Bibliografías temáticas / Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children

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Literatura académica sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 15 de febrero de 2022

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Artículos de revistas sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

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Wakhaj, Nugrahini Indra Umratun, and Nurul Hidayati Rofiah. "PERILAKU ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DALAM PROSES PEMBELAJARAN (STUDI KASUS PESERTA DIDIK) DI KELAS IV SD NEGERI GEJAYAN." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 1 (2018): 64. http://dx.doi.org/10.12928/fundadikdas.v1i1.71.

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The behavior of primary school-age students today is very diverse, one of these behaviors are children who are very difficult to manage, can not be silent and as if not paying attention to the lessons in the classroom. These children usually experience emotional and behavioral disorders in its development of ADHD (Attention Deficit Hyperactivity Disorder). This study aims to describe the behavior and impact of Attention Deficit Hyperactivity Disorder (ADHD) in the learning process in grade 4 students of SD Negeri Gejayan.This type of research is a type of Descriptive Qualitative research, with
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Mokobane, Maria, Basil Joseph Pillay, and Anneke Meyer. "Behaviour planning and inhibitory control in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 1 (2019): 11–23. http://dx.doi.org/10.1177/0081246319838104.

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Attention-deficit hyperactivity disorder is one of the most common disorders that can occur in children. The symptoms are thought to result from a deficit in executive functions. This study investigated whether children with attention-deficit hyperactivity disorder subtypes differed in behavioural planning and response inhibition, two of the domains of executive functioning, from a control group without attention-deficit hyperactivity disorder symptoms. Furthermore, it examined whether the three attention-deficit hyperactivity disorder subtypes differed from each other in terms of performance.
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Mertin, Peter. "Attention-Deficit Hyperactivity Disorder among children in respite care: Room for doubt." Children Australia 23, no. 1 (1998): 29–32. http://dx.doi.org/10.1017/s1035077200008488.

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Attention-Deficit Hyperactivity Disorder (ADHD) is currently the diagnosis of choice for children displaying a range of attentional and hyperactive-impulsive behaviours. Diagnostic criteria are set out in the DSM-IV, but considerable overlap with a number of other disorders continues to pose diagnostic problems. A further potential difficulty is that the diagnostic criteria describe, but do not explain, behaviour, increasing the risk for misdiagnosis. A group of children in a respite care program previously diagnosed with ADHD and medicated by paediatricians, serve to illustrate these issues.
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Suyanto, Bestari Nindya, and Supra Wimbarti. "Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD)." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 1 (2019): 15. http://dx.doi.org/10.22146/gamajpp.48584.

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Children with hyperactivity subtype of ADHD have difficulty to control their behavior, therefore early intervention is needed by providing therapy specifically designed for children with ADHD. The music intervention program was structured to reduce hyperactivity in children with ADHD. The method of this study was single case experimental design, the study did not have a control group. The participant in this study was a child with hyperactivity subtype of ADHD who never received music therapy. The measurement of hyperactive behavior was done using behavioral checklist. Data was analyzed using
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Rapoport, J. L., and G. Inoff-Germain. "Responses to methylphenidate in Attention-Deficit/Hyperactivity Disorder and normal children: Update 2002." Journal of Attention Disorders 6, no. 1_suppl (2002): 57–60. http://dx.doi.org/10.1177/070674370200601s07.

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Since the positive effects of stimulants on disruptive behavior were described (Bradley a Bowen, 1941), further pediatric study has been limited almost exclusively to samples of hyperkinetic school-age children. Because these agents normally were viewed as arousing in their effects on the central nervous system, but were calming in their therapeutic effects on these children, stimulant effects on Attention Deficit Disorder (ADD) were interpreted as being “paradoxical.” Investigation of effects in normal children and adolescents and in those with disorders unrelated to Attention-Deficit/Hyperac
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Gualtieri, C. Thomas, and Randall W. Evans. "Motor Performance in Hyperactive Children Treated with Imipramine." Perceptual and Motor Skills 66, no. 3 (1988): 763–69. http://dx.doi.org/10.2466/pms.1988.66.3.763.

