Zeitschriftenartikel: „Pupil with ADHD“

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Shirama, Aya, Toshinobu Takeda, Haruhisa Ohta, Akira Iwanami, Shigenobu Toda und Nobumasa Kato. „Atypical alert state control in adult patients with ADHD: A pupillometry study“. PLOS ONE 15, Nr. 12 (30.12.2020): e0244662. http://dx.doi.org/10.1371/journal.pone.0244662.

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Although behavioral studies have repeatedly demonstrated that individuals with attention-deficit/hyperactivity disorder (ADHD) have deficits in alertness, little is known about its underlying neural basis. It is hypothesized that pupil diameter reflects the firing of norepinephrine (NE) neurons in the locus coeruleus (LC), and that the LC-NE neuromodulatory system for regulating alertness may be dysfunctional in ADHD. To clinically and non-invasively examine this hypothesis, we monitored the kinetics of pupil diameter in response to stimuli and compared them between adults with ADHD (n = 17) and typically developing (TD) adults (n = 23) during an auditory continuous performance task. Individuals in the ADHD group exhibited a significantly larger tonic pupil diameter, and a suppressed stimulus-evoked phasic pupil dilation, compared to those in the TD group. These findings provide support for the idea that the aberrant regulatory control of pupil diameter in adults with ADHD may be consistent with a compromised state of alertness resulting from a hyperactivated LC-NE system.

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Curtis, David F., Richard J. Hamilton, Dennis W. Moore und Stewart Pisecco. „Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand“. Australasian Journal of Special Education 38, Nr. 2 (09.09.2014): 128–49. http://dx.doi.org/10.1017/jse.2014.12.

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This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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Metin, B., E. Sonuga-Barke, J. R. Wiersema, H. Roeyers und S. Vermeir. „The Differential Effect of Event Rate on Pupil Dilation Patterns Suggests Effort Dysregulation Problems in ADHD“. European Psychiatry 41, S1 (April 2017): S635. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1042.

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IntroductionThe state regulation model postulates that ADHD performance difficulties result from failures to regulate activation states in response to changing environmental conditions – producing poor performance under sub-optimal conditions. Behavioral and electrophysiological studies involving the manipulation of event rate (ER) lend support to this idea.AimIn this preliminary study, we extended this investigation by comparing pupil dilation, an established marker of cognitive effort allocation, in individuals with ADHD, and controls, in response to varying ERs on a simple cognitive task.MethodsNineteen children with ADHD (age range: 8–14 years) and 21 controls (age range: 10–16 years) completed a target detection task under three different ERs (1300, 4000, and 8000 msec). Pupil dilation was monitored using an eye-tracker.ResultsOur results show that for controls, pupil dilation to targets varied as a function of ER according to a “U” function – with fast and slow ERs inducing greater phasic dilation than the moderate ER. However, for children with ADHD the relationship was linear with dilation increasing as ER decreased.ConclusionsThe results provide the first pupillary evidence suggestive of effort allocation dysregulation in ADHD especially under fast event rate conditions. Future studies should explore interventions to overcome effort allocation problems.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Graczyk, Patricia A., Marc S. Atkins, Maudette M. Jackson, Joan A. Letendre, Julia Kim-Cohen, Barbara L. Baumann und Jon Mccoy. „Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation“. Behavioral Disorders 30, Nr. 2 (Februar 2005): 95–104. http://dx.doi.org/10.1177/019874290503000203.

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This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

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Hamrakova, A., I. Ondrejka, N. Sekaninova, L. Peregrim und I. Tonhajzerova. „Pupillary Light Reflex in Children with ADHD“. Acta Medica Martiniana 19, Nr. 1 (01.04.2019): 30–37. http://dx.doi.org/10.2478/acm-2019-0004.

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Abstract Attention deficit/hyperactivity disorder (ADHD) is one of the most frequently seen mental disorders in children with an increasing risk for other mental disorders. ADHD represents a primary biological dysfunction of the central nervous system, such as dysregulation of frontal-subcortical-cerebellar catecholaminergic circuits and imbalances in the dopaminergic system. However, autonomic nervous system, comprised of two primary branches - sympathetic and parasympathetic nervous systems that are normally in dynamic balance, plays an essential role in the regulation of body functions. Although it is generally assumed that the autonomic regulation is impaired during ADHD the information related to this dysregulation is limited. One of the options to observe changes of autonomic balance in ADHD is pupillary light reflex (PLR). Pupillometric evaluation can be used for the assessment of functioning of both autonomic nervous system branches and certain parameters of pupil responsivity can be helpful as a tool for medical diagnostic and treatment. In conclusion, these findings suggest the pupillometry as a non-invasive method that can indicate abnormalities in the complex central autonomic network regulating PLR.

