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Thematische Bibliographien / Attention-Deficit/Hyperactivity Disorder in children

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Attention-Deficit/Hyperactivity Disorder in children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

Rajaprakash, Meghna, und Mary L. Leppert. „Attention-Deficit/Hyperactivity Disorder“. Pediatrics In Review 43, Nr. 3 (01.03.2022): 135–47. http://dx.doi.org/10.1542/pir.2020-000612.

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Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent neurobehavioral disorder in childhood. The major components of this disorder are developmentally inappropriate levels of inattention and hyperactivity/impulsivity, which result in functional impairment in 1 or more areas of academic, social, and emotional function. In addition to the propensity for children to have some compromise of academic and emotional function, children with ADHD also have a higher frequency of co-occurring learning, cognitive, language, motor, and mental health disorders. Similarly, children with developmental disorders have a higher risk of co-occurring ADHD. The diagnosis of ADHD can be ascertained by a review of the risks for the condition, consideration of masquerading conditions, a careful history and physical examination, and the recognition of co-occurring disorders. The signs and symptoms of co-occurring disorders and the management of ADHD differ across early childhood, middle childhood, and adolescence. Management is largely limited to behavioral and pharmacologic interventions, and it favors behavioral strategies in early childhood, pharmacologic and behavioral strategies in middle childhood, and pharmacologic interventions in adolescence. This article offers an approach to the evaluation, presentation, and management of ADHD with a focus on guiding primary care pediatricians.

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Dykman, Roscoe A., und Peggy T. Ackerman. „Behavioral Subtypes of Attention Deficit Disorder“. Exceptional Children 60, Nr. 2 (Oktober 1993): 132–41. http://dx.doi.org/10.1177/001440299306000207.

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This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): without hyperactivity (ADD/WO), with hyperactivity (ADDH), and with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk to have oppositional and conduct disorders, whereas children with ADD/WO tend to show symptoms such as anxiety and depressed mood. Children in the three subtypes have similar rates of learning disabilities, but all have higher rates than found in control groups. Teacher and parent ratings are more sensitive than laboratory measures in differentiating the subtypes. Follow-up studies strongly suggest more adverse outcomes for ADDHA children.

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Laird, Lyle Knight, und Judith J. Saklad. „Attention-Deficit Hyperactivity Disorder“. Journal of Pharmacy Practice 3, Nr. 4 (August 1990): 241–51. http://dx.doi.org/10.1177/089719009000300406.

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Attention-deficit hyperactivity disorder (ADHD) is the most common of the childhood psychiatric disorders, with a prevalence rate of up to 20%, and is probably genetically transmitted. ADHD is characterized by impulsive behavior, hyperactivity, and decreased attention span. It is often extremely disruptive to the afflicted individuals social interactions and school performance. Therapeutic approaches to ADHD should be multimodal, including medications, family, and educational therapies. The pathophysiology of ADHD is not yet fully understood. Catecholoamines are believed to play a significant role with serotonin in an adjunctive role. Pathophysiological theories are supported by useful drug therapies that are known to affect dopamine and norepinephrine metabolism. Stimulants remain the drugs of choice, with methylphenidate most commonly used. Dextroamphetamine and pemoline are also effective. The rational use of these drugs is discussed. Antidepressants are second-line drug therapies; their usefulness is most apparent in patients who have high levels of anxiety and/or depression. Other potentially useful medications, including clonidine and the antipsychotics, are discussed. Adult populations can also express ADHD; treatment is similar to that used in children. Overall, ADHD is an important illness with significant morbidity. Pharmacotherapy is highly effective for its treatment and forms the cornerstone of therapy. This review of ADHD seeks to promote a greater understanding of this disorder and its appropriate drug therapy.

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Matkeeva, A. „Attention Deficit Hyperactivity Disorder in Children“. Bulletin of Science and Practice 7, Nr. 2 (15.02.2021): 187–92. http://dx.doi.org/10.33619/2414-2948/63/16.

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The article presents the characteristics of 60 children with attention deficit hyperactivity disorder (ADHD) aged 6 to 11 years, depending on the type of classification, who were treated at the National Center for Maternal and Child Health (Bishkek).

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Meletis, Chris D., und Ben Bramwell. „Attention-Deficit/Hyperactivity Disorder in Children“. Alternative and Complementary Therapies 6, Nr. 6 (Dezember 2000): 315–20. http://dx.doi.org/10.1089/act.2000.6.315.

