Добірка наукової літератури з теми "ADHD, ADHD subtypes, attention, memory"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "ADHD, ADHD subtypes, attention, memory".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "ADHD, ADHD subtypes, attention, memory"
1
Huang, L., C. Shang, and S. S. Gau. "ADHD subtypes in attention and visual memory." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S262—S263. http://dx.doi.org/10.1016/j.neurenf.2012.04.684.
Повний текст джерела
2
Phillips, Matthew S., Amanda M. Wisinger, Hanaan Bing-Canar, Gabriel P. Ovsiew, Zachary J. Resch, Kyle J. Jennette, and Jason R. Soble. "A-204 Exploring Memory Functioning in an Adult ADHD Population Using the Rey Auditory Verbal Learning Test." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1359. http://dx.doi.org/10.1093/arclin/acac060.204.
Повний текст джерелаАнотація:
Abstract Objective: This study analyzed differences in learning/acquisition and delayed recall between adult patients diagnosed with attention-deficit/hyperactivity disorder (ADHD) Predominantly Inattentive and Combined subtypes and a control group using the Rey Auditory Verbal Learning Test (RAVLT). Method: This cross-sectional study analyzed data from a consecutive series of patients referred specifically for purposes of ADHD diagnostic clarification. Each was administered the RAVLT, as part of an extensive evaluation, to assess for verbal learning and memory. 155 patients (40.8%) met DSM-5 criteria for ADHD-Inattentive subtype and 165 (43.4%) for ADHD-Combined subtype. Sixty (15.8%) who did not meet criteria for ADHD, but who were diagnosed with a primary depressive/anxiety disorder or received no diagnosis served as a control group. Results: There were significant main effects found between the three groups on all trials analyzed on the RAVLT (Trial 1, p=.016; Trial 5, p=.003; Total Trials, p=.000; Trial 6, p=.001; Trial 7, p=.000). Effect sizes ranged from .022-.042. Posthoc analysis revealed that the ADHD-C group performed significantly worse than both the control group and ADHD-I group in both acquisition and delayed memory. Frequency distributions of impaired performance revealed the ADHD-C group had the largest rate of impairments (12-23%) on this measure. The ADHD-I group demonstrated 6-19% impairments. The control group ranged from 3-10% impairments. Conclusion: Verbal memory impairments are much more likely in adult patients diagnosed with ADHD than those without the diagnosis. While the inattentive and combined subtypes of ADHD both demonstrate deficiencies in verbal memory performance, the rate of likely impairments is much greater amongst the combined subtype.
3
L. López, Pablo, and Tatiana Testa. "Differential Profile of High-Performance Adults with Attention Deficit Hyperactivity Disorder." Journal of Clinical Research and Reports 10, no. 5 (March 28, 2022): 01–11. http://dx.doi.org/10.31579/2690-1919/238.
Повний текст джерелаАнотація:
Objective: To compare the neurocognitive profile of a subgroup of patients with ADHD who have a high academic-occupational functioning vs. patients with low functioning. Method: A total of 50 adults with ADHD, 10 with high academic-occupational functioning (ADHD/HF), 20 with low academic-occupational functioning (ADHD-LF), and 20 healthy controls were assessed with a standard neuropsychological battery. Independent sample tests and logistic regression were calculated to compare the performance of the three groups and to identify predictor variables. Results: Statistically significant differences were found in the forward digits subtest between the subtypes of ADHD, but not between ADHD-HF and controls, nor between controls and ADHD-LF. In matrix reasoning subtest, significantly lower performances were registered between both ADHD groups compared to the control group. In the letter number subtest, ADHD-LF obtained a significant lower performance than the control group, but the ADHD-HF group do not differ with the other two groups. Finally, regarding to the binary logistic regression analysis, it could be observed that the only variable that best predicted belonging to these groups has been forward digits, which according to the data of the model would be a protection factor. Conclusion: The profile of patients with high socio-occupational performance was characterized by a better conservation of working memory and the capacity for sustained attention, and a lower tendency to distraction.
4
Thorell, L. B., Y. Holst, H. Chistiansen, J. J. S. Kooij, D. Bijlenga, and D. Sjöwall. "Neuropsychological deficits in adults age 60 and above with attention deficit hyperactivity disorder." European Psychiatry 45 (September 2017): 90–96. http://dx.doi.org/10.1016/j.eurpsy.2017.06.005.
Повний текст джерелаАнотація:
AbstractObjective:Neuropsychological deficits are of major importance in ADHD, yet no previous studies have assessed clinically referred samples of older adults. The authors compared older adults with ADHD (60–75 years) with both younger adults with ADHD (18–45 years) and older healthy controls with regard to various neuropsychological deficits.Methods:Well-established tests were used to investigate working memory, inhibition, switching, planning, fluency, and speed of processing. Self-ratings of executive functioning and delay-related behaviors were also included. Both variable-oriented and person-oriented analyses were conducted.Results:Older adults with ADHD differed from controls with regard to working memory, inhibition, switching, and delay-related behaviors. In comparison to younger adults with ADHD, they performed at a similar level with regard to working memory and planning, but significantly better with regard to inhibition, switching, fluency, speed of processing, and delay aversion. Despite several significant group differences relative to controls, person-oriented analyses demonstrated that a majority of older adults with ADHD performed within the average range on each test and 20% showed no clear deficit within any neuropsychological domain.Conclusions:The results are in line with models of heterogeneity that have identified different neuropsychological subtypes in ADHD as well as a subgroup of patients without any clear neuropsychological deficits. For older adults with ADHD, it will be important to assess their functioning across time as normal aging is related to memory decline and these patients could therefore end up with severe deficits as they grow older, which in turn could have serious negative effects on daily life functioning.