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The effects of the tricyclic antidepressant imipramine were evaluated in a study of 9 children with Attention Deficit-Hyperactivity Disorder. The study was double-blind, placebo-controlled, with three drug conditions, low, medium, and high doses. The focus was on neuropsychological drug effects. Imipramine exerted negative dose-response effects on motor performance (motor speed, motor pursuit), while it improved hyperactive behavior and attention and raised the heart rate slightly.
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Bioulac, Stéphanie, Lisa Arfi, and Manuel P. Bouvard. "Attention deficit/hyperactivity disorder and video games: A comparative study of hyperactive and control children." European Psychiatry 23, no. 2 (2008): 134–41. http://dx.doi.org/10.1016/j.eurpsy.2007.11.002.

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AbstractIntroductionThis study describes and compares the behavior of hyperactive and control children playing video games.Subjects and methodsThe sample consisted of 29 ADHD children and 21 controls aged between 6 and 16 years playing video games. We used the Child Behavior Checklist and the Problem Videogame Playing scale (PVP scale). This instrument gives objective measures of problem use, which can be considered as an indication of addictive videogame playing. We designed a questionnaire for the parents, eliciting qualitative information about their child's videogame playing. There were no
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Volakh, Е. V., Kopytov, К. I. Pavlov, and А. V. Hindziuk. "ATTENTION AND HYPERACTIVITY DEFICIENCY IN ADOLESCENTS AS RISK FACTOR OF DEVIANT BEHAVIORS." Medical Journal, no. 3(77) (2021): 4–11. http://dx.doi.org/10.51922/1818-426x.2021.3.4.

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The article provides an overview of the prevalence of risky behavior in children with hyperactivity as a social problem. Children and adolescents diagnosed with attention deficit hyperactivity disorder are a special category of the child population whose behavior is determined by the imbalance of excitation-inhibition processes. The symptoms of this pathology are differentiated depending on the age of the patient and the manifestation of the main clinical manifestations decreases as children with attention deficit hyperactivity disorder (ADHD) grow older. At the same time, complicated forms of
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Fitriyani, Vika Ramadhana, Ainiyatul Luklukatul Lababah, Zakiyah Zakiyah, and Aries Chandra Ananditha. "Pizza Kacang Hijau Sebagai Intervensi Diet Untuk Anak Autisme Dan Attention Deficit Hyperactivity Disorder (ADHD." Jurnal Keperawatan Muhammadiyah 3, no. 1 (2018): 132. http://dx.doi.org/10.30651/jkm.v3i1.1707.

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Objective: Autism and ADHD children were special need child that have to need their own diets. For autism gluten and casein patients are considered toxic, because the body with autism does not produce enzymes digest gluten. As a result, these undigested proteins are converted into chemical components called opoids. Opoid itself, like drugs such as opium, morphine, and heroin that works as toxins that can interfere with brain function and immune system, causing behavioral disorders. for this study aimed to describe the effect of green bean pizza for diet in children with autism and ADHD.Methods
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Афолабі Олусегун Еммануель. "A Developmental Perspective to Attention-Deficit Hyperactivity Disorder (ADHD) in Children." East European Journal of Psycholinguistics 3, no. 1 (2016): 8–22. http://dx.doi.org/10.29038/eejpl.2016.3.1.olu.

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The debate about diagnoses and treatment of attention deficit hyperactive disorder (ADHD) in children continue to range on between the developmental and biological perspectives. While there is increasing evidence that support the biological susceptibility of the disorder, a number of researches also emphasized the significant effect of environment on the syndrome. This study used developmental perspectives to evaluate and bring together various bio-psychosocial factors that impact on children diagnosed with ADHD. The study explored and integrated the existing and advancing study on ADHD to a m
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Tesis sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

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Poillion, Mary Jo. "Effects of teacher training on the alteration of teacher instructional style and the academic success of students identified with attention-deficit hyperactivity disorder /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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El-Sayed, Eman Mohamed. "Brain maturation, cognitive tasks, and quantitative electroencephalography : a study in children with attention deficit hyperactive disorder /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-407-0/.