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Batsche, George M., und Howard M. Knoff. „Children with Attention Deficit Hyperactivity Disorder“. Special Services in the Schools 9, Nr. 1 (21.04.1995): 69–95. http://dx.doi.org/10.1300/j008v09n01_04.

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Leffert, Nancy, und Amy Susman. „Attention deficit hyperactivity disorder in children“. Journal of Pediatrics 5, Nr. 4 (1993): 429–33. http://dx.doi.org/10.1097/00008480-199308000-00009.

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Baxter, Peter S. „Attention-deficit hyperactivity disorder in children“. Current Opinion in Pediatrics 7, Nr. 4 (August 1995): 381–86. http://dx.doi.org/10.1097/00008480-199508000-00007.

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Zinov'eva, O. E., E. G. Rogovina und E. A. Tyrinova. „Attention deficit hyperactivity disorder in children“. Neurology, Neuropsychiatry, Psychosomatics, Nr. 1 (06.05.2014): 4. http://dx.doi.org/10.14412/2074-2711-2014-1-4-8.

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Bramble, D., A. Klassen, P. Raina, A. Miller, S. Lee, M. S. Thambirajah, A. Weaver und G. D. Kewley. „Attention deficit hyperactivity disorder in children“. BMJ 317, Nr. 7167 (31.10.1998): 1250. http://dx.doi.org/10.1136/bmj.317.7167.1250b.

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Dissertationen zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

Silverman, Andrew Flint. „Disinhibition, memory, and attention deficit hyperactivity disorder /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.

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Husted, Kathryn Anne. „Attention deficit hyperactivity disorder : age group comparisons /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953867.

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Alexander, David Keith. „Self-esteem in children with attention-deficit hyperactivity disorder /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Miller, Alyssa N. „Attention-deficit/hyperactivity disorder in children : the effective treatment options available /“. Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Saydam, Reyhan. „Executive Functions In Children With Attention Deficit / Hyperactivity Disorder“. Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608885/index.pdf.

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Aim of the present study was to evaluate executive functions (EF) such as inhibition, planning, working memory, set-shifting in children with Attention Deficit / Hyperactivity Disorder (ADHD) via comparison of three ADHD subtype groups (ADHD-I, ADHD-C and ADHD-Comorbid) and a normal control group. Participants consist of 147 children. Total of 111 children were assigned into the ADHD groups of the study. Thirty seven children (5 girl and 32 boys) were assigned into the ADHD-Inattentive group, thirty seven children (6 girls and 31 boys) were assigned into the ADHD-Combined group
and thirty seven children (4 girls and 33 boys) were classified as ADHD-Comorbide group (ADHD-C with Oppositional Defiant Disorder consists of 4 girls and 31 boys, and/or Conduct Disorders consists of 2 boys). Thirty six children (6 girls and 30 boys
age range: 7- 12) were assigned as control group by matching with the ADHD groups according to the WISC-R Full Scale IQ score, sex and age. Conner&rsquo
s Parental and Teacher Rating Scales, Child Behavior Check List and Wechsler Intelligence Scale Revised, Tower of London Test, Wisconsin Card Sorting Test, Stroop Color Word Test, Cancellation Task, Trail Making Test, California Verbal List Test for Children, Verbal Fluency Test, Continuous Performance Test, Go-No-Go Task and Bender-Gestalt Test were used for the assessment of children. The data were analyzed by one-way within subject ANOVA for all dependent variables measured by the assessment tools. Additionally discriminant function analyses were conducted to determine the variables that differentiate the three ADHD groups and control group. Outcome of study indicated that subjects in ADHD-Comorbid group had more severe Executive Function (EF) deficits than subjects in ADHD-I and ADHD-C group. The findings were discussed in the light of the literature.

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Juanola-Borrat, Yolanda. „Causal attributions in children with attention deficit hyperactivity disorder“. Thesis, University of Warwick, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397020.

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Higgins, Trevor P. „Teaching strategies for students with attention deficit hyperactivity disorder“. [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THiggins2007.pdf.

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Tallent, Ron. „The construct validity of DSM-IV attention deficit hyperactivity disorder“. Thesis, The Author [Mt. Helen, Vic.] :, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41746.

