Baseline Severity of Parent-Perceived Inattentiveness Is Predictive of the Difference Between Subjective and Objective Methylphenidate Responses in Children with Attention-Deficit/Hyperactivity Disorder

2013 ◽  
Vol 23 (6) ◽  
pp. 410-414 ◽  
Author(s):  
Subin Park ◽  
Bung-Nyun Kim ◽  
Soo-Churl Cho ◽  
Jae-Won Kim ◽  
Min-Sup Shin ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Baseline Severity ◽  
The Difference

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

scholarly journals Association of Attention Deficit Hyperactivity Disorder with Heroin Addiction

2014 ◽  
Vol 13 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Saad Salman ◽  
Muhammad Idrees ◽  
Muhammad Anees ◽  
Jawaria Idrees ◽  
Fariha Idrees ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Mental Illnesses ◽  
Heroin Addiction ◽  
Heroin Addicts ◽  
Hyperactivity Disorder ◽  
Co Morbidity ◽  
Dsm Iv ◽  
The Mean ◽  
The Difference

Objectives: To study the association of attention-deficit hyperactivity disorder (ADHD) with heroin addiction. Study design: A cross-sectional, hospital based study. Place and duration of study: The study was carried out at Lady Reading Hospital and Khyber Teaching Hospital, Peshawar, Pakistan from 4th April 2012 to 13th September 2012. Subjects and Methods: A sample of 137 adult heroin addicts were analyzed that whether they were ADHD and that childhood problem continues to manifest symptoms in adults. For retrospective assessment of childhood ADHD, the Wender Utah Rating Scale (WURS) as well as the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) symptom checklist for ADHD was used. The Conners’ Adult ADHD Rating Scales (CAARS) was used to assess the persisting symptoms of ADHD in adults. Inclusion criteria: Patient diagnosed with heroin addiction according to ICD-9 and DSM-IV. Exclusion criteria: Patient has co-morbid with any other mental illnesses. Results: The difference between the mean score of WURS and CAARS of ADHD patients were significantly greater than the normal patients. Heroin addicts showed 41.6% (WURS) and 38.6% (DSM-IV diagnostic criteria) that indicated evidence of retrospective ADHD affliction in childhood. 22.6% were IV users. CAARS was presented in 37.9% heroin addicts who exhibited a substantiation of ADHD persistent in adulthood. The difference between the mean score of WURS and CAARS of ADHD patients were significantly greater (P = 0.003), than the normal patients. Conclusions: These results revealed that addiction is associated with co-morbidity with ADHD, expressed in the form of heroin addiction. DOI: http://dx.doi.org/10.3329/bjms.v13i2.18294 Bangladesh Journal of Medical Science Vol.13(2) 2014 p.128-134

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

Reactive and proactive aggression in clinical adolescents with attention-deficit/hyperactivity disorder: The moderating role of gender and comorbidities

2021 ◽  
pp. 135910452110550
Author(s):  
Peter Vida ◽  
Judit Balazs ◽  
Julia Gadoros ◽  
Peter Nagy ◽  
Jozsef Halasz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Aggressive Behavior ◽  
Attention Deficit ◽  
Proactive Aggression ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Aggression Questionnaire ◽  
Reactive And Proactive Aggression ◽  
The Difference

Aggression is well-known problem in adolescent with Attention-Deficit/Hyperactivity Disorder (ADHD), but the precise relation of reactive and proactive aggression by gender and comorbidities has not been characterized in this population. The aim of this study was to assess the level of reactive and proactive aggression in adolescents with ADHD and in matched non-ADHD clinical controls. The level of aggression was assessed by the Reactive and Proactive Aggression Questionnaire in 391 adolescents with ADHD and in 391 matched non-ADHD clinical controls. The selection of adolescents with ADHD was representative for a three-year–long period in Vadaskert Child Psychiatry Hospital. General Linear Model was used to assess the difference by ADHD, gender, and comorbidities on the level of reactive and proactive aggression. The presence of ADHD was associated with higher levels of reactive and proactive aggression. In girls, the effect of ADHD on reactive aggression was more profound. The presence of oppositional defiant disorder or conduct disorder in both groups resulted in higher levels of aggression. Our data suggest that adolescents with ADHD have higher level of aggressive behavior, and girls are especially vulnerable in terms of reactive aggressive behavior.

scholarly journals Memory and intellectual styles: Performance of students with learning disabilities

2018 ◽  
Vol 35 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Francislaine Flâmia INÁCIO ◽  
Katya Luciane de OLIVEIRA ◽  
Acácia Aparecida Angeli dos SANTOS
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Public Schools ◽  
Attention Deficit ◽  
Thinking Styles ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Intellectual Styles ◽  
The Difference

