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Relevant bibliographies by topics / Hyperactivity Disorder in children

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Academic literature on the topic 'Hyperactivity Disorder in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Hyperactivity Disorder in children"

1

Rajaprakash, Meghna, and Mary L. Leppert. "Attention-Deficit/Hyperactivity Disorder." Pediatrics In Review 43, no. 3 (March 1, 2022): 135–47. http://dx.doi.org/10.1542/pir.2020-000612.

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

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Fattah Mohammed, Hussein Ahmed Abdel. "Patterns of sleep disorders in children with autism with the attention deficit -hyperactivity disorder." Journal of Arts and Social Sciences [JASS] 8, no. 1 (February 1, 2017): 81. http://dx.doi.org/10.24200/jass.vol8iss1pp81-101.

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The present study aims to identify the extent of the prevalence of some sleep disorders patterns of autistic children with attention deficit hyperactivity disorder, and the preparation and rationing measure of attention deficit hyperactivity disorder when autistic children, and scale disturbances of sleep when autistic children with attention deficit hyperactivity disorder, and differences gender (male - female) in sleep disorders patterns in these children, and to identify the predictable patterns of sleep disorders in autistic children with attention deficit hyperactivity disorder, the study sample: The sample consisted reconnaissance of the (study 60) of children with autism parents, has been application on (60) of children (40 males and 20 females) between the ages of (7 -12 years), sample basic study consisted of (80) of children with autism parents, it has been the application on (80) of autistic children (50 males 0.30 females) between the ages of (7-12 years), and the study sample of visitors to Al Amal Hospital for Mental Health Barar- northern border region - Saudi Arabia, approach the study: the use of a researcher in the current study, the descriptive approach comparative The study found that it can predictable patterns of sleep disorders in children with autism, attention deficit hyperactivity disorder, as some common patterns of sleep disorders in children study sample and found statistically significant differences in sleep disorders among both male and female patterns of children study sample in favor of males.

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Awan, Inayatullah, Jmail Junejo, Sabahat Jabeen, and Asma Perveen. "CHILDREN ATTENTION DEFICT HYPERACTIVITY DISORDER." Professional Medical Journal 22, no. 04 (April 10, 2015): 490–94. http://dx.doi.org/10.29309/tpmj/2015.22.04.1334.

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

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Parreira, Ana Filipa, António Martins, Filipa Ribeiro, and Filipe Glória Silva. "Validação Clínica da Versão Portuguesa do Questionário de Hábitos de Sono das Crianças (CSHQ-PT) em Crianças com Perturbações do Sono e PHDA." Acta Médica Portuguesa 32, no. 3 (March 29, 2019): 195. http://dx.doi.org/10.20344/amp.10906.

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Introduction: The Portuguese version of the Children’s Sleep Habits Questionnaire showed adequate psychometric properties in a community sample but the American cut-off seemed inadequate. This study aimed to validate this questionnaire in clinical populations of children with sleep disorders and with attention deficit/ hyperactivity disorder.Material and Methods: The study sample included 148 Portuguese children aged 2 to 10 years old that where divided in 3 groups: 1. Clinical group with sleep disorders (behavioral insomnias, parasomnias or sleep-related breathing disorders); 2. Clinical group with attention deficit/ hyperactivity disorder; 3. Control group. The sleep habits and sleep problems were evaluated using the Children’s Sleep Habits Questionnaire. Sleep-related disorders were confirmed by polysomnography.Results: The questionnaire’s internal consistency (Cronbach α) in the clinical sample (sleep disorders and attention deficit/ hyperactivity disorder) was 0.75 and ranged from 0.55 to 0.85 for the subscales. Children with sleep disorders and attention deficit/ hyperactivity disorder had a higher sleep disturbance index (full scale score) compared to the control group. The subscales presented significant differences between the subgroups with different sleep disorders showing discriminative validity. The receiver operating characteristic analysis of the sleep disturbance index comparing the sleep disorder and control sample determined a cut-off of 48 (sensibility 0.83;specificity 0.69).Discussion: Children with sleep disorders and attention deficit/ hyperactivity disorder evidenced higher Sleep Disturbance Index (full scale score) comparing to the control group. The subscales presented significative differences between the subgroups with different sleep disorders showing discriminative validityConclusion: The Portuguese version of the Children’s Sleep Habits Questionnaire showed adequate psychometric properties for children with sleep disorders and/or attention deficit/ hyperactivity disorder. The cut-off value 48 is better adjusted for the Portuguese population.

