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Relevant bibliographies by topics / Hyperactive/impulsive

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Academic literature on the topic 'Hyperactive/impulsive'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Hyperactive/impulsive"

1

Frick, Matilda A., Tommie Forslund, and Karin C. Brocki. "Can reactivity and regulation in infancy predict inattentive and hyperactive/impulsive behavior in 3-year-olds?" Development and Psychopathology 31, no. 02 (2018): 619–29. http://dx.doi.org/10.1017/s0954579418000160.

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AbstractA need to identify early infant markers of later occurring inattentive and hyperactive/impulsive behaviors has come to the fore in the current attention-deficit/hyperactivity disorder literature. The purpose of such studies is to identify driving mechanisms that could enable early detection of attention-deficit/hyperactivity disorder liability and thus facilitate early intervention. Here we study independent and interactive effects of cognitive regulation (inhibition and sustained attention), temperament (reactive and regulatory aspects), and maternal sensitivity (as external regulatio

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Gibbins, Christopher, Margaret D. Weiss, David W. Goodman, Paul S. Hodgkins, Jeanne M. Landgraf, and Stephen V. Faraone. "ADHD-hyperactive/impulsive subtype in adults." Mental Illness 2, no. 1 (2010): 41–45. http://dx.doi.org/10.4081/mi.2010.e9.

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This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and Tolerability (QuEST) study included 725 adults who received clinician diagnoses of any ADHD sub-type. Cross-sectional baseline data from 691 patients diagnosed with the hyperactive/impulsive (HI), inattentive (IA) and combined sub-types were used to compare the groups on the clinician administered ADHD-RS, clinical features and health-related quality of life. A consistent pattern of differences was found between the ADHD-I and com

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E, Mirzajonova, and Kiselev S. "A-154 Children with Hyperactive–Impulsive Disorder Benefit from Yoga Training." Archives of Clinical Neuropsychology 35, no. 6 (2020): 948. http://dx.doi.org/10.1093/arclin/acaa068.154.

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Abstract Objective It is known that children with hyperactive–impulsive disorder have deficit in executive abilities. The gaol of this study was to reveal effect of yoga training on executive abilities in 8–9 years of age children with hyperactive–impulsive disorder. We compared the efficacy of two methods of training (yoga training vs. conventional motor exercises) in a randomized controlled pilot study. Methods 18 children with hyperactive–impulsive disorder at the age of 8–9 years were included and randomly assigned to treatment conditions according to a 2 × 2 crossover design. Children fro

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Woo, Bernardine S. C., and Joseph M. Rey. "The Validity of the DSM-IV Subtypes of Attention-Deficit/Hyperactivity Disorder." Australian & New Zealand Journal of Psychiatry 39, no. 5 (2005): 344–53. http://dx.doi.org/10.1080/j.1440-1614.2005.01580.x.

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Objective: To examine the validity of the three subtypes of ADHD defined by DSM-IV. Method: Studies published in English were identified through searches of literature databases. Results: Estimates of the prevalence of ADHD have increased as a result of the introduction of DSM-IV criteria. Factor analytical and genetic studies provide some support for the validity of the distinction between the three subtypes. However, diagnosis of the combined subtype seems more reliable than the other two subtypes, although reliability is largely unknown for the latter. The hyperactive-impulsive subtype, the

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Patel, Aparna, and Jalpa Parikh. "Prevalence of Attention Deficit Hyperactivity Disorder - ADHD among Young Individuals - An Observational Study." International Journal of Science and Healthcare Research 6, no. 3 (2021): 225–29. http://dx.doi.org/10.52403/ijshr.20210739.

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Background: Attention deficit hyperactivity disorder-ADHD is a developmental nervous behavioural disorder mostly diagnosed in childhood and rarely in adults. Characteristic clinical features in adults are mainly, hyperactivity, attention deficit and impulsiveness instability in interpersonal relations and alcohol abuse which can cause poor occupational, academic and social performance in future. As ADHD is usually undiagnosed in adults because of its poor knowledge of the symptoms. Need of study is to see the prevalence of ADHD among individuals, as ADHD youth are at high risk of a wide range

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Rodriguez, P. Dennis, and Gordon C. Baylis. "Activation of Brain Attention Systems in Individuals with Symptoms of ADHD." Behavioural Neurology 18, no. 2 (2007): 115–30. http://dx.doi.org/10.1155/2007/865717.

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Previous research investigating attention and impulse control in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) has largely ignored the symptomatic differences among the three subtypes of ADHD: ADHD-Inattentive Type, ADHD-Hyperactive/Impulsive Type, and ADHD-Combined Type. The present study examined attention and impulse control by focusing on these subtypes. Based on their self-reported symptoms of ADHD, participants belonged to one of four groups: ADHD-Inattentive, ADHD-Hyperactive/Impulsive, ADHD-Combined, and control. Cortical activity was recorded from participants durin

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Goulardins, Juliana B., Daniela Rigoli, Pek Ru Loh, et al. "The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?" Journal of Attention Disorders 22, no. 8 (2015): 796–805. http://dx.doi.org/10.1177/1087054715580394.