5
LeRoy, A., C. Young, H. Cooke, and C. Jacova Chenoweth. "A-33 Visuospatial Working Memory Performance and Adult ADHD Symptom Severity." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 892. http://dx.doi.org/10.1093/arclin/acz034.33.
Повний текст джерелаАнотація:
Abstract Objective Working memory performance among adults with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrates variable results across literature. This investigation evaluated performance on a visuospatial working memory task relative to scores on measures of ADHD subtype and severity. Method A community sample aged 18 to 77 (n = 31; n men = 15) completed neuropsychological testing and measures of ADHD. The sample was predominantly White (64%; n = 20) and highly educated (Myears = 15.6). Participants were eligible if they were 18 or older, regardless of ADHD symptoms/diagnosis, and excluded if they had neuromedical/neuropsychiatric disorders. Spatial Addition (SA) from the Wechsler Memory Scale (WMS-IV) assessed working memory; the Adult ADHD Clinical Diagnostic Scale (ACDS) and Adult ADHD Investigator Symptom Rating Scale (AISRS) assessed ADHD subtype and burden. Results AISRS scores did not explain any variance in SA scores, R2 = 00, p = .970 (β = -.020, p = .970). A one-way between subjects ANOVA demonstrated no significant differences on SA scores between groupings based on ACDS: ADHD (n = 9, M = 13, SD = 4.12), and non-ADHD (n = 20, M = 13.95, SD = 5.27), (F(3,25) = .592, p = .626); ADHD (Inattentive (n = 2, M = 14.4, SD = .707); Hyperactive (n = 1, M = 18.00); Combined (n = 6, M = 11.7, SD = 4.8)). Adjustment for age and education did not change these findings. Conclusions Results failed to indicate any association between visuospatial working memory scores and ADHD symptoms but a larger, diversified sample is necessary to corroborate this null finding.
6
van der Donk, Marthe L. A., Anne-Claire Hiemstra-Beernink, Ariane C. Tjeenk-Kalff, Aryan van der Leij, and Ramón J. L. Lindauer. "Predictors and Moderators of Treatment Outcome in Cognitive Training for Children With ADHD." Journal of Attention Disorders 24, no. 13 (March 7, 2016): 1914–27. http://dx.doi.org/10.1177/1087054716632876.
Повний текст джерелаАнотація:
Objective: To explore whether clinical variables and initial cognitive abilities predict or moderate (far) transfer treatment outcomes of cognitive training. Method: A total of 98 children (aged 8-12 years) with ADHD were randomly assigned to Cogmed Working Memory Training or a new cognitive training called “Paying Attention in Class.” Outcome measures included neurocognitive assessment, parent and teacher rated questionnaires of executive functioning behavior and academic performance. Predictor/moderator variables included use of medication, comorbidity, subtype of ADHD, and initial verbal and visual working memory skills. Results: Parent and teacher ratings of executive functioning behavior were predicted and moderated by subtype of ADHD. Word reading accuracy was predicted by subtype of ADHD and comorbidity. Use of medication and initial verbal and visual spatial working memory skills only predicted and moderated near transfer measures. Conclusion: Cognitive training can be beneficial for certain subgroups of children with ADHD; individual differences should be taken into account in future trials.
7
Levy, Florence, and James M. Swanson. "Timing, Space and ADHD: The Dopamine Theory Revisited." Australian & New Zealand Journal of Psychiatry 35, no. 4 (August 2001): 504–11. http://dx.doi.org/10.1046/j.1440-1614.2001.00923.x.
Повний текст джерелаАнотація:
Objective: The objective of this study was to review the dopamine theory of attention deficit hyperactivity disorder (ADHD) in terms of advances made over the last decade. Method: ‘Hyper’ and ‘hypo’ dopaminergic theories are discussed, as well as noradrenergic and neuropsychological findings in ADHD. A model incorporating both anterior and posterior attention systems, involved in orienting, inhibition, vigilance and working memory, is described. Neuropsychological studies of covert orienting are reviewed. Results: The dopamine theory is supported by neuroimaging, genetic and stimulant medication studies, which confirm an inhibitory dopaminergic effect at striatal/prefrontal level. Work in rodents and primates, as well as humans has shown that noradrenergic systems are also important in prefrontal regulation, in particular α2A noradrenergic agonists have a beneficial effect on cognitive tasks. Neuropsychological studies implicate posterior parietal mechanisms in the orienting of attention. Working memory may require integration of spatial and temporal information, involving anterior and posterior systems. Conclusions: Anterior and posterior attention systems are involved in inhibition, working memory and orientation. Attention deficit hyperactivity disorder symptoms and subtypes are likely to reflect deficits in both inhibition and working memory, and may be heterogenous. While the dopamine theory is supported by genetic and stimulant medication studies, the work of Arnsten and colleagues suggests a potential role for α2 noradrenergic agonists such as guanfacine.
