.socscimed.2006.11.032.

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27

Khawash, Papiya, Anindita Chatterjee, and Adrita Adrita. "A demographic study of patients with behavioral and neurodevelopmental disorders among children in East India." Indian Journal of Child Health 8, no. 9 (October 29, 2021): 319–23. http://dx.doi.org/10.32677/ijch.v8i9.3027.

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Background: The prevalence of behavioral and neurodevelopmental disorders of children in India is changing according to recent data, as more young children with these problems are now being identified. Aim: Our study aims to assess the emerging patterns of these disorders in patients attending an urban child guidance clinic in Kolkata. Method: A retrospective analysis of the demographic data of patients attending the clinic over the period of 1 year (April 2018–March 2019) was performed. Results: A significant 55.6% of the total 651 patients in our study were children with autism spectrum disorder (ASD). Children <5 years of age constituted a significant percentage (55.3%) of patients attending the clinic and boys were in significantly larger numbers (74.8%) compared to girls (25.2%). About 52.3% of the children came from Kolkata, 35.4% from other districts of West Bengal, 5.4% from other East Indian states, and 6.9% from the neighboring country Bangladesh. Conclusion: ASD, a developmental disability of public health importance affecting both child and family, has been identified in a significantly large number of children in our study. This may be attributed to increased community awareness resulting in earlier identification/referral of cases; although an actual rise in incidence is also a possibility. The male bias noted in the study is ascribed to a significantly larger number of boys with ASD, behavioral issues, attention deficit hyperactivity disorder, learning disabilities, and intellectual impairment.

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Coutinho, Franzina, and Sonali Saini. "Reliability and Validity of the Red Flag App: Encouraging Inclusive Education for Children at Risk in the School System." International Journal of Education 13, no. 2 (May 24, 2021): 9. http://dx.doi.org/10.5296/ije.v13i2.18376.

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Early identification of ‘risk for disability and mental illness’ has many advantages including better prognosis, and an improved quality of life. Teachers and school management spend long contact hours with children, and are typically among the first to notice developmental delays or behavioural changes. Although they are uniquely poised to identify risks, this often does not occur due to lack of teacher training. In India, there is a dearth of trained therapists for children with special needs. Additionally, many teachers have not been adequately trained in identifying and helping children with mental health issues, neurodevelopmental disabilities, or learning disabilities. The current study seeks to validate an online app which can aid teachers in identifying children at risk across seven areas namely Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder issues (ASD), abuse issues, intellectual deficits, mental health issues, specific learning disorders (SLD), and visual deficits. These buckets have been identified through expert focus group discussions and appropriate literature reviews. The current paper describes the necessity and relevance of such an instrument, and outlines the validation process being conducted.

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29

T.V, Shamna, and Venkatakrishna K.V. "CRITICAL ANALYSIS OF RAJASWALA CHARYA IN RELATION WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN CHILDREN - A SURVEY STUDY." International Ayurvedic Medical Journal 9, no. 8 (August 15, 2021): 1711–16. http://dx.doi.org/10.46607/iamj1709082021.

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Attention deficit hyperactivity disorder or ADHD is the commonest neurological disorder that affects the behaviour of children.1 World Health Organization put forth that, mental disorders are to shoot up by 50% in 2020 at international level. Indian studies rate the psychopathology among children as 5-15% and ADHD has the highest incidence among all the other developmental disorders2. There is no disease by the name ADHD described in Ayurveda, but some conditions of abnormal behaviour can be screened from Ayurvedic literature like Anavasthita Chittatva3, Manovibhrama4, Buddhivibhrama5, Smritivibhrama 4, Sheelavibhrama6 Cheshtavibrama7, and Acharavibhrama. It is found that emergence of the ADHD does not follow a single responsible factor7 and thus a single line of treatment does not cure it7,2. The prevalence of ADHD is increased recently, and people started turning to alternative and complementary medicine especially Ayurveda, it is worthwhile to understand the probable aetiology to prevent the emergence of disease. It is known that the Rajaswala period is the largest and most important period among women's life and need to be healthy in this phase to have a better progeny. But in the present era, women are in hurry to reach the mainstream of society and under much physical and mental stress ends up with lack of care on their health even during menstruation which may lead to ill effect in later life8. This study is to put light on the importance of following regimens and avoiding Apathyas especially during menstruation explained in Ayurvedic classics concerning ADHD. Keywords: Rajaswala, ADHD, paricharya