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Vance, Alasdair, Katrina Harris, Marilyn Boots, Jessica Talbot, and Mary Karamitsios. "Which Anxiety Disorders May Differentiate Attention Deficit Hyperactivity Disorder, Combined Type with Dysthymic Disorder from Attention Deficit Hyperactivity Disorder, Combined Type Alone?" Australian & New Zealand Journal of Psychiatry 37, no. 5 (October 2003): 563–69. http://dx.doi.org/10.1046/j.1440-1614.2003.01235.x.

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Objective: Attention deficit hyperactivity disorder, combined type (ADHD-CT), dysthymic disorder, and anxiety disorders frequently co-occur in primary school age children, although there have been no published data describing their association. We investigated the association of anxiety, defined from a parent or child perspective, with primary school-age children with ADHD-CT with and without dysthymic disorder. Method: One hundred and forty-six medication naïve children with ADHD-CT were studied. Two groups with and without dysthymic disorder were formed to compare parent and child reports of anxiety, using categorical and continuous measures of anxiety, using logistic regression. Results: Separation anxiety disorder and social phobia were associated with primary school-age children with ADHD-CT and dysthymic disorder, compared to children with ADHD-CT without dysthymic disorder. Conclusions: The recognition of dysthymic disorder and anxiety disorders and their management in primary school-age children with ADHD-CT is generally poorly understood. The identification and elucidation of composite anxiety and depressive phenomena that may be systematically investigated through longitudinal studies of epidemiologically derived samples is needed in this particular group of children.

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Nazer, M., and O. Hamid. "Comparison of Learning Disabilities in Reading, Math, Spelling and Academic Progress of Children with Attention Deficit Disorder with Hyperactivity and Normal Children at Elementary Schools." European Psychiatry 41, S1 (April 2017): S218. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2201.

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Learning disabilities and attention deficit disorder with hyperactivity of important issues should be considered in elementary school students. The aim of this study was comparison learning disorders, reading, spelling, math and achievement among students in elementary school grades in Bandar Abbas. For this purpose, 384 students were randomly selected. Instruments for gathering data were:– k-Math test;– test spelling disorder (Fallahchai test);– reading test (Baezat test);– CSI-4.Factor analysis of variance test was used to analyze of data. The results showed that in the scale of dyslexia, there were more disorders in the children with attention deficit disorder in reading errors, comprehension and reading speed than normal group. In mathematical disorder scale, there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in operations math, mathematical concepts, mathematical applications, and general score math. The scale of the problem dictates there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in problem dictates. In academic achievement, the children with attention deficit disorder had lower mean in academic achievement. Finally, the results showed that age, gender, and their interaction had no significant impact on learning disorders, based on attention deficit disorder and normal groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Filippatou, Diamanto N., and Eleni A. Lpvaniou. "Comorbidity and WISC–III Profiles of Greek Children with Attention Deficit Hyperactivity Disorder, Learning Disabilities, and Language Disorders." Psychological Reports 97, no. 2 (October 2005): 485–504. http://dx.doi.org/10.2466/pr0.97.2.485-504.

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The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC–III scores for children with Attention Deficit Hyperactivity Disorder ( n = 22), Learning Disability ( n = 50), and Language Disorder ( n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC–III test or their ACID profile.

