ADHD: The Facts

2021 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Occupational Therapists ◽  
Self Esteem ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Behavioural Difficulties ◽  
Common Causes ◽  
Skills Learning ◽  
Poor Concentration

ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.

What is ADHD?

2021 ◽  
pp. 3-18
Author(s):  
Mark Selikowitz
Keyword(s):  
Working Memory ◽  
Sleep Problems ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Historical Background ◽  
Associated Conditions ◽  
Inattentive Type ◽  
Poor Concentration

This chapter discusses what ADHD is, including an overview of the features of ADHD, features of the inattentive type of ADHD (poor concentration, task impersistence, disorganization, forgetfulness), features of the combined type of ADHD (impulsivity, overactivity, noisiness), and features that may be present in either type of ADHD (performance inconsistency, low self-esteem, poor working memory, poor incentival motivation, social clumsiness, learning difficulties, inflexibility, insatiability, defiant behaviour, sleep problems), as well as associated conditions, prevalence, and a historical background.

scholarly journals Occupational Therapy for Children with Attention Deficit Hyperactivity Disorder (ADHD), Part 1: A Delineation Model of Practice

2007 ◽  
Vol 70 (9) ◽  
pp. 372-383 ◽  
Author(s):  
Sidney Chu ◽  
Frances Reynolds
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Occupational Therapy ◽  
Literature Review ◽  
Attention Deficit ◽  
Occupational Therapists ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Assessment And Treatment ◽  
Treatment Package ◽  
Model Of Practice

An occupational therapy delineation model of practice is presented, which guides a multidimensional understanding of the psychopathology of attention deficit hyperactivity disorder (ADHD) and its management. Previous research has established that occupational therapists lack detailed training or theory in this field. The delineation model of practice is based on a literature review, clinical experience and a consensus study carried out with occupational therapists to determine their priorities for the evaluation of, and intervention with, children with ADHD. Part 1 of this article presents the model and examines its implications for evaluation and intervention at the levels of child, task and environment. A family-centred assessment and treatment package, based on the delineation model, is described. Part 2 of this article will report the results of a multicentre study, which was designed to evaluate the effectiveness of this package.

Occupational Therapy for Children with Attention Deficit Hyperactivity Disorder: A Survey on the Level of Involvement and Training Needs of Therapists

2003 ◽  
Vol 66 (5) ◽  
pp. 209-218 ◽  
Author(s):  
Sidney Chu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
United Kingdom ◽  
Attention Deficit ◽  
Functional Performance ◽  
Occupational Therapists ◽  
Clinical Activity ◽  
Learning Needs ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The United Kingdom

There has been a substantial increase in clinical activity related to the identification and treatment of children with attention deficit hyperactivity disorder (ADHD) in the United Kingdom. The accurate diagnosis and successful management of children with ADHD requires a multifaceted evaluation and treatment package provided by a team of medical, psychological, educational and therapy professionals. Occupational therapists can make distinctive contributions in the processes of evaluation, diagnosis and multifaceted intervention. A national survey was carried out to investigate the level and nature of involvement of paediatric occupational therapists in services for children with ADHD in the United Kingdom. The learning needs of the therapists were also explored in this survey. A questionnaire was sent to all 941 members of the National Association of Paediatric Occupational Therapists. The response rate of this survey was 30%, that is, 282 completed questionnaires were returned. The results showed that only 8.5% of the therapists who responded had involvement in a designated service for children with ADHD. Twenty-seven per cent of the therapists indicated that they did not see children with ADHD. The 63.8% of therapists who did see children with ADHD as part of their overall caseload in a community service did so mainly because of the children's associated problems in different sensory, perceptual, motor and functional performance areas. The reasons for non-involvement are explored and discussed and the learning needs of the therapists and their preferred modes of training are identified.

scholarly journals Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
Mi Ji Kim ◽  
Hae Yean Park ◽  
Eun-Young Yoo ◽  
Jung-Ran Kim
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Stroop Test ◽  
Single Subject ◽  
Self Directed Learning ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Directed Learning

