Relevant bibliographies by topics / ADHD

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'ADHD'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "ADHD"

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Hollocher, Hope, and Allen R. Place. "Partial Correction of Structural Defects in Alcohol Dehydrogenase Through Interallelic Complementation in Drosophila melanogaster." Genetics 116, no. 2 (June 1, 1987): 265–74. http://dx.doi.org/10.1093/genetics/116.2.265.

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ABSTRACT Alcohol dehydrogenases (ADH) from the F1 progeny of all pairwise crosses between 12 null-activity mutants and crosses between these mutants and four active variants, ADHn5 ADHF, ADHD and ADHS, were analyzed for the presence of active or inactive heterodimers. Gels were stained for ADH enzyme activity, and protein blots of duplicate gels were probed with ADH-specific antibody to detect cross-reacting material. Crosses between the three major electrophoretic variants. ADHF, ADHS and ADHD, all produced active heterodimers. Four mutant proteins (ADHn2, ADHn4, ADHn10 and ADHn13) did not form heterodimers with any other ADH subunit tested. Of the 28 crosses involving the remaining null activity mutants, 22 produce heterodimers. Twelve of these exhibit partial restoration of enzyme activity. In five cases of active heterodimers from null-activity crosses, Adhn11 supplied one of the subunits. In two crosses involving the active variant ADHD, the null activity mutant subunits (ADHn8 and ADHn3) destabilized the heterodimer sufficiently to cause inactivation of the ADHD subunit. In the cross between AdhF and Adhn3, the activity of the ADHF subunit was also greatly reduced in association with the ADHn3 subunit. Two crosses (Adhn1 × Adhn11 and Adhn5 × Adhn12) result in partial restoration of one of the homodimeric proteins (ADHn1 and ADHn12, respectively), as well as forming active heterodimers.
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Ahmadi, Maliheh, Kamran Kazemi, Katarzyna Kuc, Anita Cybulska-Klosowicz, Mohammad Sadegh Helfroush, and Ardalan Aarabi. "Disrupted Functional Rich-Club Organization of the Brain Networks in Children with Attention-Deficit/Hyperactivity Disorder, a Resting-State EEG Study." Brain Sciences 11, no. 7 (July 16, 2021): 938. http://dx.doi.org/10.3390/brainsci11070938.

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Growing evidence indicates that disruptions in the brain’s functional connectivity play an important role in the pathophysiology of ADHD. The present study investigates alterations in resting-state EEG source connectivity and rich-club organization in children with inattentive (ADHDI) and combined (ADHDC) ADHD compared with typically developing children (TD) under the eyes-closed condition. EEG source analysis was performed by eLORETA in different frequency bands. The lagged phase synchronization (LPS) and graph theoretical metrics were then used to examine group differences in the topological properties and rich-club organization of functional networks. Compared with the TD children, the ADHDI children were characterized by a widespread significant decrease in delta and beta LPS, as well as increased theta and alpha LPS in the left frontal and right occipital regions. The ADHDC children displayed significant increases in LPS in the central, temporal and posterior areas. Both ADHD groups showed small-worldness properties with significant increases and decreases in the network degree in the θ and β bands, respectively. Both subtypes also displayed reduced levels of network segregation. Group differences in rich-club distribution were found in the central and posterior areas. Our findings suggest that resting-state EEG source connectivity analysis can better characterize alterations in the rich-club organization of functional brain networks in ADHD patients.
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Lin, Guang-Huey, Ming-Chuan Hsieh, and Hung-Yu Shu. "Role of Iron-Containing Alcohol Dehydrogenases in Acinetobacter baumannii ATCC 19606 Stress Resistance and Virulence." International Journal of Molecular Sciences 22, no. 18 (September 14, 2021): 9921. http://dx.doi.org/10.3390/ijms22189921.

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Most bacteria possess alcohol dehydrogenase (ADH) genes (Adh genes) to mitigate alcohol toxicity, but these genes have functions beyond alcohol degradation. Previous research has shown that ADH can modulate quorum sensing in Acinetobacter baumannii, a rising opportunistic pathogen. However, the number and nature of Adh genes in A. baumannii have not yet been fully characterized. We identified seven alcohol dehydrogenases (NAD+-ADHs) from A. baumannii ATCC 19606, and examined the roles of three iron-containing ADHs, ADH3, ADH4, and ADH6. Marker-less mutation was used to generate Adh3, Adh4, and Adh6 single, double, and triple mutants. Disrupted Adh4 mutants failed to grow in ethanol-, 1-butanol-, or 1-propanol-containing mediums, and recombinant ADH4 exhibited strongest activity against ethanol. Stress resistance assays with inorganic and organic hydroperoxides showed that Adh3 and Adh6 were key to oxidative stress resistance. Virulence assays performed on the Galleria mellonella model organism revealed that Adh4 mutants had comparable virulence to wild-type, while Adh3 and Adh6 mutants had reduced virulence. The results suggest that ADH4 is primarily involved in alcohol metabolism, while ADH3 and ADH6 are key to stress resistance and virulence. Further investigation into the roles of other ADHs in A. baumannii is warranted.
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Moyles, Sinéad, Victoria Dionisos, Gina Mason, Taylor Christiansen, David Barker, Daniel Dickstein, Mary Carskadon, and Jared Saletin. "0175 5-nights of Sleep Restriction and Impulsivity-related fMRI Brain Activity in Adolescents with ADHD Traits." SLEEP 47, Supplement_1 (April 20, 2024): A75—A76. http://dx.doi.org/10.1093/sleep/zsae067.0175.