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Richardson, Michelle, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear et al. „Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research“. Health Technology Assessment 19, Nr. 45 (Juni 2015): 1–470. http://dx.doi.org/10.3310/hta19450.

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Kleberg, Johan Lundin, Matilda A. Frick und Karin C. Brocki. „Can auditory warning signals normalize eye movements in children with ADHD?“ European Child & Adolescent Psychiatry 29, Nr. 12 (01.02.2020): 1635–44. http://dx.doi.org/10.1007/s00787-020-01484-w.

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Abstract Attenuated baseline arousal has been hypothesized to underlie symptoms of attention deficit/hyperactivity disorder (ADHD). A behavioral signature of reduced baseline arousal is an increased beneficiary effect of warning signals in reaction tasks. This paradoxical effect is believed to be caused by a temporary increase in arousal induced by warning signals. In a preregistered study, we tested the hypothesis that children with high levels of ADHD symptoms would be hyperresponsive to warning signals in a well-established visual attention task (the gap/overlap paradigm). Previous studies using this task have found slower and more variable saccadic reaction times in children with ADHD compared to typically developing children, suggesting that these eye movement metrics are candidate biomarkers. We examined 71 children, of which 1/3 had a diagnosis of ADHD, using both dimensional analyses and group comparisons. Previously reported findings of reduced saccadic latency and increased latency variability were replicated. Importantly, saccadic latency was normalized by auditory warning signals. Analyses of pupil dilation, a physiological index of arousal and locus coeruleus-noradrenergic activity, confirmed that warning signals led to enhanced arousal. Our findings are novel and contribute to our understanding of arousal and attention in ADHD and have implications for treatment and interventions.

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Pester, James. „An Investigative Assessment of the Need for Individual Learning Support for a Y9 Pupil with Learning Difficulties and ADHD“. Emotional & Behavioural Difficulties 7, Nr. 4 (01.11.2002): 215–27. http://dx.doi.org/10.1177/1363275202007004004.

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Pester, James. „An investigative assessment of the need for individual learning support for a Y9 pupil with learning difficulties and ADHD“. Emotional and Behavioural Difficulties 7, Nr. 4 (Januar 2002): 215–27. http://dx.doi.org/10.1080/13632750200507019.

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Tan, Teck Shuenn, und Wing Sum Cheung. „Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)“. Computers & Education 50, Nr. 3 (April 2008): 725–41. http://dx.doi.org/10.1016/j.compedu.2006.08.005.

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OKE, Oluwasola Julius, Ebunoluwa Aderonke Adejuyigbe, Saheed B. Oseni und Kolawole S. Mosaku. „Academic Performance of Children with ADHD in Ile Ife, South West, Nigeria“. Journal of Pediatric Neurology 17, Nr. 04 (27.03.2018): 131–37. http://dx.doi.org/10.1055/s-0038-1636927.

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AbstractAttention deficit hyperactivity disorder (ADHD) is a neurobehavioral developmental disorder that affects attention and concentration of children. In Africa, there is a lack of information on academic performance of children with ADHD. This article aims to (1) determine the academic performance and intelligent quotient (IQ) of pupils with ADHD, (2) compare the academic performance and IQ of children with ADHD to those without ADHD, and (3) determine other factors affecting academic performance in children with ADHD. A community-based cross-sectional study was conducted in Ile Ife among pupils aged 5 to 12 years. They were screened with Disruptive Behavioral Disorder Rating Scale, IQs determined with the Draw-A-Person test (DAPT), the academic performance determined with academic performance questionnaire (APQ), and continuous assessment (CA) score for 2013/2014 session recorded. A total of 32.3% of 65 pupils with ADHD had low CA score, while 9.6% of 1,320 pupils without ADHD had low CA score. The CA score of pupils with ADHD was significantly lower (χ2 = 36.875, p = 0.001), particularly among older children aged 9 to 12 years (χ 2 = 4.135, p = 0.042). A total of 46.2% of 65 pupils with ADHD had subnormal IQ, while 47.2% of 1,320 pupils without ADHD had subnormal IQ. There was no significant difference between the IQ of children with ADHD and their peers without ADHD (χ2 = 0.023, p = 0.879). Children with ADHD had similar IQ as their peers without ADHD but lower CA score. The low academic performance in pupils with ADHD could be attributed to inattentiveness in the affected pupils.

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Lloyd, Tony. „Supporting pupils with ADHD“. Headteacher Update 2015, Nr. 1 (02.01.2015): 38–39. http://dx.doi.org/10.12968/htup.2015.1.38.

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Oke, Oluwasola Julius, Saheed Babajide Oseni, Ebunoluwa Aderonke Adejuyigbe, Samuel Kolawole Mosaku und Samuel Kolawole Mosaku. „Parent-Teacher Concordance for DSM V Diagnosis of Attention-Deficit/Hyperactivity Disorder in a Community Based Sample in Nigeria“. Annals of Behavioral Neuroscience 1, Nr. 1 (14.11.2018): 123–31. http://dx.doi.org/10.18314/abne.v1i1.1197.

