Journal articles: 'Hyperactivity in children'

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Irwin, Lauren N., Nicole B. Groves, Elia F. Soto, and Michael J. Kofler. "Is There a Functional Relation Between Set Shifting and Hyperactivity in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)?" Journal of the International Neuropsychological Society 26, no. 10 (May 27, 2020): 1019–27. http://dx.doi.org/10.1017/s1355617720000545.

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

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Thompson, Margaret. "Attention-deficit/hyperactivity disorder or hyperactivity in preschool children." British Journal of Hospital Medicine 68, no. 7 (July 2007): 356–59. http://dx.doi.org/10.12968/hmed.2007.68.7.23970.

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Arum, Puspito, Dahlia Indah Amareta, and Faridlotul Zannah. "Phenylalanine and Tryptophan Intake of Hyperactive Children with Autism." Journal of Biomedicine and Translational Research 3, no. 2 (December 31, 2017): 34. http://dx.doi.org/10.14710/jbtr.v3i2.1744.

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

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Awan, Inayatullah, Jmail Junejo, Sabahat Jabeen, 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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Heffron, William M., Catherine A. Martin, Richard J. Welsh, Peggy Perry, and Catherine Kirby Moore. "Hyperactivity and Child Abuse." Canadian Journal of Psychiatry 32, no. 5 (June 1987): 384–86. http://dx.doi.org/10.1177/070674378703200511.

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The role of a child in his/her physical abuse was reviewed with particular attention to hyperactive children. A retrospective analysis of the records of children referred to a university-based hyperactive children's clinic revealed that children both with and without Attention Deficit Disorder (ADD) were more often physically abused than children in the general population. The period prevalence of physical abuse in children with ADD did not differ significantly from that in children without ADD. This suggests that hyperactivity may either contribute to, or result from, physical abuse.

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Mokobane, Maria, Basil Pillay, Nicho Thobejane, and Anneke Meyer. "Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 2 (September 27, 2019): 250–61. http://dx.doi.org/10.1177/0081246319876145.

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

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Barkauskienė, Rasa, Asta Bongarzoni, Rasa Bieliauskaitė, Roma Jusienė, and Saulė Raižienė. "Attention-deficit/hyperactivity disorder: possibilities of early diagnostics." Medicina 45, no. 10 (October 10, 2009): 764. http://dx.doi.org/10.3390/medicina45100099.

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The present study aimed at analyzing the possibilities of early diagnostics of attention-deficit/ hyperactivity disorder in toddlers and preschool children. Parents and caregivers from children day care centers provided information about 863 children (mean age, 47.18 months; 410 girls and 453 boys). The methods used in the study were as follows: Child Behavior Checklist/1½-5 (CBCL), Caregiver-Teacher Report Form (C-TRF), and clinical questionnaire for evaluation of attention-deficit/hyperactivity disorder symptoms. The study consisted of two stages: 1) screening of the emotional and behavioral problems of children based on parental and caregiver-teachers’ reports; 2) clinical interview with parents of children at risk for attentiondeficit/ hyperactivity disorder as measured by empirical ratings of attention hyperactivity symptoms. Results revealed that according to parental ratings, attention and hyperactivity problems are related to children’s age. According to caregiver-teachers’ ratings, boys were rated as having more problems of attention and hyperactivity than girls. Based on the results from the first stage, children at risk for attention-deficit/hyperactivity disorder were analyzed further. Case study analysis showed attention-deficit/hyperactivity disorder symptoms in these children to be a part of overall pattern characterized by behavioral, emotional, and other problems. The quantitative as well as qualitative analysis provides the evidence for a high comorbidity of attention-deficit/ hyperactivity disorder and other emotional and behavioral problems in early childhood. Study showed that comprehensive clinical assessment is necessary for early diagnostics of ADHD.

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Letourneau, Nicole, Cara B. Fedick, J. Douglas Willms, Miriam Stewart, and Kelly White. "Longitudinal Study of Social-environmental Predictors of Behavior: Children of Adolescent and Older Mothers Compared." Canadian Studies in Population 34, no. 1 (December 31, 2007): 1. http://dx.doi.org/10.25336/p66c92.

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Compared to older, more educated mothers, adolescent mothers are more prone to less than optimal parenting interactions with their children. Moreover, adolescents’ children are more likely to experience developmental challenges. In this study, effects of social-environmental factors in the first two years of life on children’s anxiety and hyperactivity from age 2 to 8 were examined by analyzing Canadian longitudinal data. Initial levels of anxiety and hyperactivity were higher for children of adolescent mothers, and anxiety increased with age for all children. Female children displayed lower initial levels of hyperactivity than males, and females of adolescent mothers showed a steeper decrease in hyperactivity while males of adolescent mothers showed a steeper increase in hyperactivity than their counterparts parented by older mothers. Parenting, social support and other demographic factors were controlled for and the effects of these predictor variables on trajectories of anxiety and hyperactivity are discussed.

