Defiance

2021 ◽  
pp. 47-53
Author(s):  
Mark Selikowitz
Keyword(s):  
Conduct Disorder ◽  
Prominent Feature ◽  
Children With Adhd ◽  
Oppositional Disorder ◽  
The Brain ◽  
At Home

Approximately one-quarter of children with ADHD experience significant difficulties in conforming to rules and regulations appropriate for their age, and these difficulties are usually seen both at home and at school. Parents of such children quickly learn that smacking and other forms of punishment are ineffective. Performance inconsistency, which is a prominent feature of ADHD, is often misinterpreted as implying that the child could succeed if only more effort were made. This chapter explores defiance in ADHD, including compliance as a function of the brain, the severity of defiant behaviour (oppositional disorder, conduct disorder), and the treatment of defiant behaviour.

Effects of the SNAP25 on Integration Ability of Brain Functions in Children With ADHD

2020 ◽  
pp. 108705472096456
Author(s):  
Yue Yang ◽  
Gang Peng ◽  
Hongwu Zeng ◽  
Diangang Fang ◽  
Linlin Zhang ◽  
...  
Keyword(s):  
Time Window ◽  
Precentral Gyrus ◽  
Children With Adhd ◽  
Brain Functions ◽  
Lingual Gyrus ◽  
Window Method ◽  
Central Gyrus ◽  
The Right ◽  
The Brain ◽  
Insight Into

Objective: The present study aimed to examine the effects of SNAP25 on the integration ability of intrinsic brain functions in children with ADHD, and whether the integration ability was associated with working memory (WM). Methods: A sliding time window method was used to calculate the spatial and temporal concordance among five rs-fMRI regional indices in 55 children with ADHD and 20 healthy controls. Results: The SNAP25 exhibited significant interaction effects with ADHD diagnosis on the voxel-wise concordance in the right posterior central gyrus, fusiform gyrus and lingual gyrus. Specifically, for children with ADHD, G-carriers showed increased voxel-wise concordance in comparison to TT homozygotes in the right precentral gyrus, superior frontal gyrus, postcentral gyrus, and middle frontal gyrus. The voxel-wise concordance was also found to be related to WM. Conclusion: Our findings provided a new insight into the neural mechanisms of the brain function of ADHD children.

Social clumsiness

2021 ◽  
pp. 66-76
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Cognition ◽  
Group Dynamics ◽  
Autism Spectrum ◽  
Behaviour Modification ◽  
Children With Adhd ◽  
Social Difficulties ◽  
Age Appropriate ◽  
Social Competence Deficits ◽  
Social Prediction ◽  
The Brain

To acquire age-appropriate social skills, certain parts of the brain need to develop normally. Children with ADHD may experience social difficulties and experience what is called a social cognition deficit. This chapter outlines social clumsiness in ADHD. It discusses social cognition as a function of the brain, specific social competence deficits (social blindness, egocentricity, lack of appropriate inhibition, insatiability, insensitivity to style and convention, lack of responsiveness, over-talkativeness, difficulties reading facial expression, aggressive tendencies, lack of judgment, poor understanding of group dynamics, misinterpretation of feedback, poor social prediction, poor social memory, lack of awareness of image, poor behaviour-modification strategies), management of social clumsiness, and autism spectrum disorder.

Differential Diagnosis of Children with ADHD and ADHD/with Co-Occurring Conduct Disorder

1993 ◽  
Vol 14 (4) ◽  
pp. 361-370 ◽  
Author(s):  
Margaret Semrud-Clikeman ◽  
George W. Hynd ◽  
Alison R. Lorys ◽  
Benjamin B. Lahey
Keyword(s):  
Differential Diagnosis ◽  
Conduct Disorder ◽  
Children With Adhd

Don't Wait and See!

