Thematische Bibliographien / Hyperactivity in children

Auswahl der wissenschaftlichen Literatur zum Thema „Hyperactivity in children“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "Hyperactivity in children"

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Irwin, Lauren N., Nicole B. Groves, Elia F. Soto und Michael J. Kofler. „Is There a Functional Relation Between Set Shifting and Hyperactivity in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)?“ Journal of the International Neuropsychological Society 26, Nr. 10 (27.05.2020): 1019–27. http://dx.doi.org/10.1017/s1355617720000545.

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AbstractObjective:Replicated evidence indicates that children with attention-deficit/hyperactivity disorder (ADHD) show disproportionate increases in hyperactivity/physical movement when their underdeveloped executive functions are taxed. However, our understanding of hyperactivity’s relation with set shifting is limited, which is surprising given set shifting’s importance as the third core executive function alongside working memory and inhibition. The aim of this study was to experimentally examine the effect of imposing set shifting and inhibition demands on objectively measured activity level in children with and without ADHD.Method:The current study used a validated experimental manipulation to differentially evoke set shifting, inhibition, and general cognitive demands in a carefully phenotyped sample of children aged 8–13 years with ADHD (n = 43) and without ADHD (n = 34). Activity level was sampled during each task using multiple, high-precision actigraphs; total hyperactivity scores (THS) were calculated.Results:Results of the 2 × 5 Bayesian ANOVA for hyperactivity revealed strong support for a main effect of task (BF10 = 1.79 × 1018, p < .001, ω2 = .20), such that children upregulated their physical movement in response to general cognitive demands and set shifting demands specifically, but not in response to increased inhibition demands. Importantly, however, this manipulation did not disproportionally increase hyperactivity in ADHD as demonstrated by significant evidence against the task × group interaction (BF01 = 18.21, p = .48, ω2 = .002).Conclusions:Inhibition demands do not cause children to upregulate their physical activity. Set shifting produces reliable increases in children’s physical movement/hyperactivity over and above the effects of general cognitive demands but cannot specifically explain hyperactivity in children with ADHD.
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Thompson, Margaret. „Attention-deficit/hyperactivity disorder or hyperactivity in preschool children“. British Journal of Hospital Medicine 68, Nr. 7 (Juli 2007): 356–59. http://dx.doi.org/10.12968/hmed.2007.68.7.23970.

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Arum, Puspito, Dahlia Indah Amareta und Faridlotul Zannah. „Phenylalanine and Tryptophan Intake of Hyperactive Children with Autism“. Journal of Biomedicine and Translational Research 3, Nr. 2 (31.12.2017): 34. http://dx.doi.org/10.14710/jbtr.v3i2.1744.

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Background: Hyperactive is behavior which demonstrates the attitude of more energy than normal behavior. Level of neurotransmitter dopamine and serotonin in the body may be the factor of this disorder behavior. Level of phenylalanine and serotonin were found high in hyperactive children with autism. Level phenylalanine in the brain shows that it is not changed into tyrosine so dopamine can not be form. Serotonin derived from an amino acid tryptophan.Objective: To understand the association between phenylalanine and tryptophan intake to hyperactivity of children with autism.Methods: A survey analytic research with cross sectional approach involving 20 subjects. Phenylalanine and tryptophan intake data was collected by Semi Quantitative-Food Frequency Questionnaire (SQ-FFQ), and hyperactivity disorder of children with autism was measured based on DSM-IV guidelines. Results: Eight (40%) children had low hyperactivity, 9 (45%) children had moderate hyperactivity, 2 (10%) children had severe hyperactivity, and 1 (5%) child had very severe hyperactivity. Mean phenylalanine intake was 4899.74mg (±1543.42) with maximum and minimum intake respectively 7735.42mg and 1843.88mg. Tryptophan intake was 1153.91mg (±384.99) with maximum and minimum intake respectively 1953.89mg and 367.69mg. There was significant association between phenylalanine intake (p=0,034; r=0,477) and tryptophan intake and hyperactivity (p=0,026; r=0,492).Conclusion: There is an association between intakes of amino acid phenylalanine and amino acid tryptophan with hyperactivity of autistic children
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Awan, Inayatullah, Jmail Junejo, Sabahat Jabeen und Asma Perveen. „CHILDREN ATTENTION DEFICT HYPERACTIVITY DISORDER“. Professional Medical Journal 22, Nr. 04 (10.04.2015): 490–94. http://dx.doi.org/10.29309/tpmj/2015.22.04.1334.