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Khani, Abbas Aziz. "Evaluation of family parenting styles on children with Attention Deficit Hyperactivity." International Academic Journal of Humanities 06, no. 01 (June 26, 2019): 22–30. http://dx.doi.org/10.9756/iajh/v6i1/1910003.

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HASLAM, ROBERT H. A. "Megavitamins and Hyperactivity." Pediatrics 78, no. 2 (August 1, 1986): 375. http://dx.doi.org/10.1542/peds.78.2.375.

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

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Holst, Line M., Jonas B. Kronborg, Jens R. M. Jepsen, Jette Ø. Christensen, Niels G. Vejlstrup, Klaus Juul, Jesper V. Bjerre, Niels Bilenberg, and Hanne B. Ravn. "Attention-deficit/hyperactivity disorder symptoms in children with surgically corrected Ventricular Septal Defect, Transposition of the Great Arteries, and Tetralogy of Fallot." Cardiology in the Young 30, no. 2 (January 13, 2020): 180–87. http://dx.doi.org/10.1017/s1047951119003184.

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AbstractBackground:Children with complex CHD are at risk for psychopathology such as severe attention-deficit/hyperactivity disorder symptoms after congenital heart surgery.Objective:The aim of this study was to investigate if children with Ventricular Septal Defect, Transposition of Great Arteries, or Tetralogy of Fallot have an increased occurrence of attention-deficit/hyperactivity disorder symptoms compared with the background population and to investigate differences between the three CHDs in terms of occurrence and appearance of attention-deficit/hyperactivity disorder symptoms.Method:A national register-based survey was conducted, including children aged 10–16 years with surgically corrected CHDs without genetic abnormalities and syndromes. The Attention-Deficit/Hyperactivity Disorder-Rating Scale questionnaires were filled in by parents and school teachers.Results:In total, 159 out of 283 questionnaires were completed among children with CHDs and compared with age- and sex-matched controls. Children with CHDs had significantly increased inattention scores (p = 0.009) and total attention-deficit/hyperactivity disorder scores (p = 0.008) compared with controls. Post hoc analyses revealed that children with Tetralogy of Fallot had significantly higher inattention scores compared with children both with Ventricular Septal Defect (p = 0.043) and controls (p = 0.004).Conclusion:Attention-deficit/hyperactivity disorder symptoms and inattention symptoms were significantly more frequent among children aged 10–16 years with CHDs, in particular in children with corrected Tetralogy of Fallot.

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Gallopeni, Florim, Albulena Lecaj, and Blerton Jakupi. "Parenting Styles: Interaction with Hyperactivity." European Journal of Social Sciences Education and Research 10, no. 2 (May 19, 2017): 149. http://dx.doi.org/10.26417/ejser.v10i2.p149-152.

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Hyperactivity is a mental health disorder that causes drastic fluctuation level of concentration and hyperactivity (Snyder, 2006). People with hyperactivity have difficulty concentrating, sitting position, in dedicating attention, stay organized, following instructions, memorizing the details and management of impulsiveness (Smith, 2016). Participants were from primary school students in Kosovo, N=200 Children age 9-11 and N=200 parents, they completed the following instruments, PSDQ questionnaire; (Robinson, Mandleco, Olsen, - Hart, 2001) this instruments was for measuring parenting styles, and Children behavioral checklist version for parents (Achenbach and Rescorla, 2007). The results shown that hyperactivity of children was positively correlated with authoritarian and tolerant parenting styles. In the survey results show that 74.0% of children participate in extra-curricular activities, and 26.0% did not participate in extra-curricular activities.Regression analysis explain 32% of variance for hyperactivity factor as a depended variable predicted by Gender and authoritarian parenting style. Also male has higher mean of hyperactivity than female and results was significantly different with p=.030* Conclusion is that parents who set strict rules authoritarian parents and tolerant parents can have a hyperactive children. Usually there is no need for special treatment for parents, already they have to be empathic with their children, collaboration with peers, relatives and parent-child cooperation which will give positive effect.

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TAKAHASHI, KAZUHIRO, DAI MIYAWAKI, FUTOSHI SUZUKI, AKIKO MAMOTO, NORIAKI MATSUSHIMA, HISASHI TSUJI, AKEMI HORINO, PAUL A. BALLAS, and NOBUO KIRIIKE. "Hyperactivity and comorbidity in Japanese children with attention-deficit/hyperactivity disorder." Psychiatry and Clinical Neurosciences 61, no. 3 (June 2007): 255–62. http://dx.doi.org/10.1111/j.1440-1819.2007.01651.x.

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Gustafsson, Berit M., Henrik Danielsson, Mats Granlund, Per A. Gustafsson, and Marie Proczkowska. "Hyperactivity precedes conduct problems in preschool children: a longitudinal study." BJPsych Open 4, no. 4 (June 22, 2018): 186–91. http://dx.doi.org/10.1192/bjo.2018.20.

