Family healthcare and ADHD in france

2011 ◽  
Vol 26 (S2) ◽  
pp. 320-320
Author(s):  
M. Lecendreux ◽  
C. Gétin ◽  
K. Keddad
Keyword(s):  
Developmental Disorder ◽  
Care Pathway ◽  
Diagnostic Process ◽  
Adherence To Treatment ◽  
Online Questionnaire ◽  
Hyperactivity Disorder ◽  
School Year ◽  
Severe Impairment ◽  
Survey Results ◽  
Key Driver

IntroductionAttention Deficit Hyperactivity Disorder (ADHD) is a lifetime neuro-developmental disorder, which causes severe impairment in children and adolescents. A recent epidemiological study of children presenting with ADHD in France suggests an estimated prevalence of ADHD of 3.5-5.6%.ObjectivesA survey was conducted to gather information from the families of children with ADHD about the care pathway in France in order to improve understanding of the needs in this field.MethodologyThe survey was conducted between July and August 2009 via an online questionnaire, which was sent to 1217 families registered with the French ADHD association.ResultsThe survey response rate was 23% and key findings include the following. Symptoms at school were the key driver in healthcare demand in 77% of cases. Waiting time for an appointment with a specialist averaged 8.2 months. More than 80% of parents felt involved in the choice of care for their children, while only 41% of families considered themselves well-informed during the diagnostic process. Of the 70% of children receiving ADHD medication at the time of the survey, 97% showed good adherence to treatment on school days.ConclusionThe survey results suggest that the care pathway for ADHD in France is lengthy, with the average time taken before a specialist consultation estimated to be about one school year. Recognition of ADHD appears to originate at school rather than in a preventive manner by the healthcare system.The survey was supported by Shire Pharmaceuticals Ltd

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

scholarly journals Behavioural Side Effects of Methyl Phenidate and Atomoxetine

2018 ◽  
pp. 11-15
Author(s):  
Tamoghna Bandyopadhyay ◽  
Aratrika Sen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Side Effects ◽  
Developmental Disorder ◽  
Executive Dysfunction ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Outdoor Setting ◽  
Inattention And Hyperactivity ◽  
Methyl Phenidate ◽  
Chronic Course

Attention - Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood behavioral disorders diagnosed in the psychiatry outdoor setting, affecting 5-7% of school - aged children[1]. It is a neuro - developmental disorder that runs a chronic course and causes significant impairments across various domains of day to day functioning. The symptoms of ADHD are divided into two predominant categories: inattention and hyperactivity/impulsivity. Inattention is divided intwo subtypes i.e. focused and sustained/ Executive dysfunction.

The Psychological Burden of Attention-Deficit/Hyperactivity Disorder Traits on Medical Workers Under the COVID-19 Outbreak: A Cross-Sectional Web-Based Questionnaire Survey (Preprint)

2021 ◽  
Author(s):  
Kentaro Matsui ◽  
Takuya Yoshiike ◽  
Ayumi Tsuru ◽  
Rei Otsuki ◽  
Kentaro Nagao ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Multiple Regression ◽  
Attention Deficit ◽  
Questionnaire Survey ◽  
Autism Spectrum ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Psychological Burden ◽  
Hyperactivity Disorder ◽  
Developmental Characteristics

BACKGROUND There are numerous reports on the psychological burden of medical workers after the COVID-19 outbreak; however, no study has examined the influence of developmental characteristics on the mental health of medical workers. OBJECTIVE The objective of this study was to examine whether the developmental characteristics of medical workers are associated with anxiety and depression after the COVID-19 outbreak. METHODS An online questionnaire survey was conducted in October 2020. The questionnaire included items on sociodemographic data, changes in their life after the COVID-19 outbreak, and symptoms of depression, anxiety, attention deficit/hyperactivity disorder (ADHD) traits, and autism spectrum disorder traits. We performed hierarchical multiple regression analyses. RESULTS The data of 640 medical workers were analyzed. Increases in physical and psychological burden were observed in 49.1% and 78.3% of the subjects, respectively. The results of a multiple regression analysis showed that ADHD traits were significantly associated with both depression (β=0.390, P<.001) and anxiety (β=0.426, P<.001). Autistic traits were significantly associated with depression (β=0.069, P<.05) but not anxiety. Increased physical and psychological burden, being female, medical workers other than physicians and nurses, fear of COVID-19, and experience of discrimination were also significantly associated with both depression and anxiety. CONCLUSIONS Globally, the burden on medical workers increased. This study suggested that medical workers with higher ADHD traits may need special attention during the COVID-19 pandemic.