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30

Pillai, Aravind, Vikram Patel, Percy Cardozo, Robert Goodman, Helen A. Weiss, and Gracy Andrew. "Non-traditional lifestyles and prevalence of mental disorders in adolescents in Goa, India." British Journal of Psychiatry 192, no. 1 (January 2008): 45–51. http://dx.doi.org/10.1192/bjp.bp.106.034223.

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BackgroundAdolescents comprise a fifth of the population of India, but there is little research on their mental health. We conducted an epidemiological study in the state of Goa to describe the current prevalence of mental disorders and its correlates among adolescents aged between 12 and 16 years.AimsTo estimate the prevalence and correlates of mental disorders in adolescents.MethodPopulation-based survey of all eligible adolescents from six urban wards and four rural communities which were randomly selected. We used a Konkani translation of the Development and Well-Being Assessment to diagnose current DSM-IV emotional and behavioural disorders. All adolescents were also interviewed on socio-economic factors, education, neighbourhood, parental relations, peer and sexual relationships, violence and substance use.ResultsOut of 2684 eligible adolescents, 2048 completed the study. The current prevalence of any DSM-IV diagnosis was 1.81%; 95% CI 1.27–2.48. The most common diagnoses were anxiety disorders (1.0%), depressive disorder (0.5%), behavioural disorder (0.4%) and attention-deficit hyperactivity disorder (0.2%). Adolescents from urban areas and girls who faced gender discrimination had higher prevalence. The final multivariate model found an independent association of mental disorders with an outgoing ‘non-traditional’ lifestyle (frequent partying, going to the cinema, shopping for fun and having a boyfriend or girlfriend), difficulties with studies, lack of safety in the neighbourhood, a history of physical or verbal abuse and tobacco use. Having one's family as the primary source of social support was associated with lower prevalence of mental disorders.ConclusionsThe current prevalence of mental disorders in adolescents in our study was very low compared with studies in other countries. Strong family support was a critical factor associated with low prevalence of mental disorders, while factors indicative of adoption of a non-traditional lifestyle were associated with an increased prevalence.

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31

Gupta, Meena, GeetaA Khwaja, Anurag Trivedi, Amit Batra, and Debashish Chowdhury. "Restless leg syndrome, periodic limb movements, febrile seizures and Attention deficit hyperactivity disorder in an Indian family." Annals of Indian Academy of Neurology 15, no. 1 (2012): 39. http://dx.doi.org/10.4103/0972-2327.93277.

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32

Dalwai, Samir, Jeeson Unni, Veena Kalra, Pratibha Singhi, Leena Shrivastava, and Mkc Nair. "Consensus statement of the Indian Academy of Pediatrics on evaluation and management of Attention Deficit Hyperactivity Disorder." Indian Pediatrics 54, no. 6 (June 2017): 481–88. http://dx.doi.org/10.1007/s13312-017-1052-z.

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33

Tsheringla, Sherab, Aby Simon, Paul Swamidhas Sudhakar Russell, SatyaRaj Shankar, Sushila Russell, Priya Mammen, and M. K. C. Nair. "ADD-H-Comprehensive Teacher’s Rating Scale (ACTeRS): A Measure for Attention Deficit Hyperactivity Disorder Among Children with Intellectual Disability in India." Indian Journal of Pediatrics 81, S2 (September 30, 2014): 161–64. http://dx.doi.org/10.1007/s12098-014-1572-7.

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34

Shah, Ruchita, Akhilesh Sharma, Sandeep Grover, Diksha Sachdeva, Subho Chakrabarti, and Ajit Avasthi. "Development and effectiveness of parent skills training intervention for Indian families having children with attention-deficit/hyperactivity disorder (ADHD)." Asian Journal of Psychiatry 64 (October 2021): 102762. http://dx.doi.org/10.1016/j.ajp.2021.102762.