Abstract Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

Reduction in Children's Symptoms of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder during Individual Tutoring as Compared with Classroom Instruction

2002 ◽  
Vol 91 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Joseph M. Strayhorn ◽  
Donna D. Bickel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Classroom Behavior ◽  
Stimulant Medication ◽  
Effect Sizes ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Before And After ◽  
The Difference

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received individual tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.

scholarly journals Comparison of the Effectiveness of Motivational Manipulation and Neurofeedback Methods on Sensitivity to Reward, Delay Discounting and Impulsivity in Children with Attention Deficit / Hyperactivity Disorder

2021 ◽  
Author(s):  
Siyamak Tahmasebi Garmtani ◽  
◽  
Alireza Karimpour Vazifehkhorani ◽  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Delay Discounting ◽  
Attention Deficit ◽  
Control Group ◽  
Sensitivity To Reward ◽  
Hyperactivity Disorder ◽  
Post Test ◽  
The Difference ◽  
Reward Delay

Purpose; The aim of this study was to comparison of the effectiveness of two methods of motivational manipulation and neurofeedback on sensitivity to reward, delay discounting and impulsivity in children with attention deficit / hyperactivity disorder. Methods; The present study was an experimental study with pre-test, post-test, follow-up and control group. The study population consisted of children aged 7 to 12 years with ADHD. Available sampling method was used for sampling in this study. Sample size was selected based on the purpose and method of research (in experimental research, the sample size of at least 30 people in each group is recommended) 90 people. In this study, neurofeedback and motivational manipulation were performed on the intervention group as an intervention, each session was performed for 12 sessions and each session was performed for 45 minutes. Balloon risk test and delay discounting test were used to collect data in pre-test, post-test and follow-up stages and the data were analyzed using MANCOVA statistical method in SPSS-23. Results; By controlling the effects of pretest on posttest, the difference between the groups in the posttest was statistically significant between the variables of impulsivity and delay at the level of P <0.01 and between the variables of reward sensitivity at the level of P <0.05. The results also showed that neurofeedback method (M = 4.66) had a greater effect on reward processing than motivational manipulation method (M = 2.31) compared to the control group, which was significant at the level of P <0.01. But the difference between the mean of motivational manipulation (M = 2.31) in comparison with the control group was not significant. Conclusion; Voluntary activation of dopaminergic regions of the brain by neurofeedback and motivational manipulation leads to endogenous dopamine control in these structures, leading to successful regulation or inhibitory control and reduced cravings, which reduces impulsivity, delay discounting, and sensitivity to reward.

scholarly journals Functional asymmetry in the central brain regions in boys with Attention Deficit Hyperactivity Disorder detected by Event Related Potentials during performance of the Attentional Network Test

2017 ◽  
Author(s):  
Dimitri Marques Abramov ◽  
Carlos Alberto Mourão ◽  
Carla Quero Cunha ◽  
Monique Castro Pontes ◽  
Paulo Ricardo Galhanone ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Attentional Network ◽  
Significant Difference ◽  
Related Potentials ◽  
Attentional Network Test ◽  
The Difference ◽  
The Right

AbstractBackgroundVarious functional asymmetries detected by different neurophysiological and neuroimaging methods have been reported in the literature on the Attention Deficit Hyperactivity Disorder (ADHD), some of them pointing to the right hemisphere activity. In our attempt to discriminate the ADHD patients from normal subjects by hierarchical clustering of behavioural, psychological and event related potential (ERP) variables, the late P3 component of potentials from the right central region (C4) proved to be one of the most informative parameters (in preparation for publication). Here, we have studied the differences in ERPs between the left (C3) and right (C4) central leads and relation of this asymmetry to ADHD diagnosed using DSM.Methods20 typically developing (TD) boys and 19 boys diagnosed with ADHD according to DSM-IV-TR, aged 10-13 years, were examined by the Attentional Network Test (ANT), with simultaneous recording of the respective ERPs. The intergroup differences in the ERP amplitude parameters in the left (C3) and right (C4) central channels and in the difference in these parameters between the two channels (C3 minus C4) were accessed. These characteristics were compared to the subjects DSM scores and ANT performance.ResultsThe target-related potentials late characteristics from the C4 and C3 did not shown significant difference between the groups. The difference between ERPs of the C3 and C4 channels inside the interval of 40-290 ms after target onset was larger in the ADHD group than in control, mainly for incongruent target condition. This asymmetry and right late component were correlated with DSM scores, mainly to hyperactive and impulsive criteria.ConclusionIn ADHD patients, the results suggest ERP pattern of right-side functional predominance in the motor control, which correlates to DSM scores, mainly to hyperactive and impulsive criteria.

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