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Objective: To examine concordance between parent and teacher DBDRS in diagnosing ADHD among pupils in Ile Ife, Nigeria.Method: This study was carried out among 1385 children aged 5-12 years. Parents and teachers of the pupils were asked to complete the DBDRS checklist and children diagnosed for ADHD and their parents were interviewed for the symptoms and impaired function. Parent-teacher concordance of ADHD symptoms was evaluated.Results: Agreement between parents and teachers DBDRS was found to be good for ADHD diagnosis and its subtypes (r = 0.525, p < 0.001). There was a statistically significant positive correlation between parents’ and teachers’ DBDRS in ADHD diagnosis: Inattention, r = 0.522, p < 0.001, hyperactivity, r = 0.572, p < 0.001, Combined, r = 0.569, p < 0.001.Conclusions: The good parent-teacher agreement implies that ADHD symptoms were noted appreciably by both parents and teachers in different settings with little bias.

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Ntiakoh-Ayipah, Daniel, Joslin Alexei Dogbe, Maxwell Peprah Opoku, Frank Twum, Michael Owusu, Hammond Kumi, Priscilla Afari und Gordon Donnir. „Prevalence of Attention Deficit Hyperactivity Disorder Among Pupils in Primary Schools in Ghana“. Journal of International Special Needs Education 23, Nr. 2 (03.12.2018): 69–78. http://dx.doi.org/10.9782/18-00011.

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Abstract In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.

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Hogan, Ekemini Joseph, Mkpouto Udeme Akpan, Echey Ijezie und Kevin Bassey Edem. „Socio-demographic and environmental determinants of attention deficit hyperactivity disorder in primary school children in Ikot Ekpene, Nigeria“. International Journal of Contemporary Pediatrics 8, Nr. 9 (23.08.2021): 1515. http://dx.doi.org/10.18203/2349-3291.ijcp20213312.

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Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common neuro-behavioural disorders of childhood. Environmental influences have been reported to be important in its aetiopathogenesis. There is a paucity of publications assessing the socio-demographic and environmental determinants of ADHD in Sub Saharan Africa. The aim was to determine the socio-demographic and environmental determinants of ADHD in primary school children in Ikot Ekpene, Nigeria.Methods: Vanderbilt ADHD diagnostic teacher rating scale for ADHD was administered on 1174 pupils aged 6-12 years drawn from twelve primary schools in Ikot-Ekpene, Akwa-Ibom State, Nigeria. Parents of the selected pupils completed a proforma on their socio-demographics and environmental factors.Results: The mean age of the study population was 9.32 years with a male preponderance. ADHD was significantly associated with lower socio-economic status, being a product of multiple gestations, having parents with financial difficulty during the first few years of child’s life among others.Conclusions: ADHD is associated with common socio-demographic and environmental risk factors. Some of these factors such as low income and low socio-economic status are modifiable. Poverty alleviation, job security and empowerment of parents of children living in resource-poor settings is critical to reducing the prevalence of ADHD.

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Fleischmann, Amos, und Sharief Dabbah. „Negev Bedouin Teachers’ Attitudes Toward ADHD and Its Pharmacological Treatment“. Qualitative Health Research 29, Nr. 3 (08.10.2018): 418–30. http://dx.doi.org/10.1177/1049732318803892.

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Little is known about the attitudes of Negev Bedouin toward attention-deficit/hyperactivity disorder (ADHD) and its pharmacological treatment. This study examines the perspectives of Negev Bedouin teachers on pharmacological treatment. Thirty-six teachers are asked to consider how their views influence the way they relate to pupils’ parents. A grounded-theory analysis of semistructured interviews illuminates ambivalence in teachers’ attitudes. Teachers, like the rest of their community, when asked about the implications of an ADHD evaluation for their children, respond that ADHD and its pharmacological treatment cause dishonor. When asked what ADHD means when it is their pupils who are diagnosed and treated, however, teachers, like the education establishment, accept the need for medication. However, they fail to communicate this need to parents because their attempts to do so show parents that they consider their children “flawed”—causing parents to oppose treatment even more lest they succumb to social stigma.

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Kouvava, Sofia, Ekaterini Antonopoulou und Ekaterini Maridaki-Kassotaki. „Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο“. Preschool and Primary Education 4, Nr. 2 (17.11.2016): 276. http://dx.doi.org/10.12681/ppej.8577.

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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, s.d.= 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 Friendship Quality Questionnaire. 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.

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Kristjánsson, Kristján. „Medicalised pupils: the case of ADD/ADHD“. Oxford Review of Education 35, Nr. 1 (16.01.2009): 111–27. http://dx.doi.org/10.1080/03054980802417354.