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BackgroundExternalising problems are among the most common symptoms of mental health problems in preschool children.AimsTo investigate the development of externalising problems in preschool children over time, and the way in which conduct problems are linked to hyperactivity problems.MethodIn this longitudinal study, 195 preschool children were included. Latent growth modelling of conduct problems was carried out, with gender and hyperactivity at year 1 as time-invariant predictors.ResultsHyperactivity was a significant predictor for the intercept and slope of conduct problems. Children with more hyperactivity at year 1 had more conduct problems and a slower reduction in conduct problems. Gender was a significant predictor for the slope of conduct problems.ConclusionsChildren with more initial hyperactivity have less of a reduction in conduct problems over time. It is important to consider the role of hyperactivity in studies of the development of conduct problems.Declaration of interestNone.

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Sistino, Joseph J., Andrew M. Atz, Kit N. Simpson, Charles Ellis, John S. Ikonomidis, and Scott M. Bradley. "The prevalence of attention-deficit/hyperactivity disorder following neonatal aortic arch repair." Cardiology in the Young 25, no. 4 (April 28, 2014): 663–69. http://dx.doi.org/10.1017/s1047951114000547.

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AbstractObjective: We sought to determine the prevalence of attention-deficit/hyperactivity disorder in a population of children who underwent neonatal heart surgery involving repair of the aortic arch for Norwood Stage I, interrupted aortic arch, and combined repair of aortic coarctation with ventricular septal defect. Methods: Children between the ages of 5 and 16 were surveyed using the ADHD-IV and the Child Heath Questionnaire-50. Classification as attention-deficit/hyperactivity disorder was defined for this study as either a parent-reported diagnosis of attention-deficit/hyperactivity disorder or ADHD-IV inattention score of ⩾93 percentile. Results: Of the 134 surveys, 57 (43%) were returned completed. A total of 25 (44%) children either had a diagnosis of attention-deficit/hyperactivity disorder and/or ADHD-IV inattention score ⩾93 percentile. Eleven of the 13 (85%) children with interrupted aortic arch, 3 of the 7 (42.9%) children with combined coarctation/ventricular septal defect repair, and 9 of the 33 (27.3%) children with hypoplastic left-heart syndrome were classified as having attention-deficit/hyperactivity disorder. Only 7 of the 25 (28%) children received medical treatment for this condition. Quality of life indicators in the Child Heath Questionnaire-50 Questionnaire were highly correlated with the ADHD-IV scores. Conclusion: The risks for the development of attention-deficit/hyperactivity disorder are multifactorial but are significantly increased in this post-surgical population. This study revealed a low treatment rate for attention-deficit/hyperactivity disorder, and a significant impact on the quality of life in these children.

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Matkeeva, A. "Attention Deficit Hyperactivity Disorder in Children." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 187–92. http://dx.doi.org/10.33619/2414-2948/63/16.

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The article presents the characteristics of 60 children with attention deficit hyperactivity disorder (ADHD) aged 6 to 11 years, depending on the type of classification, who were treated at the National Center for Maternal and Child Health (Bishkek).

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Gornall, Jonathan. "Hyperactivity in children: the Gillberg affair." BMJ 335, no. 7616 (August 23, 2007): 370–73. http://dx.doi.org/10.1136/bmj.39304.486146.ad.

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Meletis, Chris D., and Ben Bramwell. "Attention-Deficit/Hyperactivity Disorder in Children." Alternative and Complementary Therapies 6, no. 6 (December 2000): 315–20. http://dx.doi.org/10.1089/act.2000.6.315.

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Batsche, George M., and Howard M. Knoff. "Children with Attention Deficit Hyperactivity Disorder." Special Services in the Schools 9, no. 1 (April 21, 1995): 69–95. http://dx.doi.org/10.1300/j008v09n01_04.

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Leffert, Nancy, and Amy Susman. "Attention deficit hyperactivity disorder in children." Journal of Pediatrics 5, no. 4 (1993): 429–33. http://dx.doi.org/10.1097/00008480-199308000-00009.

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Baxter, Peter S. "Attention-deficit hyperactivity disorder in children." Current Opinion in Pediatrics 7, no. 4 (August 1995): 381–86. http://dx.doi.org/10.1097/00008480-199508000-00007.

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Zentall, S. S., J. C. Cassady, and J. Javorsky. "Social comprehension of children with hyperactivity." Journal of Attention Disorders 5, no. 1 (August 2001): 11–24. http://dx.doi.org/10.1177/108705470100500102.

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Hesterly, S. Otho. "Clinical management of children with hyperactivity." Postgraduate Medicine 79, no. 5 (April 1986): 299–305. http://dx.doi.org/10.1080/00325481.1986.11699368.

