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Journal articles on the topic 'Attention-deficit-disordered children'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Bohline, David S. "Intellectual and Affective Characteristics Of Attention Deficit Disordered Children." Journal of Learning Disabilities 18, no. 10 (December 1985): 604–8. http://dx.doi.org/10.1177/002221948501801008.

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2

Ziegler, Robert, and Lynn Holden. "Family therapy for learning disabled and attention-deficit disordered children." American Journal of Orthopsychiatry 58, no. 2 (April 1988): 196–210. http://dx.doi.org/10.1111/j.1939-0025.1988.tb01581.x.

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3

Cantwell, Dennis P. "Families with Attention Deficit Disordered Children and Others at Risk." Journal of Chemical Dependency Treatment 1, no. 2 (December 2, 1988): 163–88. http://dx.doi.org/10.1300/j034v01n02_08.

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4

Sobol, Michael P., Daniel T. Ashbourne, Brian M. Earn, and Charles E. Cunningham. "Parents' attributions for achieving compliance from attention-deficit-disordered children." Journal of Abnormal Child Psychology 17, no. 3 (June 1989): 359–69. http://dx.doi.org/10.1007/bf00917405.

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5

Nazir, Racha, Karen Carvalho, Steven Lippmann, and Karim Sedky. "Attention deficit hyperactivity disorder and sleep disordered breathing in children." Journal of Pediatric Biochemistry 03, no. 02 (August 1, 2016): 061–67. http://dx.doi.org/10.1055/s-0036-1586430.

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6

Brown, Ronald T. "Teacher Ratings and the Assessment of Attention Deficit Disordered Children." Journal of Learning Disabilities 19, no. 2 (February 1986): 95–100. http://dx.doi.org/10.1177/002221948601900206.

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7

Kolko, David J., Linda L. Loar, and Diane Sturnick. "Inpatient Social?Cognitive Skills Training Groups with Conduct Disordered and Attention Deficit Disordered Children." Journal of Child Psychology and Psychiatry 31, no. 5 (July 1990): 737–48. http://dx.doi.org/10.1111/j.1469-7610.1990.tb00814.x.

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8

Vaida, Naheed, Nadhia Hussain Mattoo, and A. G. Madhosh. "Intelligence among Attention Deficit Hyperactivity Disordered (ADHD) Children (Aged 5-9)." Journal of Psychology 4, no. 1 (July 2013): 9–12. http://dx.doi.org/10.1080/09764224.2013.11885488.

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9

Baldwin, Kevin, Ronald T. Brown, and Michael A. Milan. "Predictors of stress in caregivers of attention deficit hyperactivity disordered children." American Journal of Family Therapy 23, no. 2 (June 1995): 149–60. http://dx.doi.org/10.1080/01926189508251345.

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10

Clark, M. Louise, J. Allan Cheyne, Charles E. Cunningham, and Linda S. Siegel. "Dyadic peer interaction and task orientation in attention-deficit-disordered children." Journal of Abnormal Child Psychology 16, no. 1 (February 1988): 1–15. http://dx.doi.org/10.1007/bf00910496.

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11

Brown, Ronald T., Kathi A. Borden, Stephen R. Clingerman, and Phillip Jenkins. "Depression in attention deficit-disordered and normal children and their parents." Child Psychiatry & Human Development 18, no. 3 (1988): 119–32. http://dx.doi.org/10.1007/bf00709726.

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12

Brown, Ronald T., Kathi A. Borden, Robert Schleser, Stephen Clingerman, and Steven Orenczuk. "The Performance of Attention-Deficit-Disordered and Normal Children on Conservation Tasks." Journal of Genetic Psychology 146, no. 4 (December 1985): 535–40. http://dx.doi.org/10.1080/00221325.1985.10532473.

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13

Conte, Richard, Marcel Kinsbourne, James Swanson, Harry Zirk, and Marilyn Samuels. "Presentation Rate Effects on Paired Associate Learning by Attention Deficit Disordered Children." Child Development 57, no. 3 (June 1986): 681. http://dx.doi.org/10.2307/1130345.

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14

Roodenrys, Steven, Natasha Koloski, and Jessica Grainger. "Working memory function in attention deficit hyperactivity disordered and reading disabled children." British Journal of Developmental Psychology 19, no. 3 (September 2001): 325–37. http://dx.doi.org/10.1348/026151001166128.

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15

Borden, Kathi A., Ronald T. Brown, Philip Jenkins, and Stephen R. Clingerman. "Achievement attributions and depressive symptoms in attention deficit-disordered and normal children." Journal of School Psychology 25, no. 4 (December 1987): 399–404. http://dx.doi.org/10.1016/0022-4405(87)90042-2.

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16

Borden, Kathi A., Roald T. Brown, Martha Ellen Wynnk, and Robert Schleser. "PIAGETIAN CONSERVATION AND RESPONSE TO COGNITIVE THERAPY IN ATTENTION DEFICIT DISORDERED CHILDREN." Journal of Child Psychology and Psychiatry 28, no. 5 (September 1987): 755–64. http://dx.doi.org/10.1111/j.1469-7610.1987.tb01557.x.

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17

Brown, Ronald T., Avi Madan-Swain, and Kevin Baldwin. "Gender differences in a clinic-referred sample of attention-deficit-disordered children." Child Psychiatry & Human Development 22, no. 2 (1991): 111–28. http://dx.doi.org/10.1007/bf00707789.