Background. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. Objective. The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. Method. A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children’s Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. Result. All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T-scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. Conclusion. The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.

scholarly journals A Comparison between Children with ADHD and Children with Epilepsy in Self-Esteem and Parental Stress Level

2014 ◽  
Vol 10 (1) ◽  
pp. 176-183 ◽  
Author(s):  
Antonella Gagliano ◽  
Marco Lamberti ◽  
Rosamaria Siracusano ◽  
Massimo Ciuffo ◽  
Maria Boncoddo ◽  
...  
Keyword(s):  
Parental Stress ◽  
Rating Scales ◽  
Self Esteem ◽  
Stress Index ◽  
Parent Rating ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Parental Stress Level ◽  
Multidimensional Self Concept Scale ◽  
The Relationship

Attention-deficit/hyperactivity disorder (ADHD) is frequently associated with negative psychological outcomes. This study explores the relationship between self-esteem, ADHD symptoms and parental stress. It compares children with ADHD, children with epilepsy (E) and typical developmental controls (TD). Participants included 65 children (aged 9-12 yrs) and their parents. The assessment was conducted by Multidimensional Self-Concept Scale (MSCS), Parent Stress Index (PSI) and Conners' Parent Rating Scales–Revised. Significant differences were found in Social, Competence and Academic areas of self-esteem between children with ADHD, with E and TD. Moreover, parents of children with ADHD showed a higher overall stress than both other groups. In conclusion, it seems important to evaluate the psychological aspects of ADHD con-dition, both in children and in parents, in order to suggest an individual multimodal treatment.

scholarly journals Primary Care Diagnosis and Treatment of Attention-Deficit/Hyperactivity Disorder in School-aged Children: Trends and Disparities During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Yair Bannett ◽  
Alex Dahlen ◽  
Lynne C. Huffman ◽  
Heidi M. Feldman
Keyword(s):  
Primary Care ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Large Population ◽  
Diagnosis And Treatment ◽  
First Year ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Adhd Medications

Importance: Little is known about changes in health care in the first year of the pandemic for the large population of school-aged children with attention-deficit/hyperactivity disorder (ADHD), who were especially impacted by lockdowns, school closures, and remote learning. Objective: To assess temporal trends in rates of primary care provider (PCP) diagnosis and treatment of school-aged children with ADHD in the first year of the COVID-19 pandemic as compared to pre-pandemic years, and to investigate disparities in care. Method: We retrospectively analyzed electronic health records from all primary care visits (in-person and telehealth) of children ages 6-17 years seen between 01/2016 and 03/2021 in a community-based primary healthcare network in California (n=77,298 patients). Study Outcomes: (1) # of primary care visits, (2) # of visits with ADHD diagnosis (ADHD-related visits), (3) # of first ADHD diagnoses, (4) # of PCP prescriptions for ADHD medications (stimulants, alpha-2 agonists, atomoxetine), (5) # of first PCP prescriptions of ADHD medications. Interrupted time-series analysis evaluated changes in rates of study outcomes during 4 quarters of the pandemic year (3/15/2020-3/15/2021) compared to pre-pandemic years. Patient demographic characteristics were compared pre-pandemic to pandemic year. Results: In the first quarter (Q1) of the pandemic year, all primary care visits dropped by 62% (CI 54.9-67.2%); ADHD-related visits dropped by 33% (95% CI 22.2-43.6%). In Q2-4, while all primary care visits remained significantly below pre-pandemic rates, ADHD-related visits returned to pre-pandemic rates. Conversely, rates of first ADHD diagnoses remained at half of pre-pandemic rates throughout the year (Q1-4). ADHD medication prescription rates remained stable throughout the pandemic year. The proportion of patients living in low-income neighborhoods who received ADHD-related care (ADHD-related visits and first ADHD diagnoses) were lower during the pandemic year compared to pre-pandemic years. Females comprised a higher proportion of first ADHD diagnoses compared to pre-pandemic years (34% vs. 28%, absolute standardized difference=0.13, p=0.03). Conclusion: Ongoing treatment for school-aged children with ADHD was maintained during the pandemic, especially in children from high-income families. Socioeconomic differences in ADHD-related care emphasize the need to improve access to care for all children with ADHD in the ongoing pandemic and beyond.