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Mokobane, Maria, Basil Joseph Pillay, and Anneke Meyer. "Behaviour planning and inhibitory control in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 1 (March 28, 2019): 11–23. http://dx.doi.org/10.1177/0081246319838104.

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Attention-deficit hyperactivity disorder is one of the most common disorders that can occur in children. The symptoms are thought to result from a deficit in executive functions. This study investigated whether children with attention-deficit hyperactivity disorder subtypes differed in behavioural planning and response inhibition, two of the domains of executive functioning, from a control group without attention-deficit hyperactivity disorder symptoms. Furthermore, it examined whether the three attention-deficit hyperactivity disorder subtypes differed from each other in terms of performance. The sample ( n = 320) consisted of primary school children, aged between 6 and 14 years, from the Moletjie circuit (Limpopo). It consisted of an attention-deficit hyperactivity disorder group ( n = 160) and a control group ( n = 160). The Disruptive Behavioural Disorder rating scale was used to establish the symptoms of attention-deficit hyperactivity disorder. The Tower of London was used to measure planning ability, and the inhibition subtest (arrows and shapes) from the NEPSY-II (Developmental Neuropsychological Assessment, second edition) to measure response inhibition. Analysis of variance was employed to establish differences in subtype, gender, and age group. The results showed that children with the combined attention-deficit hyperactivity disorder subtype demonstrated significantly more deficits than the control group, in both behavioural planning and inhibition control. No significant differences between the hyperactive/impulsive and inattentive attention-deficit hyperactivity disorder subtypes and the control group were found. Gender and age did not influence performance with regard to planning and inhibition tasks. Correlations between planning behaviour and response inhibition were low, which suggests that they are distinct processes.

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Permatawati, Medina, Agung Triono, and Mei Neni Sitaresmi. "Sleep disorders in children with attention-deficit/hyperactivity disorder." Paediatrica Indonesiana 1, no. 1 (March 19, 2018): 48. http://dx.doi.org/10.14238/pi1.1.2018.46-50.

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Background Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioral abnormality that commonly occurs among children. Sleep disorders are comorbid with ADHD. Sleep disorders in Indonesian children with ADHD have not been widely studied.Objective To understand the proportion and factors that influence sleep disorders in children with ADHD. Methods This cross-sectional study involved 54 children aged 3-14 years who had been diagnosed with ADHD by a pediatric growth and development consultant using DSM-5 criteria. The subjects were consecutively selected from March to August 2017 at the Child Development Polyclinic, Dr. Sardjito Hospital, Yogyakarta. Sleep data were collected using the Sleep Disturbances Scale for Children (SDSC) and the Children’s Sleep Hygiene Scale (CSHS).Results Of the 54 children with ADHD (46 males and 8 females), 35 (64.8%) experienced sleep disorders. The majority (26 subjects, 48.1%) had the disorder of initiating and maintaining sleep. Children with the combined (inattention and hyperactive-impulsive) type of ADHD experienced significantly greater sleep disturbance compared to the inattention type or hyperactive-impulsive type (OR=3.750; 95% CI 1.133 to 12.41; P=0.027). Poor sleep hygiene was also significantly associated with more severe sleep disorders (r=-0.383, P=0.004).Conclusion The proportion of sleep disorder in children with ADHD is relatively high, with the majority having a disorder of initiating and maintaining sleep. Children with combined type ADHD experience a higher amount of sleep disorder than those with either the inattention or hyperactive-impulsive types of ADHD. Children with poor sleep hygiene have significantly more severe sleep disorders.

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Permatawati, Medina, Agung Triono, and Mei Neni Sitaresmi. "Sleep disorders in children with attention-deficit/hyperactivity disorder." Paediatrica Indonesiana 58, no. 1 (March 20, 2018): 48. http://dx.doi.org/10.14238/pi58.1.2018.48-52.

