P01-364 Associations of 5HTT-LPR with ADHD symptoms are moderated by platelet MAOB activity

2011 ◽  
Vol 26 (S2) ◽  
pp. 366-366
Author(s):  
H.-L. Wargelius ◽  
K. Malmberg ◽  
J.-O. Larsson ◽  
L. Oreland
Keyword(s):  
Enzyme Activity ◽  
Behavior Problems ◽  
Disruptive Behavior ◽  
Affective Disorders ◽  
Clinical Sample ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Adhd Symptoms ◽  
Psychiatric Problems

IntroductionThe monoamine systems have been suggested to play a role for the biological background of ADHD symptoms. Thus, polymorphisms in e.g. the serotonin transporter (5HTT) gene have been associated with ADHD like phenotypes.Furthermore, platelet MAOB activity has frequently been linked to impulsiveness-related traits.ObjectiveBiological markers and candidate genes for psychiatric problems are often studied separately. We study ADHD symptoms with regard to the combination of platelet MAOB activity and 5HTT genotype.AimTo test the hypothesis that associations between ADHD like behavior problems and 5HTT-LPR polymorphism, would be more robust if calculations were done in combination with platelet MAOB enzyme activity.MethodsThe study group consisted of 156 adolescent twin pairs, i.e. 312 individuals. ADHD symptoms were scored with a structured clinical interview of both the twin and a parent using Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL).ResultsPresence of a short 5HTT-LPR allele, in combination with high levels of platelet MAOB enzyme activity was associated with higher scores of ADHD like problems and disruptive behavior in boys. No such associations were found in girls.ConclusionThis examination of ADHD scores in a non-clinical sample suggests that the effects of the 5HTT-LPR are moderated by platelet MAOB activity.

scholarly journals Interrater agreement for the schedule for affective disorders and schizophrenia epidemiological version for school-age children (K-SADS-E)

2003 ◽  
Vol 25 (2) ◽  
pp. 87-90 ◽  
Author(s):  
Guilherme V Polanczyk ◽  
Mariana Eizirik ◽  
Victor Aranovich ◽  
Daniel Denardin ◽  
Tatiana L da Silva ◽  
...  
Keyword(s):  
Disruptive Behavior ◽  
Affective Disorders ◽  
Brazilian Portuguese ◽  
Kappa Coefficient ◽  
Interrater Agreement ◽  
School Age Children ◽  
Childhood And Adolescence ◽  
School Age ◽  
Porto Alegre ◽  
Attention Deficit Hyperactivity Disorders

OBJETIVE: The main objective of this study was to assess the interrater agreement for the Schedule for Affective Disorders and Schizophrenia Epidemiological version for School-Age Children (K-SADS-E). METHODS: Four interviewers being trained with the K-SADS-E scored independently 29 videotaped interviews performed with psychiatric outpatients in the ADHD Outpatient Clinic at Hospital de Clínicas de Porto Alegre. Interrater agreement analysis was performed using the kappa coefficient (k). RESULTS: Kappa coefficients were .93 (p<.001) for affective disorders, .9 (p<.001) for anxiety disorders, .94 (p<.001) for attention-deficit/hyperactivity disorders and disruptive behavior disorders. CONCLUSION: These findings suggest an excellent interrater agreement for the diagnosis of several mental disorders in childhood and adolescence by the Brazilian Portuguese version of the K-SADS-E.

Small Group Intervention for Children With Attention Disorders

2002 ◽  
Vol 18 (4) ◽  
pp. 196-200 ◽  
Author(s):  
Gail M. Houck ◽  
Mary Catherine King ◽  
Bill Tomlinson ◽  
Ann Vrabel ◽  
Kathleen Wecks
Keyword(s):  
Disruptive Behavior ◽  
Group Intervention ◽  
Social Problem Solving ◽  
Self Control ◽  
School Age Children ◽  
School Age ◽  
Long Term Effects ◽  
Attention Disorders ◽  
Vocational Success ◽  
Group Experiences

Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.

scholarly journals Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Rabab Gad Abd El-Kader ◽  
Hanem Awad Mekhamier ◽  
Azza El-Sayed Ali Hegazy
Keyword(s):  
Primary School ◽  
School Children ◽  
Dietary Habits ◽  
Primary School Children ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Nutritional Knowledge ◽  
Significant Difference ◽  
Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

6.73 PSYCHOMETRIC PROPERTIES OF THE DSM-5 SCHEDULE FOR AFFECTIVE DISORDERS AND SCHIZOPHRENIA FOR SCHOOL-AGE CHILDREN-PRESENT AND LIFETIME VERSION