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Moore, Darren A., Michelle Richardson, Ruth Gwernan-Jones, Jo Thompson-Coon, Ken Stein, Morwenna Rogers, Ruth Garside, Stuart Logan und Tamsin J. Ford. „Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews“. Journal of Attention Disorders 23, Nr. 3 (09.03.2015): 220–33. http://dx.doi.org/10.1177/1087054715573994.

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Objective: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. Method: We developed novel methods to compare the findings across these reviews inductively and deductively. Results: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. Conclusion: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.

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Joshi, Himani Mahesh, und Mubashir Angolkar. „Prevalence of ADHD in Primary School Children in Belagavi City, India“. Journal of Attention Disorders 25, Nr. 2 (21.06.2018): 154–60. http://dx.doi.org/10.1177/1087054718780326.

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Background: ADHD is one of the most common childhood-onset psychiatric disorders. Even though there is no global consensus on ADHD prevalence, the estimated prevalence of ADHD worldwide ranges between 5.29% and 7.1%. In the Indian scenario, the prevalence of ADHD falls in range of 2% to 17%. Objective: The objective of the study is to determine the prevalence of ADHD in primary school children of Belagavi, India. Method: A cross-sectional study was done among 156 children aged between 6 to 11 years (Grade 1 to 5). Data were collected using Swanson, Nolan and Pelham-IV rating scale (SNAP-IV) Questionnaire after obtaining informed consent from respective parents and principals of their school. Result: Prevalence rate of ADHD was 5.76% with 3.8% among girls and 1.9% among boys. Conclusion: These findings highlight the significance of detecting ADHD in pupils at an early age to plan interventions for treating such cases.

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Klanienė, I., G. Šmitienė und E. Banienė. „COOPERATION BETWEEN PARENTS AND PRIMARY SCHOOL TEACHERS IN OVERCOMING THE READING DIFFICULTIES OF PUPILS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER IN PRIMARY CLASSES“. Bulletin of Taras Shevchenko National University of Kyiv. Social work, Nr. 3 (2018): 27–33. http://dx.doi.org/10.17721/2616-7786.2018/3-1/6.

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Nowadays general education schools are increasingly focusing on the development of inclusive education ideas through a variety of social pedagogical assistance measures. Pupils with attention deficit and hyperactivity disorder (ADHD) in primary classes face with learning difficulties (most often with difficulties in reading), often have problems with socialization as well as difficulties in communicating with their peers. Cooperation between parents and primary school teachers in coping with learning difficulties is one of the key factors of effective social pedagogical assistance. The article analyzes the data of qualitative research which reveals the peculiarities of educational difficulties of social pedagogical cooperation, while helping to overcome difficulties (reading) of pupils with ADHD: content, forms and conditions of assistance from parents.

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Almutairi, Sami A. „Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region“. International Journal of Growth and Development 1, Nr. 1 (07.12.2017): 8. http://dx.doi.org/10.25081/ijgd.2017.v1i1.9.

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Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

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Ndukuba, A. C., P. C. Odinka, R. C. Muomah, J. T. Obindo und O. O. Omigbodun. „ADHD Among Rural Southeastern Nigerian Primary School Children: Prevalence and Psychosocial Factors“. Journal of Attention Disorders 21, Nr. 10 (28.07.2014): 865–71. http://dx.doi.org/10.1177/1087054714543367.

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Objective: To determine the prevalence of ADHD among primary school pupils in a rural community in Southeastern Nigeria and to determine the psychosocial factors associated with the condition. Method: One hundred eighty-one randomly selected participants had their teachers complete the school version of ADHD Rating Scale–IV. Their parents also completed a sociodemographic questionnaire, the clinical interview form for the child and adolescent ADHD patients, and home version of the ADHD Rating Scale–IV. Results: Twelve (6.6%) of the children met the criteria for diagnosis. A history of prolonged labor (odds ratio [OR] = 14.1; 95% confidence interval [CI] = [2.13, 93.1]), and parents’ negative assessment of their marriages (OR = 0.1; CI = [0.017, 0.567]) were the most predominant factors which independently associated with the ADHD in the children. Conclusion: There is, therefore, a need for the care of rural dwelling African children, who otherwise would have difficulties accessing health care that is concentrated in the cities.

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GUARDIOLA, ANA, FLAVIO D. FUCHS und NEWRA T. ROTTA. „Prevalence of attention-deficit hyperactivity disorders in students: comparison between DSM-IV and neuropsychological criteria“. Arquivos de Neuro-Psiquiatria 58, Nr. 2B (Juni 2000): 401–7. http://dx.doi.org/10.1590/s0004-282x2000000300001.