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18

Cross, Tracy, and Sal Mendaglio. "Children who are Gifted/ADHD." Gifted Child Today 18, no. 4 (July 1995): 37–40. http://dx.doi.org/10.1177/107621759501800413.

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Welcome to the GCT column dealing with social and emotional needs of gifted children. I have invited Sal Mendaglio, Ph.D., to share his thoughts about a popular topic of conversation these days, gifted children also diagnosed as attention deficit hyperactivity disordered. Mendaglio's views are rooted in his professional training and experiences in counseling psychology. I hope you enjoy this column.

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19

Goldstein, Donald J., and Terry D. Blumenthal. "Startle Eyeblink Elicitation in Attention Deficit Disordered Children Using Low-Intensity Acoustic Stimuli." Perceptual and Motor Skills 80, no. 1 (February 1995): 227–34. http://dx.doi.org/10.2466/pms.1995.80.1.227.

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20

Zhi, M., and L. Yang. "Risk assessment of attention deficit hyperactivity disorder in children with sleep-disordered breathing." Sleep Medicine 115 (February 2024): 414. http://dx.doi.org/10.1016/j.sleep.2023.11.1111.

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21

Yujing, Y., L. Dabo, H. Zhenyun, and Z. Jianwen. "EEG arousals in attention-deficit/hyperactivity disorder (ADHD) children with sleep-disordered breathing (SDB)." Sleep Medicine 16 (December 2015): S173. http://dx.doi.org/10.1016/j.sleep.2015.02.1343.

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22

Türkoğlu, Serhat, Battal Tahsin Somuk, Emrah Sapmaz, and Ayhan Bilgiç. "Effect of adenotonsillectomy on sleep problems, attention deficit hyperactivity disorder symptoms, and quality of life of children with adenotonsillar hypertrophy and sleep-disordered breathing." International Journal of Psychiatry in Medicine 54, no. 3 (March 1, 2019): 231–41. http://dx.doi.org/10.1177/0091217419829988.

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Objective Chronic adenotonsillar hypertrophy is the most common etiologic reason for upper airway obstruction in childhood and has been found to be associated with a variety of psychiatric disorders and poor quality of life. In the present study, we investigated the impact of adenotonsillectomy on attention deficit hyperactivity disorder symptoms, sleep problems, and quality of life in children with chronic adenotonsillar hypertrophy. Methods The parents of children with chronic adenotonsillar hypertrophy filled out the Conners’s Parent Rating Scale-Revised Short form (CPRS-RS), Children’s Sleep Habits Questionnaire (CSHQ), and Pediatric Quality of Life Inventory, Parent version (PedsQL-P) before and six months after adenotonsillectomy. Results A total of 64 children were included in the study (mean age = 6.8 ± 2.4 years; boy:girl ratio= 1). The mean attention deficit hyperactivity disorder index and oppositionality subdomain scores of the CPRS-RS and all of the CSHQ subdomain scores (bedtime resistance, sleep-onset delay, sleep anxiety, night waking, parasomnias, sleep-disordered breathing, and daytime sleepiness) except for sleep duration significantly decreased after adenotonsillectomy ( p < 0.05). The PedsQL-P total score and both PedsQL-P physical health and psychosocial health subdomain scores were significantly higher at six months after adenotonsillectomy ( p < 0.001). Conclusions Child and adolescent psychiatrists should check the symptoms of chronic adenotonsillar hypertrophy to identify children with chronic adenotonsillar hypertrophy who suffer from sleep disturbance, attention deficit hyperactivity disorder symptoms, and oppositionality. Adenotonsillectomy seems to be beneficial for coexisting attention deficit hyperactivity disorder and sleep disorder symptoms and quality of life in these children.

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23

GERDES, ALYSON C., BETSY HOZA, and WILLIAM E. PELHAM. "Attention-deficit/hyperactivity disordered boys' relationships with their mothers and fathers: Child, mother, and father perceptions." Development and Psychopathology 15, no. 2 (June 2003): 363–82. http://dx.doi.org/10.1017/s0954579403000208.

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Self-perceptions of parent–child relationship quality were examined for 142 boys with attention-deficit/hyperactivity disorder (ADHD) and 55 control boys. Parent perceptions were examined as well. Mothers and fathers of ADHD boys perceived their relationships with their children more negatively than mothers and fathers of control boys. Interestingly, despite these differences in parental perceptions, ADHD boys did not differ from control boys in their perceptions of their relationships with their parents. Further, when ADHD boys' perceptions were compared directly to those of their parents, ADHD boys' reports were positively enhanced relative to those of control parent–child dyads. Together, these results may be viewed as providing support for a positive illusory bias in the social self-perceptions of ADHD children.

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24

Urbano, Gino Luis, Bea Janine Tablizo, Youmna Moufarrej, Mary Anne Tablizo, Maida Lynn Chen, and Manisha Witmans. "The Link between Pediatric Obstructive Sleep Apnea (OSA) and Attention Deficit Hyperactivity Disorder (ADHD)." Children 8, no. 9 (September 19, 2021): 824. http://dx.doi.org/10.3390/children8090824.