2020 ◽  
Author(s):  
Emily Papazoglou
Keyword(s):  
Action Plan ◽  
Lower Stress ◽  
High Quality ◽  
Developmental Issues ◽  
Practical Advice ◽  
Medical Issues ◽  
Wait And See ◽  
Skill Building ◽  
The Brain ◽  
At Home

A “wait and see” approach may harm your child as you lose valuable time to get development back on track. The brain develops most rapidly in the first few years of life, which means that identifying and addressing areas of developmental concern early on is critical. The better you understand your child’s strengths and challenges, the more effectively you can help them thrive. For children with medical issues, you also will learn which skills are most vulnerable and how to proactively support their development. Full of practical advice, this book will teach you how to: (a) quickly recognize potential developmental issues; (b) obtain high-quality evaluations; (c) assemble a team and capitalize on their expertise; (d) maximize skill-building at home; and (e) avoid common pitfalls. Designed to be your companion as you navigate what can be a very isolating process, this book also serves to lower stress and build hope as you develop an action plan to help maximize your child’s potential.

A Diffuse Plasma-Cell Disease in a Golden Hamster (Cricitus auratus)

1970 ◽  
Vol 7 (2) ◽  
pp. 135-138 ◽  
Author(s):  
Leonard V. Crowley
Keyword(s):  
Plasma Cell ◽  
Golden Hamster ◽  
Prominent Feature ◽  
Cell Disease ◽  
Male Hamster ◽  
Secondary Degeneration ◽  
Plasma Cell Neoplasm ◽  
Cell Neoplasm ◽  
Reactive Plasmacytosis ◽  
The Brain

A 3 1/2 year-old male hamster with neurologic disturbances hud a systemic plasms-cell disease. The most prominent feature was widespread plasmacytic infiltration of the meninges with secondary degeneration of the brain. It is uncertain whether the disease should He considered a plasma-cell neoplasm or a florid reactive plasmacytosis.

Pharmacology of Adult ADHD with Stimulants

CNS Spectrums ◽  
2007 ◽  
Vol 12 (S6) ◽  
pp. 8-11 ◽  
Author(s):  
Thomas J. Spencer
Keyword(s):  
Primary Care Physicians ◽  
Adult Adhd ◽  
Brain Disorder ◽  
Stimulant Treatment ◽  
Children With Adhd ◽  
Adolescents And Adults ◽  
Stimulant Medications ◽  
Long Acting ◽  
Core Symptoms ◽  
The Brain

AbstractAttention-deficit/hyperactivity disorder (ADHD) is a lifelong condition that begins in childhood and continues with adult manifestations related to the core symptoms. Approximately 50% to 75% of children with ADHD continue to meet criteria for the disorder as adolescents and adults. Adults with the disorder increasingly present to primary care physicians, psychiatrists, and other practitioners for diagnosis and treatment. Understanding the diagnosis of ADHD in adults requires knowledge of age-dependent decline of symptoms over time. Retrospective recall of symptoms and impairment are valid methods of diagnosing the disorder. ADHD is also a brain disorder with a strong neurobiologic basis, complex etiology, and genetic component. Genetic and environmental vulnerabilities give rise to abnormalities in the brain and subsequent behavioral and cognitive deficits, which may produce the symptoms associated with ADHD. Magnetic resonance imaging studies of ADHD have provided evidence that abnormalities in the brain are caused by the disorder itself rather than treatment of the disorder. Psychiatric comorbidity is common among patients with ADHD and tends to complicate treatment. Acute and long-term use of long-acting stimulant formulations (methylphenidate and amphetamine compounds) have shown robust efficacy and tolerability consistent with the treatment response established in children with ADHD. Non-stimulant medications have demonstrated efficacy as well, and may be preferred in patients with tic and substance use disorders.In this expert roundtable supplement, Timothy E. Wilens, MD, reviews the epidemiology and clinical presentation of adult ADHD. Next, Joseph Biederman, MD, provides an overview of recent advances in the neurobiology of ADHD. Thomas J. Spencer, MD, reviews stimulant treatment of adult ADHD, and Lenard A. Adler concludes with a discussion of non-stimulant trials in adult ADHD.