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Jones, Danna Benefield. "Phenomenological study what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States? /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/jones.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.<br>Additional advisors: Margaret Rice, Boyd Rogan, Foster Watkins, Martha Barber. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 112-120).
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Askins, Martha Ann. "Perceptions of Social Support among Children with Attention Deficit Hyperactivity Disorder, Pre- and Post-Parent Training." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278643/.

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The literature demonstrates that children with Attention Deficit Hyperactivity Disorder (ADHD) often experience peer rejection as a result of their difficulties with interpersonal interactions. The manner in which children with ADHD process social information and the extent to which social difficulties may adversely impact these children has remained unclear. In the first part of the study, the perceptions of social support between boys (ages 7 to 11 years) with and without ADHD were compared. An analysis of variance procedure (ANOVA) was performed and children with ADHD were found to perceive
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Small, Stacey. "Attention-deficit/hyperactivity disorder : general education elementary school teachers' knowledge, training, and ratings of acceptability of interventions." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000084.

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Shipp, Francesca. "Construct validity of teacher ratings of ADHD-IN, ADHD-HI, ODD-toward adults, academic competence, and social competence factors with Thai middle and high school students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/F_Shipp_1061209.pdf.

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Thesis (M.S. in psychology)--Washington State University, August 2009.<br>Title from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).
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Walker, Frances (Frances Ann). "The Effect of Relationship Support and Parenting Style on Externalizing and Internalizing Behaviors of Children with ADHD." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279225/.

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Influences between quality of intimate heterosexual relationships, parenting style, and externalizing and internalizing behavior problems of children with Attention-deficit Hyperactivity Disorder (ADHD) were examined in a sample of intact and single parent families. The perspective on marital quality was expanded to include an examination of intimate adult relationships within single parent households. Associations between the quality of custodial parents' serious dating and/or cohabiting relationships, parenting style and the behavior problems of children with ADHD were studied. Results from
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Hoath, Fiona E. "Feasibility study for an Enhanced Group Triple P-Positive Parenting Program including families with a child aged 5-9 years with disruptive behaviour and attentional problems /." [St Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16764.pdf.

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Carboni, Jessica A. "The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/72.

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Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD diagnosis are prescribed medication to control symptoms, behavioral concerns are still regularly noted in the classroom, home, and other settings. Therefore, school psychologists are often called upon to assist teachers and families with developing intervention procedures. The purpose of this research was to investigate the relationship between mindfulness training, the cognitive processes of attention regulation, and behavior of children
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Burke, Christine. "The experiences of mothers whose children take Ritalin for the treatment of ADHD (Attention Deficit Hyperactivity Disorder)." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-160338.

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Libros sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

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Parenting a child with attention-deficit/hyperactivity disorder. PRO-ED, 1999.

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Greenberg, Gregory S. Attention deficit hyperactivity disorder: Questions & answers for parents. Research Press, 1991.

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Petersen, Christine. Attention-deficit/hyperactivity disorder: Calming the chaos within. Franklin Watts, 2006.

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Larson, Sue. Attention-deficit hyperactivity disorder: Symptoms and suggestions for treatment. Slosson Educational Publications, Inc., 1995.

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Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press, 1991.

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Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press, 1991.

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Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. 2nd ed. Guilford Press, 1998.

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Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press, 1991.

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McCarney, Stephen B. Attention deficit disorders evaluation scale. 3rd ed. Hawthorne Educational Services, 2004.

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Jia you guo dong er: Bang zhu ADHD hai zi kuai le cheng zhang. Xin ling gong fang wen hua shi ye gu fen you xian gong si, 2013.