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Obstructive sleep apnea (OSA) is a form of sleep-disordered breathing that affects up to 9.5% of the pediatric population. Untreated OSA is associated with several complications, including neurobehavioral sequelae, growth and developmental delay, cardiovascular dysfunction, and insulin resistance. Attention-deficit/hyperactivity disorder (ADHD) is among the neurobehavioral sequelae associated with OSA. This review aims to summarize the research on the relationship between OSA and ADHD and investigate the impacts of OSA treatment on ADHD symptoms. A literature search was conducted on electronic databases with the key terms: “attention deficit hyperactivity disorder” or “ADHD”, “obstructive sleep apnea” or “OSA”, “sleep disordered breathing”, and “pediatric” or “children”. Review of relevant studies showed adenotonsillectomy to be effective in the short-term treatment of ADHD symptoms. The success of other treatment options, including continuous positive airway pressure (CPAP), in treating ADHD symptoms in pediatric OSA patients has not been adequately evaluated. Further studies are needed to evaluate the long-term benefits of surgical intervention, patient factors that may influence treatment success, and the potential benefits of other OSA treatment methods for pediatric ADHD patients.

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25

Horn, Wade, Nicholas Ialongo, Gregory Greenberg, Thomas Packard, and Cheryl Smith-Winberry. "Additive Effects of Behavioral Parent Training and Self-Control Therapy With Attention Deficit Hyperactivity Disordered Children." Journal of Clinical Child & Adolescent Psychology 19, no. 2 (June 1, 1990): 98–110. http://dx.doi.org/10.1207/s15374424jccp1902_1.

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26

Soo, Cheryl A., and Jeff G. Bailey. "A Review of Functioning of Attentional Components in Children With Attention-Deficit/Hyperactivity Disorder and Learning Disabilities." Brain Impairment 7, no. 2 (September 1, 2006): 133–47. http://dx.doi.org/10.1375/brim.7.2.133.

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AbstractAttention is considered to be the foundation of most cognitive and neuropsychological processes and it is often the subject of study in the common childhood disorder, attention-deficit/hyperactivity disorder (ADHD). This article reviews studies on the attentional functioning of children with subtypes of ADHD and children with learning disabilities (LD). First, an overview of ADHD including current conceptualisation and cognitive theories of the disorder are outlined. Second, attention is described as a multidimensional construct consisting of a number of components. This model of attention will be used as a framework for reviewing studies in the ADHD literature. In particular, the following comparisons of children will be examined: (1) ADHD compared with non-disordered controls, (2) ADHD compared with LD, and (3) hyperactivity/impulsive forms of ADHD compared with inattentive ADHD. Finally, the implications of a multi-modal framework of attention will be discussed within the context of theory and treatment of ADHD.

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27

Flannery-Schroeder, Ellen, Cynthia Suveg, Scott Safford, Philip C. Kendall, and Alicia Webb. "Comorbid Externalising Disorders and Child Anxiety Treatment Outcomes." Behaviour Change 21, no. 1 (March 1, 2004): 14–25. http://dx.doi.org/10.1375/bech.21.1.14.35972.

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AbstractExamined the effects of comorbid externalising disorders (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], conduct disorder [CD]) on the long-term outcome (7.4 years) of individuals treated for anxiety disorders as youth. Ninety-four anxiety-disordered children (aged 8-13) were provided with a 16-session manual-based cognitive behavioural treatment (CBT). Assessments were completed at pretreatment, posttreatment, 1-year posttreatment (see Kendall, et al., 1997) and for 88 of the original 94 subjects at 7.4-years posttreatment (see Kendall, Safford, Flannery-Schroeder, & Webb, in press). At pretreatment, all participants received principal anxiety diagnoses (generalised anxiety disorder, separation anxiety disorder, social phobia). Nineteen had comorbid externalising disorders (11 ADHD, 7 ODD and 1 CD). These 19 subjects were matched on age (within an average of 3 months), gender and race with 19 previously treated youths who were not comorbid with an externalising disorder. Examining parent- and child-reports, respectively, comparable rates of comorbid versus non-comorbid cases were free of their principal anxiety disorder at the 7.4-year follow-up on all dependent measures. Parents of anxiety-disordered children with a comorbid externalising disorder reported higher levels of child externalising behaviour than did parents of anxiety-disordered children without comorbidity. Comorbid children reported greater self-efficacy in coping with anxiety-provoking situations than did non-comorbid children. Thus, it appears that overall anxiety-disordered children with and without comorbid externalising disorders showed comparable improvements following CBT.

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28

Wragg, Jeff. "Do attention deficit hyperactive disorders cause reading problems?" Journal of Psychologists and Counsellors in Schools 4 (November 1994): 101–6. http://dx.doi.org/10.1017/s1037291100001941.

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Children diagnosed as attention deficit hyperactive disordered (ADHD) do not comprise a unitary homogeneous group. Despite considerable research attempting to establish the validity of ADHD as a diagnostic entity, a number of researchers question whether the distinction between ADHD and other child disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD) can be clearly established (Prior & Sanson, 1986; Werry, Reeves & Elkind, 1987). Short attention span, poor concentration and poor memory may also occur in both ADHD and reading-disabled (RD) children. Academic underachievement is also reported in a substantial proportion of ADHD children (Carlson, Lahey & Neeper, 1986). August and Garfinkel (1990), for example, found that 39% of children diagnosed ADHD were also found to have a co-existing reading disorder. A study by McGee and Shore (1988) estimated that 80% of children with ADHD had a co-occurring learning disability in reading, writing and spelling. This conclusion is also supported by other studies which have found a higher than normal incidence of academic problems existing with significant attention problems (Barkley, 1990; Barkley, Fisher, Edelbrock & Smallish, 1990).As the two disorders occur so frequently together it has consequently become very difficult to disentangle the degree to which ADHD and learning disorder contribute to each other or are in fact separate entities. The issue regarding comorbidity or causality remains perplexing - is the learning disability a secondary cause arising from inattention and hyperactivity, or is the child inattentive and hyperactive because they are frustrated at their inability to succeed academically (August & Garfinkel, 1990)?