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Attention-deficit hyperactivity disorder (ADHD) is a common childhood condition, recognized as an important social-medical problem. The syndrome is characterized by motor system, perception, cognition and behavioral disturbances, compromising the learning of children with adequate intellectual potential. To investigate its prevalence in first grade pupils 484 children with DSM-IV diagnostic criteria and neuropsychological criteria were examined. The prevalence of ADHD was 18% when the diagnosis was made using DSM-IV criteria; 3.5% when neuropsychological criteria was used, including, in addition to behavioral and psychometric aspects, a discrepancy in the evolutionary neurological examination, and 3.9% when motor persistence was taken into account. The prevalence of ADHD was higher among older children (92.4 months) only when DSM-IV criteria were used. We conclude that the use of DSM-IV criteria probably overestimates the prevalence of ADHD, since it detects another behavioral disorders. In this context, they may be useful as screening, since they have adequate pre-testing performance.

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Almutairi, S., M. Almutairi, A. Al Harbi, M. Alsuhaibani, N. Alkeaid und T. Albatti. „Knowledge of kindergarten and elementary schools’ teachers regarding attention deficit hyperactivity disorder“. European Psychiatry 41, S1 (April 2017): S429. http://dx.doi.org/10.1016/j.eurpsy.2017.01.407.

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BackgroundAttention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher's role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD.ObjectivesThe current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.MethodsCross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and kindergarten schools in four cities of Qassim region, Saudi Arabia.ResultsThe study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7 + 5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2%, respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1%, respectively. The sources for those who got their information through reading were statistically significant in overall knowledge, general knowledge and treatment dimensions. As scientific studies and books were the highest with percentage of 24.6% and 23.3%, respectively, 4% and 3.6%, respectively, 3% and 3%, respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall ADHD perception.ConclusionTeachers who have higher qualifications or training in identifying ADHD children scored higher in our study.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Gosling, Corentin J., Charlotte Pinabiaux, Serge Caparos, Richard Delorme und Samuele Cortese. „Influence of the month of birth on persistence of ADHD in prospective studies: protocol for an individual patient data meta-analysis“. BMJ Open 10, Nr. 11 (November 2020): e040952. http://dx.doi.org/10.1136/bmjopen-2020-040952.

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IntroductionAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder with symptoms, especially the hyperactive ones, that tend to decrease in severity with age. Interestingly, children born just before the school-entry cut-off date (ie, the youngest pupils of a classroom) are at higher risk of being diagnosed with ADHD compared with children born just after the cut-off date. Noteworthy, this month-of-birth effect tends to disappear with increasing absolute age. Therefore, it is possible that young children erroneously diagnosed with ADHD due to their month of birth present a lower chance to have their diagnosis confirmed at a later age, artificially reinforcing the low persistence of ADHD across the lifespan. This protocol outlines an individual patient data (IPD) meta-analysis of prospective observational studies to explore the role of the month of birth in the low persistence of ADHD across the lifespan.Methods and analysisFive databases will be systematically searched in order to find prospective observational studies where the presence of ADHD is assessed both at baseline and at a follow-up of at least 4 years. We will use a two-stage IPD meta-analytic approach to estimate the role of the month of birth in the persistence of ADHD. Various sensitivity analyses will be performed to assess the robustness of the results.Ethics and disseminationNo additional data will be collected and no de-identified raw data will be used. Ethics approval is thus not required for the present study. Results of this IPD meta-analysis will be submitted for publication in a peer-reviewed journal.PROSPERO registration numberCRD42020212650

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Kakouros, Efthymios, Katerina Maniadaki und Christina Papaeliou. „How Greek teachers perceive school functioning of pupils with ADHD“. Emotional and Behavioural Difficulties 9, Nr. 1 (Januar 2004): 41–53. http://dx.doi.org/10.1177/1363275204041962.

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Karhu, Anne, Vesa Närhi und Hannu Savolainen. „Inclusion of pupils with ADHD symptoms in mainstream classes with PBS“. International Journal of Inclusive Education 22, Nr. 5 (08.09.2017): 475–89. http://dx.doi.org/10.1080/13603116.2017.1370741.

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Place, Maurice, Jo Wilson, Elaine Martin und Jessica Hulsmeier. „The Frequency of Emotional and Behavioural Disturbance in an EBD School“. Child Psychology and Psychiatry Review 5, Nr. 2 (Mai 2000): 76–80. http://dx.doi.org/10.1017/s1360641700002173.

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The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments is being questioned, at the same time as there is pressure to minimise the exclusion of disruptive pupils. This study looked at the rate of psychiatric disorder that was prevalent in a school for emotionally and behaviourally disordered (EBD) pupils, and found, using DSM III-R criteria, that 24% of the sample had depression, 11% had overanxiousness, and 70% had a diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD). Educational attainment assessment showed that 75% had a reading age that was at least 2 years below their chronological age. These results suggest that such settings are dealing with a very disturbed group of youngsters.