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Abstract Introduction Sleep loss can adversely affect brain mechanisms underlying attention and inhibitory control, potentially leading to increased impulsive behavior. We propose that youth with more severe attention deficit/hyperactivity disorder (ADHD)-like traits may be particularly vulnerable to sleep loss on impulsivity tasks. We examined this possibility using an fMRI Go/No-Go task in a within-subject at-home sleep restriction experiment in children with high or low ADHD-like traits. Methods Thirty adolescents (13M; 12.14±0.99yrs) were grouped by the Conners-3-Parent ADHD-Probability Index [>=/< 50%tile] as high (ADHDy; n=13) or low (ADHDn; n=17). All children completed two counterbalanced conditions: 5-nights of sleep optimization (SO; 10h TIB set to habitual risetime) and 5-nights of sleep restriction (SR; 7.5h TIB; delaying bedtime and advancing risetime equally). At least 2 nights of stabilization preceded both conditions. Following both SO and SR, participants completed fMRI scanning consisting of two 7-minute runs of an event-related Go/No-Go task. We investigated activation associated with impulsive errors (commissions>hits). Voxel-wise 2x2 linear mixed effects models (3dLME) examined condition [SR vs. SO], group [ADHDy vs. ADHDn], and interaction effects with significance set to p<.005, k=30 voxels. Results Wrist actigraphy indicated that SR was successful in reducing sleep period time by 20% (SR= 7.32±0.48 vs. SO= 9.14±0.46h; [t(29)=21.23, p<.001; d=3.88]) and total sleep time by 17% (SR= 6.72±0.55 vs. SO= 8.13±0.65h; [t(29)=15.08, p<.001; d=.2.75]). At SO, commission errors (vs. hits) were associated with higher activation in the bilateral putamen, bilateral precentral gyri, left inferior frontal gyrus, and the bilateral insula. We identified a significant condition-x-group interaction in the right dorsolateral prefrontal cortex (MNIx,y,z: [29, 35,47, k=65), whereby sleep restriction decreased error signaling for the ADHDn group, but not for the ADHDy group. Conclusion These initial findings indicate that ADHD traits may moderate the impact of sleep loss on impulsive error signaling during the Go/No-Go task. Those in the ADHDy group appear particularly sensitive to commission error processing in the prefrontal cortex. As data collection continues, our analyses will pivot to computational modeling of inter-individual variability in this effect. Support (if any) R01HD103655; P20GM139743
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Pham, Cindy, Regan Vryer, Martin O’Hely, Toby Mansell, David Burgner, Fiona Collier, Christos Symeonides, et al. "Shortened Infant Telomere Length Is Associated with Attention Deficit/Hyperactivity Disorder Symptoms in Children at Age Two Years: A Birth Cohort Study." International Journal of Molecular Sciences 23, no. 9 (April 21, 2022): 4601. http://dx.doi.org/10.3390/ijms23094601.

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Environmental factors can accelerate telomere length (TL) attrition. Shortened TL is linked to attention deficit/hyperactivity disorder (ADHD) symptoms in school-aged children. The onset of ADHD occurs as early as preschool-age, but the TL-ADHD association in younger children is unknown. We investigated associations between infant TL and ADHD symptoms in children and assessed environmental factors as potential confounders and/or mediators of this association. Relative TL was measured by quantitative polymerase chain reaction in cord and 12-month blood in the birth cohort study, the Barwon Infant Study. Early life environmental factors collected antenatally to two years were used to measure confounding. ADHD symptoms at age two years were evaluated by the Child Behavior Checklist Attention Problems (AP) and the Attention Deficit/Hyperactivity Problems (ADHP). Associations between early life environmental factors on TL or ADHD symptoms were assessed using multivariable regression models adjusted for relevant factors. Telomere length at 12 months (TL12), but not at birth, was inversely associated with AP (β = −0.56; 95% CI (−1.13, 0.006); p = 0.05) and ADHP (β = −0.66; 95% CI (−1.11, −0.21); p = 0.004). Infant secondhand smoke exposure at one month was independently associated with shorter TL12 and also higher ADHD symptoms. Further work is needed to elucidate the mechanisms that influence TL attrition and early neurodevelopment.
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Dionisos, Victoria, Sinéad Moyles, Gina Mason, Taylor Christiansen, David Barker, Daniel Dickstein, Mary Carskadon, and Jared Saletin. "0176 fMRI Neural Activation During Working Memory After 5-Nights of Sleep Restriction in Adolescents with ADHD Traits." SLEEP 47, Supplement_1 (April 20, 2024): A76. http://dx.doi.org/10.1093/sleep/zsae067.0176.