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Capítulos de libros sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

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Call, David. "Prepubertal Children with Gender Dysphoria: A Case to Illustrate the Management of Co-occurring Attention Deficit Hyperactivity Disorder and Disruptive Behavior Disorders." In Affirmative Mental Health Care for Transgender and Gender Diverse Youth. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78307-9_7.

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Burgić Radmanović, Marija, and Sanela-Sanja Burgić. "Comorbidity in Children and Adolescents with ADHD." In ADHD [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94527.

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Attention Deficit Hyperactivity Disorder with or without hyperactivity disorder is a neurobiological disorder that involves the interaction of the neuroanatomical and neurotransmitter systems. It is a developmental disorder of psychomotor skills that is manifested by impaired attention, motor hyperactivity and impulsivity. This disorder is characterized by early onset, the association of hyperactive and poorly coordinated behavior with marked inattention and lack of perseverance in performing tasks; and this behavior occurs in all situations and persists over time. This disorder is inappropriate for the child’s developmental age and maladaptive. Disorders of neurotransmitter metabolism in the brain with discrete neurological changes can lead to behavioral difficulties and other psychological problems. Most children and adolescents with Attention Deficit Hyperactivity Disorder have comorbidities, often multiple comorbid conditions in the same person. Comorbidity was observed in both clinical and epidemiological samples. It is estimated that about two-thirds of children with this disorder have at least one other psychiatric disorder diagnosed. Symptoms persist and lead to significant difficulties in the daily functioning of the child, such as school success, social interactions, family and social functioning, etc. Recent studies indicate the presence of various neuroophthalmological disorders in children and adolescents with ADHD. The most common comorbidities in children and adolescents with ADHD that will be covered in this chapter are autism spectrum disorder, mood disorder, anxiety, learning disabilities, conduct disorders, tics disorder and epilepsy.
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Vashishtha, Shreyasi. "Attention Deficit Hyperactivity Disorder (ADHD)." In New Developments in Diagnosing, Assessing, and Treating ADHD. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch002.

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Attention deficit hyperactivity disorder (ADHD) is the most common psychiatric condition in children. It comprises three core characteristics, namely inattention, hyperactivity, and impulsivity. The current chapter highlighted the comorbidity of ADHD with other psychiatric conditions like autism spectrum, learning disorders, bipolar disorder, externalizing problems, and sleep difficulties along with familial and academic difficulties. It also focused on the behavioral manifestation of ADHD including mental health issues like anxiety, depression, poor self-esteem, suicide, substance use, and sensory processing deficits. The common treatment for ADHD includes both pharmacological and non-pharmacological methods. Psychological treatment follows the use of behavioral principles used in operant conditioning. Parent and teacher training methods aim to empower them in regulating antecedents and consequences to bring desired changes in behavior. Other interventions discussed in the chapter are cognitive behavioral therapy and physical activity training.
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Kerns, Suzanne E. U., and Ronald J. Prinz. "Co-parenting Children With Attention-Deficit/Hyperactivity Disorder and Disruptive Behavior Disorders." In Parenting Plan Evaluations. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199396580.003.0009.

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Kerns, Suzanne E. U., and Ronald J. Prinz. "Co-parenting Children with Attention-Deficit/Hyperactivity Disorder and Disruptive Behavior Disorders." In Parenting Plan Evaluations. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199754021.003.0011.

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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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M., Thanga Aarthy, Menaka R., and Karthik R. "Automatic Detection and Assessment of Autism Spectrum Disorder." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch020.

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Children with neurodevelopmental disorders are increasing gradually every year. One in 100 children are diagnosed with brain function disorder. There are wide categories of disorder such as attention deficit hyperactive disorder, learning, autism spectrum disorder (ASD), etc. In this work, the focus is on ASD, its clinical methods, and analysis in various research works. ASD is a neurodevelopmental disorder which affects the intellectual functioning, social interaction (adaptive behavior), and has a specific obsessive interest. At present, there is no known cure for ASD, but the level of the pathological condition can be reduced when it is detected early. Early detection is tough and challenging till date. Many researches were carried out to ease the early detection for clinicians. Each method has its own merits and demerits. This chapter reviews and condenses various research works and their efficacy in analysis for the early diagnosis and improvement in children with autism.
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Koolwijk, Irene, Sai N. Iyer, and Patricia Cintra Franco Schram. "Mental and Behavioral Health." In General Pediatrics Board Review. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190848712.003.0005.