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Objective: To determine the frequency of functional impairment in the domainof “school and learning” among school going age children with ADHD. Study Design: Crosssectionalstudy. Setting: Neuropsychiatry OPD at National Institute of Child Health (NICH),Karachi. Period: April 2012 to October 2012. Methodology: A total 122 child and adolescentpatients of school going age i.e. 05-15 years diagnosed as having ADHD were included in thestudy. A Proforma was used to denote demographic details of the patients. Impairment in thedomain of “school and learning” was measured by using the Weiss Functional ImpairmentRating Scale – Parent Report (WFIRS-P). Results: of the total 122 patients 74% were malesand 26% were females. 61% were studying in primary school whereas 28% either never wentto school or had quit school. overall the domain of school and learning was impaired in about48% of children with females’ representation being slightly more (50%) compared to males(46%). within the domain of school and learning maximum number of children were impairedin keeping up with schoolwork and needing tutoring (61%); whereas the least frequency ofimpairment was observed in being suspended or expelled from school (30%). Conclusions:ADHD causes functional impairment among children of school going age in the domain ofschool and learning.
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Heffron, William M., Catherine A. Martin, Richard J. Welsh, Peggy Perry und Catherine Kirby Moore. „Hyperactivity and Child Abuse“. Canadian Journal of Psychiatry 32, Nr. 5 (Juni 1987): 384–86. http://dx.doi.org/10.1177/070674378703200511.

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The role of a child in his/her physical abuse was reviewed with particular attention to hyperactive children. A retrospective analysis of the records of children referred to a university-based hyperactive children's clinic revealed that children both with and without Attention Deficit Disorder (ADD) were more often physically abused than children in the general population. The period prevalence of physical abuse in children with ADD did not differ significantly from that in children without ADD. This suggests that hyperactivity may either contribute to, or result from, physical abuse.
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Mokobane, Maria, Basil Pillay, Nicho Thobejane und Anneke Meyer. „Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder“. South African Journal of Psychology 50, Nr. 2 (27.09.2019): 250–61. http://dx.doi.org/10.1177/0081246319876145.

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Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.
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Barkauskienė, Rasa, Asta Bongarzoni, Rasa Bieliauskaitė, Roma Jusienė und Saulė Raižienė. „Attention-deficit/hyperactivity disorder: possibilities of early diagnostics“. Medicina 45, Nr. 10 (10.10.2009): 764. http://dx.doi.org/10.3390/medicina45100099.

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The present study aimed at analyzing the possibilities of early diagnostics of attention-deficit/ hyperactivity disorder in toddlers and preschool children. Parents and caregivers from children day care centers provided information about 863 children (mean age, 47.18 months; 410 girls and 453 boys). The methods used in the study were as follows: Child Behavior Checklist/1½-5 (CBCL), Caregiver-Teacher Report Form (C-TRF), and clinical questionnaire for evaluation of attention-deficit/hyperactivity disorder symptoms. The study consisted of two stages: 1) screening of the emotional and behavioral problems of children based on parental and caregiver-teachers’ reports; 2) clinical interview with parents of children at risk for attentiondeficit/ hyperactivity disorder as measured by empirical ratings of attention hyperactivity symptoms. Results revealed that according to parental ratings, attention and hyperactivity problems are related to children’s age. According to caregiver-teachers’ ratings, boys were rated as having more problems of attention and hyperactivity than girls. Based on the results from the first stage, children at risk for attention-deficit/hyperactivity disorder were analyzed further. Case study analysis showed attention-deficit/hyperactivity disorder symptoms in these children to be a part of overall pattern characterized by behavioral, emotional, and other problems. The quantitative as well as qualitative analysis provides the evidence for a high comorbidity of attention-deficit/ hyperactivity disorder and other emotional and behavioral problems in early childhood. Study showed that comprehensive clinical assessment is necessary for early diagnostics of ADHD.
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Letourneau, Nicole, Cara B. Fedick, J. Douglas Willms, Miriam Stewart und Kelly White. „Longitudinal Study of Social-environmental Predictors of Behavior: Children of Adolescent and Older Mothers Compared“. Canadian Studies in Population 34, Nr. 1 (31.12.2007): 1. http://dx.doi.org/10.25336/p66c92.

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Compared to older, more educated mothers, adolescent mothers are more prone to less than optimal parenting interactions with their children. Moreover, adolescents’ children are more likely to experience developmental challenges. In this study, effects of social-environmental factors in the first two years of life on children’s anxiety and hyperactivity from age 2 to 8 were examined by analyzing Canadian longitudinal data. Initial levels of anxiety and hyperactivity were higher for children of adolescent mothers, and anxiety increased with age for all children. Female children displayed lower initial levels of hyperactivity than males, and females of adolescent mothers showed a steeper decrease in hyperactivity while males of adolescent mothers showed a steeper increase in hyperactivity than their counterparts parented by older mothers. Parenting, social support and other demographic factors were controlled for and the effects of these predictor variables on trajectories of anxiety and hyperactivity are discussed.
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Khani, Abbas Aziz. „Evaluation of family parenting styles on children with Attention Deficit Hyperactivity“. International Academic Journal of Humanities 06, Nr. 01 (26.06.2019): 22–30. http://dx.doi.org/10.9756/iajh/v6i1/1910003.