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Abstract Introduction Persistent sleep loss is common among adolescents. Its impact on cognitive functioning is well documented, particularly in working memory. We hypothesize that children with attention-deficit/hyperactivity-disorder (ADHD) may be particularly vulnerable to such effects. Here we examine the impact of 5-nights of at-home sleep restriction on the neural correlates of working memory in young adolescents with and without ADHD traits. Methods Twenty-five peripubertal adolescents (12.36±0.88 years, 14F) were characterized by Conners-3-Parent ADHD-Index [>=/< 50% tile] as either high (ADHDy; n=11) or low (ADHDn; n=14). All participants completed an fMRI-monitored working memory task after two counterbalanced conditions: 5-nights of sleep optimization (SO; 10h TIB set to habitual risetime) and 5-nights of sleep restriction (SR; 7.5h TIB, equally delaying bedtime and advancing risetime). At least two nights of stabilization preceded both conditions. fMRI sessions consisted of two 7-minute runs of alternating 2-back and 0-back working memory blocks. Voxel-wise 2x2 linear mixed effects models (3dLME) investigated condition [SR vs. SO], group [ADHDy vs. ADHDn], and interaction effects on working memory activation (2-back>0-back). Significance was set to p<.005, k=30 voxels. Results Our actigraphy monitored protocol significantly reduced sleep period time by 20% (SR= 7.39±0.43h vs. SO= 9.19±0.39h; [t(24)=17.66, p<.001; d=3.53]) and total sleep time by 17% (SR= 6.79±0.51h vs. SO= 8.20±0.60h; [t(24)=12.9, p<.001; d=2.58]). At SO, fMRI 2-back blocks were associated with increased activation in task-on areas, such as the bilateral dorsal lateral prefrontal, anterior cingulate, and superior parietal cortices, and decreased activation in default-mode task-off areas, including the precuneus and medial prefrontal cortex. Of these regions, significant condition-by-group effects indicated that sleep loss increased activation in the bilateral superior parietal cortex (MNIx,y,z: [40, -48, 68], k=172) and bilateral cuneus/precuneus (MNIx,y,z: [16, -84, 48], k=1446), only in the ADHDy group. Conclusion These data are the first to indicate that ADHD status may influence how sleep loss affects working memory in the adolescent brain. Sleep loss increased activation of both task-on (e.g., superior parietal) and task-off (e.g., precuneus) regions in the ADHDy group. We speculate this pattern may reflect less efficient neural processing after sleep loss. Ongoing data collection will probe sources of inter-individual variability. Support (if any) R01HD103655; P20GM139743
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Sung, Na-Gyeom, and Seong-Ok Park. "ADHD tendency of parents with ADHD children Psychological characteristics of parents and children." Korean Journal for Infant Mental Health 14, no. 1 (June 30, 2021): 31–53. http://dx.doi.org/10.47801/kjimh.14.1.2.

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Atmetlla, Gabriela, Verónica Burgos, Angela Carrillo, and Roberto Chaskel. "Behavior and orofacial characteristics of children with attention-deficit hyperactivity disorder during a dental visit." Journal of Clinical Pediatric Dentistry 30, no. 3 (April 1, 2006): 183–90. http://dx.doi.org/10.17796/jcpd.30.3.g66h2750h11242p6.

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ADHD is a neuropsychological disorder, affecting attention, impulsiveness and activeness. The study included 36 children with ADHD, 47 without, and two silent observers.A dental form, SNAP-IV and ADHDT symptom checklists were used. Statistically significant differences were observed in hospitalization histories, oral habits, tongue characteristics, and facial biotype. Differences in orofacial characteristics and behavior between the groups were confirmed.
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Lukovac, Tanja, Olivera Aleksić Hil, Milka Popović, Vitomir Jovanović, Tatjana Savić, Aleksandra M. Pavlović, and Dragan Pavlović. "Serum Biomarker Analysis in Pediatric ADHD: Implications of Homocysteine, Vitamin B12, Vitamin D, Ferritin, and Iron Levels." Children 11, no. 4 (April 22, 2024): 497. http://dx.doi.org/10.3390/children11040497.

