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Livros sobre o tema "Attention-Deficit/Hyperactivity Disorder in children"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 20 de fevereiro de 2023

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1

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

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2

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

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3

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

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4

L, Vail Priscilla, e Johnson Robert L, eds. Attention deficit disorder. Berkeley Heights, NJ, USA: Enslow Publishers, 2000.

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5

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

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6

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

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7

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

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8

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

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9

Kit, Chee, ed. Understanding ADHD: Attention deficit hyperactivity disorder. New York: Fawcett Columbine, 1998.

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10

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

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11

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

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12

The ADHD companion: Attention deficit hyperactivity disorder. East Moline, IL: LinguiSystems, 2002.

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13

P, Larimer Michelle, ed. Attention deficit hyperactivity disorder (ADHD) research developments. New York: Nova Science Publishers, 2005.

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14

Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. New York: Guilford Press, 1991.

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15

Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. New York: Guilford Press, 1991.

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16

Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. 2^a ed. New York: Guilford Press, 1998.

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17

Barkley, Russell A. Attention-deficit hyperactivity disorder: A clinical workbook. New York: Guilford Press, 1991.

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18

Cohen, Michael. The attention zone: A parent's guide to attention deficit/hyperactivity disorder. New York: Routledge, 2015.

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19

McCarney, Stephen B. Punishing Attention deficit disorder manual. Columbia, Mo. (P.O. Box 7570, Columbia 65205): Hawthorne Educational Services, 1989.

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20

Phelan, Thomas W. All about attention deficit disorder. Glen Ellyn, IL: Child Management, 1993.

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21

Petersen, Christine. Attention-deficit/hyperactivity disorder: Calming the chaos within. New York: Franklin Watts, 2006.

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22

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

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23

Goldstein, Sam. A teacher's guide: Attention-deficit hyperactivity disorder in children. 2^a ed. [Salt Lake City, Utah]: Neurology, Learning & Behavior Center, 1992.

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24

Goldstein, Sam. A parent's guide: Attention-deficit hyperactivity disorder in children. 2^a ed. [Salt Lake City, Utah]: Neurology, Learning & Behavior Center, 1992.

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25

Parenting a child with attention-deficit/hyperactivity disorder. Austin, Tex: PRO-ED, 1999.

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26

L, Jett Juliet, ed. Attention deficit hyperactivity disorder (in adults and children): The latest assessment and treatment strategies. Kansas City, MO: Compact Clinicals, 2001.

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27

Susan, Sharp, e Stolzenberg Jonathan, eds. Rethinking attention deficit disorders. Cambridge, Mass: Brookline Books, 1997.

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28

Attention deficit hyperactivity disorder: The latest assessment and treatment strategies. 3^a ed. Kansas City, MO: Compact Clinicals, 2006.

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29

Katherine, Ideus, ed. Attention deficit/hyperactivity disorder: A practical guide for teachers. London: D. Fulton, 1996.

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30

Greenberg, Gregory S. Attention deficit hyperactivity disorder: Questions & answers for parents. Champaign, Ill: Research Press, 1991.

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31

1945-, Goldstein Michael, Jones Clare B, Braswell Lauren, Sheridan Susan M e Goldstein Sam 1952-, eds. Managing attention deficit hyperactivity disorder in children: A guide for practitioners. 2^a ed. New York: Wiley, 1998.

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32

The attention zone: A parents' guide to attention deficit/hyperactivity disorder. Washington, DC: Brunner/Mazel, 1998.

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33

T, Doyal Guy, e Friedman Ronald J, eds. Management of children and adolescents with attention deficit-hyperactivity disorder. 3^a ed. Austin, Tex: Pro-Ed, 1992.

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34

J, Accardo Pasquale, ed. Attention deficits and hyperactivity in children and adults: Diagnosis, treatment, management. 2^a ed. New York: Marcel Dekker, 2000.

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35

Crook, William G. There are better ways to help these children. [Jackson, Tenn]: International Health Foundation, 1992.

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36

Larson, Sue. Attention-deficit hyperactivity disorder: Symptoms and suggestions for treatment. East Aurora, N.Y: Slosson Educational Publications, Inc., 1995.

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37

Train, Alan. ADHD: How to deal with very difficult children. London: Souvenir Press, 1996.

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38

Evans, Steven W., Julie S. Owens, W. John Monopoli e Kari Benson. Attention Deficit Hyperactivity Disorder. Editado por Thomas H. Ollendick, Susan W. White e Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.14.

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Resumo:

Youth with attention deficit hyperactivity disorder experience impairment across multiple domains of functioning, with the characteristics changing with age. Thus, assessment and treatment must be appropriate for the home and school and relevant to the child’s developmental level. This chapter reviews effective assessment strategies for use with children and adolescents. Psychosocial treatments for children and adolescents are discussed separately, as the approaches with each group differ substantially. For children, strategies with a strong evidence base are described, and innovations and treatment modifications that have been examined recently are showcased. For adolescents, the results of the few randomized clinical trials conducted with this population are reviewed. A theoretical model for how to sequence treatments (i.e., intervention, medication, accommodations) for youth is referenced, and two case studies highlight this model, as well some of the new findings described in this chapter. Implications and recommendations for future research and practice are provided.