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29

Korosec, D., M. Knez, and B. Gnidovec Strazisar. "Serum ferritin and vitamin D levels in sleep disordered children with attention-deficit/hyperactivity disorder and/or autism." Sleep Medicine 115 (February 2024): 281. http://dx.doi.org/10.1016/j.sleep.2023.11.767.

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30

Zaffanello, Marco, Giuliana Ferrante, Leonardo Zoccante, Marco Luigi Ciceri, Luana Nosetti, Laura Tenero, Michele Piazza, and Giorgio Piacentini. "Predictive Power of Oxygen Desaturation Index (ODI) and Apnea-Hypopnea Index (AHI) in Detecting Long-Term Neurocognitive and Psychosocial Outcomes of Sleep-Disordered Breathing in Children: A Questionnaire-Based Study." Journal of Clinical Medicine 12, no. 9 (April 23, 2023): 3060. http://dx.doi.org/10.3390/jcm12093060.

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Pediatric obstructive sleep apnea can negatively affect children’s neurocognitive function and development, hindering academic and adaptive goals. Questionnaires are suitable for assessing neuropsychological symptoms in children with sleep-disordered breathing. The study aimed to evaluate the effectiveness of using the Oxygen Desaturation Index compared to the Obstructive Apnea–Hypopnea Index in predicting long-term consequences of sleep-disordered breathing in children. We conducted a retrospective analysis of respiratory polysomnography recordings from preschool and school-age children (mean age: 5.8 ± 2.8 years) and followed them up after an average of 3.1 ± 0.8 years from the home-based polysomnography. We administered three validated questionnaires to the parents/caregivers of the children by phone. Our results showed that children with an Oxygen Desaturation Index (ODI) greater than one event per hour exhibited symptoms in four domains (physical, school-related, Quality of Life [QoL], and attention deficit hyperactivity disorder [ADHD]) at follow-up, compared to only two symptoms (physical and school-related) found in children with an Obstructive Apnea–Hypopnea Index greater than one event per hour at the time of diagnosis. Our study also found a significant correlation between the minimum SpO2 (%) recorded at diagnosis and several outcomes, including Pediatric Sleep Questionnaire (PSQ) scores, physical, social, and school-related outcomes, and ADHD index at follow-up. These results suggest that the Oxygen Desaturation Index could serve as a valuable predictor of long-term symptoms in children with sleep-disordered breathing, which could inform treatment decisions. Additionally, measuring minimum SpO2 levels may help assess the risk of developing long-term symptoms and monitor treatment outcomes.

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Brown, Ronald T. "The Validity of Teacher Ratings in Differentiating Between Two Subgroups of Attention Deficit Disordered Children with or Without Hyperactivity." Educational and Psychological Measurement 45, no. 3 (September 1985): 661–69. http://dx.doi.org/10.1177/001316448504500326.

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32

Cholewa, K., O. Wysokińska, B. Zaremba, M. Siwek, M. Jańczyk, and U. Łopuszańska. "Current view on treatment of attention deficit hyperactivity disorder in adolescents." Progress in Health Sciences 10, no. 2 (December 7, 2020): 80–86. http://dx.doi.org/10.5604/01.3001.0014.6593.

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Diagnosis of attention deficit hyperactivity disorder (ADHD) in adolescent patients may be problematic, because of the broad spectrum of symptoms. Population research display heritable character. The function of dopaminergic, adrenergic, and serotoninergic systems is disordered in different ways in patients, who suffer from this disease. Purpose: The aim of this article is to show the actual view on the treatment of attention deficit hyperactivity disorder in teenage patients.. Results: In the treatment of ADHD the most important thing is pedagogical therapy as well as cooperation of parents and medical crew. In some particular cases pharmacologic treatment should also be included in therapeutic process, which is described in this review. Methylphenidate is the most frequent drug used in the treatment and that is why we focused on the complex description of the substance. Conclusions: Teachers and the school responsible for teaching these children must adapt didactic methods to the severity of the disorder. It is valuable to conduct the drug in the therapy of teenagers whose parents ready to cooperate, always with psychiatric supervision. In the process of pharmacotherapy, it is crucial to include breaks, for example during vacations. Psychostimulants are highly addictive substances, which is why many researchers are uncertain about the routine prescription of methylphenidate.

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33

Villalba-Heredia, Lorena, Celestino Rodríguez, Zaira Santana, Débora Areces, and Antonio Méndez-Giménez. "Effects of Sleep on the Academic Performance of Children with Attention Deficit and Hyperactivity Disorder." Brain Sciences 11, no. 1 (January 13, 2021): 97. http://dx.doi.org/10.3390/brainsci11010097.