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Objective: This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents’ versus teachers’ ratings of social problems and ADHD symptomatology were also examined. Method: A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners’ Rating Scales–Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. Results: After controlling for ADHD symptomatology, motor skills remained a signif

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Frick, Matilda A., Gunilla Bohlin, Maria Hedqvist, and Karin C. Brocki. "Temperament and Cognitive Regulation During the First 3 Years of Life as Predictors of Inattention and Hyperactivity/Impulsivity at 6 Years." Journal of Attention Disorders 23, no. 11 (2018): 1291–302. http://dx.doi.org/10.1177/1087054718804342.

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Objective: With a wish to identify early markers of inattention and hyperactivity/impulsivity, we examined effects of temperament and cognitive regulation, during the first 3 years of life, on later inattentive and hyperactive/impulsive behavior. Method: Temperament and cognitive regulation were assessed at 12, 18, 24, and 36 months in 66 typically developing children. Teachers rated inattention and hyperactivity/impulsivity at 6 years. Results: Temperamental activity at all studied time points was predictive of later hyperactive/impulsive behavior, thus appearing as a stable marker thereof. A

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Haberstick, B. C., D. Timberlake, C. J. Hopfer, J. M. Lessem, M. A. Ehringer, and J. K. Hewitt. "Genetic and environmental contributions to retrospectively reported DSM-IV childhood attention deficit hyperactivity disorder." Psychological Medicine 38, no. 7 (2007): 1057–66. http://dx.doi.org/10.1017/s0033291707001584.

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BackgroundA variety of methodologies and techniques converge on the notion that adults and children with attention deficit hyperactivity disorder (ADHD) have similar deficits, but there is limited knowledge about whether adult retrospective reports reflect similar genetic and environmental influences implicated in childhood ADHD.MethodDSM-IV ADHD symptoms were collected retrospectively from 3896 young adults participating in the National Longitudinal Study of Adolescent Health. Responses from this genetically informative sample of same- and opposite-sex twins and siblings were used to determin

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Uslu, M. Murad, and Runa Uslu. "Extremity fracture characteristics in children with impulsive/hyperactive behavior." Archives of Orthopaedic and Trauma Surgery 128, no. 4 (2007): 417–21. http://dx.doi.org/10.1007/s00402-007-0393-9.

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Dissertations / Theses on the topic "Hyperactive/impulsive"

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Merrell, Christine Hazel. "The prevalence, attainment and progress of severely inattentive, hyperactive and impulsive young children." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3830/.

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Some children exhibit inattentive, and perhaps also hyperactive and Impulsive behaviour In the classroom at a very frequent and severe level. These behavioural characteristics are reflected in the criteria for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have been found to achieve lower grades at school than their peers. This study investigated the extent to which pupils with severe ADHD symptoms, but not necessarily diagnosed with the condition, were at risk of similar academic outcomes. The effect of different teaching and classroom management strategi

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Shaw, Rebecca. "Hyperactive, impulsive, distractible and inattentive behaviour in children with genetic syndromes associated with intellectual disability." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485988.

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Kosmerly, Stacey. "The Relationship Between Parental Self-Efficacy, Child Inattentive and Hyperactive/Impulsive Symptoms and Early School Functioning." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41431.

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As early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children’s overall early academic functioning. The current line of research examined parents’ belief in their ability t

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Shah, Shalaka. "The association between inattentive and hyperactive/ impulsive symptoms and deficits in inhibitory control in kindergarten children." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121338.

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In children, the key symptoms of Attention Deficit/Hyperactivity Disorder (ADHD), inattention (I) and hyperactivity/impulsivity (H/I), are associated with deficits in executive function of behavioural inhibition in clinical populations, when performance-based measures of inhibition are used. This study examined whether I and H/I symptoms independently and collectively predict behavioural inhibition in a non-clinical sample of kindergarten students (n = 20). ADHD symptoms and behavioural inhibition deficits were measured using teacher ratings on the Conners Teacher Rating Scale and the BRIEF. I

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Rubcich, Deidre M. "Examining the influence of hyperactive-impulsive symptoms, self control and peer competence on peer victimization and engagement in bullying." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/112.

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The ADHD symptoms of hyperactivity and impulsivity have detrimental effects on children's social functioning and increase their risk of being victimized by peers and engaging in bullying behaviors (Unnever & Cornell, 2003;Wiener & Mak, 2009). In particular, the specific social skills of peer competence and self-control were examined to determine if there was a mediating or indirect effect on peer victimization or engagement in bullying behaviors. Participants in this study included 707 children from the NICHD Study of Early Child Care and variables were measured in the 3 rd , 5 th , and 6 th g

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Cardoso, Diana Maria Pereira. "A concepção dos professores diante do transtorno de déficit de atenção e hiperatividade em contexto escolar: um estudo de caso." reponame:Repositório Institucional da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/10202.

