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ADHD - Crossref

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Last Updated: 03 June 2022

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Irritability and Emotional Impulsivity as Core Feature of ADHD and ODD in Children

"We also want to see how affective dysregulation is related to attention-deficit/hyperactivity disorder and oppositional defiant disorder in children in this research. " We used the parent version of a newly developed parent rating scale to determine AD in children aged 8 to 12 years old. We reviewed five different latent factor models in the wake of unidimensional model, a first-order correlated factor model, a second-order correlated factor model, and a bifactor S-1 model, in which the first-order factor AD-Irritability/Emotional Impulsivity was modeled as the general reference factor. The ABI factor S-1 model with the a priori developed general reference domain AD-III provided the best fit to our measurements and was easy to read. Our findings show that irritability/emotional impulsivity may be a common core feature of ADHD and ODD.

Source link: https://doi.org/10.1007/s10862-022-09974-8


The Effectiveness of Mindfulness-Based Therapies for ADHD: A Meta-Analytic Review

"Objective: Mindfulness-based therapies have been shown to be safe in treating internally based psychological disorders, including ADHD; however, it is still unclear if MBTs can help people with externalizing disorders, such as ADHD. An effect-size analysis was conducted to clarify the body's knowledge of MBTs' effectiveness in treating ADHD and to inspire future study. Conclusion: The findings of this research point to the potential benefits of MBTs in reducing ADHD symptoms. ".

Source link: https://doi.org/10.1177/1087054715625301


Cognitive behavioural group therapy as addition to psychoeducation and pharmacological treatment for adolescents with ADHD symptoms and related impairments: a randomised controlled trial

"This report explores the effectiveness of a group CBT without parent involvement as a follow-up therapy in adolescents with persistent and impairing ADHD symptoms after a brief psychoeducational intervention and medical intervention. " Patients with a diagnosis of ADHD or subthreshold ADHD were randomized to either a 12-week group CBT course or a non-CBT control condition. With the Clinical Global Impression Scale for Severity at baseline and post-treatment, evaluators blinded to group allocation rated ADHD symptoms as symptom severity. Analyses using mixed-effects methods showed no difference between the treatment arms from baseline to post treatment in primary and secondary outcomes. Unlike evidence-based, specific targeted CBTs with parent involvement, a group CBT directed solely at the children with no parent involvement does not seem to be helpful in treating ADHD. ".

Source link: https://doi.org/10.1186/s12888-022-04019-6


Knowledge of attention/deficit hyperactivity disorder (ADHD) – a comparison of pre-service teachers in primary and special education in Germany

"Background": "Background Given that the overwhelming number of children with attention deficit hyperactivity disorder attend regular classroom settings in Germany, teachers must be able to provide these children with adequate care and education based on their current understanding of ADHD. The purpose of this report was to investigate German pre-service teachers' experience of ADHD by dividing between their future school type, their academic growth, their learning experiences, gender, and age. Those who majored in primary education had a significantly higher success rate than those who majored in special education. Conclusions Teachers are a vital target group for ADHD study because they play a key role in early diagnosis of ADHD as well as supporting their growth. Pre-service teachers must be able to engage effectively with ADHD students in the classroom during their preparations.

Source link: https://doi.org/10.5114/hpr.2015.54104


Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

"Background The aim of this research was to look at cross-cultural similarities and differences between Korean and German teachers in terms of knowledge, perceived teaching effectiveness, and attitudes toward students with attention deficit hyperactivity disorder — as well as how teachers' experiences influence their attitudes toward education and perceived teaching effectiveness, which was based on three aspects of culture as well as across cultures. Conclusions: Teachers in Korea had higher knowledge than German teachers, according to the study. German teachers were found to have a higher PTE and more positive attitudes as well as better attitudes compared to Korean teachers. This report may be a preliminary help in the development of an ADHD management manual based on theoretical and cultural perspectives in both countries, ensuring that both Korean and German teachers are well prepared for students with ADHD in their daily classroom activities.