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Farrow, Maree J., und maree farrow@med monash edu au. „Brain electrical activity topography in attention-deficit/hyperactivity disorder“. Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050406.141958.

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Attention-deficit/hyperactivity disorder (ADHD) is a common childhood psychiatric disorder characterized by developmentally inappropriate levels of inattentiveness, impulsivity and hyperactivity. Current theories of ADHD cite evidence from neuropsychological and brain imaging studies suggesting that abnormalities in the structure and function of the frontal lobes and connected brain regions are associated with impaired behavioural inhibition, constituting the primary deficit in ADHD. While most reviewers conclude that neuropsychological studies have failed to find specific deficits in various aspects of attention in ADHD, poor performance on attentional tasks, including the continuous performance task (CPT), is a common finding and previous electrophysiological studies suggest evidence of impaired attentional processing. This study aimed to investigate the cortical activity associated with attentional processes in children with and without ADHD, using steady-state probe topography (SSPT). Seventeen boys diagnosed with ADHD and seventeen age matched control boys participated. Changes in the amplitude and latency of the steady-state visually evoked potential (SSVEP) associated with correct responses to targets in the �X� and �AX� versions of the CPT were examined. At critical time points in both tasks, the control group demonstrated SSVEP changes suggesting increased activation and increased speed of neural processing. These effects occurred predominantly in medial frontal, right prefrontal, right parietal and occipital regions, suggesting enhanced activity in regions previously shown to be involved in attentional processes. The ADHD group demonstrated much smaller increases in activation and processing speed in frontal regions and predominantly reduced activation and slower processing in parieto-occipital regions. Group differences suggesting reduced activity in the ADHD group were observed in response to the presentation of both cues and targets, as well as in the intervals leading up to target presentation, especially in the cued CPT-AX. These results suggest that processing of task relevant stimuli as well as preparatory and motor processes may be associated with dysfunctional activation of brain networks of attention in ADHD, involving deficits in both frontal and parietal cortical regions. These regions may also be involved in the maintenance of information required for correct task performance and the results also suggest possible deficits in these processes in ADHD. The findings are consistent with others of reduced activation and cognitive deficits in ADHD involving these brain regions and networks, and with the idea that ADHD may be associated with a diminished ability to regulate levels of arousal and activation appropriate to task demands.

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Wright, Gloria Sunnie Isabel. „The medicalization of behaviour in children diagnosed as having attention deficit hyperactivity disorder (ADHD)“. Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28871.

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In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has achieved a high profile in academic and popular culture alike, evidenced in several competing perspectives across a variety of sectors. As the social processes at work in objectifying a child as ‘ADHD’ are not well understood, this dissertation draws on the tenets of the sociology of mental health to explore the diagnostic mechanism by which social forces encapsulated in medical, family and educational agencies synergize to construct ADHD. In short, this study aims to examine the social processes by which a child ‘like any other’ comes to be understood as ‘being ADHD’. Despite the dominance of biochemical and neurological explanations of ADHD and in the absence of pathological evidence, the identification of ADHD predominantly relies on individualistic interpretations of human behaviour. One view gaining attention is that ADHD is situated within a broad global trend that redefines perceived ‘abnormal’ social behaviours and non-medical problems as illnesses and mental disorders requisite of medical intervention. It is argued that the mounting categorization of children as mentally disordered and the escalating use of psychotropic medication alongside images of deviant adult-ADHD behaviour contextualizes the ADHD phenomena as a contemporary moral panic worthy of further investigation.

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Bücher zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

Brinkerhoff, Shirley. Attention-deficit/hyperactivity disorder. Broomall, PA: Mason Crest, 2015.

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Jacqueline, Langwith, Hrsg. Attention deficit hyperactivity disorder. Detroit: Greenhaven Press, 2009.

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Gold, Susan Dudley. Attention deficit disorder. New York: Crestwood House, 2000.

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L, Vail Priscilla, und Johnson Robert L, Hrsg. Attention deficit disorder. Berkeley Heights, NJ, USA: Enslow Publishers, 2000.

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Attention deficit/hyperactivity disorder: A multidisciplinary approach. London: Jessica Kingsley, 1999.

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Wender, Paul H. ADHD: Attention-deficit hyperactivity disorder in children and adults. Oxford: Oxford University Press, 2000.

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Nadeau, Kathleen G. Understanding girls with attention deficit hyperactivity disorder. Silver Spring, MD: Advantage Books, 1999.