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Brook, Uzi, und Mona Boaz. „Attention deficit and learning disabilities (ADHD/LD) among high school pupils in Holon (Israel)“. Patient Education and Counseling 58, Nr. 2 (August 2005): 164–67. http://dx.doi.org/10.1016/j.pec.2004.07.012.

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Wendt, Janine, Martina F. Schmidt, Jochem König, Rainer Patzlaff, Michael Huss und Michael S. Urschitz. „Young age at school entry and attention-deficit hyperactivity disorder-related symptoms during primary school: results of a prospective cohort study conducted at German Rudolf Steiner Schools“. BMJ Open 8, Nr. 10 (Oktober 2018): e020820. http://dx.doi.org/10.1136/bmjopen-2017-020820.

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ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.

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Egbochuku, E. O., und M. I. Abikwi. „The Prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among Primary School Pupils of Benin Metropolis, Nigeria“. Journal of Human Ecology 22, Nr. 4 (Dezember 2007): 317–22. http://dx.doi.org/10.1080/09709274.2007.11906041.

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Rhodes, Sinead M., Emily McDougal, Tracy Stewart und Josie Booth. „5.28 STRENGTHS AND CHALLENGES AT SCHOOL FOR CHILDREN WITH ADHD: INSIGHTS FROM PUPILS AND THEIR TEACHERS“. Journal of the American Academy of Child & Adolescent Psychiatry 59, Nr. 10 (Oktober 2020): S158. http://dx.doi.org/10.1016/j.jaac.2020.08.089.

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McManus, Michael. „100 Ideas for supporting pupils with ADHD/Behavioural, emotional and social difficulties: a guide for the early years“. European Journal of Special Needs Education 24, Nr. 3 (August 2009): 333–34. http://dx.doi.org/10.1080/08856250903116266.

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Mahmoud El-Bassuony, Jehan. „Using Self- monitoring Strategy to improve English Spelling Accuracy and Self- efficacy of Primary School Pupils with ADHD“. مجلة دراسات فی المناهج وطرق التدریس 206, Nr. 206 (24.12.2014): 73–130. http://dx.doi.org/10.21608/mjat.2014.103742.

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Tomic, S. „The Frequency of ADHD Symptoms among Pupils in Primary Schools in the Municipality of Savski Venac, Belgrade, Serbia“. Pediatric Research 70 (November 2011): 354. http://dx.doi.org/10.1038/pr.2011.579.

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Preda, Oana. „Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line“. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 7, Nr. 1 (März 2021): 51–56. http://dx.doi.org/10.26744/rrttlc.2021.7.1.06.

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The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning. The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.

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Cardona-Reyes, Héctor, Jaime Muñoz-Arteaga, Klinge Villalba-Condori und María Lorena Barba-González. „A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency“. Sensors 21, Nr. 11 (30.05.2021): 3787. http://dx.doi.org/10.3390/s21113787.

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Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.

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Chovanová, Erika. „The Effect of Manipulative, Movement and Preparatory Sports Games on Correction of Behavior Disorders in Integrated Elementary School Pupils with ADHD“. Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Kultura Fizyczna 13, Nr. 2 (2014): 145–56. http://dx.doi.org/10.16926/kf.2014.13.09.

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Fleischmann, Amos. „Teachers’ Intentions in Punishing Self-Defenders and Aggressors Among Schoolchildren: The Importance of Proving the Student’s Role in a Violent Altercation“. Journal of Interpersonal Violence 33, Nr. 10 (09.12.2015): 1582–603. http://dx.doi.org/10.1177/0886260515618947.

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Israeli regulations require teachers to subject pupils who participate in violent altercations to severe punishment. How teachers actually apply this policy, however, has not yet been researched. The current study investigates teachers’ intentions in disciplining students who brawl. Two hundred ninety-nine teachers read fictional vignettes about students who took part in fighting and are asked to describe the disciplinary measures that they would invoke. The teachers’ responses are quantified on the basis of a specially developed key that determines the severity of the steps that the teachers propose to take. Multi-level regression is utilized. The results reveal that students who explain their use of violence as a response to a violent provocation await only mild discipline if they can prove their claim; those who cannot prove it face severe punishment. Students who turn out to be the aggressors are punished even more severely. The research participants are inclined to punish students more harshly for involvement in retaliation than in involvement in self-defense. The differences in inclination to discipline students with and without attention deficit hyperactivity disorder (ADHD) are inconsequential. The discussion examines the importance of the need to prove guilt in weighing disciplinary action and the compromise between two needs—to discipline violent students and to treat self-defenders fairly—that teachers make when administering punishment.