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HASLAM, ROBERT H. A. „Megavitamins and Hyperactivity“. Pediatrics 78, Nr. 2 (01.08.1986): 375. http://dx.doi.org/10.1542/peds.78.2.375.

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In Reply.— We became interested in studying the effect of megavitamins in children with attention deficit disorders following a report on megavitamins published in 1976.1 Our research protocol, which was developed at that time, was designed to replicate a report2 that suggested that more than 500 children had benefited "significantly with decreased hyperactivity and improved concentration and attention span which led to improved capacities for learning" with the daily use of massive doses of niacin, ascorbic acid, pyridoxine, and calcium pantothenate.
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Dissertationen zum Thema "Hyperactivity in children"

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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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Luk, Siu-luen. „A study on childhood hyperactivity : clinical observation and a local survey /“. [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12827198.

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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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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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Luk, Siu-luen, und 陸兆鑾. „A study on childhood hyperactivity: clinical observation and a local survey“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31981409.

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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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Hollis, Alaina L. „A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AHollis2006.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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Kaidar, Iris. „The self-perception of children with Attention Deficit Hyperactivity Disorder“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53471.pdf.

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Bücher zum Thema "Hyperactivity in children"

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Attention deficits and hyperactivity in children. Thousand Oaks: Sage Publications, 1994.

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The hyperactivity hoax. New York: St. Martin's Press, 1998.

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Seija, Sandberg, Hrsg. Hyperactivity disorders of childhood. Cambridge, Eng: Cambridge University Press, 1996.

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

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C, Wells Karen, Hrsg. Hyperkinetic children: A neuropsychosocial approach. Beverly Hills: Sage Publications, 1986.

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

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

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Adler, Lenard A., Thomas J. Spencer und Timothy E. Wilens, Hrsg. Attention-Deficit Hyperactivity Disorder in Adults and Children. Cambridge: Cambridge University Press, 2015. http://dx.doi.org/10.1017/cbo9781139035491.

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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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Buchteile zum Thema "Hyperactivity in children"

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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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Walitza, Susanne, Marcel Romanos, Laurence Greenhill und Tobias Banaschewski. „Attention-Deficit/Hyperactivity Disorders“. In Psychiatric Drugs in Children and Adolescents, 369–81. Vienna: Springer Vienna, 2014. http://dx.doi.org/10.1007/978-3-7091-1501-5_12.

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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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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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Rimm, Sylvia. „Attention Deficit/Hyperactivity Disorder: A Difficult Diagnosis“. In Parenting Gifted Children, 399–404. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-47.

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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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Konferenzberichte zum Thema "Hyperactivity in children"

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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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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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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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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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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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Paes Pereira da Silv, Edelma, Maria Clara Ribeiro Miranda, Thalia Soares da Silva Dias, Scheilla Maria Ribeiro Rocha Ferreira² und Sananda Lopes Soares. „Contributions of Neuropsychological evaluation to the Psychotherapy process in children with ADHD traces“. In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212451.

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The intersection between Neuropsychology and Cognitive-Behavioral Psychotherapy in several cases has been shown to be beneficial, improving the quality and speed of treatments due to the greater understanding and resources that the two areas together make possible. This project proposes to know, evaluate and understand the implications involving the human being with attention deficit hyperactivity disorder as well as their parents/guardians, in an attempt to improve the quality of life of the subjects involved in this context from awareness of cognitive and behavioral processes. This study is promoted by the Laboratory of Studies in Stigmatization Processes (LEPE) of the Psychology course at CENSA Higher Education Institutes -ISECENSA and presents as a general objective of thisproject to evaluate the importance of Neuropsychology for the psychotherapeutic process of old children in cases of Attention Deficit HyperactivityDisorder (ADHD).The methodology used in the research will be of a qualitative nature. At first, a Literature Review will be carried out to support the researchers views on the topic with the following descriptors: Psychology,Attention Deficit Hyperactivity Disorder and Cognitive-behavioral Psychotherapy.Afterwards, field research will use the semi-structured interview technique and the application of the ETDAH-PAIS scale. Such instruments will be appliedto ten subjects, parents or guardians of children who have ADHD traits.This research is expected to contribute to the promotion of a better quality of life for subjects with Attention Deficit Hyperactivity Disorder (ADHD), as well as for their families. It also intended, at the end of the research, to publish the results collected and analyzed in Revista Perspectivas on line
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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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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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Berichte der Organisationen zum Thema "Hyperactivity 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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3

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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4

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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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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Evidence Update: Antipsychotics for Children with Hyperactivity or Disruptive Disorders. Patient-Centered Outcomes Research Institute (PCORI), März 2018. http://dx.doi.org/10.25302/eu3.2018.3.

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10

Schools can provide valuable help for children with attention deficit hyperactivity disorder. National Institute for Health Research, September 2015. http://dx.doi.org/10.3310/signal-000122.

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