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Nadeau, Kathleen G. Understanding girls with attention deficit hyperactivity disorder. Silver Spring, MD: Advantage Books, 1999.

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Kit, Chee, Hrsg. Understanding ADHD: Attention deficit hyperactivity disorder. New York: Fawcett Columbine, 1998.

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Attention-deficit/hyperactivity disorder in children and adults. Toronto, Ont: Hogrefe & Huber, 2007.

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Buchteile zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

Ali, Nicole, Fiona Davidson, Marilyn MacPherson und Penny Corkum. „Attention-Deficit/Hyperactivity Disorder“. In Sleep in Children with Neurodevelopmental Disabilities, 155–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98414-8_12.

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Goldstein, Mark L., und Stephen Morewitz. „Attention-Deficit Hyperactivity Disorder“. In Chronic Disorders in Children and Adolescents, 99–123. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9764-7_5.

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Mikami, Amori Yee, Allison Jack und Matthew D. Lerner. „Attention-Deficit/Hyperactivity Disorder“. In Social Behavior and Skills in Children, 159–85. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_9.

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Stevens, Jack. „Working Memory in Children with ADHD“. In Attention Deficit Hyperactivity Disorder, 277–92. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:277.

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Rapport, Mark D., Caroly S. Pataki und Gabrielle A. Carlson. „Attention-Deficit Hyperactivity Disorder“. In Inpatient Behavior Therapy for Children and Adolescents, 239–74. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-2332-5_9.

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DuPaul, George J., Brittany Pollack und Trevor D. Pinho. „Attention-Deficit/Hyperactivity Disorder“. In Handbook of DSM-5 Disorders in Children and Adolescents, 399–416. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_20.

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Tur-Kaspa, Hana. „Social Functioning of Children With Attention Deficit Hyperactivity Disorder“. In Attention Deficit Hyperactivity Disorder, 317–36. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:317.

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Bloom, Juliana S., Carlin J. Miller, Mauricio A. Garcia und George W. Hynd. „Reading Disabilities in Children With Attention Deficit Hyperactivity Disorder“. In Attention Deficit Hyperactivity Disorder, 337–58. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:337.

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Jonkman, Lisa M. „Selective Attention Deficits in Children with Attention Deficit Hyperactivity Disorder“. In Attention Deficit Hyperactivity Disorder, 255–75. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:255.

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Beebe, Dean W. „The Psychological Evaluation of Attention Deficit Hyperactivity Disorder in School-Aged Children“. In Attention Deficit Hyperactivity Disorder, 143–63. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:143.

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Konferenzberichte zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

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 disorder in childhood and adolescence period will be discussed in more detail.

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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 disorder in childhood and adolescence period will be discussed in more detail.

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3

Zhang, Wei, Li Fan und Ye-Ping Jiang. „Memory Updating Deficit in Attention Deficit Hyperactivity Disorder (ADHD) Children“. In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0001.

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Agapitou, Paraskevi, Ioannis Galantomos und Georgia Andreou. „Language difficulties in children with Attention Deficit Hyperactivity Disorder“. In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0001/000121.

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Grilo, Luís M., Rita S. Henriques, Paula C. Correia und Helena L. Grilo. „Attention-deficit/hyperactivity disorder in children. A statistical approach“. In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2014 (ICNAAM-2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4913047.

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Ilic, Irena, und Milena Ilic. „Global Incidence of Attention Deficit/Hyperactivity Disorder among Children“. In IECBS 2022. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/iecbs2022-12942.

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Fahimi, Fatemeh, Cuntai Guan, Wooi Boon Goh, Kai Keng Ang, Choon Guan Lim und Tih Shih Lee. „Personalized features for attention detection in children with Attention Deficit Hyperactivity Disorder“. In 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036850.

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Kaiser, I., L. Overdick, N. Blazynski, C. Clement, K. Schneider-Momm, H. Clement, C. Fleischhaker und E. Schulz. „Restricted Elimination diet for Children with Attention-deficit/hyperactivity disorder (ADHD)“. In Abstracts of the 30th Symposium of the AGNP. Georg Thieme Verlag KG, 2017. http://dx.doi.org/10.1055/s-0037-1606420.

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„NEUROPHYSIOLOGICAL MARKERS OF IMPAIRED READING IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER“. In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2108.sudak.ns2021-17/131-132.