8
de Milander, Monique, Robert Schall, Elizna de Bruin, and Melissa Smuts-Craft. "Prevalence of ADHD symptoms and their association with learning-related skills in Grade 1 children in South Africa." South African Journal of Education, no. 40(3) (August 31, 2020): 1–7. http://dx.doi.org/10.15700/saje.v40n3a1732.
Повний текст джерелаАнотація:
Attention Deficit / Hyperactivity Disorders (ADHD) are developmental disorders in children with 3 symptom clusters, namely hyperactivity, attention deficit and impulsivity, and a combination. We investigated the prevalence of the 3 symptom clusters and their association with learning-related skills among children aged 6 to 7 years in Bloemfontein, Free State province, South Africa. The Aptitude Test for School Beginners (ASB) was applied to determine learning-related skills, and the Strength and Weaknesses of ADHD Symptoms Normal Behaviour rating scale (SWAN) was used to determine ADHD symptoms. Data on SWAN scores were available for 390 children, while data on both the SWAN and ASB were available for 345 children (189 girls and 156 boys) with a mean age of 6 years and 8 months. The prevalence of ADHD symptoms was as follows: 74.6% of the children did not fulfil the criteria for ADD/ADHD, 7.7% presented with the combined subtype, 6.7% presented with hyperactivity and impulsiveness, and 11.0% with inattentiveness. The presence of ADHD symptoms had a significant effect p = < 0.05 on reasoning, numerical abilities, gestalt, coordination and memory. We conclude that ADHD symptoms are a significant risk factor for 5 of the 8 learning-related skills in children, namely numerical skills, memory, reasoning, gestalt and coordination.
9
O'Malley, Kieran D., and Jo Nanson. "Clinical Implications of a Link between Fetal Alcohol Spectrum Disorder and Attention-Deficit Hyperactivity Disorder." Canadian Journal of Psychiatry 47, no. 4 (May 2002): 349–54. http://dx.doi.org/10.1177/070674370204700405.
Повний текст джерелаАнотація:
Objective: To provide an overview of the animal and human research literature on the link between fetal alcohol spectrum disorder (FASD) and attention-deficit hyperactivity disorder (ADHD). Method: We conducted a comprehensive literature review that addressed the history of, and current research on, fetal alcohol syndrome (FAS) and FASD, as well as that on ADHD in children. Results: In animal and human research, there is emerging clinical, neuropsychological, and neurochemical evidence of a link between FASD and ADHD. Conclusions: The evidence of the link between these 2 conditions has implications for clinical management. The clinical quality of ADHD in children with FASD often differs from that of children without FASD. For children with FASD, ADHD is more likely to be the earlier-onset, inattention subtype, with comorbid developmental, psychiatric, and medical conditions. Children with FASD are commonly not mentally retarded but present complex learning disabilities, especially a mixed receptive-expressive language disorder with deficits in social cognition and communication (reminiscent of sensory aphasia and apraxia), working memory problems, and frequently, a mathematics disorder. Comorbid psychiatric conditions include anxiety, mood, conduct, or explosive disorders. As well, cardiac, renal, or skeletal problems are more likely to be present. Because these children have a disturbance in brain neurochemistry, or even brain structure (that is, in the corpus callosum), their response to standard psychostimulant medication can be quite unpredictable.
10
Hale, James B., Linda A. Reddy, Margaret Semrud-Clikeman, Lisa A. Hain, James Whitaker, Jessica Morley, Kyle Lawrence, Alex Smith, and Nicole Jones. "Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement." Journal of Learning Disabilities 44, no. 2 (March 2011): 196–212. http://dx.doi.org/10.1177/0022219410391191.
Повний текст джерелаАнотація:
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting “cool” executive-working memory (EWM) and “hot” self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type ( n = 33)/hyperactive-impulsive type ( n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.
Дисертації з теми "ADHD, ADHD subtypes, attention, memory"
1
Couvadelli, Barbara. "NEPSY profiles in children diagnosed with different ADHD subtypes." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5416/.
Повний текст джерелаАнотація:
The purpose of this study was to determine if attention-deficit/hyperactivity disorder (ADHD) subtypes (predominantly hyperactive/impulsive, ADHD-HI; predominantly inattentive, ADHD-IA; combined, ADHD-C) exhibit distinct neuropsychological profiles, using the Attention and Executive Function subtests of the Developmental Neuropsychological Assessment, (NEPSY) and the omission and commission scores obtained on the Conners' Continuous Performance Test-II (CPT-II), a test that assesses attention processes. The sample was selected using archival data collected in a neurodevelopmental clinic over the past decade and consisted of 138 children between the ages of 6 and 12 years old. Using the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (DSM-IV) criteria, the children were placed in either the ADHD-HI (n = 40), ADHD-IA (n = 35), or ADHD-C (n = 36) group, or a symptom free comparison group (n = 27). It was hypothesized that children with elevations on the impulsivity/ hyperactivity (ADHD-HI and ADHD-C) scale would be impaired on measures of inhibition and those with elevations on the inattention scale (ADHD-IA and ADHD-C) would be impaired on tests of attention, vigilance, and other executive functions. A one-way multivariate analyses of variance (MANOVA) was conducted (Group X Task), with significant results for overall main effect for group on the 7 dependent variables post hoc tests using the Tukey's honestly significant difference (HSD) revealed the following: the ADHD-HI group scored significantly lower on tests that require behavioral inhibition processes (Knock and Tap, Statue and CPT-Commission errors). The ADHD-IA group scored significantly lower on tests of problem-solving and planning (Tower) but not on tests of attention as was expected. The ADHD-C group scored significantly lower on tests of inhibition, attention, and other executive functions (Auditory Attention Response Set, Visual Attention, Tower, Knock and Tap, Statue, and CPT-Omission and CPT-Commission errors). Overall results suggest that the NEPSY Attention and Executive Function subtests are able to differentiate ADHD subtypes. Recommendations for future research are discussed.
