scholarly journals Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο

2016 ◽  
Vol 4 (2) ◽  
pp. 276 ◽  
Author(s):  
Sofia Kouvava ◽  
Ekaterini Antonopoulou ◽  
Ekaterini Maridaki-Kassotaki
Keyword(s):  
Primary Schools ◽  
Research Evidence ◽  
Friendship Quality ◽  
Research Area ◽  
Typically Developing ◽  
Dyadic Relationship ◽  
Children With Adhd ◽  
Adhd Children ◽  
One Year

<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited.  This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>

Relations Between Sleep and Temperament in Preschool Children With ADHD

2018 ◽  
Vol 24 (4) ◽  
pp. 535-544 ◽  
Author(s):  
Maria Grazia Melegari ◽  
Stefania Sette ◽  
Elena Vittori ◽  
Luca Mallia ◽  
Alessandra Devoto ◽  
...  
Keyword(s):  
Sleep Onset ◽  
Sleep Time ◽  
Child Temperament ◽  
Novelty Seeking ◽  
Typically Developing ◽  
Temperament And Character Inventory ◽  
Children With Adhd ◽  
Wrist Actigraphy ◽  
Adhd Children ◽  
Character Inventory

Objective: The objective of this study was to assess the links between temperament and sleep in a group of preschoolers with ADHD. Method: Twenty-five ADHD ( M = 5.37 years, SD = 1.09) and 22 typically developing (TD; M = 5.10, SD = 1.18) preschoolers participated in the study. Sleep was assessed with the Sleep Disturbance Scale and wrist actigraphy. The Preschool Temperament and Character Inventory (PsTCI) was used to evaluate the child temperament. Results: ADHD children showed a temperamental profile characterized by higher novelty seeking, lower persistence, self-directness, and cooperativeness and marginally lower harm avoidance (HA) compared with controls. HA was associated negatively to wakefulness after sleep onset and sleep fragmentation and positively with sleep efficiency and sleep time. Reward dependence was negatively associated with wake episode length. Conclusion: Sleep and temperament are correlated in preschoolers with ADHD and temperament might represent an intermediate endophenotype underlying the relation between ADHD and sleep disorders.

scholarly journals Sensory Behaviours and Resting Parasympathetic Functions among Children with and without ADHD

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Ivan Neil Gomez ◽  
Lissa Martha Domondon ◽  
Hector WH Tsang ◽  
Chetwyn CH Chan ◽  
Cynthia YY Lai
Keyword(s):  
Sensory Processing ◽  
Sensory Profile ◽  
Controlled Environment ◽  
Typically Developing ◽  
Experimental Protocol ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
The Relationship ◽  
Moderate Positive Correlation

Previous studies suggest that parasympathetic functions support sensory behaviours. However, the relationship between sensory behaviours and parasympathetic functions remain inconclusive and inconsistent among children with and without attention-deficit hyperactivity disorder (ADHD). This research aims to examine the sensory behaviours and resting parasympathetic functions among children with and without ADHD. We compared sensory behaviours and baseline parasympathetic functions of 64 participants, with 42 typically developing and 24 ADHD male children aged 7–12 years. Sensory behaviours were evaluated using the sensory profile. Baseline parasympathetic functions were indexed using the normalized unit of heart rate variability high-frequency bands (HF n.u.). Children underwent an experimental protocol consisting of watching a silent cartoon movie while HF n.u. is continuously monitored, within a controlled environment. The results of this research showed significantly lower HF n.u. (t(64) = 7.84, p < 0.01 ) and sensory processing total score (t(64) = 14.13 =  p < 0.01 ) among children with ADHD compared to their typically developing peers. Likewise, a significant moderate positive correlation (r = 0.36, p < 0.05 ) was found between the HF n.u. and sensory profile total scores among children with ADHD. Children with ADHD have significantly lower resting state parasympathetic functions compared to their typically developing peers.