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Labrador Roca, Víctor. „La intervención docente y sus efectos en la conducta del alumnado con TDAH en educación física [Educational Intervention and its Effects on the Behavior of Pupils with ADHD in Physical Education]“. Apunts Educación Física y Deportes, Nr. 131 (01.01.2018): 109. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2018/1).131.09.

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Labrador Roca, Víctor. „La intervenció docent i els seus efectes en la conducta de l’alumnat amb TDAH en educació física [Educational Intervention and its Effects on the Behavior of Pupils with ADHD in Physical Education]“. Apunts Educació Física i Esports, Nr. 131 (01.01.2018): 109. http://dx.doi.org/10.5672/apunts.2014-0983.ca.(2018/1).131.09.

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الشمري, أسماء مرضي عبد الله. „فعالية القصة الاجتماعية في خفض اضطراب الانتباه المصحوب بالنشاط الزائد لدى التلاميذ ذوي صعوبات التعلم = Effectiveness of the Social Story in Reducing Attention Deficit Hyperactivity Disorder (ADHD) in Pupils with Learning Disabilities“. مجلة التربية الخاصة 5, Nr. 19 (April 2017): 184–246. http://dx.doi.org/10.12816/0036419.

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Nobukawa, Sou, Aya Shirama, Tetsuya Takahashi, Toshinobu Takeda, Haruhisa Ohta, Mitsuru Kikuchi, Akira Iwanami, Nobumasa Kato und Shigenobu Toda. „Identification of attention-deficit hyperactivity disorder based on the complexity and symmetricity of pupil diameter“. Scientific Reports 11, Nr. 1 (19.04.2021). http://dx.doi.org/10.1038/s41598-021-88191-x.

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AbstractAdult attention-deficit/hyperactivity disorder (ADHD) frequently leads to psychological/social dysfunction if unaddressed. Identifying a reliable biomarker would assist the diagnosis of adult ADHD and ensure that adults with ADHD receive treatment. Pupil diameter can reflect inherent neural activity and deficits of attention or arousal characteristic of ADHD. Furthermore, distinct profiles of the complexity and symmetricity of neural activity are associated with some psychiatric disorders. We hypothesized that analysing the relationship between the size, complexity of temporal patterns, and asymmetricity of pupil diameters will help characterize the nervous systems of adults with ADHD and that an identification method combining these features would ease the diagnosis of adult ADHD. To validate this hypothesis, we evaluated the resting state hippus in adult participants with or without ADHD by examining the pupil diameter and its temporal complexity using sample entropy and the asymmetricity of the left and right pupils using transfer entropy. We found that large pupil diameters and low temporal complexity and symmetry were associated with ADHD. Moreover, the combination of these factors by the classifier enhanced the accuracy of ADHD identification. These findings may contribute to the development of tools to diagnose adult ADHD.

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Das, William, und Shubh Khanna. „A Robust Machine Learning Based Framework for the Automated Detection of ADHD Using Pupillometric Biomarkers and Time Series Analysis“. Scientific Reports 11, Nr. 1 (12.08.2021). http://dx.doi.org/10.1038/s41598-021-95673-5.

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AbstractAccurate and efficient detection of attention-deficit/hyperactivity disorder (ADHD) is critical to ensure proper treatment for affected individuals. Current clinical examinations, however, are inefficient and prone to misdiagnosis, as they rely on qualitative observations of perceived behavior. We propose a robust machine learning based framework that analyzes pupil-size dynamics as an objective biomarker for the automated detection of ADHD. Our framework integrates a comprehensive pupillometric feature engineering and visualization pipeline with state-of-the-art binary classification algorithms and univariate feature selection. The support vector machine classifier achieved an average 85.6% area under the receiver operating characteristic (AUROC), 77.3% sensitivity, and 75.3% specificity using ten-fold nested cross-validation (CV) on a declassified dataset of 50 patients. 218 of the 783 engineered features, including fourier transform metrics, absolute energy, consecutive quantile changes, approximate entropy, aggregated linear trends, as well as pupil-size dilation velocity, were found to be statistically significant differentiators (p < 0.05), and provide novel behavioral insights into associations between pupil-size dynamics and the presence of ADHD. Despite a limited sample size, the strong AUROC values highlight the robustness of the binary classifiers in detecting ADHD—as such, with additional data, sensitivity and specificity metrics can be substantially augmented. This study is the first to apply machine learning based methods for the detection of ADHD using solely pupillometrics, and highlights its strength as a potential discriminative biomarker, paving the path for the development of novel diagnostic applications to aid in the detection of ADHD using oculometric paradigms and machine learning.

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Kleberg, Johan Lundin, Matilda A. Frick und Karin C. Brocki. „Increased pupil dilation to happy faces in children with hyperactive/impulsive symptoms of ADHD“. Development and Psychopathology, 27.02.2020, 1–11. http://dx.doi.org/10.1017/s0954579420000036.