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The current diagnosis of attention deficit hyperactivity disorder (ADHD) is based on history, clinical observation, and behavioral tests. There is a high demand to find biomarkers for the diagnosis of ADHD. The aim of this study is to analyze the serum profiles of several biomarkers, including homocysteine (Hcy), vitamin B12, vitamin D, ferritin, and iron, in a cohort of 133 male subjects (6.5–12.5 years), including 67 individuals with an ADHD diagnosis based on DSM-V criteria and 66 age-matched healthy boys (healthy controls, HC). Assessments for ADHD included the Iowa Conners’ Teacher Rating Scale (CPRS) and the ADHDT test, as well as cognitive assessments using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the TROG-2 language comprehension test. Hcy and iron were quantified using spectrophotometry, while vitamin B12 and total 25-hydroxy vitamin D levels were determined using an electrochemiluminescence immunoassay (ECLIA) and ferritin was measured using a particle-enhanced immunoturbidimetric assay. The results showed significantly increased Hcy levels and decreased vitamin B12 levels in ADHD patients compared to HCs. Multiple logistic regression analysis indicated that Hcy is a potential prognostic indicator for ADHD. These results suggest that elevated homocysteine and decreased vitamin B12 may serve as markers for the diagnosis and prognosis of ADHD.
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Leung, Patrick W. L., S. L. Luk, T. P. Ho, Eric Taylor, Felice Lieh Mak, and John Bacon-Shone. "The Diagnosis and Prevalence of Hyperactivity in Chinese Schoolboys." British Journal of Psychiatry 168, no. 4 (April 1996): 486–96. http://dx.doi.org/10.1192/bjp.168.4.486.

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BackgroundThis study was undertaken to examine the validity of different diagnostic definitions of hyperactivity in a Chinese population. Estimates of the prevalence of hyperactivity were made according to these different diagnostic definitions.MethodIn a two-stage epidemiological study of hyperactivity in Hong Kong, 3069 Chinese schoolboys were screened by questionnaires; and a stratified sample of 611 of them entered a second stage for more detailed diagnostic assessment.ResultsChildren with hyperkinetic disorder (ICD–10) or ADDH (DSM–III) both displayed significant hyperactive symptoms, but with somewhat different external correlates; hyperkinetic disorder tended to show more neurodevelopmental impairments, ADDH more cognitive and educational difficulties. These findings raise the possibility of heterogeneity in the disorders present with hyperactivity. The DSM–III–R category of ADHD was more common, and those extra cases, that did not overlap with ADDH or hyperkinetic disorder, included children with no obvious behavioural, cognitive or neurodevelopmental impairments. Hence ADHD may be an over-inclusive category. Prevalence rates for hyperkinetic disorder, ADDH and ADHD were respectively 0.78%, 6.1% and 8.9%.ConclusionsA disorder of hyperactivity does exist in the Chinese culture, displaying the same kinds of symptomatology and external correlates as in the West. The prevalence rates of hyperkinetic disorder and ADDH in Chinese schoolboys are on the low side when compared to those reported in Western studies.
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Dissertations / Theses on the topic "ADHD"

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Haber, Jill M. "ADD/ADHD, being a sibling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55214.pdf.

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Göransson, Elin. "ADHD." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31728.

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Uppsatsen är en kvalitativ undersökning om hur lärare arbetar med barn som har ADHD. Förkortningen ADHD står för Attention-Deficit/Hyperactivity Disorder och är en funktionsnedsättning. Till undersökningen har fem pedagoger intervjuats. De frågor som har funnits i intervjuerna har haft sin tyngdpunkt i hur pedagogerna arbetar med barn som har diagnosen ADHD. Barn som har denna typ av diagnos har oftast svårigheter med uppmärksamhet, impulsivitet och kan även vara hyperaktiva. I undersökningen framkom resultatet att barn som har diagnosen ADHD behöver hjälp med att strukturera upp sin vardag med hjälp av till exempel schema och fasta rutiner. Det framkom även att pedagogen behöver se till barnets behov genom att få fram rätt material och rätt undervisning. Även att ha ett gott samarbete mellan skolan och hemmet är viktigt till att hjälpa barn med ADHD att spara energi och klara av en skoldag.
The thesis is a qualitative study of how teachers work with children who have ADHD. The acronym ADHD stands for Attention-Deficit/Hyperactivity Disorder and is a disability. For the study, five teachers were interviewed. The issues that have existed in the interviews had its emphasis on how the teachers work with children who have ADHD. Children having this type of diagnosis usually have difficulties with attention, impulsivity and may be hyperactive. The study showed results that children with ADHD need help to structure their life with the help of such schedule and fixed routines. It also emerged that the teacher needs to ensure the child's needs by getting the right material and the right instruction. Even to have a good working relationship between home and school is essential to helping children with ADHD to save energy and manage a school day.
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Aban, Sara, and Puya Alemirad. "ADHD : En kvalitativ studie om vuxna med ADHD." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15857.

