scholarly journals Associations of attention deficit hyperactivity disorder (ADHD) at school entry with early academic progress in children born prematurely and full-term controls

2019 ◽  
Vol 69 ◽  
pp. 1-10 ◽  
Author(s):  
H. Gerry Taylor ◽  
Leah Orchinik ◽  
Mary A. Fristad ◽  
Nori Minich ◽  
Nancy Klein ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Academic Progress ◽  
Full Term ◽  
School Entry ◽  
Hyperactivity Disorder

scholarly journals HUBUNGAN GANGGUAN PEMUSATAN PERHATIAN DAN HIPERAKTIVITAS DENGAN PRESTASI BELAJAR PADA ANAK SD KELAS 1 DI KECAMATAN WENANG KOTA MANADO

e-CliniC ◽  
2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Revina Lalusu
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Academic Progress ◽  
Physical Development ◽  
Chi Square ◽  
Hyperactivity Disorder ◽  
Chi Square Analysis ◽  
The Relationship ◽  
Descriptive Method

Abstract: Attention deficit hyperactivity disorder (ADHD) is determined by attention disruption and higher level of impulsivity experienced by children which incorporates with the physical development and age. In order to scrutinize if children have carried ADHD, the disruptive symptoms have to be experienced and observed at least six (6) months to the observed children, which have led to academic progress and social disruption, and should be presented before age of 7. Objective/Purpose: This research aims to determine the relationship between ADHD with Hyperactivity and children’s academic achievement in Wenang district, Manado. Methods: Descriptive method combine with quantitative approach has been occupied and been used in January 2013 at the elementary schools in Wenang district, Manado. Results: Based on chi-square analysis, the output is x2count > x2table, and the p < 0,05. As a result, the H0 hypothesis is being rejected. It means there is a significant relationship between ADHD with academic achievement. Conclusion: Bond relationship between ADHD with academic achievement is presented cleary based on the research. The relationship occurs among 68 pupils who are studying in Wenang district 38 boys and 30 girls Key Words: Attention Deficit Hyperactivity Disorder (ADHD), Academic Achievement     Abstrak: Gangguan pemusatan perhatian dan hiperaktivitas atau GPPH ditandai oleh rentang perhatian yang buruk yang tidak sesuai dengan perkembangan atau ciri hiperaktivitas dan impulsifitas atau keduanya yang tidak sesuai dengan usia. Untuk memenuhi kriteria diagnostik gangguan harus ada sekurangnya 6 bulan, menyebabkan gangguan dalam fungsi akademik atau sosial dan terjadi sebelum usia 7 tahun.Tujuan: Penelitian ini betujuan untuk mengetahui hubungan antara gangguan pemusatan perhatian dan hiperaktivitas dengan prestasi belajar pada siswa kelas 1 di kecamatan Wenang kota Manado. Metode: Penelitian deskriptif dengan pendekatan kuantitatif dilaksanakan pada bulan Januari tahun 2013 di sekolah dasar di kecamatan Wenang kota Manado. Hasil: Berdasarkan uji analisis chi square, diperoleh nilai X2hitung > X2tabel, dan nilai p < 0,05 maka berarti hipotesi H0 ditolak. Dapat disimpulkkan bahwa ada hubungan yang signifikan antara GPPH dengan prestasi belajar. Simpulan: Terdapat hubungan yang signifikan antara gangguan pemusatan perhatian dan hiperaktifitas dengan prestasi belajar yakni berjumlah 38 anak laki-laki dan 30 anak perempuan. Dengan jumlah keseluruhan 68 anak sekolah dasar di kecamatan Wenang. Kata kunci: Gangguan Pemusatan Perhatian dan Hiperaktifitas (GPPH), Prestasi Belajar

scholarly journals Young age at school entry and attention-deficit hyperactivity disorder-related symptoms during primary school: results of a prospective cohort study conducted at German Rudolf Steiner Schools

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e020820 ◽  
Author(s):  
Janine Wendt ◽  
Martina F Schmidt ◽  
Jochem König ◽  
Rainer Patzlaff ◽  
Michael Huss ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cohort Study ◽  
Primary School ◽  
Attention Deficit ◽  
Fourth Grade ◽  
Young Age ◽  
School Entry ◽  
Second Grade ◽  
Rudolf Steiner ◽  
Hyperactivity Disorder

ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.

Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

2003 ◽  
Vol 32 (2) ◽  
pp. 241-262 ◽  
Author(s):  
Lisa Marie Angello ◽  
Robert J. Volpe ◽  
James C. DiPerna ◽  
Sammi P. Gureasko-Moore ◽  
David P. Gureasko-Moore ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Hyperactivity Disorder

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

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