Source link: https://doi.org/10.5114/hpr.2016.58383


Improving the Treatment Outcomes for ADHD Patients with IS/IT

"The key role for IS/IT in e-health has now been established; however, within e-health, the field of e-mental health is still young and emerging, and researchers and practitioners alike are skeptical about the role of IS/IT and its benefits. " Adults with Attention Deficit Hyperactivity Disorder (ADHD) Disorder are children who have Attention Deficit Hyperactivity Disorder, and we recommend using Actor-network Theory to assist in learning the enabling role in e-mental wellbeing, but we do concentrate on one area of mental stability, adults with Attention Deficit Hyperactivity Disorder. Technology has the ability to enhance mental health services, and it can be seen in enabling early intervention or therapy for people with mental health problems.

Source link: https://doi.org/10.4018/ijantti.2014100104


Drug therapy in ADHD in people with intellectual disabilities

"The aim of this paper is to provide a report of the drug therapy of Attention Deficit Hyperactivity Disorder in people with ID in the German and English languages literature with the intention of discovering the latest evidence base. U2013 design/methodology/approach The paper provides a general summary of the evidence base on ADHD treatment in people with ID from the German and English language literature. Much of the evidence on drug therapy for ADHD in people with ID is based on studies in children. The literature on ADHD in children without ID is helpful, but not to all people with ID who have ADHD. People with ID's response to medication to treat ADHD are lower than those without ID. U2013: Practical implication u2013 Medication used to treat ADHD is safe when treating ADHD in people with IDs.

Source link: https://doi.org/10.1108/amhid-06-2015-0032


Towards telediagnostic procedures in child neuropsychiatry: addressing ADHD diagnosis and autism symptoms through supervised machine learning

"Abstract" is a jumbled word that describes the application of telemedicine to child neuropsychiatry, including the use of online platforms to remotely gather anamnestic and behavioral data. Attention-Deficit/Hyperactivity Disorder (U2019 diagnostic findings) are consistent with clinicians' findings on Attention-Deficit/Hyperactivity Disorder in the present proof-of-concept study. In addition, we wanted to investigate a potential role played by autism spectrum disorders symptoms in this process. Differences in ASD symptoms in the DT-identified classes were found to investigate their role in executing a diagnostic mistake using the DT method. In 82% of our samples, the DT established the decision rules adopted by clinicians to classify ADHD diagnosis and was accurate. The caregiver-reported ADHD core symptom severity provided the most discriminative data for physicians during the diagnostic decision process. However, ASD signs were a confounding factor in which ADHD severity had to be established," says the author.

Source link: https://doi.org/10.21203/rs.3.rs-1666183/v1


Polygenic risk for ADHD and ASD and their relation with cognitive measures in school children

"Abstract Background Attention deficit and hyperactivity disorder, as well as autism spectrum disorder are common childhood neurodevelopmental disorders that are often associated with cognitive difficulties. Using a polygenic risk model, we will investigate the relationship between ADHD and ASD as well as cognitive measures of working memory and attention among schoolchildren. Using results from the largest GWAS to date, polygenic risk scores were calculated for ADHD and ASD. At baseline time, lower polygenic risk of ADHD was correlated with lower WM results, but not over time. ASD's verbal WM increased over time, was only marginally related to an increase in verbal WM over time, but this group did not complete multiple testing corrections. Conclusions Common genetic variants related to ADHD may have contributed to poor WM results among schoolchildren from the general population but not to the upcoming cognitive-development trajectory, which was not assessed over a 1-year cycle. ".

Source link: https://doi.org/10.1017/s0033291720003189

* Please keep in mind that all text is summarized by machine, we do not bear any responsibility, and you should always check original source before taking any actions

* Please keep in mind that all text is summarized by machine, we do not bear any responsibility, and you should always check original source before taking any actions