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Tsai, Ching-Lin, and 蔡青霖. "A Correlational Study of Children’s Inattentive and Hyperactive/Impulsive Characteristics, Executive Functions and Social Relationships." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ntv67a.

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碩士<br>輔仁大學<br>臨床心理學系碩士班<br>106<br>Research has shown that individuals with ADHD often have poor executive function and social impairments, and may be negatively affected by the long-term poor social relationships. This study aims to explore relationships among inattention and hyperactivity/impulsivity characteristics, executive functions and social relationships of children, hoping to further understand how this knowledge can be applied in future clinical practice. We recruited 133 grade 5 to 6 elementary school children and their parents in Taipei. Children's executive functions, inattention

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Books on the topic "Hyperactive/impulsive"

1

Garber, Stephen W. Phd. Is Your Child Hyperactive? Inattentive? Impulsive? Distractable? Random House Publishing Group, 2010.

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Garber, Stephen W. If your child is hyperactive, inattentive, impulsive, distractible--: Helping the ADD (Attention Deficit Disorder) hyperactive child. Villard Books, 1990.

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Garber, Stephen W. Is your child hyperactive? inattentive? impulsive? distractible?: Helping the ADD/hyperactive child / Stephen W. Garber, Marianne Daniels Garber, Robyn Freedman Spizman. Villard Books, 1990.

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4

Merrell, Christine. Inattentive, hyperactive and impulsive children: Teaching and classroom management strategies : a research-based guide for LEAs : produced by the CEM Centre, University of Durham. University of Durham, Curriculum, Evaluation & Management Centre, 2002.

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Are you listening?: Attention deficit disorders : a guide for understanding and managing overactive, attention deficit, and impulsive behaviors in children and adolescents. Front Row Experience, 1992.

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Garber, Stephen W. Phd. Is Your Child Hyperactive? Inattentive? Impulsive? Distractable?: Helping the ADD/Hyperactive Child. Villard, 1995.

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7

Bickel, Warren, E. Terry Mueller, James MacKillop, and Richard Yi. Behavioral-Economic and Neuroeconomic Perspectives on Addiction. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381678.013.015.

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Behavioral economics construes addiction as a pattern of pathological decisions favoring consumption of drugs versus healthy reinforcers. This chapter introduces basic behavioral-economic concepts and reviews results from operant laboratory studies, purchase task studies, and clinical studies that validate the concepts’ utility in addiction research. Research and theory about the economic significance of the delay to receipt of a chosen commodity (delay discounting) is reviewed. Additionally, research bearing on the validity of the competing neurobehavioral decision systems hypothesis, a neuro

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Merrell, Christine, and Kapil Sayal. ADHD and school. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0044.

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Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperac

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Book chapters on the topic "Hyperactive/impulsive"

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"ADHD, Predominantly Hyperactive-impulsive Type." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_4824.

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Maltezos, Stefanos, Susannah Whitwell, and Philip Asherson. "ADHD in adults." In Oxford Textbook of Neuropsychiatry, edited by Niruj Agrawal, Rafey Faruqui, and Mayur Bodani. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198757139.003.0034.

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by pervasive or impairing levels of inattention or hyperactivity. It is most comprehensively defined in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria, which recognizes its clinical heterogeneity by grouping it according to three presentations: predominantly inattentive, predominantly hyperactive–impulsive, and combined subtypes. However, ADHD presentations can change significantly over time, most often presenting predominantly as hyperactive–impulsive in infants, with combined symptoms for children, and predominantly inattentive in the case of adults. This chapter focuses on the presentation of ADHD in adults, discussing the detrimental effects its various presentations can have on economic, educational, and social outcomes, before examining the systemic limitations of its recognition and treatment in certain countries. Finally, management and treatment methods are explored, for instance the administering of dopamine and noradrenaline reuptake inhibitors such as methylphenidate and atomoxetine, respectively, and the lack of data on their effectiveness in tackling ADHD comorbidities such as bipolar disorder and schizophrenia.

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Lahey, Benjamin B. "Dimensions of Externalizing Problems." In Dimensions of Psychological Problems. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197607909.003.0004.

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Unlike the internalizing domain of psychological problems, externalizing problems are not defined by the experience of inherently distressing emotions such as anxiety or sadness. Rather, they are defined by patterns of behavior that interfere with living a successful and satisfying life. People with high levels of externalizing problems are often very distressed, but they are mostly distressed by the consequences of their actions. Their inattentive, hyperactive, impulsive, irritable, oppositional, antisocial, callous, psychopathic, narcissistic, and histrionic behaviors and their abuse of, and dependence on, psychoactive substances interfere with functioning in school, work, and other settings; alienate peers and family members; and can lead to serious social consequences such as family conflict, being fired from employment, or incarceration.

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"ONE THING LEADS TO ANOTHER: THE DOMINO EFFECT FOR TEENS EXPRESSING IMPULSIVE, HYPERACTIVE, OR OPPOSITIONAL BEHAVIORS." In The Therapist's Notebook for Children and Adolescents. Routledge, 2015. http://dx.doi.org/10.4324/9781315867304-31.

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