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ADHD är den snabbast växande diagnosen på senare tid och har länge setts som en problematik främst förekommande bland barn. Den befintliga forskningen gällande ADHD är därför mer anpassad till yngre individer och syftet med denna studie är därför att undersöka vuxnas upplevelse och hur de förhåller sig till diagnosen samt omgivningens reaktioner gentemot ADHD utifrån respondentens perspektiv. För att kunna ta reda på detta intervjuades fem individer med ADHD och en kvalitativ forskningsansats valdes som metod för intervjuerna. Vidare valdes meningskoncentrering som analysmetod för intervjuerna då den kortar ner och koncentrerar utvalda citat som användes i analysen. För att tolka och analysera respondenternas upplevelser kring ADHD användes valda teorier som verktyg; stigma, rollteori samt jagpsykologi. Detta för att få en bredare förståelse för respondenternas upplevelser samt förklaringar utifrån teorierna. Slutsatsen berörde diskussioner gällande hur intervjurespondenterna lever med ADHD idag, hela utvecklingsprocessen som diagnosen gav upphov till samt omgivningens syn på ADHD som något avvikande. Utvecklingsprocessen som respondenterna genomlevde innan de accepterade diagnosen som en del av sin identitet gav upphov till en modell som tydligare förklarar de faser respondenterna upplevde. Detta från att diagnosen sattes tills de anammat diagnosen och även använde sig av den i positiva ändamål, exempelvis att arbeta med andra som har ADHD.
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Meyer, Nancy Edith. ""Current ADD/ADHD practices in the state of Wisconsin" /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Williamson, Kimberly Dawn. "DISCRIMINATING BETWEEN ADHD, ADHD WITH A COMORBID PSYCHOLOGICAL DISORDER AND MALINGERED ADHD IN A COLLEGE SAMPLE." UKnowledge, 2013. http://uknowledge.uky.edu/psychology_etds/33.

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The current study examined the efficacy of various neuropsychological measures for differentiating ADHD and comorbid ADHD from malingered ADHD in a large state university sample. The sample consisted of 23 nonclinical individuals assigned to malinger ADHD (NLM), 9 nonclinical individuals responding honestly (NLH), 22 individuals with diagnoses of ADHD only (ADHD-H), 9 individuals with comorbid ADHD/Learning Disorder presentations (ADHD-LD), and 13 individuals with comorbid ADHD/Anxiety presentations (ADHD-ANX). Due to limited sample sizes, the ADHD-LD and ADHD-ANX participants were pooled to create a comorbid ADHD group (ADHD-CO n = 22). The study utilized a simulation design with a NLM group instructed to feign ADHD while the other groups responded under standard instructions. The TOMM, LMT, NV-MSVT, and CTIP variables performed well, but the DMT did not. The WAIS-IV and WJ-III variables did not adequately differentiate malingered and comorbid ADHD.
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Wahlstrom, Maria Jennifer. "THE EFFECTS OF STEREOTYPE THREAT ON STUDENTS WITH ADD/ADHD." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/193007.

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Lind, Sara, and Hanna Engdahl. "Motorisk förmåga hos vuxna med ADHD och ADD : En tvärsnittsstudie." Thesis, Umeå universitet, Avdelningen för fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159778.

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Introduktion: Attention Deficit Hyperactivity Disorder, ADHD, är en vanlig neuropsykiatrisk diagnos hos vuxna i Sverige med en prevalens på 2,5%. Karakteristiska problem är hyperaktivitet, impulsivitet och ouppmärksamhet. Attention Deficit Disorder, ADD, är en form av ADHD som innebär problem med uppmärksamhet och koncentration. Kunskapen om förekomst av motorikstörningar hos vuxna personer med ADHD och ADD är ännu begränsad. Syfte: Undersöka och beskriva motorisk förmåga hos en grupp vuxna med ADHD och ADD samt jämföra eventuella skillnader mellan dessa grupper. Metod: Denna studie är en del av ett större projekt vid Neurorehab Sävar, Västerbotten. Motorisk förmåga bedömdes för 109 personer enligt The Bruininks-Oseretsky Test of Motor Proficiency second edition, som i vuxen ålder fått diagnosen ADHD eller ADD. Testet är uppdelat i fyra motoriska områden; Fine Manual Control, Manual Coordination, Body Coordination, Strength and Agility, och en summering av alla områden: Total Motor Composite. Datamaterialet analyserades med oparade t-test och Mann-Whitney U-test och jämfördes deskriptivt mot normativa data. Resultat: Gruppen med ADD hade signifikant bättre poäng i Fine Manual Control än gruppen med ADHD: 60 (9) respektive 53 (10.75), p=0.027. Enligt beskrivande kategorier för Total Motor Composite hade 36,5% ur gruppen ADHD en individpoäng som var under till väl under genomsnittet jämfört med normativa data och 61.5% lika med genomsnittet. Gruppen ADD var 41.1% under till väl under genomsnittet och 59% lika med genomsnittet. Konklusion: Gruppen med ADD förefaller ha bättre finmotorik än gruppen med ADHD. Resultaten indikerar att motoriken är nedsatt hos vuxna personer med ADHD/ADD för över 30%. Ytterligare forskning om motorikstörning, vuxna och diagnosen behövs.
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Svensén, Sofia. "ADHD Läkemedel : Påverkar föräldrars utbildningsnivå medicinering av barn med ADHD?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43544.