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The chapter on mental and behavioral health reviews the clinical presentation and management of children with developmental challenges, psychiatric challenges, and it discusses presentation and screening for substance abuse in the pediatric population. The authors describe the recognition and management of developmental challenges, including global developmental delay, intellectual disability, and language disorders, as well as challenges in learning (learning disorder), social skills (autism spectrum disorder), and attention (attention deficit hyperactivity disorder). The authors discuss recognition and management of several psychiatric challenges, including depression, anxiety, psychosis, disruptive behavior, as well as conversion disorder. Finally, the authors describe the presentation and options for screening for substance use in the pediatric population.
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Kommu, John Vijay Sagar, and Sowmyashree Mayur Kaku. "Functional MRI in Pediatric Neurodevelopmental and Behavioral Disorders." In Functional MRI, edited by S. Kathleen Bandt and Dennis D. Spencer. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190297763.003.0008.

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This chapter addresses functional magnetic resonance imaging (fMRI) of brain in children with neurodevelopmental and behavioral disorders. Common challenges of pediatric fMRI studies are related to acquisition and processing. In children with disruptive behavior disorders, deficits in affective response, empathy, and decision-making have been reported. Resting-state fMRI studies in attention-deficit hyperactivity disorder (ADHD) have shown altered activity in default mode and cognitive control networks. Task-based fMRI studies in ADHD have implicated frontoparietal cognitive and attentional networks. The role of stimulants in restoring the altered brain function has been examined using fMRI studies. In children with autism spectrum disorder, fMRI studies using face-processing tasks, theory-of-mind tasks, imitation, and language processing (e.g., sentence comprehension), as well as studies of gaze aversion, interest in social faces, and faces with emotions have implicated cerebellum, amygdala, hippocampus, insula, fusiform gyrus, superior temporal sulcus, planum temporale, inferior frontal gyrus, basal ganglia, thalamus, cingulate cortex, corpus callosum, and brainstem. In addition, fMRI has been a valuable research tool for understanding neurobiological substrates in children with psychiatric disorders (e.g., psychosis, posttraumatic stress disorder, and anxiety disorders).
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Hirsch, Emily, and Leslie Hulvershorn. "Neural Findings in Pediatric Irritability." In Irritability in Pediatric Psychopathology, edited by Amy Krain Roy, Melissa A. Brotman, and Ellen Leibenluft. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190846800.003.0009.

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Irritability has been conceptualized as a clinical phenomenon that cuts across various psychiatric disorders. Moreover, it is one of the most common reasons that children and adolescents present for mental health treatment. Despite the high prevalence and impairment associated with irritability, until recently, relatively little was known about the brain mechanisms underlying it. Understanding more about the neural mechanisms associated with irritability will likely enhance treatment development. In this chapter, the authors synthesize research that has characterized aspects of irritability in children and adolescents who are typically developing and in those with psychiatric disorders, including severe mood dysregulation (SMD), disruptive mood dysregulation disorder (DMDD), bipolar disorder, and disruptive behavior disorders, as well as attention deficit/hyperactivity disorder and autism, and they suggest future directions for research in this area.
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Actas de conferencias sobre el tema "Attention-deficit hyperactivity disorder. Behavior disorders in children. Hyperactive children"

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Aulia, Jannatul, Mr Zulkifli, and Dewi Ratih Rapisa. "Reducing Hyperactive Behavior Using Instrumental Classic Music on Children With Attention Deficit Hyperactivity Disorder At SLB Plus Madana Dun Ya Banjarmasin." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.47.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disor
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disor
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