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Attention deficit and hyperactivity disorder (ADHD) is commonly associated with disordered or disturbed sleep and the association of sleep problems with ADHD is complex and multidirectional. The purpose of this study was to analyze the relationship between sleep and academic performance, comparing children with ADHD and a control group without ADHD. Academic performance in Spanish, mathematics, and a foreign language (English) was evaluated. Different presentations of ADHD were considered as well as the potential difference between weekday and weekend sleep habits. The sample consisted of 75 children aged 6–12 in primary education. Accelerometry was used to study sleep, and school grades were used to gather information about academic performance. The results showed that ADHD influenced the amount of sleep during weekends, the time getting up at the weekends, weekday sleep efficiency, as well as academic performance. Given the effects that were seen in the variables linked to the weekend, it is necessary to consider a longitudinal design with which to determine if there is a cause and effect relationship.

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34

Skoulos, M., K. Sedky, and D. Bennett. "0900 Obstructive Sleep Apnea Severity, Symptoms Of Attention Deficit Hyperactivity Disorder And Other Comorbid Psychiatric Disorders In Children And Adolescents: A Retrospective Data Analysis." Sleep 43, Supplement_1 (April 2020): A342—A343. http://dx.doi.org/10.1093/sleep/zsaa056.896.

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Abstract Introduction Children and adolescents with obstructive sleep apnea (OSA) are often diagnosed with attention deficit hyperactivity disorder (ADHD). However, the connection between the severity of Apnea/Hypopnea Index (AHI) and ADHD is controversial with research evidence pointing in opposing directions. Methods A retrospective study was conducted in a pediatric sleep center at a university hospital setting to investigate the effect between AHI severity, ADHD and/or other comorbid psychiatric disorders. One hundred and thirty-eight participants between the age of 6 and 18 were examined in terms of AHI severity level and their correlation with scores from the Child Behavior Checklist (CBCL) using SPSS program. Results A negative correlation between AHI scores and Attention Problems for the entire group of participants was found. Additionally, female adolescents had positive correlations between AHI scores and several affective disorder variables from the CBCL, while male adolescents had negative correlations between AHI levels and several CBCL scores that are typically associated with ADHD and Anxiety disorders. Conclusion This study suggests a relationship between OSA severity and psychiatric conditions. However, this relationship can vary depending on age, gender and AHI severity. More research is required to understand this relationship. Support Chervin, R.D. How many children with ADHD have sleep apnea or periodic leg movements on polysomnography? Sleep. 2005: 28(9): 1041-1042. Sedky K, Bennett DS, Carvalho KS. Attention deficit hyperactivity disorder and sleep disordered breathing in pediatric populations: A meta-analysis. Sleep Medicine Reviews. 2014; 18: 349-356

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Kim, Kyoung Min, Jee Hyun Kim, Dohyun Kim, Myung Ho Lim, Hyunjoo Joo, Seung-Jin Yoo, Eunjung Kim, Mina Ha, Ki Chung Paik, and Ho-Jang Kwon. "Associations among High Risk for Sleep-disordered Breathing, Related Risk Factors, and Attention Deficit/Hyperactivity Symptoms in Elementary School Children." Clinical Psychopharmacology and Neuroscience 18, no. 4 (November 30, 2020): 553–61. http://dx.doi.org/10.9758/cpn.2020.18.4.553.

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36

Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of private speech; (c) speech and action are intrinsically coordinated; and (d) internalization refers to subvocalization of private speech. We argue that self-instructional training interventions need to be thoroughly grounded in Soviet developmental theory of verbal self-regulation and in systematic research on the social origins and development of children's private speech. A new research agenda is suggested.

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37

Place, Maurice, Jo Wilson, Elaine Martin, and Jessica Hulsmeier. "The Frequency of Emotional and Behavioural Disturbance in an EBD School." Child Psychology and Psychiatry Review 5, no. 2 (May 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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38

Csábi, E., P. Benedek, and V. Gaál. "Increased externalizing and internalizing problems in children with sleep-disordered breathing." European Psychiatry 64, S1 (April 2021): S632. http://dx.doi.org/10.1192/j.eurpsy.2021.1681.

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IntroductionSleep-disordered Breathing (SDB) is a spectrum disorder ranging from primary snoring to obstructive sleep apnea (OSA). One of the most common sleep-disorder in childhood, however remarkably little is known of the effect of SDB on behavioral functions.ObjectivesThe aim of our study to investigate the behavioral consequences of SDB compared to children with no history of sleep disorders.MethodsTwo hundred thirty-four children aged 4-10 years participated in the study. The SDB group consists seventy-eight children, sixty-one of the them with OSA and seventeen with primary snoring (average age: 6,7 (SD = 1,83), 32 female/46 male), One hundred fifty-six children participated in the control group (average age: 6,57 years (SD = 1,46), 80 female/76 male). The two groups were matched by age and gender. We used the Attention Deficit Hyperactivity Disorder Rating Scale, Strength and Difficulty Questionnaire, and Child Behavior Checklist to assess the behavioral functions. Furthermore, the OSA-18 Questionnaire was administrated to support the diagnosis of SDB.ResultsAccording to our results, children with SDB showed a significantly higher level of anxiety and depression and demonstrated significantly higher externalizing (such as attentional problems, hyperactivity, or social problems) and internalizing behavior problems (aggression, rule-breaking behavior).ConclusionsDue to the neurobehavioral consequences, our finding underlines the importance of the early diagnosis and treatment of sleep-disorder breathing.DisclosureNo significant relationships.