2
Casher, Gabriel. "THE BIG FIVE AND ADHD: AN INVESTIGATION OF SUBTYPES AND EMOTIONAL REGULATION." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1914.
Повний текст джерелаАнотація:
Attention-Deficit/Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder in children, affecting 3-7% of children (APA, 2000). Despite the high prevalence of ADHD, conceptualization of its subtypes, ADHD-PI and ADHD-C, remains under debate. One method of describing psychopathology is through the use of personality traits. The current study evaluated relationships between ADHD subtypes, ADHD symptoms, and the Big Five in 83 children between 8 and 12 years of age. Children with ADHD were consistently rated as having lower Agreeableness, Conscientiousness, and Openness than children without ADHD. Additionally, children with ADHD-PI had the lowest Openness, and children with ADHD-C had the lowest Conscientiousness, although these results differed by rater. When evaluating the symptom domains of ADHD, Extraversion, Conscientiousness, and Emotional Instability were associated with H/I, whereas only Conscientiousness was associated with inattention. Hyperactivity, specifically, was related to Extraversion, Conscientiousness, and Emotional Instability, whereas impulsivity was related to Conscientiousness and Emotional Instability only. Last, connections between the Emotional Regulation, Emotional Instability, and H/I are discussed. Implications regarding the use of personality measures to describe psychopathology in childhood are discussed, as are the challenges of using multiple raters in clinical populations.
3
Liggett, Amy Elaine. "Piloting auditory selective and sustained attention tasks on ADHD subtypes and a comparison group /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Повний текст джерела
4
Bluschke, Annet, Jacqueline Schuster, Veit Roessner, and Christian Beste. "Neurophysiological mechanisms of interval timing dissociate inattentive and combined ADHD subtypes." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234834.
Повний текст джерелаАнотація:
It is far from conclusive what distinguishes the inattentive (ADD) and the combined (ADHD-C) subtype of ADHD on the neuronal level. Theoretical considerations suggest that especially interval timing processes may dissociate these subtypes from each other. Combining high-density EEG recordings with source localization analyses, we examine whether there are ADHD-subtype specific modulations of neurophysiological processes subserving interval timing in matched groups of ADD (n = 16), ADHD-C (n = 16) and controls (n = 16). Patients with ADD and ADHD-C show deficits in interval timing, which was correlated with the degree of inattention in ADD patients. Compared to healthy controls, patients with ADHD-C display a somewhat weaker, yet consistent response preparation process (contingent negative variation, CNV). In patients with ADD, the early CNV is interrupted, indicating an oscillatory disruption of the interval timing process. This is associated with activations in the supplemental motor areas and the middle frontal gyrus. Patients with ADD display adequate feedback learning mechanisms (feedback-related negativity, FRN), which is not the case in patients with ADHD-C. The results suggest that altered pacemaker-accumulation processes in medial frontal structures distinguish the ADD from the ADHD-C subtype. Particularly in patients with ADD phasic interruptions of preparatory neurophysiological processes are evident, making this a possible diagnostic feature.
5
Ter-Stepanian, Mariam. "Executive functioning in children diagnosed with ADHD : examining DSM-IV subtypes and comorbid disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111520.
Повний текст джерелаАнотація:
Objective. To examine the profile of executive function (EF) performance in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) as function of their subtypes and comorbid disorders. Methods. Two hundred and eighteen, 6-12 year old children clinically diagnosed with ADHD were characterised according to their clinical profile. Various EF domains were assessed while children were not on medication. General cognitive performance was assessed using Wechsler Intelligence Scale for Children. Results. 54.1% of children were diagnosed with combined subtype, 34.9% with inattentive subtype and 11% with hyperactive subtype. Significant age difference was found in ADHD subtype distribution and significant age and IQ difference was found in EF performance. After controlling for age and IQ no association was found between EF and ADHD subtypes or EF and comorbid disorders. Conclusion. These results indicate that age and IQ play an important role in cognitive task performance.
6
Knight, Katherine Ellis. "Attention Deficit Hyperactivity Disorder (ADHD) in Adolescents: An Investigative Study of Dopamine and Norepinephrine Systems." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/247278.