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Studiens syfte var dels att undersöka om det fanns skillnader iförskrivning av centralstimulantia hos barn som kunde kopplas tillföräldrarnas utbildningsnivå och dels att undersöka om det fannsskillnader i förskrivning av centralstimulantia vid nydiagnosticeradADHD som kunde kopplas till föräldrarnas utbildningsnivå. Uppgifterom studiepopulationen hämtades som aggregerad data frånläkemedelsregistret, patientregistret och utbildningsregistret.Deltagarantal för första forskningsfrågan var 37959 personer, varav25385 pojkar och 12574 flickor. Den andra forskningsfråganomfattade 9443 personer varav 5931 pojkar och 3512 flickor.Åldrarna på deltagarna var 5-24 år. Resultaten från analyser av denförsta forskningsfrågan visade att barn vars föräldrar hadegymnasium som högsta utbildning var den grupp som hade störstandel behandlade. I den andra forskningsfrågan sågs inga skillnadermellan föräldrarnas utbildningsnivåer och andelen behandlade vidnydiagnosticerad ADHD.
This study examined some factors that can influence which childrenthat medicate with Central Nervous System (CNS) drug. Are there alink between differences in CNS drug use for children with ADHDconnected to parents’ educational level. The research questions of thisstudy were: 1) What are the impacts of parents’ education level onCNS drug use by children with ADHD? and 2) Are there differencesbetween these group of children and children newly diagnosed withADHD in this regard? Aggregated data for this study was collectedfrom The national patient register, Pharmaceutical register, andEducation register. Number of participants in the first group was37959 and the second group consisted of 9443 children. The resultsshowed that children whose parents had Swedish gymnasium as theirhighest education were the ones with the highest treatment proportion,but there were no differences in time of treatment considering theparental education level.
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Olsson, Simon. "ADHD i musikklassrummet." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2973.

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Syftet med denna studie är att undersöka vilka förutsättningar musikklassrummet ger med hänsyn till elever med ADHD. Med ett ramfaktorteoretiskt perspektiv undersöks resursrelaterade ramar där fokus ligger på den fysiska miljön. Studien söker svara på frågeställningen: Vad i klassrumsmiljön kan försvåra elevernas möjligheter att nå målen för musikundervisningen, och vad kan underlätta? Musikklassrum på tre olika grundskolor har undersökts med hjälp av observation. Observationerna genomfördes när inga elever närvarade. Det insamlade materialet analyserades med hjälp av studiens bakgrundsdel, framför allt den forskning som beskriver problemområden inom ADHD. Studiens resultat visar på att det finns mycket i musikklassrummen som kan vara försvårande. Röriga miljöer med många sinnesintryck försvårar för elevers koncentration och möjlighet att orientera sig i rummet. Olika föremål i rummet kan distrahera och locka elever till impulsiva handlingar. Underlättande inslag i klassrumsmiljön är digitala verktyg, genomtänkt och ordnad inredning av rummet, samt stängd förvaring av material.
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Wood, David. "Cases in ADHD." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7677.

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Books on the topic "ADHD"

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Farrar, Amy. ADD/ADHD. Minneapolis: Twenty-First Century Books, 2011.

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Peacock, Judith. ADD and ADHD. Mankato, Minn: LifeMatters, 2002.

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Capaccio, George. ADD and ADHD. Tarrytown, N.Y: Marshall Cavendish Benchmark, 2008.

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ADD and ADHD. New York: Rosen Publishing, 2014.

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Jacobelli, Frank. ADD/ADHD Drug Free. New York: AMACOM Books, 2009.

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The ADD/ADHD checklist. 2nd ed. San Francisco, CA: Jossey-Bass, 2008.

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Rief, Sandra F. The ADD/ADHD Checklist. New York: John Wiley & Sons, Ltd., 2008.

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Rief, Sandra F. The ADD/ADHD checklist. Paramus, N.J: Prentice Hall, 1998.

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The ADD/ADHD checklist. Paramus, N.J: Prentice Hall, 1997.

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Gordon, Jay. The ADD and ADHD Cure. New York: John Wiley & Sons, Ltd., 2008.

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Book chapters on the topic "ADHD"

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Scherrmann, Jean-Michel, Kim Wolff, Christine A. Franco, Marc N. Potenza, Tayfun Uzbay, Lisiane Bizarro, David C. S. Roberts, et al. "ADHD." In Encyclopedia of Psychopharmacology, 29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_4034.

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Matson, Johnny L., and Jasper A. Estabillo. "ADHD." In Handbook of Childhood Psychopathology and Developmental Disabilities Treatment, 127–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71210-9_8.

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Macht, Joel. "ADHD." In The Medicalization of America's Schools, 81–202. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62974-2_4.

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Brown, Thomas E. "Adhd." In ADHD and Asperger Syndrome in Smart Kids and Adults, 135–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003141976-14.

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Geurts, Hilde, Hyke Tamminga, and Cheima Bouziane. "ADHD." In Neuropsychologische casuïstiek, 39–60. Houten: Bohn Stafleu van Loghum, 2015. http://dx.doi.org/10.1007/978-90-368-0417-2_4.