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Abstract Attention-deficit/hyperactivity disorder (ADHD) is associated with disrupted emotional processes including impaired regulation of approach behavior and positive affect, irritability, and anger. Enhanced reactivity to emotional cues may be an underlying process. Pupil dilation is an indirect index of arousal, modulated by the autonomic nervous system and activity in the locus coeruleus-noradrenergic system. In the current study, pupil dilation was recorded while 8- to 12- year old children (n = 71, 26 with a diagnosis of ADHD and 45 typically developing), viewed images of emotional faces. Parent-rated hyperactive/impulsive symptoms were uniquely linked to higher pupil dilation to happy, but not fearful, angry, or neutral faces. This was not explained by comorbid externalizing symptoms. Together, these results suggest that hyperactive/impulsive symptoms are associated with hyperresponsiveness to approach-related emotional cues across a wide range of symptom severity.

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Perquin, Marlou Nadine, und Aline Bompas. „Reliability and correlates of intra-individual variability in the oculomotor system“. Journal of Eye Movement Research 12, Nr. 6 (02.10.2019). http://dx.doi.org/10.16910/jemr.12.6.11.

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Even if all external circumstances are kept equal, the oculomotor system shows intra-individual variability over time, affecting measures such as microsaccade rate, blink rate, pupil size, and gaze position. Recently, some of these measures have been associated with ADHD on a between-subject level. However, it remains unclear to what extent these measures constitute stable individual traits. In the current study, we investigate the intra-individual reliability of these oculomotor features. Combining results over three experiments (>100 healthy participants), we found evidence for intra-individual reliability over different time points (repeatability) as well as over different conditions (generalization). Furthermore, we correlated oculomotor variability with self-assessed ADHD tendencies, mind wandering, and impulsivity, and found evidence against such correlations. As such, the oculomotor system shows reliable intra-individual reliability, but its use for distinguishing self-assessed individual differences in healthy subjects remains unclear. With our results, we highlight the importance of reliability and statistical power when studying between-subject differences.

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Rojas-Líbano, Daniel, Gabriel Wainstein, Ximena Carrasco, Francisco Aboitiz, Nicolás Crossley und Tomás Ossandón. „A pupil size, eye-tracking and neuropsychological dataset from ADHD children during a cognitive task“. Scientific Data 6, Nr. 1 (11.04.2019). http://dx.doi.org/10.1038/s41597-019-0037-2.

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Salim, E., M. Fleming, D. F. MacKay, A. Henderson, D. Kinnear, D. Clark, A. King, J. S. McLay, S. A. Cooper und J. P. Pell. „Neurodevelopmental multimorbidity and educational outcomes of 766,244 Scottish schoolchildren“. European Journal of Public Health 29, Supplement_4 (01.11.2019). http://dx.doi.org/10.1093/eurpub/ckz185.164.

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Abstract Background Neurodevelopmental conditions commonly co-exist in children but, in comparison with adults, childhood multimorbidity has attracted less attention in research and clinical practice. Methods Record linkage of five Scotland-wide databases produced a cohort of 766,244 children attending Scottish schools between 2009 and 2013. Autistic spectrum disorder (ASD) and intellectual disabilities were ascertained from records of special educational need in the annual Pupil Census and attention deficit hyperactivity disorder (ADHD) and depression through relevant encashed prescriptions. Results Neurodevelopmental multimorbidity (≥2 conditions) was identified in 4,789 (0·6%) children; with ASD and ADHD the most common combination. Multimorbidity was associated with significantly increased risk of school absenteeism (adjusted IRR 1·23, 95% CI 1·20-1·28), school exclusion (adjusted IRR 3·04, 95% CI 2·74-3·38), low attainment (adjusted OR 12·07, 95% CI 9·15-15·94) and unemployment (adjusted OR 2·11, 95% CI 1·83-2·45) with clear dose relationships evident between number of conditions (0, 1, ≥2) and the last three outcomes. The associations with multimorbidity were stronger in girls than boys. Co-existence of depression was the strongest driver of absenteeism and co-existence of ADHD the strongest driver of exclusion. Low attainment and unemployment were, in part, mediated by absence and attainment respectively, and were not driven by specific conditions but rather multimorbidity from any cause. Conclusions Structuring clinical practice and training around single conditions may disadvantage children with multimorbidity who are at significantly increased risk of adverse outcomes if their complex needs are not recognised and managed. Key messages Neurodevelopmental multimorbidity can have significant impacts on children’s education. A holistic healthcare approach is needed to reduce the address their needs and reduce the risk of adverse outcomes.

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Ward, Rebecca J., Sarah J. Bristow, Hanna Kovshoff, Samuele Cortese und Jana Kreppner. „The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis“. Journal of Attention Disorders, 17.12.2020, 108705472097280. http://dx.doi.org/10.1177/1087054720972801.

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Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

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