Повний текст джерелаАнотація:
A better understanding of the neural mechanisms associated with Attention Deficit Hyperactivity Disorder (ADHD) and related cognitive deficits can potentially clarify the neural circuits involved in ADHD symptoms, help define neurobiologically informed subtypes and aid in developing more refined treatments. Two neurotransmitter (NT) systems have been implicated in ADHD: Dopamine (DA), and Norepinephrine (NE), and the primary cognitive deficits associated with ADHD are in working memory, response inhibition, reaction time variability, and reward processing. Frank et al. (2007a) proposes, based on computational models, that DA is associated with deficits in reward-based learning and updating of working memory, while NE is associated with deficits in response inhibition and greater response variability. Therefore, it might be possible to learn more about the NT systems' specific roles in ADHD by studying the associated cognitive deficits. The primary goal of this study was to assess performance in adolescents with and without ADHD on a number of cognitive tasks. We expected that the Attention Deficit Hyperactivity Disorder - Inattentive Subtype (ADHD-I) group would perform the worst on NE tasks and that the Attention Deficit Hyperactivity Disorder - Combined Subtype (ADHD-C) group would perform the worst on DA tasks, and that both groups would perform worse than controls on all tasks. Instead, we found that the ADHD-I group performed the most poorly on updating of working memory, while the ADHD-C group performed the best on this variable. However, the ADHD-C group performed worst on overall working memory. Dimensional analyses revealed that hyperactivity/impulsivity is positively correlated with updating of working memory, while inattention is negatively correlated with updating of working memory. In addition, hyperactivity/impulsivity was positively correlated with reaction time variability. In conclusion, it is likely that the roles of these NT systems are not as mutually exclusive as initially expected. It is also possible that our ADHD group was performing more like control groups in other studies, which might be due to a more 'pure' ADHD sample with less comorbid Oppositional Defiant Disorder (ODD) and Conduct disorder (CD), or could be due to a less symptomatic ADHD group.
7
Kofler, Michael. "ADHD and Working Memory: The Impact of Central Executive Deficits and Overwhelming Storage/Rehearsal Capacity on Observed Inattentive Behavior." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2465.
Повний текст джерелаАнотація:
Inattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by independent observers were conducted while children with ADHD (n=15) and typically developing children (n=14) completed 10 counterbalanced tasks that differentially manipulated central executive, phonological storage/rehearsal, and visuospatial storage/rehearsal demands. Results of latent variable and effect size confidence interval analyses revealed two conditions that completely accounted for the attentive behavior deficits in children with ADHD: (a) placing demands on central executive processing, the effePh.D.
Department of Psychology
Sciences
Psychology PhD
8
Raiker, Joseph S. "Impulsivity and attention-deficit/hyperactivity disorder (ADHD) testing competing predictions from the working memory and behavioral inhibition models of ADHD." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4824.
Повний текст джерелаАнотація:
Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD--working memory (WM) and behavioral inhibition (BI)--to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive (CE), phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time (SSRT), stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.ID: 030646239; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 41-55).
M.S.
Masters
Psychology
Sciences
Psychology Clinical
9
Cannon, Megan. "The Relationship Among Attention Deficit/Hyperactivity Disorder (ADHD) Subtypes, Oppositional Defiant Disorder (ODD), and Parenting Stress." NSUWorks, 2013. http://nsuworks.nova.edu/cps_stuetd/16.
Повний текст джерелаАнотація:
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders diagnosed within childhood and affects approximately 9.5% of children in the United States. Additionally, approximately 35% to 60% of clinic-referred children will also meet the criteria for Oppositional Defiant Disorder (ODD). Increased levels of parenting stress are commonly experienced among parents of children diagnosed with ADHD and a number of factors contribute to this association. ADHD subtype has consistently presented itself as a factor; however, observing parenting stress levels between ADHD subtypes and ADHD with comorbid ODD within the same study has not been pursued in the literature. The present study utilized the Parenting Stress Index-Short Form (PSI/SF) to compare scores on the Total Stress, Parental Distress, and Parent-Child Dysfunctional interaction scales among mothers of children diagnosed with ADHD Predominantly Inattentive Type (ADHD-I), ADHD Combined Type (ADHD-C) and comorbid ADHD and ODD (ADHD/ODD). Following a One-Way Analysis of Covariance, a significant difference was found on the level of Total Stress reported by mothers of children diagnosed with ADHD/ODD when compared with mothers of children diagnosed with ADHD-C. No other significant differences were uncovered.
Additionally, the current study attempted to gain a better understanding of the relationship between parenting stress and chronological age of the diagnosed child by observing the correlation between child age and the level of parenting stress reported by mothers of children diagnosed with ADHD, in addition to a comorbid diagnosis of ADHD and ODD. Pearson product-moment correlation coefficients were calculated between child age and the Total Stress and Difficult Child scales on the PSI/SF; however neither achieved statistical significance. Finally, the present study compared the correlations between child age and maternal scores on the Total Stress and Difficult Child scales on the PSI/SF among children with a sole diagnosis of ADHD, to those of children with a comorbid diagnosis of ADHD/ODD. Correlations within the ADHD/ODD group among child age and the Total Stress and Difficult Child scales were both in the negative direction. In contrast, the correlations within the ADHD group were both in a positive direction.
10
Zieman, Stephen Francis. "Performance Analysis on the WISC-IV Working Memory and Processing Speed Index Among ADHD subtypes." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/78.