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Carpentier, Pieter-Jan. "ADHD." In Drug Abuse and Addiction in Medical Illness, 285–96. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3375-0_22.

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Derkman, Marleen, Sascha Roos, and Emilie van Tetering. "ADHD." In Psycho-educatie over ADHD aan kinderen, jongeren en hun omgeving, 3–11. Houten: Bohn Stafleu van Loghum, 2024. http://dx.doi.org/10.1007/978-90-368-2923-6_1.

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van Wijngaarden-Cremers, Patricia. "ADHD." In Gendersensitieve huisartsgeneeskunde, 135–48. Houten: Bohn Stafleu van Loghum, 2021. http://dx.doi.org/10.1007/978-90-368-2707-2_10.

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Fosse, Kjersti Zakariassen. "ADHD." In The Palgrave Encyclopedia of Memory Studies, 1–3. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-93789-8_56-1.

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Neprily, Kirsten, Courtney Miller, Emma Charabin, Kristina Jelinkova, and Emma A. Climie. "ADHD." In Handbook of Clinical Child Psychology, 613–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24926-6_29.

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Conference papers on the topic "ADHD"

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Marcano, Juan L. Lopez, Martha Ann Bell, and A. A. Louis Beex. "Classification of ADHD and non-ADHD using AR models." In 2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2016. http://dx.doi.org/10.1109/embc.2016.7590715.

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Anauate, Carla. "Remediation in ADHD." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.1.

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This paper discusses techniques of remediation used in a practical study case of an ADHD child. The major focus of this process is to enhance the development of underdeveloped functions and its main objective is to create, together with the patient, effective work methods, which would be meaningful to the child and would a part of his or her experiences in life. The paper considers the case of a 7.year.old boy suspected of having ADHD and provides his pre.and post.neuropsychological evaluation data. The 6.month intervention process brought some significant results as the evaluation showed the development of several superior mental functions and the initial hypothesis of ADHD was refuted. Thus, the remediation process which involved an adult that respected the level of the child’s development and included meaningful activities within an affective impact enhanced the child’s development.
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Oztoprak, Huseyin, Mehmet Toycan, Yasar Kemal Alp, Orhan Arikan, Elvin Dogutepe, and Sirel Karakas. "Machine-based learning system: Classification of ADHD and non-ADHD participants." In 2017 25th Signal Processing and Communications Applications Conference (SIU). IEEE, 2017. http://dx.doi.org/10.1109/siu.2017.7960704.

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Marcano, Juan L. Lopez, Martha Ann Bell, and A. A. Louis Beex. "Classification of ADHD and Non-ADHD using theta/beta power ratio features." In 2017 IEEE EMBS International Conference on Biomedical & Health Informatics (BHI). IEEE, 2017. http://dx.doi.org/10.1109/bhi.2017.7897276.

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Salty, Kaleigh I., Anthony E. Gobernatz, and Eleanor W. Close. "ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.salty.

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Mangina, Eleni, Giuseppe Chiazzese, and Tomonori Hasegawa. "AHA: ADHD Augmented (Learning Environment)." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615222.

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Dery, Lihi, and Oren Musicant. "ADHD Detection from Driving Patterns." In 2018 IEEE International Conference on the Science of Electrical Engineering in Israel (ICSEE). IEEE, 2018. http://dx.doi.org/10.1109/icsee.2018.8646013.

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Bachmann, K. "Neuropsychotherapy in adults with ADHD." In Abstracts of the 30th Symposium of the AGNP. Georg Thieme Verlag KG, 2017. http://dx.doi.org/10.1055/s-0037-1606438.

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López, María, Mónica Acosta-Rodas, Mónica Bolaños-Pasquel, Jaime Moscoso, and Carlos Ramos-Galarza. "Technological Innovations for ADHD treatment." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002108.

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The attention-deficit/ hyperactivity disorder (ADHD), is a neurobiological disorder and belongs to those called neurodevelopmental disorders, since it is commonly diagnosed in childhood, and persists into adulthood. The ADHD is divided by its central symptomatology in hyperactivity, and inattention, variable according to the case. It is one of the most diagnosed disorders in the child and education psychology fields, it has been considered that every child and adolescent must have an integral treatment plan, where technology advances can be part of it, and being available at home, becoming psycho-educative, and supportive in the treatment process. Thus, in this article, a revision of current applications about ADHD is presented.
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Finlay, Fiona, and Shaheena Virani. "1386 Mindfulness meditation in ADHD." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.522.

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Reports on the topic "ADHD"

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Guevara, James P., Alexander Fiks, Thomas Power, Katherine Snitzer, Siobhan Leavy, Denise Stewart, Caroline Broomfield, et al. Improving Communication about Care Goals for Children with ADHD—ADHD-Link. Patient-Centered Outcomes Research Institute (PCORI), November 2020. http://dx.doi.org/10.25302/11.2020.cdr.140820669.