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35

Gupta, Dr Arpita Gupta, Dr Babu George, Dr MKC Nair, Dr Leena ML, and Dr Deepa Bhaskaran. "Clinical and functional profile of 6-12-year-old children with attention deficit hyperactivity disorder referred to a tertiary care center in South India." International Journal of Medical Research & Review 8, no. 4 (August 26, 2020): 331–37. http://dx.doi.org/10.17511/ijmrr.2020.i04.08.

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36

Makkar, Mridul, Narkeesh Arumugam, Divya Midha, and Amanjit Sandhu. "Transcranial Direct Current Stimulation as an Effective Treatment Compared to Video Games on Executive Functions in Children With Attention Deficit Hyperactivity Disorder." Iranian Rehabilitation Journal 20, no. 2 (June 1, 2022): 199–208. http://dx.doi.org/10.32598/irj.20.2.1552.1.

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Objectives: This study aims to determine the effectiveness of transcranial direct current stimulation (tDCS) compared to video games on executive functions in children with attention deficit hyperactivity children (ADHD). Methods: This was an unblinded randomized control trial study with ADHD participants recruited from various schools in Patiala District in Punjab, India. The participants were screened for ADHD using the NICHQ Vanderbilt assessment scale and then they were assessed for eligibility. The random allocation method was done for 61 participants and they were divided into two groups: the control group (video game only) and the intervention group (tDCS along with video game). tDCS was applied at the F3 (anode) and Fp2 (cathode) positions with 1 mA intensity for 20 min 3 times a week for 4 weeks. Pre-, mid-, and post- (day 0, 15, 30) intervention scores for the Raven progressive matrices, the Stroop test, and the trail making test were evaluated for all the participants. Results: The present study had 61 participants in the age range of 10 to 16 years. They were randomly allocated to control and intervention groups. One-way analysis of variance was used to evaluate within-group differences and an unpaired t test was utilized for between-group analyses on different parameters with P<0.05 as the level of significance. Our analysis revealed that tDCS along with video games has a statistically significant effect on components of executive functions as evaluated via the Raven progressive matrices (t=2.483, P=0.01), the Stroop test (t=3.507, P=0.001) and the trail making test (TMT Part A: t=3.238, P=0.02; TMT Part B: t=4.064, P=0.000) compared to the control group. Discussion: When compared with video games, tDCS is effective in improving executive functions in children with ADHD. A randomized control trial with a larger sample size is needed to strengthen the findings of this study and overcome its limitations.

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Jaisoorya, TS, Geetha Desai, B. Sivasankaran Nair, Anjana Rani, Priya G. Menon, and K. Thennarasu. "Association of Childhood Attention Deficit Hyperactivity Disorder Symptoms with Academic and Psychopathological Outcomes in Indian College Students: a Retrospective Survey." East Asian Archives of Psychiatry 29, no. 4 (December 9, 2019): 124–28. http://dx.doi.org/10.12809/eaap1771.

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Mehta, Sagar, Devesh Shah, Kushal Shah, Sanjiv Mehta, Neelam Mehta, Vivek Mehta, Vijay Mehta, et al. "Peer-Mediated Multimodal Intervention Program for the Treatment of Children with ADHD in India: One-Year Followup." ISRN Pediatrics 2012 (December 20, 2012): 1–7. http://dx.doi.org/10.5402/2012/419168.

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The objective was to assess the efficacy of a one-year, peer-mediated interventional program consisting of yoga, meditation and play therapy maintained by student volunteers in a school in India. The population consisted of 69 students between the ages of 6 and 11 years, previously identified as having attention deficit hyperactivity disorder (ADHD). A program, known as Climb-Up, was initially embedded in the school twice weekly. Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year. Improvements in ADHD symptoms and academic performance were assessed using Vanderbilt questionnaires completed by both parents and teachers. The performance impairment scores for ADHD students assessed by teachers improved by 6 weeks and were sustained through 12 months in 46 (85%) of the enrolled students. The improvements in their Vanderbilt scores assessed by parents were also seen in 92% (P<0.0001, Wilcoxon). The Climb-Up program resulted in remarkable improvements in the students’ school performances that were sustained throughout the year. These results show promise for a cost-effective program that could easily be implemented in any school.