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39

Türkoglu, S., B. T. Somuk, E. Sapmaz, G. Goktas, and A. Bilgic. "Effect of Adenotonsillectomy on Attention-deficit/hyperactivity Disorder Symptoms, Sleep Disturbance Symptoms, and Quality of Life of Children with Adenotonsillar Hypertrophy and Sleep-disordered Breathing." European Psychiatry 41, S1 (April 2017): S306—S307. http://dx.doi.org/10.1016/j.eurpsy.2017.02.201.

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ObjectivesTo date, limited data has been available regarding the impact of adenotonsillectomy (AT) on the psychosocial well-being of chronic adenotonsillar hypertrophy (CAH) subjects.AimsIn the present study, we examined the impacts of AT on attention-deficit/hyperactivity disorder symptoms (ADHD) and sleep disturbance symptoms and quality of life of children with chronic adenotonsillar hypertrophy.MethodsParents of children with CAH filled in Conners Parent Rating Scale-Revised Short (CPRS-RS), children's sleep habits questionnaire (CSHQ), and the pediatric quality of life inventory, parent versions (PedsQL-P) before and six months after AT.ResultsA total of 64 children were included the study (mean age: 6.8 ± 2.4 years; 50% boys). Mean ADHD Index (11.98 ± 6.94 versus 10.35 ± 6.44) (before AT versus after AT) and oppositional scores (6.73 ± 3.72 versus 5.87 ± 3.52) improved statistically significantly after AT (P < 0.05). All of the CSHQ subdomain scores, except sleep duration, significantly reduced after AT (P < 0.05). Regarding to quality of life, both PedsQL-P physical health (64.20 ± 19.81 versus 69.84 ± 18.63) and psychosocial health subdomain scores (67.83 ± 12.89 versus 75.57 ± 13.16), and PedsQL-P total score (66.57 ± 12.94 versus 73.58 ± 12.46) of the patients were significantly higher six months after AT (P < 0.001).ConclusionsIt is necessary for child and adolescent psychiatrists to query the symptoms of CAH to identify children with chronic adenotonsillar hypertrophy who suffer from ADHD symptoms, oppositionality, and sleep disturbance. To carry out AT seems to be beneficial for coexisting ADHD and sleep disorder symptoms and quality of life in these children.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Kusuma Wijayanti, Puspita Adhi, and Surya Cahyadi. "Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 232–48. http://dx.doi.org/10.21009/jpud.132.03.

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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deﬁcit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21152355%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2998237 U.S. Department of Health and Human Services. (2014). US Department of Health and Human Services. The Health and Well-Being of Children: A Portrait of States and the Nation, 2011-2012. (June), 1–109. Weiss, Gabrielle ; Hechtman, L. T. (1993). Hyperactive Children Grown Up. New York: Guildford Press.

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Ekinci, Ozalp, Çetin Okuyaz, Serkan Günes, Nuran Ekinci, Gülhan Örekeci, Halenur Teke, and Meltem Çobanoğulları Direk. "Sleep and quality of life in children with traumatic brain injury and ADHD." International Journal of Psychiatry in Medicine 52, no. 1 (January 2017): 72–87. http://dx.doi.org/10.1177/0091217417703288.

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Objective Attention problems are common in children who sustain a traumatic brain injury (TBI). The differential features of TBI-related Attention Deficit Hyperactivity Disorder (ADHD) and primary ADHD are largely unknown. This study aimed to compare sleep problems and quality of life between children with TBI and ADHD and children with primary ADHD. Methods Twenty children with TBI (mean age = 12.7 ± 3.1 years) who had clinically significant ADHD symptoms according to the structured diagnostic interview and rating scales and a control group with primary ADHD (n = 20) were included. Parents completed Children’s Sleep Habits Questionnaire (CSHQ) and Kinder Lebensqualitätsfragebogen: Children’s Quality of Life Questionnaire-revised (KINDL-R). Neurology clinic charts were reviewed for TBI-related variables. Results When compared to children with primary ADHD, the Total Score and Sleep Onset Delay, Daytime Sleepiness, Parasomnias, and Sleep Disordered Breathing subscores of CSHQ were found to be higher in children with TBI and ADHD. The Total Score and Emotional Well-Being and Self-Esteem subscores of the KINDL-R were found to be low (poorer) in children with TBI and ADHD. The Total Score and certain subscores of KINDL-R were found to be lower in TBI patients with a CSHQ > 56 (corresponds to significant sleep problems) when compared to those with a CSHQ < 56. CSHQ Total Score was negatively correlated with age. Conclusion Children with TBI and ADHD symptoms were found to have a poorer sleep quality and quality of life than children with primary ADHD. ADHD in TBI may be considered as a highly impairing condition which must be early diagnosed and treated.

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Turkoglu, Serhat, Battal Tahsin Somuk, Emrah Sapmaz, Goksel Goktas, and Ayhan Bilgi. "6.9 EFFECT OF ADENOTONSILLECTOMY ON ATTENTION-DEFICIT/HYPERACTIVITY DISORDER SYMPTOMS, SLEEP DISTURBANCE SYMPTOMS, AND QUALITY OF LIFE OF CHILDREN WITH ADENOTONSILLAR HYPERTROPHY AND SLEEP-DISORDERED BREATHING." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S207. http://dx.doi.org/10.1016/j.jaac.2016.09.330.