Delayed memory in ADHD children

2016 ◽  
Vol 33 (S1) ◽  
pp. S354-S354
Author(s):  
O. Lvova
Keyword(s):  
Cognitive Abilities ◽  
Group Differences ◽  
Control Group ◽  
Typically Developing ◽  
Cognitive Domains ◽  
Children With Adhd ◽  
Gender And Age ◽  
Adhd Children ◽  
Competing Interest ◽  
And Control

IntroductionIt is known that children with ADHD have deficit in cognitive abilities. However there are different opinions about the nature of this deficit. It is necessary to conduct researchers for revealing specific profile of impairments in different cognitive domains in ADHD children to better understanding the nature of this disorder.AimsThe aim of this research was to examine the hypothesis that children with ADHD have a specific deficit in memory – weakness in delayed memory.MethodsThe experimental group included 15 Russian-speaking children with ADHD at age 7–8 years. The control group included 15 typically developing children. The children from experimental and control group were matched for IQ, gender and age. Children from both groups were assessed with NEPSY using memory for names subtest. This subtest is designed to assess the ability to learn the names of children in immediate and delayed conditions. Two-way ANOVA was used to reveal group differences in reproducing the names in two conditions.ResultsWe have not revealed significant differences between children from experimental and control group in the reproducing the names in immediate condition.However, the interaction of condition type and group was significant (P ≤ 0.05). ADHD children were less successful in reproducing the names in delayed condition.ConclusionsIn view of the obtained results, it can be assumed that children with ADHD have specific deficit in memory domain – weakness in delayed memory. It is necessary to confirm this result using different memory tasks.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Verbal Intelligence and Sleep Disorders in Children with ADHD

2003 ◽  
Vol 96 (3_suppl) ◽  
pp. 1283-1288 ◽  
Author(s):  
G. Andreou ◽  
A. Karapetsas ◽  
P. Agapitou ◽  
K. Gourgoulianis
Keyword(s):  
Sleep Disorders ◽  
Verbal Intelligence ◽  
Greek Version ◽  
Night Sleep ◽  
Verbal Iq ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Age And Sex

In the present study, WISC-III Verbal IQ and sleep disorders in children with Attention Deficit Hyperactivity Disorder (ADHD) and controls who were matched for age and sex were assessed. 18 children with ADHD, 14 boys and 4 girls, and 18 controls, 14 boys and 4 girls, participated. Polysomnographs were performed for all ADHD children during their night sleep. The Greek version of WISC-III was used to evaluate Verbal IQ. Analysis of the polysomnographs showed that the quality of night sleep of the children with ADHD was very poor, including apneas, low desaturation rates, and awakenings in combination with limb activity and snoring. This agreed with their low Verbal IQ, which was up to 20 points lower than the controls' Verbal IQ. Sleep disorders in ADHD children could contribute to lower Verbal IQ.

Peer Rejection and Perceived Quality of Relations With Schoolmates Among Children With ADHD

2014 ◽  
Vol 22 (8) ◽  
pp. 738-751 ◽  
Author(s):  
Paweł Grygiel ◽  
Grzegorz Humenny ◽  
Sławomir Rębisz ◽  
Elżbieta Bajcar ◽  
Piotr Świtaj
Keyword(s):  
Social Relationships ◽  
Social Relations ◽  
Primary Schools ◽  
Perceived Quality ◽  
Sociometric Status ◽  
Children With Adhd ◽  
Adhd Diagnosis ◽  
Regular Classrooms ◽  
The Impact

Objective: The main aim of the current study was to investigate the links between ADHD diagnosis and the objective and subjective dimensions of social relationships among children from primary schools. Method: We used the data from 36 regular classrooms, consisting of 718 students, with each containing at least one child with an established clinical diagnosis of ADHD (38 children). Results: For children with ADHD, the level of the perceived quality of social relations was lower than that of children without such a diagnosis. After controlling for sociometric status, the impact of ADHD on perceived status proved to be statistically nonsignificant but the indirect impact of ADHD on this status through sociometric status was statistically significant. Conclusion: Children diagnosed with ADHD are more often rejected by their peers and have a more pessimistic view of their social world. Moreover, ADHD diagnosis does not have a direct influence on the perceived quality of social relations otherwise than through sociometric status.

scholarly journals Executive Function and Attention Performance in Children with ADHD: Effects of Medication and Comparison with Typically Developing Children

2019 ◽  
Vol 16 (20) ◽  
pp. 3822 ◽  
Author(s):  
Miklós ◽  
Futó ◽  
Komáromy ◽  
Balázs
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Stimulant Medication ◽  
Adhd Group ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Specific Effects ◽  
Adhd Children ◽  
Treatment Naïve