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Raveendranathan, Dhanya, T. S. Jaisoorya, B. Sivasankaran Nair, Priya G. Menon, Anjana Rani, K. Thennarasu, and Pratima Murthy. "Gender-Specific Correlates of Alcohol Use Among College Students in Kerala, India." Indian Journal of Psychological Medicine 42, no. 4 (July 2020): 341–45. http://dx.doi.org/10.1177/0253717620927891.

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Background: Studies of alcohol use among college students in India have reported a male preponderance, but a recent large study suggested that alcohol use is increasing in young females. This increase in use among the young females is of concern as they experience poorer outcomes and a higher risk for addiction. Hence, we aimed to examine the gender-specific correlates of alcohol use among college students in the district of Ernakulum, Kerala. Methods: From 58 colleges, 5,784 students completed a self-administered questionnaire that assessed use of alcohol, use of tobacco and illicit drugs, psychological distress, suicidality, symptoms of attention deficit hyperactivity disorder, and history of sexual abuse. Results: Of the questionnaires, 342 had incomplete responses and had to be discarded, and the rest (n = 5,442, 94.1%) were analyzed. lifetime alcohol use was reported by 39% males and 12.6% females. In the multivariable logistic regression analysis using a full model, male students using alcohol compared to male non-users were older, non-Muslim, had poor academic performance, and used other substances. Female users, compared to female non-users, were non-Muslim, had urban residence, used tobacco, and had higher psychological distress, higher suicidal thoughts, and higher lifetime exposure to sexual abuse. Conclusion: Gender-specific differences extend across sociodemographic and psychological domains. Incorporation of these may improve the effectiveness of public health strategies addressing alcohol use.

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Deep, Raman. "Effectiveness of Video-Assisted Teaching on Knowledge and Attitude Regarding Attention Deficit Hyperactivity Disorder among Primary School Teachers in Gurugram, Haryana, India: A Pre-Experimental Study." Bioscience Biotechnology Research Communications 15, no. 1 (March 25, 2022): 152–57. http://dx.doi.org/10.21786/bbrc/15.1.23.

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The study was conducted in selected schools of Gurugram, Haryana. Sixty (60) primary school teachers were selected from three schools of Gurugram by using total enumeration sampling technique. Self-structured knowledge questionnaire and attitude rating scale was used to assess the knowledge and attitude of primary school teachers regarding ADHD. The findings revealed that in the pre-test, majority 41(68.3%) of teachers had inadequate knowledge and 19(31.7%) had moderate knowledge and 28(46.7%) had unfavourable attitude and 32(53.3%) had Neutral attitude whereas in the post-test, 15(25%) had moderate knowledge and majority 45(75%) had adequate knowledge and 13(21.7%) had neutral attitude and majority 47(78.3%) had favourable attitude regarding ADHD. Paired “t” test was used to observe differences between pre and post-test mean scores and were found statistically significant at 0.05 level. The study concluded that educational material like video assisted teaching had shown significant improvement in knowledge and attitude of primary school teachers.

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Kumari, G. Asha. "Effectiveness of Structured Teaching Programme on Knowledge and Attitude Regarding Attention Deficit Hyperactivity Disorder in Primary School Students Among Teachers at Selected Primary Schools, Khammam, Telangana, India." International Journal of Biomedical Investigation 4, no. 2 (December 31, 2021): 1–6. http://dx.doi.org/10.31531/2581-4745.1000135.

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Roy, Pritam Kumar, Mounika Pydipalli, Shruti Trivedi, Waheda Rehman, and Vallabh Thakkar. "Life skills education: a coping strategy against substance abuse." International Journal Of Community Medicine And Public Health 8, no. 8 (July 27, 2021): 4147. http://dx.doi.org/10.18203/2394-6040.ijcmph20213056.