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Williamson, C. S. "Food additives and hyperactivity in children." Nutrition Bulletin 33, no. 1 (March 2008): 4–7. http://dx.doi.org/10.1111/j.1467-3010.2007.00679.x.

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Zinov'eva, O. E., E. G. Rogovina, and E. A. Tyrinova. "Attention deficit hyperactivity disorder in children." Neurology, Neuropsychiatry, Psychosomatics, no. 1 (May 6, 2014): 4. http://dx.doi.org/10.14412/2074-2711-2014-1-4-8.

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Ottenbacher, Kenneth J., and Harris M. Cooper. "DRUG TREATMENT OF HYPERACTIVITY IN CHILDREN." Developmental Medicine & Child Neurology 25, no. 3 (November 12, 2008): 358–66. http://dx.doi.org/10.1111/j.1469-8749.1983.tb13772.x.

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Bramble, D., A. Klassen, P. Raina, A. Miller, S. Lee, M. S. Thambirajah, A. Weaver, and G. D. Kewley. "Attention deficit hyperactivity disorder in children." BMJ 317, no. 7167 (October 31, 1998): 1250. http://dx.doi.org/10.1136/bmj.317.7167.1250b.

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Ray, G. Thomas, Peter Levine, Lisa A. Croen, Farasat A. S. Bokhari, Teh-wei Hu, and Laurel A. Habel. "Attention-Deficit/Hyperactivity Disorder in Children." Archives of Pediatrics & Adolescent Medicine 160, no. 10 (October 1, 2006): 1063. http://dx.doi.org/10.1001/archpedi.160.10.1063.

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Salili, Farideh, and Rumjahn Hoosain. "Hyperactivity among Hong Kong Chinese children." International Journal of Intercultural Relations 9, no. 2 (January 1985): 177–85. http://dx.doi.org/10.1016/0147-1767(85)90006-9.

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O'Mahony, M., W. W. Lai, and A. Mulligan. "Study of the Home Environment and Symptoms of Inattention and Hyperactivity in a Clinic Based Sample." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70633-9.

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The HOME (Caldwell and Bradley) is a well recognised 59 item tool used for assessing the home environment and especially how supportive the home environment is for the child's developmental needs. It is applied in the home and is scored according to rater observations and parent interview answers.Aims:A recent cross sectional study has shown an association between the HOME score and the severity of ADHD symptoms, especially hyperactivity, in children with ADHD. This study will ascertain if the association between symptoms of hyperactivity and the HOME score is present in children with non-ADHD clinical disorders as well as children with ADHD.Method:Parents of children aged < 10 years attending the Child Guidance Unit, Mater Misericordiae Hospital from 2006 onwards were invited to partake in the study. The HOME was administered to 100 participants and the child's symptoms of inattention and hyperactivity were assessed by administering the Conners’ Parent Rating scale.Results:A correlational bivariate analysis was performed on parent ratings of inattention and hyperactivity with the total Home score and each subscale. For each set of symptoms, there was a significant and negative correlation with total HOME score: Pearsons's r = -.22, p = .028 for hyperactivity and Pearson's r = -.33, p = .001 for inattention.Conclusion:Higher scores of hyperactivity and inattention are associated with a lower total HOME score; therefore there is an association between symptoms of hyperactivity and the home environment in children with non-ADHD clinical disorders as well as children with ADHD.

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Wender, Esther H., and Mary V. Solanto. "Effects of Sugar on Aggressive and Inattentive Behavior in Children With Attention Deficit Disorder With Hyperactivity and Normal Children." Pediatrics 88, no. 5 (November 1, 1991): 960–66. http://dx.doi.org/10.1542/peds.88.5.960.

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Foods high in refined sugar are claimed to exacerbate hyperactivity and increase aggressive behavior. Controlled studies have failed to confirm any effect on hyperactivity and effects on inattention have been equivocal. Possible effect on aggressive behavior has received little study. This study assessed cognitive attention and aggressive behavior immediately following an acute ingestion of sugar compared with saccharin and aspartame-sweetened placebos in 17 subjects with attention deficit disorder with hyperactivity compared with 9 age-matched control subjects. The sugar and placebo challenges were given with a breakfast high in carbohydrate. Although the children with attention deficit disorder with hyperactivity were significantly more aggressive than the control subjects, there were no significant effects of sugar or either placebo on the aggressive behavior of either group. However, inattention, as measured by a continuous performance task, increased only in the attention deficit disorder with hyperactivity group following sugar, but not saccharin or aspartame. This result is of questionable clinical significance inasmuch as aggressive behavior was unchanged. The finding may be due to the combination of the sugar challenge with a high-carbohydrate breakfast. These findings should be replicated and any possible clinical significance should be documented before any dietary recommendations can be made.

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Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (August 26, 2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.