Повний текст джерелаАнотація:
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prominent neurobehavioral disorders of childhood that is heavily researched and often revised. Deficits in attention/concentration, impulsivity, inhibition, information processing speed, working memory and executive functioning manifest differently according to subtype diagnosis for both children and adults. As a result, previous attempts to construct a unifying theory of ADHD with neural correlates and quantifiable performance discrepancies have resulted in a proliferation of literature reviews citing both significant and insignificant research findings. The purpose of the current study was to construct a homogenous sample of children diagnosed with ADHD and examine purported subtype differences in working memory and information processing speed using the Wechsler Intelligence Scales for Children - Forth Edition (WISC-IV). Sixty participants were selected from archival data from two clinical sites and separated into three groups according to the current DSM-IV-TR ADHD subtype criteria: ADHD Predominately Inattentive type (ADHD-IN), ADHD Predominately Hyperactive/Impulsive type (ADHD-HY), and ADHD Combined type (ADHD-C). Significant differences within groups were revealed on the Coding subtest and Processing Speed Index (PSI) relative to performance on the Perceptual Reasoning Index (PRI). No significant between groups or interaction effects were revealed. While the goal of the current study was aimed at discovering evidence of greater deficits in processing speed by the ADHD-IN group compared to the other two groups, processing speed was reduced for the entire sample providing more evidence of a possible neurological deficit/basis inherent to ADHD. The results of the current study provided minimal evidence of differences on WISC-IV measures of working memory within the current sample. The current study was successful in correcting previous methodological flaws inherent in the relevant literature by constructing a truly homogenous sample of ADHD and provided strong evidence for the necessity of an accurate diagnosis of ADHD subtypes.
Книги з теми "ADHD, ADHD subtypes, attention, memory"
1
Rubia, Katya. ADHD brain function. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0007.
Повний текст джерелаАнотація:
ADHD patients appear to have complex multisystem impairments in several cognitive-domain dissociated inferior, dorsolateral, and medial fronto-striato-parietal and frontocerebellar neural networks during inhibition, attention, working memory, and timing functions. There is emerging evidence for abnormalities in motivation and affect control regions, most prominently in ventral striatum, but also orbital/ventromedial frontolimbic areas. Furthermore, there is an immature interrelationship between hypoengaged task-positive cognitive control networks and a poorly ‘switched off’ default mode network, both of which impact performance. Stimulant medication enhances the activation of inferior frontostriatal systems, while atomoxetine appears to have more pronounced effects on the dorsal attention network. More studies are needed to understand the neurofunctional correlates of the effects of age, gender, ADHD subtypes, and comorbidities with other psychiatric conditions. The use of pattern recognition analyses applied to imaging to make individual diagnostic or prognostic predictions are promising and will be the challenge over the next decade.
2
Staying focused in a hyper world: Natural solutions for ADHD, memory and brain performance. MarsVenus, 2014.
Знайти повний текст джерела
3
Shea, Barbara. Social exile: The cycle of peer victimization for children with ADHD. $c2003, 2003.
Знайти повний текст джерела
4
Beninger, Richard J. Schizophrenia, Parkinson’s disease, and attention deficit hyperactivity disorder. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0009.
Повний текст джерелаАнотація:
Schizophrenia, Parkinson’s disease, and attention deficit hyperactivity disorder (ADHD) discusses how hyperactive dopaminergic neurotransmission appears to underlie schizophrenia’s positive symptoms, loss of dopaminergic neurons in adulthood leads to Parkinson’s disease, and dopamine neuron hypofunction in childhood and adolescence may underlie ADHD. Positive schizophrenia symptoms may arise from excessive incentive learning that is gradually lost with antipsychotic treatment. Declarative learning and memory may contribute to delusions based on excessive incentive learning. Loss of responsiveness to environmental stimuli in Parkinson’s may result from a decrease of their conditioned incentive value and inverse incentive learning. Conditioned incentive stimuli not encountered while in a state of decreased dopaminergic neurotransmission may retain their incentive value, producing apparent kinesia paradoxa. Dopamine hypofunction in juveniles does not lead to hypokinesia but may result in loss of incentive learning that focuses attention. Pro-dopaminergic drugs have a calming effect in ADHD, presumably because they reinstate normal incentive learning.
5
Brandeis, Daniel, Sandra K. Loo, Grainne McLoughlin, Hartmut Heinrich, and Tobias Banaschewski. Neurophysiology. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0009.
Повний текст джерелаАнотація:
Neurophysiology allows us to understand and modulate the neural mechanisms in ADHD with high time- and/or frequency-resolution. These non-invasive methods include electroencephalographic recordings at rest and during tasks, with spontaneous and event-related oscillations and potentials tracking covert processing and transcranial neuromodulation through magnetic or electric fields. The findings indicate consistent cognitive and neural deficits in ADHD related to impaired attention and deficient inhibition. Advanced signal processing and source imaging methods often converge with other imaging approaches. Neurophysiological findings also reveal considerable heterogeneity in ADHD regarding cognitive, affective, and genetic subtypes. This illustrates the importance of dimensional approaches and of pathophysiological mechanisms partly shared with other disorders. Although several potential neurophysiological markers of ADHD have been considered, a clinical use for individual diagnostics and classification is not supported to date. More research should clarify the clinical potential of multivariate multimodal classification and prediction of treatment outcome to advance individualized treatment.
6
Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.
Повний текст джерелаАнотація:
Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.
Частини книг з теми "ADHD, ADHD subtypes, attention, memory"
1
Jeavons, Anne, Tara Bishop, Blandine French, and Siona Bastable. "Attention, concentration and memory." In The Adult ADHD Treatment Handbook, 81–98. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315174419-6.
Повний текст джерела
2
Stevens, Jack. "Working Memory in Children with ADHD." In Attention Deficit Hyperactivity Disorder, 277–92. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:277.
Повний текст джерела
3
"Recognized Subtypes of ADHD." In Attention Deficit Disorder, 11–12. CRC Press, 2006. http://dx.doi.org/10.3109/9781420004724-3.