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Substance abuse has been a topic of discussion for healthcare professionals. It involves using harmful or hazardous psychoactive substances that, if administered into one's system, can affect the mental processes. Consumption of these substances leads to societal as well as health problems among its users there by indirectly affecting their families too. These substances mainly include alcohol, tobacco, opiates, cocaine, amphetamines, hallucinogens, prescription and over-the-counter drug abuse.1,2 According to the world drug report 2020 by United Nations Office on Drugs and Crime (UNODC), there are about 35 million people who suffer from drug use disorders and require treatment services globally.2 In India, the substance abuse epidemic in the younger generation has increased rapidly. The crucial factors which lead to these problems involve familial, social as well as individual problems. Familial issues may involve childhood maltreatment or familial substance abuse. Similarly, social issues involves deviant peer pressure and association with popular groups in order to prevent from being bullied. Individual factors which might lead to substance abuse includes depression and attention deficit hyperactivity disorder (ADHD).3 Its prevalence at the national level varies for different substance abuse forms, accompanied by drastic regional variations. Issues regarding treatment access and adherence concerning substance user disorders (SUD) already existed. Due to the current COVID-19 situation, drastic social and economic changes have further worsened the situation. So in this regard, newer strategies have to be brought up in place.4 It has been found that life skills education is one of the most influential activities in school-based substance abuse prevention.

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Ghosh, Paramita, Kanyakumarika Sarkar, Nipa Bhaduri, Anirban Ray, Keka Sarkar, Swagata Sinha, and Kanchan Mukhopadhyay. "Catecholaminergic Gene Variants: Contribution in ADHD and Associated Comorbid Attributes in the Eastern Indian Probands." BioMed Research International 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/918410.

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Contribution of genes in attention deficit hyperactivity disorder (ADHD) has been explored in various populations, and several genes were speculated to contribute small but additive effects. We have assessed variants in four genes, DDC (rs3837091 and rs3735273), DRD2 (rs1800496, rs1801028, and rs1799732), DRD4 (rs4646984 and rs4646983), and COMT (rs165599 and rs740603) in Indian ADHD subjects with comorbid attributes. Cases were recruited following the Diagnostic and Statistical Manual for Mental Disorders-IV-TR after obtaining informed written consent. DNA isolated from peripheral blood leukocytes of ADHD probands (N=170), their parents (N=310), and ethnically matched controls (n=180) was used for genotyping followed by population- and family-based analyses by the UNPHASED program. DRD4 sites showed significant difference in allelic frequencies by case-control analysis, while DDC and COMT exhibited bias in familial transmission (P<0.05). rs3837091 “AGAG,” rs3735273 “A,” rs1799732 “C,” rs740603 “G,” rs165599 “G” and single repeat alleles of rs4646984/rs4646983 showed positive correlation with co-morbid characteristics (P<0.05). Multi dimensionality reduction analysis of case-control data revealed significant interactive effects of all four genes (P<0.001), while family-based data showed interaction between DDC and DRD2 (P=0.04). This first study on these gene variants in Indo-Caucasoid ADHD probands and associated co-morbid conditions indicates altered dopaminergic neurotransmission in ADHD.

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George, Sanju, TS Jaisoorya, Sivasankaran Nair, Anjana Rani, Priya Menon, Revamma Madhavan, Jeevan Chakkandan Rajan, et al. "A cross-sectional study of problem gambling and its correlates among college students in South India." BJPsych Open 2, no. 3 (May 2016): 199–203. http://dx.doi.org/10.1192/bjpo.bp.115.002519.