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Prino, Laura Elvira, Tiziana Pasta, Francesca Giovanna Maria Gastaidi, and Claudio Longobardi. "A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 119. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.488.

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Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders

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Rahmawati, Dwi Nur, Bunga Astria Paramashanti, and Rosma Fyki Kamala. "Stunting was not associated with attention deficit hyperactivity disorder (ADHD) in children 36-59 month in Sedayu Subdistrict." Jurnal Gizi dan Dietetik Indonesia (Indonesian Journal of Nutrition and Dietetics) 5, no. 2 (March 1, 2018): 60. http://dx.doi.org/10.21927/ijnd.2017.5(3).59-64.

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Background: Results of Riskesdas in 2013 showed the prevalence of stunting by 37%. Stunting is a growth disorders such as chronic malnutrition will cause linear growth of troubled children. Stunting apart from the impact of the development of IQ, cognitive and motoric sector but also on emotional development. Hyperactivity disorder or ADHD (Attention Deficit Hyperactivity Disorder) is one of the emotional problems in children.Objective: The general objective of this study was to determine the relationship between stunting with attention deficit hyperactivity disorder in children aged 36-59 months in the Sedayu Subdistrict, Bantul District, Yogyakarta in 2017.Methods: This study used a cross-sectional approach. The samples studied amount 185 samples retrieval techniques probability proportional to size (PPS). Variable examined included stunting and hyperactivity disorder.\Results: The prevalence of stunting in this study was 34,2%, meanwhile the prevalence of hyperactivity was 28,8%. Chi-square analysis showed no significant association between stunting with attention deficit hyperactivity disorder (OR=0,98; 95%CI: 0,50-1,91).Conclusion: there was no association between stunting and hyperactivity in young children. KEYWORDS: stunting, hyperactivity, ADHD, children

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Devkota, Narmada, Shishir Subba, Janardan Devkota, Jaya Regmee, and Deepika Pokhrel. "Validation of Attention Deficit Hyperactivity Disorder Diagnostic Scale for Children." Journal of Nepal Health Research Council 16, no. 3 (October 30, 2018): 264–68. http://dx.doi.org/10.33314/jnhrc.v16i3.1407.

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Background: There is no valid Attention Deficit Hyperactivity Disorder diagnostic tool to fit Nepalese culture and language till date. Current study is intended to develop and validate the Attention Deficit Hyperactivity Disorder scale for children in Nepal.Methods: Mixed method study was conducted with 840 samples (i.e. children with Attention Deficit Hyperactivity Disorder =356, Anxiety =128 and General Population=356).Items generation, scale development and scale evaluation were the three consecutive steps followed to develop and validate the scale.Children with Attention Deficit Hyperactivity Disorder (already met the Diagnostic and statistical Manual-5 criteria) were further assessed by Kiddie-Schedule for Affective disorders and Schizophrenia (K-SADS-PL), Child and Adolescent Symptoms Inventory (CASI-5) to confirm the diagnosis and psychometric validation. Pilot studies were done for items clarity. Each data obtained from three comparison groups (Attention Deficit Hyperactivity Disorder , Anxiety and General Population) were included for standardization process where tests of dimensionality, reliability, validity,calculating norms (cut off) were doneas scale evaluation process.Results: The final version of the scale had 21 items. Three sub-scales (Inattention, Impulsivity and Hyperactivity) were identified by using Principal Axis Factor Analysis.All factors showed strong statistically significant convergent validity and Discriminant validity Cronbach’s alpha of each item is ? 0.91.As total score criteria, 38.5 is considered as the best cut-off point for this scale.Conclusions: By using systematic process, a valid and reliable Attention Deficit Hyperactivity Disorder diagnostic scale is being developed in Nepalese culture and language.Keywords: ADHD; development and validation; executive function.

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Devkota, Narmada, Shishir Subba, Janardan Devkota, Jaya Regmee, and Deepika Pokhrel. "Validation of Attention Deficit Hyperactivity Disorder Diagnostic Scale for Children." Journal of Nepal Health Research Council 16, no. 3 (November 2, 2018): 264–68. http://dx.doi.org/10.3126/jnhrc.v16i3.21421.