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Cunningham, Charles E., M. Louise Clark, Roberta K. Heaven, Joan Durrant, and Lesley J. Cunningham. "The Effects of Coping-Modelling Problem Solving and Contingency Management Procedures on the Positive and Negative Interactions of Learning Disabled and Attention Deficit Disordered Children with an Autistic Peer." Child & Family Behavior Therapy 11, no. 3-4 (December 21, 1989): 89–106. http://dx.doi.org/10.1300/j019v11n03_06.

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RHODES, SINEAD M., DAVID R. COGHILL, and KEITH MATTHEWS. "Neuropsychological functioning in stimulant-naive boys with hyperkinetic disorder." Psychological Medicine 35, no. 8 (April 1, 2005): 1109–20. http://dx.doi.org/10.1017/s0033291705004599.

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Background. Although children with hyperkinetic disorder and/or attention deficit hyperactivity disorder (ADHD) show disordered executive neuropsychological functioning, the nature of these changes remains controversial. Additionally, impairments in non-executive neuropsychological functioning have been relatively unexplored. Here, the authors describe the neuropsychological functioning of a sample of stimulant drug-naive boys with hyperkinetic disorder on a battery of neuropsychological tasks sensitive to impairments of both executive and non-executive functions.Method. Seventy-five stimulant drug-naive boys meeting diagnostic criteria for ICD-10 hyperkinetic disorder were compared with 70 healthy developing controls matched for age but not IQ on computerized tests of neuropsychological functioning from the Cambridge Neuropsychological Test Automated Battery (CANTAB) and a Go/No-Go inhibition task.Results. Boys with hyperkinetic disorder exhibited impairments on tasks with a prominent executive component – working memory, planning, strategy formation, attentional set-shifting and on a reaction time task. However, they were also impaired on tasks without prominent executive components – pattern and spatial recognition, spatial span, delayed matching to sample and paired associates learning. Contrary to predictions, no impairment was observed on the Go/No-Go inhibition task.Conclusions. Medication-naive boys with hyperkinetic disorder displayed a broad range of neuropsychological impairments. Deficits were demonstrated on tasks with and without prominent executive components. Impairments were not confined to tasks dependent upon frontostriatal functioning, cannot wholly be explained by deficits in inhibitory control, nor can they be attributed to intelligence or previous exposure to stimulant medication.

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Meadows, Amy Lynn, Sonya Jayaratna, Victoria Vorholt, and Alba Morales Pozzo. "Effective Interdisciplinary Medicine: Psychiatric Care in Children and Adolescents With Type 1 Diabetes." JAACAP Connect 7, no. 2 (July 1, 2020). http://dx.doi.org/10.62414/001c.92401.

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Diabetes mellitus type 1 (T1D) is one of the most common chronic illnesses in pediatrics. Child and adolescent psychiatrists (CAPs) may encounter pediatric patients with T1D whose emotional disruption increases the risk for poor glycemic control or diabetes complications. CAPs can assist pediatric providers and patients with T1D by providing collaborative care, including patient and family education, monitoring for common emotional and behavioral concerns, and treatment. We will briefly review common presentations of anxiety, depression, disordered eating, attention-deficit/hyperactivity disorder (ADHD) and family conflict in T1D. Mental health is an essential component of an integrated approach to pediatric diabetes care.

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Gnnanaprakasham, M., Sunny Mathew, and N. D. Mohan. "“Homoeopathic Perspective of Attention Deficit Hyperactivity Disorder - Hyperactive Type – A Review”." Journal of Complementary and Alternative Medical Research, September 7, 2021, 11–22. http://dx.doi.org/10.9734/jocamr/2021/v16i230282.

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Attention Deficit Hyperactivity Disorder (ADHD) is commonly diagnosed neuropsychiatric condition affecting the children and adolescence. Nearly 8 percent of school - going children were diagnosed as ADHD and mostly as hyperactive type. More than 60 percent of children with ADHD were progressed to grow with the symptoms into adulthood which causes significant impaired academic achievements, poor interpersonal skills, disordered social activities, and various psychiatric disorders like learning disability, substance abuse, mood disorders, disruptive behavior disorder, etc., Homoeopathy a unique system of medicine which provides a beneficial effect on the human body through its ultra-diluted and potentized drug substances adopting holistic approach. There are reliable sources where homoeopathy proves its efficacy in treating ADHD children. This article provides a cluster of remedies derived through repertorisation considering only the symptoms of ADHD hyperactive type which will be helpful in cases where the individualization of the child is difficult to achieve. Considering the symptomatology of ADHD hyperactive type mentioned in DSM V criteria the most indicated remedies among various remedies were Medorrhinum, Nux. Vom, Carcinosinum, Hyoscyamus, Anacardium, Chamomilla, Veratrum. Album, Coffea Cruda, Tarentula etc.

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Mattingly, Greg W., Ann C. Childress, Andrew J. Cutler, José Estrada, and Meg Corliss. "Serdexmethylphenidate/dexmethylphenidate effects on sleep in children with attention-deficit/hyperactivity disorder." Frontiers in Psychiatry 14 (June 23, 2023). http://dx.doi.org/10.3389/fpsyt.2023.1193455.