2019 ◽  
Vol 58 (10) ◽  
pp. S295
Author(s):  
Gudmundur A. Skarphedinsson ◽  
Orri Smarason ◽  
Harpa Hronn Hardardottir ◽  
Olafur Thordarson ◽  
Fridrik Mar Aevarsson ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Affective Disorders ◽  
School Age Children ◽  
School Age ◽  
Dsm 5

scholarly journals Neuroimagerie fonctionnelle chez l’adolescent avec un trouble de personnalité limite

2016 ◽  
Vol 41 (1) ◽  
pp. 141-162 ◽  
Author(s):  
Amélie LeBoeuf ◽  
Jean-Marc Guilé ◽  
Réal Labelle ◽  
David Luck
Keyword(s):  
Affective Disorders ◽  
Diagnostic Interview ◽  
School Age Children ◽  
School Age

De nombreuses études en neuroimagerie fonctionnelle (IRMf) menées chez les adultes présentant un trouble de personnalité limite (TPL) convergent pour identifier un patron d’activation neuronale, notamment fronto-limbique, différent de celui activé chez les adultes sans TPL lors des tâches de visualisation d’images émotionnelles. À ce jour, aucune étude en IRMf n’a été réalisée chez les adolescents avec TPL. Ce projet pilote vise à évaluer la faisabilité d’un protocole d’IRMf chez des adolescentes avec TPL et à identifier les régions neuronales d’intérêt pour les études de neuroimagerie chez cette population. Le projet porte sur six adolescentes euthymiques présentant un diagnostic de TPL (âge moyen : 15,8 ± 0,9 ans) et six adolescentes témoins sans diagnostic psychiatrique (âge moyen : 15,5 ± 1,2 ans). Après l’évaluation diagnostique incluant le Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime et le Diagnostic Interview for Borderline – Revised version, les participantes ont complété une tâche d’IRMf au cours de laquelle elles devaient regarder 20 images à valence affective positive, 20 images à valence affective négative et 20 images neutres. L’étude de faisabilité montre que les participantes ont été recrutées en 22 mois et que le protocole était bien toléré par celles-ci. Les résultats montrent que le visionnement des scènes positives et négatives a entraîné une plus grande activation de plusieurs aires limbiques ainsi que frontales, temporales et du cervelet chez le groupe TPL. Les aires limbiques et préfrontales semblent être des régions d’intérêt dans l’étude du fonctionnement neuronal chez les adolescentes avec TPL.

scholarly journals Physical Fitness of School-Age Children after Cancer Treatment

2019 ◽  
Vol 16 (8) ◽  
pp. 1436 ◽  
Author(s):  
Iwona Malicka ◽  
Joanna Mrowiec ◽  
Natalia Sajkiewicz ◽  
Katarzyna Siewierska ◽  
Maria Czajkowska ◽  
...  
Keyword(s):  
Physical Fitness ◽  
Cancer Treatment ◽  
Upper Limb ◽  
School Age Children ◽  
Study Group ◽  
Healthy Children ◽  
School Age ◽  
Running Time ◽  
Long Jump ◽  
After Cancer

The aim of the study was to assess physical fitness of school-age children after cancer treatment. The study was comprised of one hundred and fifty six children—children after cancer treatment (n = 71, mean age 11.22 ± 3.11 years) vs. healthy children previously untreated for cancer (n = 85, mean age 10.71 ± 1.22 years). Physical fitness was assessed indirectly based on a ball throw (assessment of strength, coordination, and upper limb speed), long jump (assessment of jumping ability, speed, and coordination), and a 60 m run (assessment of speed). The analysis was performed based on the Student’s t-test for independent samples and the analysis of variance and the post-hoc least significant difference test (LSD test). Children from the study group threw the ball closer and had shorter long jump performance compared to the control group, i.e., 12.93 [m] vs. 19.79 [m], respectively (p < 0.001) and 2.46 [m] vs. 2.70 [m], respectively (p = 0.02). However, their mean running time was longer, i.e., 13.33 [s] vs. 11.73 [s], respectively (p = 0.01). Division according to sex showed additionally significantly shorter ball throw distance in the study group in both girls (p = 0.001) and boys (p < 0.001), significantly shorter jump length in the group of girls (p = 0.01), and significantly longer running time in the group of boys (p = 0.04). Children treated for cancer are characterized by decreased physical fitness, and motor ability is sex-dependent. Both groups showed decreased strength, coordination, and upper limb speed. Additionally, worse jumping ability was found in girls whereas decreased speed was observed in boys.

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