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Background: There is no valid Attention Deficit Hyperactivity Disorder diagnostic tool to fit Nepalese culture and language till date. Current study is intended to develop and validate the Attention Deficit Hyperactivity Disorder scale for children in Nepal.Methods: Mixed method study was conducted with 840 samples (i.e. children with Attention Deficit Hyperactivity Disorder =356, Anxiety =128 and General Population=356).Items generation, scale development andscale evaluation were the three consecutive steps followed to develop and validate the scale.Children with Attention Deficit Hyperactivity Disorder (already met the Diagnostic and statistical Manual-5 criteria) were further assessed by KiddieSchedule for Affective disorders and Schizophrenia (K-SADS-PL), Child and Adolescent Symptoms Inventory (CASI5) to confirm the diagnosis and psychometric validation. Pilot studies were done for items clarity. Each data obtained from three comparison groups (Attention Deficit Hyperactivity Disorder , Anxiety and General Population) were included for standardization process where tests of dimensionality, reliability, validity,calculating norms (cut off) were doneas scale evaluation process.Results: The final version of the scale had 21 items. Three sub-scales (Inattention, Impulsivity and Hyperactivity) were identified by using Principal Axis Factor Analysis.All factors showed strong statistically significant convergent validity and Discriminant validity Cronbach’s alpha of each item is ≥ 0.91.As total score criteria, 38.5 is considered as the best cut-off point for this scale.Conclusions: By using systematic process, a valid and reliable Attention Deficit Hyperactivity Disorder diagnostic scale is being developed in Nepalese culture and language.

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Snow, Janie B., and Gary L. Sapp. "WISC—III Subtest Patterns of ADHD and Normal Samples." Psychological Reports 87, no. 3 (December 2000): 759–65. http://dx.doi.org/10.2466/pr0.2000.87.3.759.

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WISC–III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC–III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC–III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability, and the ACID Profile including Arithmetic, Coding, Information, and Digit Span. Comparisons of WISC–III scaled scores and subtest patterns for the samples with Attention Deficit Hyperactivity Disorder supported the congruence between them. Further, the cumulative percentages of children in the three samples who obtained differences between the SCAD Index and the Perceptual Organization Index were computed. Analysis indicated that 17 of the 35 subjects in the current sample obtained differences of 9 points o greater. The results were substantially different from the WISC–III standardization sample but congruent with the WISC–III sample of children with Attention Deficit Hyperactivity Disorder. These outcomes support the diagnostic utility of WISC–III subtest profile patterns for children with Attention Deficit Hyperactivity Disorder.

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Aitken, Madison, Rhonda Martinussen, Ruth Childs, and Rosemary Tannock. "Profiles of Co-Occurring Difficulties Identified Through School-Based Screening." Journal of Attention Disorders 24, no. 9 (December 22, 2016): 1355–65. http://dx.doi.org/10.1177/1087054716684377.

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Objective: This study used latent class analysis to identify patterns of co-occurrence among common childhood difficulties (inattention/hyperactivity, internalizing, externalizing, peer problems, and reading difficulties). Method: Parents and teachers of 501 children ages 6 to 9 provided mental health and social ratings, and children completed a reading task. Results: Four latent classes were identified in the analysis of parent ratings and reading: one with inattention/hyperactivity, externalizing, peer problems, and internalizing difficulties; one with inattention/hyperactivity and reading difficulties; one with internalizing and peer problems; and one normative class. The analysis of teacher ratings and reading also identified four latent classes: one with inattention/hyperactivity and externalizing, one with inattention/hyperactivity and reading difficulties, one with internalizing problems, and one normative class. Children in latent classes characterized by one or more difficulties were more impaired than children in the normative latent class 1 year later. Conclusion: The results highlight the need for multifaceted interventions.

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Isnaeni aldina novita rahmah, Isnaeni aldina novita rahmah. "Hubungan Penggunaan Gawai dengan Hipperaktivitas dan Interaksi Sosial pada Anak Usia Sekolah di SD Negeri 2 kalibagor." Journal of Bionursing 2, no. 3 (November 30, 2020): 157–63. http://dx.doi.org/10.20884/1.bion.2020.2.3.68.

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ABSTRACT Background: The use of gadgets can have a significant negative impact on children. Ease of accessing various information and technology makes children lazy to move. In addition, spending too much time in front of the screen interferes with children's social interactions. Hyperactivity behavior of children often makes them have difficulty undergoing interpersonal relationships with parents, peers, and the surrounding environment. Objective: This research aimed to find out the correlation between the use of gadgets with hyperactivity and social interaction on school-age children in SDN 2 Kalibagor. Method: This was a quantitative descriptive study using a cross sectional approach. The research sample was 49 school-age children taken by simple random sampling technique. The measuring instrument used was a questionnaire sheet and chi square test was employed to analyze the data obtained. Results: The majority of respondents were male (59.2%) and aged 11 years (67.3%). 75.5% of the respondents used bad gadgets. 53.1% of them did not experience hyperactivity, while 46.9% of them experienced low interaction. The analysis indicated that p = 0.004 for the use of gadgets with hyperactivity, and the value of p = 0.001 for the use of gadgets with social interactions. Conclusion: There is a correlation between the use of gadgets with hyperactivity and social interaction on school-aged children at SD N 2 Kalibagor. Keywords: Hyperactivity, social interaction, use of gadgets

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Pierick, Alyson R., Melodie Lynn, Courtney M. McCracken, Matthew E. Oster, and Glen J. Iannucci. "Treatment of attention deficit/hyperactivity disorder in children with CHD." Cardiology in the Young 31, no. 6 (February 1, 2021): 969–72. http://dx.doi.org/10.1017/s1047951120004965.

