scholarly journals Clinical implications of daytime sleepiness for the academic performance of middle school-aged adolescents with attention deficit hyperactivity disorder

2013 ◽  
Vol 22 (5) ◽  
pp. 542-548 ◽  
Author(s):  
Joshua M. Langberg ◽  
Melissa R. Dvorsky ◽  
Stephen Marshall ◽  
Steven W. Evans
Keyword(s):  
Middle School ◽  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Attention Deficit ◽  
Daytime Sleepiness ◽  
Clinical Implications ◽  
Hyperactivity Disorder

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Emotion Regulation and Attention Deficit Hyperactivity Disorder

2017 ◽  
pp. 113-128
Author(s):  
Blossom Fernandes ◽  
Roseann Tan-Mansukhani ◽  
Cecilia A. Essau
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Clinical Implications ◽  
Emotional States ◽  
Hyperactivity Disorder ◽  
Prefrontal Cortical ◽  
The Relationship

Chapter 6 describes emotion dysregulation features which are associated with children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). In ADHD adaptive emotion regulation processes are impaired; this negatively impacts the individual’s ability to flexibly select, attend, and appraise emotionally evocative stimuli. This is identified as emotion dysregulation, which occurs when individuals fail to alter emotional states that affect behaviours necessary for achieving one’s goals. This review also examines the relationship between executive functions and emotion dysregulation in ADHD. Successful modulation of emotion occurs as a result of intact executive functions; however, ADHD is characterized by poor executive functions as a result of deficits in the prefrontal cortical networks. Along with describing neural mechanisms associated with ADHD, this review also focuses on the development of emotion dysregulation, clinical implications and current interventions.

scholarly journals Featured Article: Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder

2019 ◽  
Vol 44 (5) ◽  
pp. 517-526 ◽  
Author(s):  
Elizaveta Bourchtein ◽  
Joshua M Langberg ◽  
Caroline N Cusick ◽  
Rosanna P Breaux ◽  
Zoe R Smith ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Video Game ◽  
Attention Deficit ◽  
Technology Use ◽  
Daytime Sleepiness ◽  
Internalizing Symptoms ◽  
Sleep Problems ◽  
Pubertal Development ◽  
Hyperactivity Disorder ◽  
Time In Bed

Abstract Objectives This study used a multi-informant approach to examine differences in types and rates of technology used by adolescents with and without attention-deficit/hyperactivity disorder (ADHD), associations between technology use and sleep/daytime sleepiness, and whether technology use was differentially related to sleep/daytime sleepiness in adolescents with and without ADHD. Methods Eighth graders with (n = 162) and without (n = 140) ADHD were recruited. Adolescents completed questionnaires assessing time spent using technology, sleep-wake problems, school-night time in bed, and daytime sleepiness. Parents and teachers reported on adolescents’ technology use and daytime sleepiness, respectively. Results Adolescents with ADHD had significantly greater total technology, television/movie viewing, video game, and phone/video chatting use than adolescents without ADHD. Adolescents with ADHD engaged in twice as much daily video game use compared to those without ADHD (61 vs. 31 min). Controlling for medication use, ADHD status, pubertal development, sex, and internalizing symptoms, greater parent- and adolescent-reported technology use was associated with more sleep-wake problems and less time in bed. ADHD status did not moderate the relations between technology use and these sleep parameters. In contrast, ADHD status moderated the association between parent-reported technology use and teacher-reported daytime sleepiness, such that this association was significant only for adolescents with ADHD. Conclusions Technology use, although more prevalent in adolescents with ADHD, is linked with more sleep problems and reduced school-night sleep duration regardless of ADHD status. Technology use is associated with teacher-rated daytime sleepiness only in adolescents with ADHD. Clinicians should consider technology usage when assessing and treating sleep problems.

Multi-disciplinary assessment of attention-deficit hyperactivity disorder: a tertiary assessment package

1999 ◽  
Vol 23 (7) ◽  
pp. 421-424 ◽  
Author(s):  
H. Kat ◽  
Clay Frake ◽  
Rebecca Sawtell
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Practice ◽  
Attention Deficit ◽  
Pilot Project ◽  
Clinical Implications ◽  
Assessment Protocol ◽  
Hyperactivity Disorder ◽  
Set Up

Aims and methodA tertiary assessment package was set up for the more equivocal cases of attention-deficit hyperactivity disorder (ADHD) who present with problems of inattention, impulsivity and overactivity. The structure of the three-day package was discussed, with an analysis of our experience in assessing 12 children using the pilot project. The package and Its use in clinical practice are presented.ResultsThe pilot project described can be modified into a two-day package.Clinical implicationsAssessment of ADHD conducted in multiple settings inherently has many advantages over single clinic assessment. We suggest that such an assessment protocol can be conducted cost effectively.

scholarly journals Clinical Implications of the Perception of Time in Attention Deficit Hyperactivity Disorder (ADHD): A Review

2019 ◽  
Vol 25 ◽  
pp. 3918-3924 ◽  
Author(s):  
Radek Ptacek ◽  
Simon Weissenberger ◽  
Ellen Braaten ◽  
Martina Klicperova-Baker ◽  
Michal Goetz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Implications ◽  
Hyperactivity Disorder ◽  
Perception Of Time
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