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Background Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioral abnormality that commonly occurs among children. Sleep disorders are comorbid with ADHD. Sleep disorders in Indonesian children with ADHD have not been widely studied.Objective To understand the proportion and factors that influence sleep disorders in children with ADHD. Methods This cross-sectional study involved 54 children aged 3-14 years who had been diagnosed with ADHD by a pediatric growth and development consultant using DSM-5 criteria. The subjects were consecutively selected from March to August 2017 at the Child Development Polyclinic, Dr. Sardjito Hospital, Yogyakarta. Sleep data were collected using the Sleep Disturbances Scale for Children (SDSC) and the Children’s Sleep Hygiene Scale (CSHS).Results Of the 54 children with ADHD (46 males and 8 females), 35 (64.8%) experienced sleep disorders. The majority (26 subjects, 48.1%) had the disorder of initiating and maintaining sleep. Children with the combined (inattention and hyperactive-impulsive) type of ADHD experienced significantly greater sleep disturbance compared to the inattention type or hyperactive-impulsive type (OR=3.750; 95% CI 1.133 to 12.41; P=0.027). Poor sleep hygiene was also significantly associated with more severe sleep disorders (r=-0.383, P=0.004).Conclusion The proportion of sleep disorder in children with ADHD is relatively high, with the majority having a disorder of initiating and maintaining sleep. Children with combined type ADHD experience a higher amount of sleep disorder than those with either the inattention or hyperactive-impulsive types of ADHD. Children with poor sleep hygiene have significantly more severe sleep disorders.

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Dissertations / Theses on the topic "Hyperactivity Disorder in children"

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

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

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

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

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

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

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

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

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

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

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

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Waite, Tabitha Caroline. "Bipolar Disorder and Attention-Deficit/Hyperactivity Disorder: Predicting Diagnosis in Children and Adolescents." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510428100431449.

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Books on the topic "Hyperactivity Disorder in children"

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

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

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

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

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

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

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

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

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

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

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Book chapters on the topic "Hyperactivity Disorder in children"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Hyperactivity Disorder in children"

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.

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

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

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

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

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

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Ristiyanti, Nola, Burhanuddin Dirgantoro, and Casi Setianingsih. "Behavioral Disorder Test to Identify Attention-Deficit / Hyperactivity Disorder (ADHD) in Children Using Fuzzy Algorithm." In 2021 IEEE International Conference on Internet of Things and Intelligence Systems (IoTaIS). IEEE, 2021. http://dx.doi.org/10.1109/iotais53735.2021.9628642.

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Celestino, Nicole Kauane Rodrigues. "The use of games to increase performance occupational therapy of adults with attention deficit hyperactivity disorder (ADHD)." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-062.

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Abstract Attention Deficit Hyperactivity Disorder (ADHD) is characterized by "a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development." (Diagnostic and Statistical Manual of Mental Disorders, 2014, p. 59). According to the Diagnostic and Statistical Manual of Mental Disorders (2014, p. 59) the inattention present in ADHD manifests itself "as rambling on tasks, lack of persistence, difficulty maintaining focus, and disorganization. In adults, these symptoms significantly affect occupational performance, leading to difficulties performing occupations that are "necessary activities that people need, want, and are expected to do" (World Federation of Occupational Therapists, 2012a, p. 2). Most have difficulty staying in their jobs, inconstancy in relationships, and when performing adult responsibilities, these instabilities can interfere with and cause feelings of frustration and guilt (Children and Adults with Attention-Deficit/Hyperactivity Disorder, 2022). Occupational performance is characterized as "the achievement of the selected occupation resulting from the dynamic transaction between the client, the context and environment, and the activity or occupation" (American Occupational Therapy Association, 2015, p. 14). In this case the games aim to provide strengthening of the ability to perform these actions, working the executive functions, the "executive functions (EF) refer to the ability to engage in goal-oriented behavior, performing voluntary and self-organized actions" (CAPOVILLA; ASSEF; COZZA, 2007, p. 1).

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

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Reports on the topic "Hyperactivity Disorder in children"

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

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

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

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

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

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

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

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

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

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

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

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

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