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AbstractIntroduction:The prevalence of attention deficit/hyperactivity disorder in the general population is common and is now diagnosed in 4%–12% of children. Children with CHD have been shown to be at increased risk for attention deficit/hyperactivity disorder. Case reports have led to concern regarding the use of attention deficit/hyperactivity disorder medications in children with underlying CHD. We hypothesised that medical therapy for patients with CHD and attention deficit/hyperactivity disorder is safe.Methods:A single-centre, retrospective chart review was performed evaluating for adverse events in patients aged 4–21 years with CHD who received attention deficit/hyperactivity disorder therapy over a 5-year span. Inclusion criteria were a diagnosis of CHD and concomitant medical therapy with amphetamines, methylphenidate, or atomoxetine. Patients with trivial or spontaneously resolved CHD were excluded from analysis.Results:In 831 patients with CHD who received stimulants with a mean age of 12.9 years, there was only one adverse cardiovascular event identified. Using sensitivity analysis, our median follow-up time was 686 days and a prevalence rate of 0.21% of adverse events. This episode consisted of increased frequency of supraventricular tachycardia in a patient who had this condition prior to initiation of medical therapy; the condition improved with discontinuation of attention deficit/hyperactivity disorder therapy.Conclusion:The incidence of significant adverse cardiovascular events in our population was similar to the prevalence of supraventricular tachycardia in the general population. Our single-centre experience demonstrated no increased risk in adverse events related to medical therapy for children with attention deficit/hyperactivity disorder and underlying CHD. Further population-based studies are indicated to validate these findings.

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Sherifi, Edo, and Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.

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ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD. Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022

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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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Kuter, Berna, and Burcu Kanmaz. "The effect of attention deficit hyperactivity disorder on children brushing habits, plaque index, and caries indices in children." International Dental Research 11, no. 2 (August 31, 2021): 109–13. http://dx.doi.org/10.5577/intdentres.2021.vol11.no2.8.

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Aim: The purpose of this study was to evaluate the effect of attention deficit hyperactivity disorder on children's caries indices, plaque scores, and brushing habits in children aged 5-17 years. Methodology: A total of 100 children (39 children with attention deficit hyperactivity disorder and 61 healthy children) were included in the study. The plaque index, decay-missed-filled primary tooth (dmf-t) index, and decay-missed-filled permanent tooth (DMF-T) index values were evaluated by clinical examination. The plaque was evaluated using the Silness and Loe Plaque Index. Patient forms were examined to evaluate brushing habits. Results: When the survey data was examined, the number of healthy children who brushed their teeth was higher than that of children with attention deficit hyperactivity disorder (p<0.05). The dental visit and dental treatment rates were similar in both groups (p>0.05). There was no significant difference between the two groups in terms of plaque index and dmf-t and DMF-T scores (p>0.05). Conclusion: Children with attention deficit hyperactivity disorder were observed to neglect oral care routines more than their healthy counterparts; however, this did not affect plaque and caries index values. How to cite this article: Kuter B, Kanmaz B. The effect of attention deficit hyperactivity disorder on children brushing habits, plaque index and caries indices in children. Int Dent Res 2021;11(2):109-13. https://doi.org/10.5577/intdentres.2021.vol11.no1.8 Linguistic Revision: The English in this manuscript has been checked by at least two professional editors, both native speakers of English.

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Kentrou, Vasiliki, Danielle MJ de Veld, Kawita JK Mataw, and Sander Begeer. "Delayed autism spectrum disorder recognition in children and adolescents previously diagnosed with attention-deficit/hyperactivity disorder." Autism 23, no. 4 (September 24, 2018): 1065–72. http://dx.doi.org/10.1177/1362361318785171.

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Phenotypic elements of autism spectrum disorder can be masked by attention-deficit/hyperactivity disorder symptoms, potentially leading to a misdiagnosis or delaying an autism spectrum disorder diagnosis. This study explored differences in the age of autism spectrum disorder diagnosis between participants with previously diagnosed attention-deficit/hyperactivity disorder versus autism spectrum disorder–only respondents. Children and adolescents, but not adults, initially diagnosed with attention-deficit/hyperactivity disorder received an autism spectrum disorder diagnosis an average of 1.8 years later than autism spectrum disorder–only children, although the findings regarding the adult sample should be interpreted with caution. Gender differences were also explored, revealing that the delay in receiving an autism diagnosis was 1.5 years in boys and 2.6 years in girls with pre-existing attention-deficit/hyperactivity disorder, compared with boys and girls without prior attention-deficit/hyperactivity disorder. No significant gender differences were observed in the adult sample. We argue that overlapping symptoms between autism spectrum disorder and attention-deficit/hyperactivity disorder might delay a formal diagnosis of autism either by leading to a misdiagnosis of attention-deficit/hyperactivity disorder or by making it difficult to identify the presence of co-occurring autism spectrum disorder conditions once an initial diagnosis of attention-deficit/hyperactivity disorder has been obtained. Current findings highlight the need to recruit multidimensional and multidisciplinary screening procedures to assess for potential emerging autism spectrum disorder hallmarks in children and adolescents diagnosed or presenting with attention-deficit/hyperactivity disorder symptoms.