Повний текст джерела
4
Levy, Florence, Michael McStephen, and David A. Hay. "The diagnostic genetics of ADHD symptoms and subtypes." In Attention, Genes, and ADHD, 35–57. Psychology Press, 2021. http://dx.doi.org/10.4324/9781315782959-3.
Повний текст джерела
5
"SECTION A. Defining ADHD and Its Subtypes." In Attention Deficit Disorder, 19–28. CRC Press, 2006. http://dx.doi.org/10.3109/9781420004724-5.
Повний текст джерела
6
Del Giudice, Marco. "Attention-Deficit/Hyperactivity Disorder." In Evolutionary Psychopathology, edited by Marco Del Giudice, 261–71. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190246846.003.0011.
Повний текст джерелаАнотація:
The chapter discusses attention-deficit/hyperactivity disorder (ADHD), a heterogeneous set of conditions marked by clinically significant levels of hyperactivity, impulsivity, and inattention. After an overview of this disorder, its developmental features, and the main risk factors identified in the epidemiological literature, the chapter critically reviews existing evolutionary models and suggests new directions for research. The final section applies the criteria developed earlier in the book to classify the disorder within the fast-slow-defense (FSD) model and identify functionally distinct subtypes. The author proposes to tentatively distinguish between three subtypes of ADHD: a high-frequency fast spectrum subtype overlapping with conduct/antisocial disorders and psychosis (F-ADHD), a low-frequency slow spectrum subtype overlapping with autism (S-ADHD), and a subtype unrelated to life history variation and characterized by low general intelligence and generalized cognitive impairment.
7
Maltezos, Stefanos, Susannah Whitwell, and Philip Asherson. "ADHD in adults." In Oxford Textbook of Neuropsychiatry, edited by Niruj Agrawal, Rafey Faruqui, and Mayur Bodani, 411–24. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198757139.003.0034.
Повний текст джерелаАнотація:
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by pervasive or impairing levels of inattention or hyperactivity. It is most comprehensively defined in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria, which recognizes its clinical heterogeneity by grouping it according to three presentations: predominantly inattentive, predominantly hyperactive–impulsive, and combined subtypes. However, ADHD presentations can change significantly over time, most often presenting predominantly as hyperactive–impulsive in infants, with combined symptoms for children, and predominantly inattentive in the case of adults. This chapter focuses on the presentation of ADHD in adults, discussing the detrimental effects its various presentations can have on economic, educational, and social outcomes, before examining the systemic limitations of its recognition and treatment in certain countries. Finally, management and treatment methods are explored, for instance the administering of dopamine and noradrenaline reuptake inhibitors such as methylphenidate and atomoxetine, respectively, and the lack of data on their effectiveness in tackling ADHD comorbidities such as bipolar disorder and schizophrenia.
8
"Part II: Recognized Subtypes of ADHD: Inattentive, Combined, and Hyperactive." In Attention Deficit Disorder, 29–30. CRC Press, 2006. http://dx.doi.org/10.3109/9781420004724-6.
Повний текст джерела
9
Michalek, Anne M. P., Gavindya Jayawardena, and Sampath Jayarathna. "Predicting ADHD Using Eye Gaze Metrics Indexing Working Memory Capacity." In Computational Models for Biomedical Reasoning and Problem Solving, 66–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7467-5.ch003.
Повний текст джерелаАнотація:
ADHD is being recognized as a diagnosis that persists into adulthood impacting educational and economic outcomes. There is an increased need to accurately diagnose this population through the development of reliable and valid outcome measures reflecting core diagnostic criteria. For example, adults with ADHD have reduced working memory capacity (WMC) when compared to their peers. A reduction in WMC indicates attention control deficits which align with many symptoms outlined on behavioral checklists used to diagnose ADHD. Using computational methods, such as machine learning, to generate a relationship between ADHD and measures of WMC would be useful to advancing our understanding and treatment of ADHD in adults. This chapter will outline a feasibility study in which eye tracking was used to measure eye gaze metrics during a WMC task for adults with and without ADHD and machine learning algorithms were applied to generate a feature set unique to the ADHD diagnosis. The chapter will summarize the purpose, methods, results, and impact of this study.
10
Willer, Jan. "Psychoeducation about Cognitive Differences." In Could it be Adult ADHD?, edited by Jan Willer, 120–37. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190256319.003.0010.
Повний текст джерелаАнотація:
Psychoeducation is probably the most powerful and effective intervention for ADHD, and experts universally agree that psychoeducation is essential for effective treatment. Clients learn to understand the differences in how their brains function and how this has contributed to their difficulties. Psychoeducation helps clients stop telling themselves that they “should” be able to use their brains the same way everyone else does. These insights empower the client to learn, develop, and deploy effective individualized coping strategies. Some of the challenges of ADHD are also examined in this chapter, including attention problems, working memory deficits, distractibility, hyperactivity, time estimation problems, emotional dysregulation, and others.
Тези доповідей конференцій з теми "ADHD, ADHD subtypes, attention, memory"
1
M. Alves, Lorraine, Klaus F. Côco, Mariane L. de Souza, and Patrick M. Ciarelli. "Graph Theory Analysis of Microstates in Attention-Deficit Hyperactivity Disorder." In Congresso Brasileiro de Automática - 2020. sbabra, 2020. http://dx.doi.org/10.48011/asba.v2i1.1481.