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BackgroundIn the Western world, a significant portion of college students have gambled. College gamblers have one of the highest rates of problem gambling. To date, there have been no studies on gambling participation or the rates of problem gambling in India.AimsThis study evaluated the prevalence of gambling participation and problem gambling in college students in India. It also evaluated demographic and psychosocial correlates of gambling in that population.MethodWe surveyed 5784 college students from 58 colleges in the district of Ernakulam, Kerala, India, using cluster random sampling. Students completed questionnaires that addressed gambling, substance use, psychological distress, suicidality and attention-deficit hyperactivity disorder (ADHD).ResultsA total of 5580 completed questionnaires were returned, and while only 1090 (19.5%) college students reported having ever gambled, 415 (7.4%) reported problem gambling. Lotteries were the most popular form of gambling. Problem gamblers in comparison with non-gamblers were significantly more likely to be male, have a part-time job, greater academic failures, higher substance use, higher psychological distress scores, higher suicidality and higher ADHD symptom scores. In comparison with non-problem gamblers, problem gamblers were significantly more likely to have greater academic failures, higher psychological distress scores, higher suicidality and higher ADHD symptom scores.ConclusionsThis study, the first to look at the prevalence of gambling in India, found relatively low rates of gambling participation in college students but high rates of problem gambling among those who did gamble. Correlates of gambling were generally similar to those noted in other countries. Since 38% of college students who had gambled had a gambling problem, there is a need for immediate public health measures to raise awareness about gambling, and to prevent and treat problem gambling in this population.

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Banerjee, Emili, Swagata Sinha, Anindita Chatterjee, Prasanta Kumar Gangopadhyay, Manoranjan Singh, and Krishnadas Nandagopal. "A family-based study of Indian subjects from Kolkata reveals allelic association of the serotonin transporter intron-2 (STin2) polymorphism and attention-deficit-hyperactivity disorder (ADHD)." American Journal of Medical Genetics Part B: Neuropsychiatric Genetics 141B, no. 4 (June 5, 2006): 361–66. http://dx.doi.org/10.1002/ajmg.b.30296.

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Lichtman, Jeremy D. "The Case of "Hiro": Treating Tourette Syndrome by Comprehensive Behavioral Intervention for Tics (CBIT)." Pragmatic Case Studies in Psychotherapy 13, no. 1 (April 23, 2017): 1. http://dx.doi.org/10.14713/pcsp.v13i1.1998.

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Cognitive-behavioral therapy (CBT) with Comprehensive Behavioral Intervention for Tics (CBIT) is an efficacious treatment for Tourette Syndrome (TS), with a manualized version available for guiding practitioners through treatment. However, CBIT is still a fairly new treatment for TS and rigorous training in its application is sparse. Additionally, potential treatment considerations are not thoroughly described in the manual. This dissertation presents a systematic case study that specifically analyzes the use of the manual with 10-year-old "Hiro," a South Asian Indian boy with TS who also had attention deficit hyperactivity disorder (ADHD), which is a confounding factor in the treatment of TS. To do this meant applying flexibility and an "hypothesizing-then-testing" mentality. The creation of an individualized case formulation and an associated treatment plan for Hiro were very valuable components in his treatment. The case study chronicles Hiro's successful treatment and explores how and when adherence to the manual was effective as well as how and when greater flexibility was required. Furthermore, the case study explores factors in the clinician/client relationship and how that relationship can prove a powerful tool in treatment. Options for how to maintain treatment goals after termination are also examined.

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Shulman, Stanford T. "Attention: Attention-Deficit/Hyperactivity Disorder." Pediatric Annals 37, no. 1 (January 1, 2008): 5–6. http://dx.doi.org/10.3928/00904481-20080101-02.

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Wilms Floet, A. M., C. Scheiner, and L. Grossman. "Attention-Deficit/Hyperactivity Disorder." Pediatrics in Review 31, no. 2 (February 1, 2010): 56–69. http://dx.doi.org/10.1542/pir.31-2-56.

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Fuchs, D. Catherine. "Attention-Deficit Hyperactivity Disorder." Journal of Clinical Psychiatry 60, no. 2 (February 15, 1999): 127–28. http://dx.doi.org/10.4088/jcp.v60n0211c.

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Deniz, Elif. "Attention deficit hyperactivity disorder." Turkiye Aile Hekimligi Dergisi 12, no. 4 (2008): 207–12. http://dx.doi.org/10.2399/tahd.08.207.

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