Comparison of TEA-Ch and TOVA Results for School Children With ADHD

2013 ◽  
Author(s):  
Chelsie M. Songy ◽  
Amber L. Gremillion ◽  
Darlyne G. Nemeth
Keyword(s):  
School Children ◽  
Children With Adhd

School Children with ADHD - Effects of Once-dealy OROS Methylphenidate Treatment ADHD Symptoms Included Improvement Academic Functioning

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
J. Djurkovic-Lazic ◽  
B. Lazic ◽  
N. Milojevic ◽  
D. Djuric
Keyword(s):  
Laboratory Test ◽  
School Children ◽  
Clinical Symptoms ◽  
Vital Signs ◽  
Academic Functioning ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Test Parameters ◽  
Before And After ◽  
Clinically Significant

Objective:Many well known studies have defined results and tolerability of stimulants used in school children with ADHD in last period. In our follow-up study from August 2007 to January 2009. will present results of once-daily OROS Methylphenidate therapy including break it for holiday.Method:We are enrolling 32 children in study, 7-14 years old, and all of them were team-diagnosed according DSM IV/psychiatrist, psychologist, neurologist. Children with ADHD symptoms are treating with OROSMPH (18-54mg), with adjustments based on clinical symptoms, and all ADHD symptoms measures, vital signs, EEG and laboratory results also will be included through our study period.Results:Effects of OROS MPH therapy will be presented only in children who completed the study, looking for adverse events, clinically significant effects on vital sings, EEG, laboratory test parameters, and also, improvement academic functions, before and after breaking therapy.Conclusions:Besides our expecting on reduction of ADHD symptoms with minimal effects on vital sings,values on growth, tick, laboratory test, it considers too, better academic functioning, social relationship with continual therapy.

scholarly journals Fine motor deficits and attention deficit hyperactivity disorder in primary school children

2019 ◽  
Vol 25 ◽  
Author(s):  
Maria Mokobane ◽  
Basil J. Pillay ◽  
Anneke M. Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Attention Deficit ◽  
Primary School Children ◽  
Fine Motor ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background: Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting.Aim: This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands.Methods: The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area.Results: Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls.Conclusion: Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.

scholarly journals Empathy Quotient and Systemizing Quotient in Elementary School Children with and without Attention-Deficit/Hyperactivity Disorder: A Comparative Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9231
Author(s):  
Agnes Lasmono ◽  
Raden Irawati Ismail ◽  
Fransiska Kaligis ◽  
Kusuma Minayati ◽  
Tjhin Wiguna
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Program ◽  
Statistical Significance ◽  
P Value ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Significant Difference ◽  
Empathy Quotient

This study compares the Empathy Quotient (EQ) and Systemizing Quotient (SQ) scores of elementary school children with and without ADHD. The study also examined their brain types and, because sex plays a big role in empathy and systemizing ability, compared the results of the boys and girls. This cross-sectional study involved 122 participants, including 61 parents of children with ADHD and 61 parents of children without ADHD. The EQ, SQ and brain types were obtained using the Empathy and Systemizing Quotient in children (EQ-/SQ-C), validated in the Indonesian language. Data was analyzed using the SPSS program version 20 for Windows, with a p-value < 0.05 for statistical significance. There was a significant difference in EQ between children with and without ADHD, the score being lower in children with ADHD. There was also a significant difference in SQ among girls with and without ADHD, but not in boys. The brain types in both groups were not significantly different. The results indicate that children with ADHD have a lower ability to empathize compared to children without ADHD. Systemizing abilities were significantly lower in girls with ADHD than in girls without. Therefore, an intervention program focusing on improving empathy and systemizing ability needs to be developed in the community.

Assessment of Social Skills and Self-Esteem of School Children with ADHD at Selected Settings

2018 ◽  
Vol 10 (2) ◽  
pp. 99
Author(s):  
T. Golden Catherine ◽  
R.Grace. Nancy ◽  
K.Kanchana Mala ◽  
C. Kanniammal ◽  
Judie Arullapan
Keyword(s):  
Social Skills ◽  
School Children ◽  
Self Esteem ◽  
Children With Adhd

Comparative examination of the intelligence profile of school children with ADHD and dyslexia

2013 ◽  
Vol 68 (2) ◽  
pp. 223-244
Author(s):  
Csilla Szabó ◽  
Katalin Mohai
Keyword(s):  
School Children ◽  
Children With Adhd ◽  
Comparative Examination

A diszlexia és a figyelemhiányos/hiperaktivitás zavar (ADHD) gyakran együttesen jelenik meg, nagyfokú komorbiditást mutatva, ugyanakkor a kutatások a két klinikai kép eltérő természetét igazolják.Vizsgálatainkban a hazai diagnosztikus munkában egyre inkább elterjedt WISC-IV gyermek-intelligenciatesztet alkalmaztuk. Mivel a teszttel kapcsolatosan csupán néhány éves tapasztalattal rendelkezünk, kutatásunk további célja a WISC-IV gyermek-intelligenciateszt alkalmazhatóságának és diagnosztikus érzékenységének feltárása ADHD és diszlexia esetében. Hosszú távon eredményeink hozzájárulhatnak a pontosabb differenciáldiagnosztikus kritériumok felállításához, mindezzel lehetővé téve a specifikusabb fejlesztési célok felállítását.Jelen tanulmányban az ADHD-s, diszlexiás gyermekek WISC-IV gyermek-intelligenciatesztben mutatott profilját elemezzük. A kutatásban 13 ADHD-s, 13 diszlexiás és 13 kontroll kisiskolás vett részt, akiket életkor, nem, illetve osztályfok szerint illesztettünk.

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