A Review of Existing and Potential Practices for Teaching Learners with Attention Deficit Hyperactivity Disorder

2020 ◽  
Author(s):  
Frederick French ◽  
Carmel French
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Classroom Environment ◽  
Behavioral Interventions ◽  
Universal Design For Learning ◽  
Neurodevelopmental Disorder ◽  
International Classification Of Diseases ◽  
Diagnostic Process ◽  
Learning Needs ◽  
Hyperactivity Disorder

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by levels of inattention or hyperactivity and impulsivity that are developmentally inappropriate. ADHD affects approximately 3–12% of children, with more boys being diagnosed than girls. The Diagnostic and Statistical Manual of Mental Disorders classifies ADHD as (1) combined inattention and hyperactivity/impulsivity; (2) predominantly inattention; and (3) predominantly hyperactivity/impulsivity. Conversely, the International Classification of Diseases requires the presence of inattention, hyperactivity, and impulsivity for a diagnosis of hyperkinetic disorder, the European label for ADHD. ADHD is a complex disorder that requires a rigorous diagnostic process that typically begins with a detailed family, developmental, medical, psychiatric, academic, and behavioral history. The next step involves a variety of assessments in areas including but not limited to neurological, intellectual, academic achievement, memory, attention, concentration, executive functioning, response inhibition, and behavior. One of the challenges in diagnosing ADHD is ruling out the nature of any comorbid conditions and ascertaining the primary condition should more than one secondary condition be identified. A variety of treatment and intervention approaches exist for children and youth with ADHD. The most common and most evidence-based approaches include the use of cognitive behavioral interventions, psychostimulant medication, or a combination of the two. In addition, a variety of instructional strategies have been found to be effective, particularly when combined with self-regulatory strategies, executive control, and active learner participation with a teacher or adult mediator. There is continuing debate as to whether learners with ADHD are better served in general classrooms or in more specialized settings. However, the solution is not to use one approach instead of the other. An effective program should meet the needs of learners using the appropriate combination of specialized supports and general classroom practices. Implementing such programs can place a lot of demand on individual teachers. The Universal Design for Learning (UDL) approach is designed to support teachers in responding to diverse learning needs and to focus on the limitations of the classroom environment rather than on the limitations of the learner has been developed and is demonstrating promise. UDL incorporates differentiated instruction to focus on curricular design techniques that emphasize setting motivational factors pertinent to learning, finding alternative and interesting ways to represent the material to be learned, and enabling alternative ways for learners to express their knowledge. Combined with creating safe and supportive classrooms for all learners, UDL affords a more planful approach, so responding to learning differences is not seen as an add-on but as an integral component of the teaching/learning process that combines various tiers of instruction aimed at meeting a wider range of learner strengths and needs.

scholarly journals Advances in understanding – genetic basis of intellectual disability

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 599 ◽  
Author(s):  
Pietro Chiurazzi ◽  
Filomena Pirozzi
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Gene Ontology ◽  
Intellectual Disability ◽  
Genetic Basis ◽  
Developmental Disorder ◽  
Transcriptional Profiling ◽  
Autism Spectrum ◽  
Malformation Syndrome ◽  
Hyperactivity Disorder

Intellectual disability is the most common developmental disorder characterized by a congenital limitation in intellectual functioning and adaptive behavior. It often co-occurs with other mental conditions like attention deficit/hyperactivity disorder and autism spectrum disorder, and can be part of a malformation syndrome that affects other organs. Considering the heterogeneity of its causes (environmental and genetic), its frequency worldwide varies greatly. This review focuses on known genes underlying (syndromic and non-syndromic) intellectual disability, it provides a succinct analysis of their Gene Ontology, and it suggests the use of transcriptional profiling for the prioritization of candidate genes.

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