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39

Hechtman, Lily, ed. Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.001.0001.

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The book provides a comprehensive summary of the best known and most highly respected well-controlled long-term prospective follow-up studies in Attention Deficit Hyperactivity Disorder (ADHD). These studies followed children with ADHD and matched controls into young adulthood (mean age 20–25 years) and middle age (mean age 41 years). They explore a wide variety of clinically relevant outcome areas, such as education, occupation, emotional and psychiatric functioning, substance use and abuse, sexual behavior, and legal problems. One chapter focuses particularly on the outcome of girls with ADHD. The book also explores possible predictors of adult outcome. A whole chapter is devoted to treatment (medication and psychosocial) as a predictor of outcome. In addition to treatment, predictors explored include characteristics of the child (e.g., IQ, severity of initial ADHD symptoms, initial comorbidity) and characteristics of the family (e.g., socioeconomic status, single parenthood, parental pathology, and family functioning). A summary chapter explores the impact and importance of these predictors in various outcome areas, such as education, occupation, emotional/social functioning, antisocial behavior, substance use and abuse, and risky sexual and driving behaviors. Professionals and the general public will come away with a clear view of what can happen to children with ADHD as they proceed through adolescence and adulthood. The book also addresses important prognostic and predictive factors in treatment approaches to ensure better long-term outcome in patients with ADHD.

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40

Bay, Mihee J., e Bruce K. Shapiro. Attention Deficit-Hyperactivity Disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0060.

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Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder in children and is characterized by developmentally inappropriate levels of attention and/or activity level. The current diagnostic criteria are summarized in the recently updated DSM-5. Although the neurobiology of ADHD is not completely understood, dysfunction in the fronto-striatal network and catecholaminergic system is likely implicated in pathophysiology of ADHD although recent studies suggest involvement of other neural substrates as well. Stimulants have been the mainstay of pharmacotherapy for ADHD due to its role in increasing available catecholamines in the synapse. However, treatment approach should be multimodal.

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41

Sonuga-Barke, Edmund J. S. Attention-Deficit/Hyperactivity Disorder. Editado por Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0022.

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In this chapter I review the literature on attention-deficit/hyperactivity disorder (ADHD) with the aim of providing a developmental synthesis. In the first section I ask: What is ADHD? I conclude that it is a relatively broad construct that, although having validity as a mental disorder dimension and utility as diagnostic category, is frequently comorbid with, but can be distinguished from, other disorders, and is highly heterogeneous. In the second section I ask: What causes ADHD? I conclude that ADHD has a complex set of causes implicating multiple genetic and environmental risks (and their interaction) reflected in alterations in diverse brain systems. The causal structure of ADHD is heterogeneous, with different children displaying different etiological and pathophysiological profiles. In the third section I reflect on developmental considerations. I conclude that ADHD-type problems present in different forms throughout the lifespan from the preschool period to adulthood and that existing data suggest patterns of continuity and discontinuity that support a lifespan perspective both at the level of clinical phenotype and underlying pathophysiology. In the light of this I argue for a developmental reconceptualization of the disorder, grounded in a biopsychosocial framework that would allow the complexity and heterogeneity of the condition to be understood in terms of risk, resilience, and protective factors, as well as mediating and moderating processes. I review the implications of the developmental perspective for nosological and diagnostic formulations of the condition. In the last section I set out priorities for future research in the genetics, imaging, neuropsychology, and treatment of the condition.

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42

LSusan, Buttross M. D. Understanding Attention Deficit Hyperactivity Disorder. University Press of Mississippi, 2007.

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43

Buttross, L. Susan. Understanding Attention Deficit Hyperactivity Disorder. University Press of Mississippi, 2009.

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44

Assessing Attention-Deficit/Hyperactivity Disorder. Cleveland: Kluwer Academic Publishers, 2002.

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45

Anastopoulos, Arthur D., e Terri L. Shelton. Assessing Attention-Deficit/Hyperactivity Disorder. Springer, 2013.

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46

(Editor), Paul Cooper, e Ved Varma (Editor), eds. Helping Children with Attention Deficit/Hyperactivity Disorder. Whurr Publishers, 1998.

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47

McEwan, Elaine K. Principal's Guide to Attention Deficit Hyperactivity Disorder. SAGE Publications, Incorporated, 1998.

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48

McEwan, Elaine K. Principal's Guide to Attention Deficit Hyperactivity Disorder. SAGE Publications, Incorporated, 1998.

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49

Richard, Gail J. The source for ADD/ADHD, Attention Deficit Disorder and Attention Deficit/Hyperactivity Disorder. LinguiSystems, 2001.

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50

J, Accardo Pasquale, Blondis Thomas A e Whitman Barbara Y, eds. Attention deficit disorders and hyperactivity in children. New York: M. Dekker, 1991.

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