Pharmacological Intervention Research for Academic Outcomes for Students with ADHD

2005 ◽  
Vol 30 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Joseph B. Ryan ◽  
Robert Reid ◽  
Michael H. Epstein ◽  
Cynthia Ellis ◽  
Joseph H. Evans
Keyword(s):  
Children And Adolescents ◽  
Academic Functioning ◽  
Intervention Research ◽  
Pharmacological Intervention ◽  
Short Term ◽  
Hyperactivity Disorder ◽  
The Status ◽  
Subject Areas ◽  
Students With Adhd ◽  
Math Problems

This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.

Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

2019 ◽  
Author(s):  
Sergio Delgado
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Psychosocial Interventions ◽  
Academic Functioning ◽  
School Age Children ◽  
Developmental History ◽  
Collateral Information ◽  
Hyperactivity Disorder ◽  
History Of

Attention-deficit/hyperactivity disorder (ADHD) is the most common and thoroughly researched neuropsychiatric disorder affecting children and adolescents. The prevalence of ADHD ranges from 8 to 12% in school-age children, and 70% of these individuals continue to meet DSM-5 criteria for the disorder in adolescence. ADHD is more commonly diagnosed in boys compared with girls. ADHD is chronic, with prominent symptoms and impairment in family, social, and academic functioning. ADHD is often associated with comorbid disorders, including disruptive, mood, and anxiety disorders, and can increase the risk of developing substance use disorders. The diagnosis of ADHD requires a comprehensive clinical assessment, including a detailed history, clinical interview, and collateral information, and is clinically established by review of symptoms and impairment and having established a developmental history of the symptoms. The biological underpinning of the disorder is supported by genetic, neuroimaging, neurochemistry, and neuropsychological data. Treatment should attend to developmental milestones of the child and include family and individual psychosocial interventions. Psychosocial interventions in combination with medication are helpful for ADHD and comorbid problems. Pharmacotherapy, including psychostimulants, noradrenergic agents, alpha agonists, and antidepressants, plays a fundamental role in the treatment and management of ADHD. This review contains 2 figures, 9 tables, and 114 references. Key words: attention, attention-deficit/hyperactivity disorder, comorbidity, hyperactivity, impulsivity, learning, nonstimulants, psychosocial, psychostimulants, treatment

Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

2019 ◽  
Author(s):  
Sergio Delgado
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Psychosocial Interventions ◽  
Academic Functioning ◽  
School Age Children ◽  
Developmental History ◽  
Collateral Information ◽  
Hyperactivity Disorder ◽  
History Of

Attention-deficit/hyperactivity disorder (ADHD) is the most common and thoroughly researched neuropsychiatric disorder affecting children and adolescents. The prevalence of ADHD ranges from 8 to 12% in school-age children, and 70% of these individuals continue to meet DSM-5 criteria for the disorder in adolescence. ADHD is more commonly diagnosed in boys compared with girls. ADHD is chronic, with prominent symptoms and impairment in family, social, and academic functioning. ADHD is often associated with comorbid disorders, including disruptive, mood, and anxiety disorders, and can increase the risk of developing substance use disorders. The diagnosis of ADHD requires a comprehensive clinical assessment, including a detailed history, clinical interview, and collateral information, and is clinically established by review of symptoms and impairment and having established a developmental history of the symptoms. The biological underpinning of the disorder is supported by genetic, neuroimaging, neurochemistry, and neuropsychological data. Treatment should attend to developmental milestones of the child and include family and individual psychosocial interventions. Psychosocial interventions in combination with medication are helpful for ADHD and comorbid problems. Pharmacotherapy, including psychostimulants, noradrenergic agents, alpha agonists, and antidepressants, plays a fundamental role in the treatment and management of ADHD. This review contains 2 figures, 9 tables, and 114 references. Key words: attention, attention-deficit/hyperactivity disorder, comorbidity, hyperactivity, impulsivity, learning, nonstimulants, psychosocial, psychostimulants, treatment

Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

2011 ◽  
Vol 14 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Jesús Mª Alvarado ◽  
Aníbal Puente ◽  
Virginia Jiménez ◽  
Lorena Arrebillaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Comprehension ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Clinical Group ◽  
Education Students ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Students With Adhd

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

Bender Gestalt Recall as a Measure of Short-Term Visual Memory in Children and Adolescents with Psychotic and other Severe Disorders

2002 ◽  
Vol 95 (3_suppl) ◽  
pp. 1233-1238 ◽  
Author(s):  
James McCarthy ◽  
Mandy Habib ◽  
Diana Miley ◽  
Shuamis Freeman ◽  
Dena Rabinowitz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Mood Disorders ◽  
Attention Deficit ◽  
Visual Memory ◽  
Psychotic Disorders ◽  
Adhd Group ◽  
Short Term ◽  
Hyperactivity Disorder ◽  
Short Term Visual Memory

To investigate the short-term visual memory ability of children and adolescents with severe psychiatric disorders, 82 child and adolescent in patients and day hospital patients in a state psychiatric hospital were administered the Bender Gestalt Test as part of a psychological assessment and then asked to reproduce the designs from memory. No significant differences were found between groups on either the Bender Gestalt Recall, or the WISC-III IQs and the Digit Span and Symbol Search subtests for Psychotic Disorders (Schizophrenia, Schizoaffective Disorder, Psychosis Not Otherwise Specified), Attention Deficit Hyperactivity Disorder, Mood Disorders or Mood Disorders with co-morbid Attention Deficit Hyperactivity Disorder. The Coding subtest scores of the Psychotic Disorders group were significantly lower than the ADHD group. Analyses showed that the Bender Gestalt Recall was significantly related to age, Performance IQ, and sex. The results were discussed in terms of both the poor cognitive functioning of children and adolescents with persistent, severe mental illness, and the importance of developmental level when using the Bender Gestalt Recall as a rough measure of short-term visual memory.

Sign in / Sign up

Export Citation Format

Share Document