scholarly journals Attention Deficit Hyperactivity Disorder: an Aboriginal perspective on diagnosis and intervention

2017 ◽  
Vol 7 ◽  
Author(s):  
Pek-Ru Loh ◽  
George Hayden ◽  
David Vicary ◽  
Vincent Mancini ◽  
Neilson Martin ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Treatment Compliance ◽  
Indigenous Communities ◽  
Child Rearing ◽  
Diagnostic Process ◽  
Aboriginal Community ◽  
Education Professionals ◽  
Hyperactivity Disorder ◽  
Lack Of Information

Attention Deficit Hyperactivity Disorder (ADHD) arising from a Western health model has generated much global debate about its relevance in Indigenous communities. More importantly, it has raised questions concerning acceptance of its diagnosis and intervention, hence affecting early identification and treatment compliance. The current study explored an Aboriginal perspective of diagnosis and treatment compliance of ADHD in an Australian Aboriginal community. Using a qualitative approach, 27 participants aged between 22 and 52 years from a Western Australian metropolitan Aboriginal community comprising community members, Aboriginal mental health and education professionals, and Aboriginal parents of children with ADHD, were interviewed either individually or in groups. Participants identified differences in child rearing practices, expectation of child behaviour in school, higher tolerance of hyperactive behaviour within the Aboriginal community and lack of information about ADHD as the main reasons for parents not seeking medical help for the child. Participants also saw the changes in a child's behaviour after medication as a loss of identity/self and this was reported to be the main contributor to treatment non-compliance. Overall, most participants recognised the detrimental effect of having ADHD. However, the current diagnostic process and treatment are not culturally appropriate to assist the Aboriginal community to effectively manage this disorder in their children.

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 The usefulness of virtual, augmented, and mixed reality technologies in the diagnosis and treatment of attention deficit hyperactivity disorder in children: an overview of relevant studies

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Saeideh Goharinejad ◽  
Samira Goharinejad ◽  
Sadrieh Hajesmaeel-Gohari ◽  
Kambiz Bahaadinbeigy
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Mixed Reality ◽  
Current Knowledge ◽  
Attention Problems ◽  
Diagnosis And Treatment ◽  
Diagnostic Process ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Applied Technology

Abstract Background Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by attention problems, excessive physical activity, and impulsivity. ADHD affects not only the patients but also their families. The development and use of technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) for ADHD has increased over recent years. However, little is known about their potential usefulness. This overview aimed to clarify the current knowledge about the use of these three innovative technologies for the diagnosis and treatment of children with ADHD. Methods This overview was conducted using the PubMed, Web of Science, and Scopus databases until January 24th, 2021. The following descriptive information was compiled from the identified studies: country, year of publication, sample size, study design, ADHD diagnosis methods, applied technology, hardware equipment, clinical target, and main findings. Results The initial database searches yielded 409 articles, but 103 were removed as duplicates. Eventually, 30 eligible studies remained for analysis, the majority of which were case-control (n = 22, 73%). Regarding the applied technology/hardware equipment, VR (n = 27; 90%), head-mounted displays (n = 19, 63%), VR-based continuous performance tests (VR-CPT) (n = 21, 70%) were most frequently used. Most studies (n = 21, 70%) used the DSM criteria for the diagnosis of childhood ADHD. They primarily evaluated the utility of these technologies in assessing ADHD symptoms (n = 10, 33%) and improving the ADHD diagnostic process (n = 7, 23%). Conclusion This comprehensive overview evaluated the studies on the use of VR, AR, and MR technologies for children with ADHD. These technologies seem to be promising tools for improving the diagnosis and management of ADHD in this population.

