scholarly journals Response Inhibition and Academic Abilities in Typically Developing Children with Attention-Deficit-Hyperactivity Disorder-Combined Subtype

2010 ◽  
Vol 25 (7) ◽  
pp. 671-679 ◽  
Author(s):  
J. C. Bledsoe ◽  
M. Semrud-Clikeman ◽  
S. R. Pliszka
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Academic Abilities ◽  
Hyperactivity Disorder ◽  
Combined Subtype

scholarly journals Dissociable effects of ADHD and Methylphenidate treatment on the capture and the inhibition of impulsive actions

2020 ◽  
Author(s):  
Aurélie Grandjean ◽  
Isabel Suarez ◽  
Aline Miquee ◽  
David DaFonseca ◽  
Laurence Anne Casini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Selective Inhibition ◽  
Typically Developing ◽  
Interference Control ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Prepotent Response

The deficit in “interference control” commonly reported in children with Attention Deficit Hyperactivity Disorder (ADHD) could be due to at least two distinct processes, which are not disentangled in most studies: a larger susceptibility to activating prepotent response impulses and a deficit in suppressing them. In this study, we investigated the effect of 1/ADHD and 2/ MPH, on these two components of interference control.We compared interference control between children with ADHD without medication, children with ADHD under methylphenidate (MPH), and typically developing children performing a Simon conflict task.The main findings were that 1/ children with ADHD were more susceptible to reacting impulsively but less efficient at suppressing impulsive actions than typically developing children, and 2/ MPH improved the selective inhibition of impulsive actions but did not modify the strength of response impulse activation.

scholarly journals Relation between exposure to different multimedia programs and presentation of attention deficit hyperactivity disorder

2022 ◽  
Vol 38 (1) ◽  
Author(s):  
Afaf Hamdy Khalil ◽  
Ahmed Mohamed Zayed ◽  
Ayman Amer ◽  
Hemmat Baz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Arabic Language ◽  
Control Group ◽  
Study Group ◽  
Typically Developing ◽  
University Hospitals ◽  
Typically Developing Children ◽  
Hyperactivity Disorder ◽  
The Relationship

Abstract Background The current study aimed at constructing an Arabic-language questionnaire to investigate the association of the severity of ADHD with children’s degree of exposure to multimedia per day and the age of starting the engagement, and the effect of different multimedia programs on the attention, language, and socio-behavioral aspects in children presented with attention deficit hyperactivity disorder (ADHD). The present study was conducted on 69 children who attended the Phoniatric Unit at Mansoura University Hospitals and were divided into 2 groups: 30 normal typically developing children as a control group and 39 children with ADHD as the study group. The study group was subdivided into 3 subgroups according to ADHD severity; each subgroup consisted of 13 children. Results The time at which the child started to be exposed to multimedia showed no significant differences among ADHD subgroups as all of the cases started before the age of 2 years. Kids with mild ADHD had a significant increase in watching children’s programs, cartoons, rhymes, and commercials than the other two higher grades (moderate and severe) of ADHD. Conclusion The constructed Arabic questionnaire proved to be reliable and a valid tool that examined the relationship between multimedia usage and ADHD.

P01-295-Communication impairments in children with attention deficit hyperactivity disorder

2011 ◽  
Vol 26 (S2) ◽  
pp. 296-296
Author(s):  
W.A. Helland ◽  
E. Biringer ◽  
T. Helland ◽  
M. Heimann
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Communication Disorders ◽  
Assessment Procedure ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Hyperactivity Disorder ◽  
Communication Problems ◽  
Communication Impairments ◽  
And Gender

IntroductionCommunication disorders are often described in children with Attention Deficit Hyperactivity Disorder (AD/HD), but language related problems are neither among the cardinal features nor required to fulfil diagnostic criteria of AD/HD.ObjectiveTo investigate communication impairments in a group of children with AD/HD compared to a group of Typically Developing (TD) children.MethodsFifty-six Norwegian children aged 6–15 years participated. The AD/HD group consisted of 28 children and was matched on age and gender with a TD group. The parents completed a Norwegian translation of the Children's Communication Checklist Second Edition (CCC-2).ResultsIn the AD/HD group communication impairment was identified in 23 out of 28 children (82.1%) compared to only one child in the TD group (3.6%). The two groups differed significantly on 9 out of 10 subscales of the CCC-2, as well as on the GCC (MANOVA, p ≤ .001).ConclusionsChildren with AD/HD are likely to exhibit communication problems relative to typically developing children. The two groups differed on 9 out of 10 subscales on the CCC-2. These results add to the growing body of research showing that communication disorders are frequent among children with AD/HD. They underline the importance of routine screening of communication to be performed as part of the assessment procedure in children with AD/HD.

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