Повний текст джерелаАнотація:
Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders of childhood and youth. The diagnosis of ADHD remains essentially clinical, based on history and questionnaires for symptom assessment, therefore, a biomarker can be of great value to reduce the inherent uncertainty of clinical diagnosis. In recent years, several studies have been carried out to assess the usefulness of neurophysiological (electroencephalography - EEG)and functional image data to assist in the process of diagnosing ADHD. Previous researches have revealed evidences that microstates are selectively affected by ADHD, indicating that their analysis may be a useful tool in methods of automatic disease identication. In this paper is proposed a new methodology for the detection of ADHD using EEG microstate analysis and graph theory. The proposed method allows modeling and interpreting each microstate as a complex network, which permits to identify the effect of ADHD on some characteristics of the built networks. In addition, it provides useful information to identify ADHD and subtypes patients with an accuracy around 99%, indicating that the proposed method is promising.
2
Zhang, Wei, Li Fan, and Ye-Ping Jiang. "Memory Updating Deficit in Attention Deficit Hyperactivity Disorder (ADHD) Children." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0001.
Повний текст джерела
3
Steuber, Amanda, and Carrie Cuttler. "Elucidating the Nature of the Links Between Cannabis Use and Attention Deficit/Hyperactivity Disorder." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.04.
Повний текст джерелаАнотація:
Many individuals with mental health disorders use cannabis to self-medicate for their symptoms. Attention-deficit/hyperactivity disorder (ADHD) is a neurological disorder associated with increased cannabis use but, relative to other mental disorders (e.g., anxiety, psychosis, post-traumatic stress disorder), far less attention has been paid to examining cannabis use by people with ADHD. Nevertheless, there is some limited evidence to suggest that people with ADHD might use cannabis to self-medicate for their symptoms and that they perceive it to be beneficial for this purpose. The goal of this study was to better understand the nature of the relationships between cannabis use and A total of 1,382 undergraduate students completed an online survey measuring their ADHD symptoms, and cannabis use patterns. Participants who reported they have used cannabis to manage their ADHD were further asked to report their perceptions of whether acute and/or chronic cannabis use improves, worsens, or has no effect on their ADHD symptoms. Participants who reported they have been prescribed ADHD medication and use cannabis also reported their perception of how cannabis use affects the effectiveness of their medication, and ADHD medication side effects. Evidence from this study revealed that ADHD symptom severity is associated with consuming cannabis more frequently and with more severe symptoms of cannabis use disorder. Participants with ADHD reported that cannabis has acute detrimental effects on memory but beneficial effects on many of their other core symptoms of ADHD, including hyperactivity, impulsivity, restlessness, and mental frustration. While most participants on ADHD medications reported that cannabis does not influence their medication effectiveness, they did report that cannabis helps with many of the side effects associated with their ADHD medications including headaches, loss of appetite, sleep disturbances, moodiness/irritability, and anxiety. The knowledge gained from this study will help people with ADHD and their healthcare providers by providing them with a better understanding of the use of cannabis by individuals with ADHD including the possible risks and benefits of such use on cannabis use disorder, ADHD symptoms, and medication side effects.
4
Regueiro, Bibiana, Tania Vieites, Iris Estévez, Carolina Rodríguez-Llorente, Antonio Valle, and Susana Rodríguez. "INVOLVEMENT OF ATTENTION AND WORKING MEMORY OF CHILDREN WITH ADHD IN SCHOOL-AGE." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end085.
Повний текст джерела
5
Liu, Ziming, Jonathan Bryan, Robert Borkoski, Fengpei Yuan, Yansong Li, and Xiaopeng Zhao. "On a Gamified Brain-Computer Interface for Cognitive Training of Spatial Working Memory." In ASME 2020 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dscc2020-3128.
Повний текст джерелаАнотація:
Abstract In the United States, there are a large number of people suffering from memory and attention deficit problems. For example, patients with attention-deficit hyperactivity disorder (ADHD) and dementia have difficulties in performing activities of daily living and have a low quality of life. Currently, there exist no effective treatment for these memory and attention issues in specific cognitive impairments. In this paper, we developed a gamified platform of brain-computer interface (BCI) for cognitive training, which can engage users in the training and provide users qualitative and quantitative feedback for their training of spatial working memory. The user is able to control the movement of a drone using motor imager, which is imagined movement of body part. Sensorimotor rhythms of the user are calculated using the user’s EEG to drive the movement of the drone. Twenty normal healthy subjects were recruited to test the user experience. Our system showed the capability of engaging users, good robustness, user acceptability and usability. Therefore, we think our platform might be an alternative to provide more accessible, engaging, and effective cognitive training for people with memory and attention problems. In future, we will test the usability and effectiveness of the system for cognitive training in patients with ADHD and dementia.
Звіти організацій з теми "ADHD, ADHD subtypes, attention, memory"
1
The Centre for Attention Learning and Memory (CALM) Approach to Neurodevelopmental Research – MRC Cognition and Brain Sciences Unit University Of Cambridge. ACAMH, April 2021. http://dx.doi.org/10.13056/acamh.15509.
Повний текст джерелаАнотація:
Our thinking around neurodevelopmental disorders is undergoing a period of rapid change. The traditional approach, endorsed by classification systems such as the Diagnostic Statistical Manual, defines neurodevelopmental disorders such as autism and attention-deficit hyperactivity disorder (ADHD) as distinct categories.