Interference of attention-deficit hyperactivity disorder in an older adult with a severe personality disorder and dermatillomania

2013 ◽  
Vol 26 (2) ◽  
pp. 341-343 ◽  
Author(s):  
L. H. Weusten ◽  
S. M. J. Heijnen-Kohl ◽  
J. Ellison ◽  
S. P. J. van Alphen
Keyword(s):  
Older Adults ◽  
Attention Deficit Hyperactivity Disorder ◽  
Personality Disorder ◽  
Older Adult ◽  
Attention Deficit ◽  
Clinical Importance ◽  
Diagnostic Process ◽  
Avoidant Personality Disorder ◽  
Hyperactivity Disorder ◽  
Severe Personality Disorder

ABSTRACTThis case of a 65-year-old male with dermatillomania, diffuse anxiety symptoms, and avoidant personality disorder (PD) illustrates the interference of attention-deficit hyperactivity disorder (ADHD) in the diagnostic process and during schema-focused therapy. In conclusion, ADHD in older adults and interference with PD is a subject of clinical importance and worth further investigation.

Implications for Australia of the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder

2001 ◽  
Vol 35 (1) ◽  
pp. 45-48 ◽  
Author(s):  
Florence Levy
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Multimodal Treatment ◽  
Large Scale ◽  
Critical Evaluation ◽  
Service Planning ◽  
Child Rearing ◽  
Behaviour Therapy ◽  
Hyperactivity Disorder ◽  
Significant Difference

Objectives: This paper reviews the implications of the large-scale USA Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA) by the MTA Cooperative group for planning of clinical services for children with attention deficit hyperactivity disorder in Australia. Method: The MTA study findings of no significant difference between active medication treatment alone, and combined medication combined with behaviour therapy treatments, on core symptom outcomes, are examined. Service traditions, workforce issues, diagnostic and ethical and philosophical considerations are discussed in relation to their impact on service planning in Australia. Implications of pharmacogenomic research are examined. Ethical and philosophical questions are raised in relation to the use of stimulant medications for subthreshold symptoms and for socialization of children. Results: A critical evaluation of results reveals that combined treatments allow the use of lower medication doses, and that multimodal treatments are effective for comorbid symptoms. Completion of the Human Genome Project promises increasing technological advances. Arguments for and against a technological approach to child rearing are posited. Conclusions: The MTA study raises not just service planning questions, but also important ethical and philosophical considerations about optimal degree of medicalization of services in an increasingly technological society. Child psychiatrists will be required to have an understanding of technological developments if they wish to contribute to future debates.

Normalization and deep learning based attention deficit hyperactivity disorder classification

2020 ◽  
pp. 1-9
Author(s):  
P. Preetha ◽  
R. Mallika
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Extreme Learning Machine ◽  
Attention Deficit ◽  
Rating Scale ◽  
Diagnostic Process ◽  
Parent Rating ◽  
Hyperactivity Disorder ◽  
Fast Independent Component Analysis ◽  
Learning Machine ◽  
Diagnosis Technique

Attention Deficit Hyperactivity Disorder (ADHD) is one of the major mental-health disorders worldwide. ADHD is typically characterized by impaired executive function, impulsivity, hyperactivity and with respect to these behavioral symptoms, diagnosis of ADHD is performed. These symptoms are obviously seen at in early stage. Serious impairments and substantial burdens are induced for society as well as to families. However, for ADHD, there is no diagnostic laboratory in current scenario. Psychological tests like Brown Attention Deficit Disorder Scale (BADDS), Conners Parent Rating Scale and ADHD Rating Scale (ADHD-RS) are carried out for ADHD diagnosis. Tedious and complex clinical analysis are needed in this testing and this makes low efficiency of the diagnostic process. A traditional diagnosis technique of ADHD produces degraded results. So, enhanced extreme learning machine is incorporated with existing techniques for avoiding the issues of performance degradation. There is a need to enhance the classifier performance further and there is a chance for unwanted noise in input samples, which may degrade the performance of classifier. For avoiding these issues, an enhanced and automated ADHS diagnosis technique is proposed. First stage is pre-processing, and it is carried out based on min max normalization and feature extraction is a next stage, which is carried out through Fast Independent Component Analysis and third stage is a Deep Extreme Learning Machine (DELM) based ADHD identification and classification. Extreme Learning Machine with Kernel (KELM) and Multilayer Extreme Learning Machine (MLELM) algorithm are combined in this method and it is termed as deep extreme learning machine (DELM). Collection of neuro images are used for quantitative and qualitative analysis and with respect to f-measure, recall, precision and accuracy, robustness of proposed technique is demonstrated.

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