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IntroductionSleep-related problems are common in children with attention-deficit/hyperactivity disorder (ADHD). Sleep disorders are also side effects of all stimulant ADHD medications. Serdexmethylphenidate/dexmethylphenidate (SDX/d-MPH) is a once-daily treatment approved for patients age 6 years and older with ADHD. In this analysis, sleep behavior was assessed during SDX/d-MPH treatment in children with ADHD.MethodsIn a 12-month, dose-optimized, open-label safety study in 6- to 12-year-old participants (NCT03460652), a secondary endpoint was assessment of sleep behavior based on the Children’s Sleep Habits Questionnaire (CSHQ) consisting of 8 sleep domains (bedtime resistance, sleep onset delay, sleep duration, sleep anxiety, night wakings, parasomnias, sleep-disordered breathing, and daytime sleepiness). This post hoc analysis examined the individual sleep domains in the 12-month safety study.ResultsOf 282 participants enrolled, 238 were included in the sleep analysis. At baseline, mean (SD) CSHQ total sleep disturbance score was 53.4 (5.9). After 1 month of treatment, the mean (SD) CSHQ total score significantly decreased to 50.5 (5.4); least-squares mean change from baseline was −2.9 (95% CI: −3.5 to −2.4; p < 0.0001) and remained decreased up to 12 months. Mean sleep-score improvements from baseline to 12 months were statistically significant (p < 0.0001) for 5 of 8 sleep domains, including bedtime resistance, sleep anxiety, night wakings, parasomnias, and daytime sleepiness. Parasomnias and daytime sleepiness sleep domains showed the greatest mean improvement from baseline to 12 months. Sleep onset delay and sleep duration scores increased from baseline to 12 months. No statistically significant worsening occurred from baseline in sleep duration and sleep-disordered breathing domains; however, worsening of sleep onset delay was statistically significant.ConclusionIn this analysis of children taking SDX/d-MPH for ADHD, sleep problems did not worsen based on the mean CSHQ total sleep disturbance score. Statistically significant improvements in most CSHQ sleep domains were observed after 1 month and lasted for up to 12 months of treatment.

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Kim, Kyoung Min, Myung Ho Lim, Mina Ha, and Ho-Jang Kwon. "Associations Between Sleep-Disordered Breathing and Behavioral and Cognitive Functions in Children With and Without Attention-Deficit/Hyperactivity Disorder." Journal of the Academy of Consultation-Liaison Psychiatry, October 2021. http://dx.doi.org/10.1016/j.jaclp.2021.10.002.

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Hamilton, Anna, Anna Joyce, and Jayne Spiller. "Recommendations for Assessing and Managing Sleep Problems in Children with Neurodevelopmental Conditions." Current Developmental Disorders Reports, November 24, 2023. http://dx.doi.org/10.1007/s40474-023-00283-7.

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Abstract Purpose of Review This review draws upon the authors’ practical experience of assessing sleep in children with neurodevelopmental conditions alongside empirical evidence of recommendations for clinicians and researchers to support assessment of sleep problems and strategies to promote healthy sleep in children with specific neurodevelopmental conditions. These include communication about sleep, mental health/behavioural considerations, pain, sensory profile, epilepsy, melatonin secretion profiles, sleep-disordered breathing and restless leg syndrome. Recent Findings This review has a particular focus on children with autism spectrum disorder, attention-deficit and hyperactivity disorder, Down syndrome, Smith-Magenis syndrome, Angelman syndrome, William’s syndrome and cerebral palsy. Summary Sleep disturbance varies in severity between neurodevelopmental conditions and the need for individualised assessment is emphasised. The impact of children’s poor sleep on parents is highlighted as a particular concern. A checklist of recommendations and example resources for clinicians to enquire about sleep in children with neurodevelopmental conditions has been included in a summary table.

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Csábi, Eszter, Veronika Gaál, Emese Hallgató, Rebeka Anna Schulcz, Gábor Katona, and Pálma Benedek. "Increased behavioral problems in children with sleep-disordered breathing." Italian Journal of Pediatrics 48, no. 1 (September 15, 2022). http://dx.doi.org/10.1186/s13052-022-01364-w.

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Abstract Background Healthy sleep is essential for the cognitive, behavioral and emotional development of children. Therefore, this study aimed to assess the behavioral consequences of sleep disturbances by examining children with sleep-disordered breathing compared with control participants. Methods Seventy-eight children with SDB (average age: 6.7 years (SD = 1.83); 61 had OSA and 17 had primary snoring) and 156 control subjects (average age: 6.57 years (SD = 1.46) participated in the study. We matched the groups in age (t(232) = 0.578, p = 0.564) and gender (χ2(1) = 2.192, p = 0.139). In the SDB group, the average Apnea–Hypopnea Index was 3.44 event/h (SD = 4.00), the average desaturation level was 87.37% (SD = 6.91). Parent-report rating scales were used to measure the children’s daytime behavior including Attention Deficit Hyperactivity Disorder Rating Scale, Strengths and Difficulties Questionnaire, and Child Behavior Checklist. Results Our results showed that children with SDB exhibited a higher level of inattentiveness and hyperactive behavior. Furthermore, the SDB group demonstrated more internalizing (anxiety, depression, somatic complaints, social problems) (p < 0.001) and externalizing (aggressive and rule-breaking behavior) problems compared with children without SDB, irrespective of severity. Conclusions Based on our findings we supposed that snoring and mild OSA had a risk for developing behavioral and emotional dysfunctions as much as moderate-severe OSA. Therefore, clinical research and practice need to focus more on the accurate assessment and treatment of sleep disturbances in childhood, particularly primary snoring, and mild obstructive sleep apnea.

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