scholarly journals Mejorando la calidad de vida de niños con TDAH a través de la estimulación cognitiva-conductual

2020 ◽  
pp. 31-40
Author(s):  
Marisol Arroyo-Almaguer ◽  
Alejandra Cisneros-García ◽  
Sergio Salvador Tafoya-Ramírez ◽  
María de Jesús Rodríguez-Vargas
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Substantial Improvement ◽  
Evolutionary Development ◽  
Depression And Anxiety ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Calidad De Vida ◽  
Memory Inhibition ◽  
And Behavior

Attention Deficit Hyperactivity Disorder (ADHD) is behavioral, usually detected from the age of 7, with a chronic nature, presenting difficulties of sustained attention, working memory, inhibition and self-regulation processes, cognitive flexibility, among others, interfering not only in academic performance but causing self-esteem problems, depression and anxiety in the child or adolescent. A support application was developed in the treatment of children with ADHD that integrate occupational and multisensory activities to stimulate their cognitive-behavioral development. It was implemented by applying an evolutionary development model, using several of the T.I. more current such as JavaScript, HTML5, CSS, PHP and MySQL. The results in children are encouraging when comparing the evaluation of their initial diagnosis before starting treatment, with those obtained after ten months of using the application. It was possible to capture and focus the children's attention, favoring memory, attention and teamwork, as well as a substantial improvement in their mood, motivation, relaxation and behavior.

Learning difficulties

2021 ◽  
pp. 39-46
Author(s):  
Mark Selikowitz
Keyword(s):  
Auditory Processing ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
Academic Difficulties ◽  
Academic Difficulty ◽  
Children With Adhd ◽  
Social Difficulties ◽  
Oral Expression ◽  
The Brain ◽  
Poor Concentration

Specific deficits in information processing in the brain are the commonest causes of academic difficulties in children with ADHD. For many children with ADHD, academic difficulty is not confined to a particular subject but occurs across several areas of study. This chapter explores learning difficulties in ADHD, including common areas of difficulty, including written expression, oral expression, and others. The chapter also discusses when problems become apparent, the causes of learning difficulty in ADHD (poor concentration, impulsivity, working memory impairment, defiance, low self-esteem, social difficulties, poor incentival motivation, auditory processing impairment, difficulties in spelling, handwriting, and organizing), as well as dyslexia and ADHD, and the gifted child with ADHD.

scholarly journals Impact of Comorbidities on Self-Esteem of Children with Attention Deficit Hyperactivity Disorder

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Pradeep Palaniappan
Keyword(s):  
Tertiary Care Hospital ◽  
Tertiary Care ◽  
Self Esteem ◽  
Externalizing Disorders ◽  
Care Hospital ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Dsm Iv

Background: 2 decades of research had found that comorbid disorders occur in children with ADHD more than by chance. The role of comorbidities in influencing the self-esteem of children with ADHD is still less explored. Aims: To study the various domains of self-esteem in children with ADHD and to evaluate the effect of comorbidities on low self-esteem in ADHD children. Methods And Materials: 60 subjects aged 6 to 16 years who were diagnosed based on DSM IV as ADHD were recruited with informed consent, from tertiary care hospital for a period of 6 months by consecutive sampling. Based on detailed interview of subjects and parents using the Semi structured assessment schedule K- SADS – PL for comorbidities, children with ADHD were grouped as those with and without comorbidities. While severity of ADHD was assessed by Conner’s Parent’s 10 item abbreviated index, self-esteem was assessed by Culture free self-esteem inventory. Results: Parent related self-esteem was lower in ADHD children with comorbid internalizing disorders when compared to ADHD children with comorbid externalizing disorders. Higher severity of ADHD and longer duration of ADHD correlated with lower self-esteem, (especially social domain). Conclusions: Comorbidities definitely influence the level of self-esteem in children with ADHD, but other factors also need to be considered for optimal management of low self-esteem.

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

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