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McElearney, Catherine, Carol Fitzpatrick, Niamh Farrell, Mary King, and Bryan Lynch. "Stimulant medication in ADHD: what do children and their parents say?" Irish Journal of Psychological Medicine 22, no. 1 (March 2005): 5–9. http://dx.doi.org/10.1017/s0790966700008715.

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AbstractObjectives: The prescription of stimulant medication to children with attention deficit hyperactivity disorder remains topical. Few reports target children's views about taking long-term medication. The aim was to assess child and parent views of stimulant medication. To compare attitudes to medication between two groups of children, those with attention deficit hyperactivity disorder taking stimulant medication and those with epilepsy taking anti-epileptic medication.Method: Forty children (n = 40) with attention deficit hyperactivity disorder on stimulant medication, and 40 children (n = 40) with epilepsy on anti-epileptic medication formed the study population. A semi-structured interview was carried out with each child and parent. Each parent completed the Dosage and Side-effects Questionnaire and the Attitude to Medication Questionnaire. Each child completed the Attitude to Medication Questionnaire.Results: Sixty per cent of children (n = 24) with attention deficit hyperactivity disorder and 62.5% (n = 25) of those with epilepsy knew the name and purpose of their medication. Forty per cent (n = 16) of children in the stimulant group and 32.5% (n = 13) in the anti-epileptic group reported themselves as being non-compliant with medication. In both groups children reported positive aspects to taking medication. More children with epilepsy reported negative aspects. Only 32.5% (n = 13) of children with attention deficit hyperactivity disorder said that they would tell a friend about their medication, while 55% (n = 22) of the children with epilepsy indicated that they would do so. In both groups parents were better informed than their children were about the purpose of the medication. Parents of children with attention deficit hyperactivity disorder tended to be more positive about medication than their children and than the parents in the comparison group.Conclusions: The majority of children and their parents express positive views about the stimulant medication. Children's views about medication compliance and side-effects should be sought, as they may differ significantly from those of their parents. Where parents have noticed positive changes, but children have not, this information can be used therapeutically to help children feel more in control of their behaviour.

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Rickard, Kathryn M., and Christine Woods de Rael. "THE RELATIONSHIP BETWEEN TYPE A BEHAVIOR AND HYPERACTIVITY IN CHILDREN AS MEASURED BY THE CONNER'S HYPERACTIVITY AND MYTH-0 SCALES." Social Behavior and Personality: an international journal 15, no. 2 (January 1, 1987): 207–14. http://dx.doi.org/10.2224/sbp.1987.15.2.207.

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An examination of Type A behavior in children as measured by the MYTH and hyperactivity scores in children as measured by the Conners TRC revealed a significant relationship between the two scales. Subjects were drawn from a total sample of 199 first, second and third grade children obtained through classroom-distributed questionnaires. Significant differences on MYTH scores between children of Type A and Type B mothers, and between males and females were eliminated when variance attributed to hyperactivity was covaried out of the analyses. Results are discussed in terms of potential overlap between hyperactivity and Type A constructs as they are often measured.

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Dykman, Roscoe A., and Peggy T. Ackerman. "Behavioral Subtypes of Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 132–41. http://dx.doi.org/10.1177/001440299306000207.

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This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): without hyperactivity (ADD/WO), with hyperactivity (ADDH), and with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk to have oppositional and conduct disorders, whereas children with ADD/WO tend to show symptoms such as anxiety and depressed mood. Children in the three subtypes have similar rates of learning disabilities, but all have higher rates than found in control groups. Teacher and parent ratings are more sensitive than laboratory measures in differentiating the subtypes. Follow-up studies strongly suggest more adverse outcomes for ADDHA children.

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Mack, A. H. "Unraveling the Nature of Hyperactivity in Children With Attention-Deficit/Hyperactivity Disorder." Yearbook of Psychiatry and Applied Mental Health 2011 (January 2011): 24–26. http://dx.doi.org/10.1016/j.ypsy.2010.10.078.

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Ohashi, Kyoko, Gordana Vitaliano, Ann Polcari, and Martin H. Teicher. "Unraveling the Nature of Hyperactivity in Children With Attention-Deficit/Hyperactivity Disorder." Archives of General Psychiatry 67, no. 4 (April 1, 2010): 388. http://dx.doi.org/10.1001/archgenpsychiatry.2010.28.

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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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Journal articles on the topic 'Hyperactivity in children'

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