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Haeck, Catherine, Pierre Lefebvre, Geneviève Lefebvre, and Philip Merrigan. Mistaking immature classroom behaviour with ADHD. CIRANO, March 2024. http://dx.doi.org/10.54932/qidt2526.

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In Quebec, children must be 5 years old before October1st to be admitted to kindergarten. In the same class, the youngest students are therefore up to one year younger than the oldest. In this study, the authors show that children born in September have 35% higher rates of ADHD diagnosis and medication than those born in October. ADHD could be confused with inattentive or more turbulent behaviors. Based on unpublished data from the RAMQ, including the medical services records of nearly 800,000 young people born between 1996 and 2005, the authors draw unequivocal conclusions about the extent of the phenomenon and sound the alarm on an issue of great concern.
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García-Castellar, Rosa, Desirée Sánchez-Chiva, Pilar Jara Jiménez, and Cristina Fernández Ramos. Assessment of social self-perceptions in ADHD. Universitat Jaume I, April 2019. http://dx.doi.org/10.6035/psi.2019.04.

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Hapsari, Iriani Indri. Teachers tell of life on ADHD frontline. Edited by Ria Ernunsari and Suzannah Lyons. Monash University, October 2023. http://dx.doi.org/10.54377/4f16-2df4.

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Marquardt, Kelli. Mis(sed) Diagnosis: Physician Decision Making and ADHD. Federal Reserve Bank of Chicago, 2022. http://dx.doi.org/10.21033/wp-2022-23.

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Peterson, Bradley S., Joey Trampush, Margaret Maglione, Maria Bolshakova, Morah Brown, Mary Rozelle, Aneesa Motala, et al. ADHD Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality (AHRQ), March 2024. http://dx.doi.org/10.23970/ahrqepccer267.

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Objective. The systematic review assessed evidence on the diagnosis, treatment, and monitoring of attention deficit hyperactivity disorder (ADHD) in children and adolescents to inform a planned update of the American Academy of Pediatrics (AAP) guidelines. Data sources. We searched PubMed®, Embase®, PsycINFO®, ERIC, clinicaltrials.gov, and prior reviews for primary studies published since 1980. The report includes studies published to June 15, 2023. Review methods. The review followed a detailed protocol and was supported by a Technical Expert Panel. Citation screening was facilitated by machine learning; two independent reviewers screened full text citations for eligibility. We abstracted data using software designed for systematic reviews. Risk of bias assessments focused on key sources of bias for diagnostic and intervention studies. We conducted strength of evidence (SoE) and applicability assessments for key outcomes. The protocol for the review has been registered in PROSPERO (CRD42022312656). Results. Searches identified 23,139 citations, and 7,534 were obtained as full text. We included 550 studies reported in 1,097 publications (231 studies addressed diagnosis, 312 studies addressed treatment, and 10 studies addressed monitoring). Diagnostic studies reported on the diagnostic performance of numerous parental ratings, teacher rating scales, teen/child self-reports, clinician tools, neuropsychological tests, EEG approaches, imaging, and biomarkers. Multiple approaches showed promising diagnostic performance (e.g., using parental rating scales), although estimates of performance varied considerably across studies and the SoE was generally low. Few studies reported estimates for children under the age of 7. Treatment studies evaluated combined pharmacological and behavior approaches, medication approved by the Food and Drug Administration, other pharmacologic treatment, psychological/behavioral approaches, cognitive training, neurofeedback, neurostimulation, physical exercise, nutrition and supplements, integrative medicine, parent support, school interventions, and provider or model-of-care interventions. Medication treatment was associated with improved broadband scale scores and ADHD symptoms (high SoE) as well as function (moderate SoE), but also appetite suppression and adverse events (high SoE). Psychosocial interventions also showed improvement in ADHD symptoms based on moderate SoE. Few studies have evaluated combinations of pharmacological and youth-directed psychosocial interventions, and we did not find combinations that were systematically superior to monotherapy (low SoE). Published monitoring approaches for ADHD were limited and the SoE is insufficient. Conclusion. Many diagnostic tools are available to aid the diagnosis of ADHD, but few monitoring strategies have been studied. Medication therapies remain important treatment options, although with a risk of side effects, as the evidence base for psychosocial therapies strengthens and other nondrug treatment approaches emerge.
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Dany Varghese, Aby. Screen time and ADHD: Looking for the connection. Edited by Piya Srinivasan. Monash University, October 2023. http://dx.doi.org/10.54377/0911-85bc.

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Amanda Cremone, Amanda Cremone. Can extending sleep improve cognition in children with ADHD? Experiment, May 2016. http://dx.doi.org/10.18258/7043.

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Arrizabalaga-Crespo, Cynthia, Ana Aierbe-Barandiaran, and Concepción Medrano-Samaniego. Internet Uses and parental mediation in adolescents with ADHD. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-919-561-571-en.

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Wiguna, Thjin. A VR game to improve ADHD diagnosis for kids. Edited by Ria Ernunsari and Suzannah Lyons. Monash University, October 2023. http://dx.doi.org/10.54377/0a6f-e42b.

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