Panel Discussion

CNS Spectrums ◽  
2007 ◽  
Vol 12 (S6) ◽  
pp. 14-14 ◽  
Keyword(s):  
Primary Care Physicians ◽  
Adult Adhd ◽  
Panel Discussion ◽  
Brain Disorder ◽  
Stimulant Treatment ◽  
Children With Adhd ◽  
Adolescents And Adults ◽  
Stimulant Medications ◽  
Long Acting ◽  
The Brain

AbstractAttention-deficit/hyperactivity disorder (ADHD) is a lifelong condition that begins in childhood and continues with adult manifestations related to the core symptoms. Approximately 50% to 75% of children with ADHD continue to meet criteria for the disorder as adolescents and adults. Adults with the disorder increasingly present to primary care physicians, psychiatrists, and other practitioners for diagnosis and treatment. Understanding the diagnosis of ADHD in adults requires knowledge of age-dependent decline of symptoms over time. Retrospective recall of symptoms and impairment are valid methods of diagnosing the disorder. ADHD is also a brain disorder with a strong neurobiologic basis, complex etiology, and genetic component. Genetic and environmental vulnerabilities give rise to abnormalities in the brain and subsequent behavioral and cognitive deficits, which may produce the symptoms associated with ADHD. Magnetic resonance imaging studies of ADHD have provided evidence that abnormalities in the brain are caused by the disorder itself rather than treatment of the disorder. Psychiatric comorbidity is common among patients with ADHD and tends to complicate treatment. Acute and long-term use of long-acting stimulant formulations (methylphenidate and amphetamine compounds) have shown robust efficacy and tolerability consistent with the treatment response established in children with ADHD. Non-stimulant medications have demonstrated efficacy as well, and may be preferred in patients with tic and substance use disorders.In this expert roundtable supplement, Timothy E. Wilens, MD, reviews the epidemiology and clinical presentation of adult ADHD. Next, Joseph Biederman, MD, provides an overview of recent advances in the neurobiology of ADHD. Thomas J. Spencer, MD, reviews stimulant treatment of adult ADHD, and Lenard A. Adler concludes with a discussion of non-stimulant trials in adult ADHD.

scholarly journals The Relationship between Cognitive-Behavioral Skills and Mother-Child Interaction with Symptoms of Conduct Disorder and Oppositional Defiant Disorder in Children with ADHD

2019 ◽  
Author(s):  
Abbas Motavalli Pour ◽  
Ahmad Beh-Pajooh ◽  
Mohsen Shokoohi-Yekta ◽  
Mohammad Hossein Sorbi ◽  
Mohammad Hadi Farahzadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Conduct Disorder ◽  
Self Control ◽  
Cognitive Behavioral ◽  
Problem Solving Skills ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Mother Child Interaction

Introduction: Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. Methods: This study was performed on 104 male students, fourth to sixth grade students of the elementary schools in Yazd City, Iran. In this study, the Child Symptom Inventory (CSI), Child-Parent Relationship Scale (CPRS), Problem-Solving Inventory (PSI), Self-Control Rating Scale (SCRS), and Matson Evaluation of Social Skills with Youngsters (MESSY) were used. The results were analyzed with path analysis by SPSS software version 23. Results: Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Conclusion: Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments. Keywords: Attention Deficit and Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Cognitive Behavioral Therapy, Mother-Child Interaction

Medicines—general principles

2021 ◽  
pp. 147-155
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Skills ◽  
Emotional State ◽  
Frontal Lobes ◽  
Learning Behaviour ◽  
Children With Adhd ◽  
Adhd Treatment ◽  
The Right ◽  
The Brain

All the medicines used to treat ADHD aim to normalize the amount of neurotransmitter in the frontal lobes of the brain. Each child with ADHD needs medication that is selected with care and based on several considerations. Medicine can potentially reduce many difficulties experienced by children with ADHD, although some may not need medication. This chapter discusses medicines in the treatment of ADHD, including how they work, how to find the right medicine for a particular child and aspects of ADHD that are helped by medicines (learning, behaviour, social skills, emotional state). It also covers the place of medicine in the treatment of ADHD, treatment of ADHD without medication, and how to explain the role of medications to a child.

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