Bibliographies thématiques / Attention-Deficit/Hyperactivity Disorder in children

Littérature scientifique sur le sujet « Attention-Deficit/Hyperactivity Disorder in children »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 20 février 2023

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Sommaire

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Attention-Deficit/Hyperactivity Disorder in children ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

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

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
2

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

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
3

Laird, Lyle Knight, et Judith J. Saklad. « Attention-Deficit Hyperactivity Disorder ». Journal of Pharmacy Practice 3, no 4 (août 1990) : 241–51. http://dx.doi.org/10.1177/089719009000300406.

Texte intégral
Résumé :
Attention-deficit hyperactivity disorder (ADHD) is the most common of the childhood psychiatric disorders, with a prevalence rate of up to 20%, and is probably genetically transmitted. ADHD is characterized by impulsive behavior, hyperactivity, and decreased attention span. It is often extremely disruptive to the afflicted individuals social interactions and school performance. Therapeutic approaches to ADHD should be multimodal, including medications, family, and educational therapies. The pathophysiology of ADHD is not yet fully understood. Catecholoamines are believed to play a significant role with serotonin in an adjunctive role. Pathophysiological theories are supported by useful drug therapies that are known to affect dopamine and norepinephrine metabolism. Stimulants remain the drugs of choice, with methylphenidate most commonly used. Dextroamphetamine and pemoline are also effective. The rational use of these drugs is discussed. Antidepressants are second-line drug therapies; their usefulness is most apparent in patients who have high levels of anxiety and/or depression. Other potentially useful medications, including clonidine and the antipsychotics, are discussed. Adult populations can also express ADHD; treatment is similar to that used in children. Overall, ADHD is an important illness with significant morbidity. Pharmacotherapy is highly effective for its treatment and forms the cornerstone of therapy. This review of ADHD seeks to promote a greater understanding of this disorder and its appropriate drug therapy.
Styles APA, Harvard, Vancouver, ISO, etc.
4

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

Texte intégral
Résumé :
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).
Styles APA, Harvard, Vancouver, ISO, etc.
5

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

Leffert, Nancy, et 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
Plus de sources

Thèses sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
3

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

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.

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
6

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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

Farrow, Maree J., et 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.

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
10

Wright, Gloria Sunnie Isabel. « The medicalization of behaviour in children diagnosed as having attention deficit hyperactivity disorder (ADHD) ». Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28871.

Texte intégral
Résumé :
In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has achieved a high profile in academic and popular culture alike, evidenced in several competing perspectives across a variety of sectors. As the social processes at work in objectifying a child as ‘ADHD’ are not well understood, this dissertation draws on the tenets of the sociology of mental health to explore the diagnostic mechanism by which social forces encapsulated in medical, family and educational agencies synergize to construct ADHD. In short, this study aims to examine the social processes by which a child ‘like any other’ comes to be understood as ‘being ADHD’. Despite the dominance of biochemical and neurological explanations of ADHD and in the absence of pathological evidence, the identification of ADHD predominantly relies on individualistic interpretations of human behaviour. One view gaining attention is that ADHD is situated within a broad global trend that redefines perceived ‘abnormal’ social behaviours and non-medical problems as illnesses and mental disorders requisite of medical intervention. It is argued that the mounting categorization of children as mentally disordered and the escalating use of psychotropic medication alongside images of deviant adult-ADHD behaviour contextualizes the ADHD phenomena as a contemporary moral panic worthy of further investigation.
Styles APA, Harvard, Vancouver, ISO, etc.
Plus de sources

Livres sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
3

Gold, Susan Dudley. Attention deficit disorder. New York : Crestwood House, 2000.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

Gold, Susan Dudley. Attention deficit disorder. Berkeley Heights, NJ, USA : Enslow Publishers, 2000.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

Christopher, Green. Understanding ADHD : Attention deficit hyperactivity disorder. New York : Fawcett Columbine, 1998.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

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

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
Plus de sources

Chapitres de livres sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

Ali, Nicole, Fiona Davidson, Marilyn MacPherson et Penny Corkum. « Attention-Deficit/Hyperactivity Disorder ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

Goldstein, Mark L., et Stephen Morewitz. « Attention-Deficit Hyperactivity Disorder ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
3

Mikami, Amori Yee, Allison Jack et Matthew D. Lerner. « Attention-Deficit/Hyperactivity Disorder ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

Rapport, Mark D., Caroly S. Pataki et Gabrielle A. Carlson. « Attention-Deficit Hyperactivity Disorder ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

DuPaul, George J., Brittany Pollack et Trevor D. Pinho. « Attention-Deficit/Hyperactivity Disorder ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.

Actes de conférences sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

Georgoulas, Nikolaos. « Behavioral disorders in children ». Dans 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.

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
2

Georgoulas, Nikolaos. « Behavioral disorders in children ». Dans 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.

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
3

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

Grilo, Luís M., Rita S. Henriques, Paula C. Correia et Helena L. Grilo. « Attention-deficit/hyperactivity disorder in children. A statistical approach ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

Fahimi, Fatemeh, Cuntai Guan, Wooi Boon Goh, Kai Keng Ang, Choon Guan Lim et Tih Shih Lee. « Personalized features for attention detection in children with Attention Deficit Hyperactivity Disorder ». Dans 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036850.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

« NEUROPHYSIOLOGICAL MARKERS OF IMPAIRED READING IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER ». Dans 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.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

Chen, He, Jiaqing Yan, Yue Gu, Yan Song et Xiaoli Li. « Mutual information analysis of EEG of children with attention-deficit/hyperactivity disorder ». Dans 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8243167.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.

Rapports d'organisations sur le sujet "Attention-Deficit/Hyperactivity Disorder in children"

1

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

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, janvier 2018. http://dx.doi.org/10.23970/ahrqepccer203.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
3

Xie, Cheng, Hai-Sha Xia, Xin-Yun Gou, Jin Fan, Wen-Jing Tang, Xiao-Yu Jia, Zhong Zheng, Juan Li et 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, juin 2022. http://dx.doi.org/10.37766/inplasy2022.6.0071.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

Sun, Wenxin, Mingxuan Yu et 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, avril 2021. http://dx.doi.org/10.37766/inplasy2021.4.0113.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

Momany, Elizabeth T., Peter C. Damiano et 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, janvier 2004. http://dx.doi.org/10.17077/wp6p-38do.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

Robledo-Castro, Carolina, Gisella Bonilla-Santos et 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, octobre 2022. http://dx.doi.org/10.37766/inplasy2022.10.0046.

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
7

wang, meng, Angelita Bautista Cruz et 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, avril 2022. http://dx.doi.org/10.37766/inplasy2022.4.0035.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

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

Texte intégral
Résumé :
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.
Styles APA, Harvard, Vancouver, ISO, etc.
9

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

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

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
Vous pouvez également être intéressé par les bibliographies sur le sujet « Attention-Deficit/Hyperactivity Disorder in children » pour d’autres types de sources :
Articles de revues Thèses Livres
Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!

Vers la bibliographie