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Chen, He, Jiaqing Yan, Yue Gu, Yan Song und Xiaoli Li. „Mutual information analysis of EEG of children with attention-deficit/hyperactivity disorder“. In 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8243167.

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Berichte der Organisationen zum Thema "Attention-Deficit/Hyperactivity Disorder in children"

1

Momany, Elizabeth T., Peter C. Damiano und Margaret C. Tyler. hawk-i. Attention Deficit Hyperactivity Disorder and Children. Iowa City, Iowa: University of Iowa Public Policy Center, Januar 2004. http://dx.doi.org/10.17077/2u6s-qk7i.

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Kemper, Alex R., Gary R. Maslow, Sherika Hill, Behrouz Namdari, Nancy M. Allen LaPointe, Adam P. Goode, Remy R. Coeytaux et al. Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality, Januar 2018. http://dx.doi.org/10.23970/ahrqepccer203.

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Xie, Cheng, Hai-Sha Xia, Xin-Yun Gou, Jin Fan, Wen-Jing Tang, Xiao-Yu Jia, Zhong Zheng, Juan Li und Rong-Jiang Jin. Meta-analysis of magnetic resonance spectroscopy in children with attention deficit hyperactivity disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2022. http://dx.doi.org/10.37766/inplasy2022.6.0071.

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Sun, Wenxin, Mingxuan Yu und Xing Wang. Effects of Physical Exercise on Attention Deficit Hyperactivity Disorder in Children: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2021. http://dx.doi.org/10.37766/inplasy2021.4.0113.

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Momany, Elizabeth T., Peter C. Damiano und Margaret C. Tyler. hawk-i Attention Deficit Hyperactivity Disorder and Children. Report to the Iowa Department of Human Services. Iowa City, Iowa: University of Iowa Public Policy Center, Januar 2004. http://dx.doi.org/10.17077/wp6p-38do.

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6

Robledo-Castro, Carolina, Gisella Bonilla-Santos und Piedad Rocío Lerma-Castaño. Computer-based cognitive training programs: effects on executive functions in children with attention deficit hyperactivity disorder (ADHD). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Oktober 2022. http://dx.doi.org/10.37766/inplasy2022.10.0046.

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Review question / Objective: This systematic review aimed to synthesize the existing literature reporting the effects of computer-based cognitive training on the executive functions of children with ADHD. Condition being studied: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder diagnosed in childhood, characterized by a persistent pattern of inattention, hyperactivity, and impulsivity. Today it is recognized that ADHD is associated with an alteration in the volume and level of activation in prefrontal areas related to executive functions. Based on these clinical findings, some authors suggest that ADHD is not a disorder of primary attention origin but instead responds to an alteration in the synaptic circuits of some brain areas, including the prefrontal neocortex, areas involved in cognitive regulation and control, and processes known as executive functions.

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wang, meng, Angelita Bautista Cruz und jing yu. Effects of sport on inhibitory function in children with attention deficit hyperactivity disorder: A Systematic Review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0035.

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8

Stuart, Nicole, Karina Dorrington, Andrew Sheridan und Carmela Pestell. The Neuropsychological Correlates of Sluggish Cognitive Tempo: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0102.

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Review question / Objective: The objective the current review is to delineate the cognitive profile of SCT, particularly where it is similar to or different from ADHD-related inattention. In addition, the review will provide an analysis of methodological factors that might account for discrepancies in research findings and guidance for future studies. Condition being studied: Sluggish cognitive tempo (SCT) is a constellation of symptoms originally identified among children with the inattentive subtype of attention deficit hyperactivity disorder (ADHD-I). These symptoms include daydreaming, inconsistent alertness, hypoactivity and lethargy. Although there is considerable overlap with ADHD-I, factor analytic and convergent and discriminant validity studies suggest that SCT is a distinct construct. Moreover, there is evidence that SCT may be common in a number of other disorders, including depression and autism - suggesting that SCT might represent an important transdiagnostic construct.

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Anthony, Laura, Bruno Anthony und Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute® (PCORI), Mai 2020. http://dx.doi.org/10.25302/04.2020.ad.13047379.

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10

Anthony, Laura, Bruno Anthony und Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute (PCORI), Juni 2020. http://dx.doi.org/10.25302/06.2020.ad.13047379.

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