The emerging literature reports that children with Attention-Deficit/Hyperactivity Disorder (ADHD) show deficits in executive functioning. To date, the combination of drug therapy with certain evidence-based non-medication interventions has been proven to be the most effective treatment for ADHD. There is a gap in the literature regarding comparing the executive functions (EF) of treatment naïve and medicated children with ADHD with both each other and typically developing children. Altogether, 50 treatment naïve and 50 medicated children with ADHD and 50 typically developing children between the ages of six and 12 were enrolled. The Mini International Neuropsychiatric Interview for Children and Adolescents (Mini Kid) and the Test of Attentional Performance for Children (KiTAP) measures were employed. Treatment naïve children with ADHD showed weaker performance on most executive function measures (12 out of 15) than either the medicated ADHD group or the controls. There were no significant differences between the medicated ADHD children and typically developing children in most KiTAP parameters (10 out of 15). Executive function impairments were observable in treatment naïve ADHD children, which draws attention to the importance of treating ADHD. Future studies should focus on the specific effects of stimulant medication on executive functions.

scholarly journals PARENTAL STRESS DURING THE COVID-19 PANDEMIC: A ONE-YEAR FOLLOW-UP

2021 ◽  
Author(s):  
Ragnhild Bjørknes ◽  
Jens Christoffer Skogen ◽  
Ane Nærde ◽  
Gro Mjeldheim Sandal ◽  
Ellen Haug ◽  
...  
Keyword(s):  
Parental Stress ◽  
Primary Schools ◽  
Professional Staff ◽  
Control Measures ◽  
First Year ◽  
Infection Control Measures ◽  
Health Clinics ◽  
One Year

Objective: The aim of this two wave longitudinal study was to increase the knowledge on levels of parental stress and rewards among mothers and fathers of children aged 1-18 years, during the first year of the COVID-19 pandemic. Background: The COVID-19 pandemic and infection control measures have caused changes to family life. Caring for children in home-school/kindergarten while working from home may have posed significant strain on parents that may negatively impact the quality of parent-child relationships and parents' sensitivity to their children's needs.Method: We employed data collected in April 2020 and in April 2021 from the longitudinal BiE-study. 7424 parents participated (58 % mothers and 41 % fathers). Results: The overall levels of parental stress and rewards did not change significantly. Being male, aged 40-49, having a relatively high income, or reporting initial difficulties with closed kindergartens or schools were associated with decreased parental stress over the two-time points. For parents aged 18-29 years, the level of parental stress increased. Conclusion: The study suggests that the overall levels of parental stress and rewards remained unchanged during the first year of the pandemic. Even so, the study also uncovered that younger parents are a vulnerable subgroup. Implications: Increased awareness and competence among professional staff in kindergartens, primary schools, and child health clinics targeting young parents and their children in the wake of the pandemic could be of high importance to prevent detrimental consequences.

scholarly journals Differences in Attention Skill between Children with ADHD and Typically Developing Children in Indonesian Primary Schools

2021 ◽  
Vol 14 (1) ◽  
pp. 329-337
Author(s):  
Naeila R. Muna ◽  
Ratna Jatnika ◽  
Urip Purwono ◽  
Juke R. Siregar
Keyword(s):  
Selective Attention ◽  
Error Rate ◽  
Primary Schools ◽  
Rating Scale ◽  
Commission Error ◽  
Data Sampling ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Adhd Subtypes ◽  
Children With Adhd

Background: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychological developmental disorder in children. ADHD is characterized by inattention, overactivity, and impulsivity. However, the attention skill is not clearly studied in children with ADHD in Indonesia. Objective: The aim of the present study was to investigate the differences in attention skill between children with ADHD and typically developing children (TD), and identify the differences between ADHD subtypes at primary schools in Bandung city Indonesia in terms of the parameter of attention. Methods: This study used the quantitative method. The population of this study was children with ADHD and typically developing (TD) school-age children. The data sampling technique was purposive sampling, consisting of 30 children as a group of ADHD children and 30 children as a group of TD children. The instrument to collect data was Wechsler Intelligence Scale for Children (WISC), Indonesian ADHD Rating Scale (IARS), and The D2 test of attention. The analysis method used t-test and SPSS V.24 for Windows. Results: This study showed significant differences in attention skill performance between children with ADHD and TD children in the variables including the total number of tasks completed, omission, commission, error rate, total amount minus errors or selective attention skill, fluctuation rate and concentration performance. There have been observed significant differences between ADHD subtypes in terms of total number, omission, commission, error rate, total amount minus errors or selective attention skill, and concentration performance. Conclusion: Children with ADHD were found to have lower results than typically developing children in terms of attention skill, inhibiting control, and ability in performance accuracy. Children with ADHD-C subtypes were found to have more inattentive tendencies, hyperactive, and impulsive compared to ADHD-I and ADHD-H. ADHD-C subtype showed more deficits than ADHD-I and ADHD-H in response inhibition and accuracy of performance.

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