A New Method of Diagnosing Attention-Deficit Hyperactivity Disorder in Male Patients by Quantitative EEG Analysis

2019 ◽  
Vol 50 (5) ◽  
pp. 339-347
Author(s):  
Ming-Yuh Chang ◽  
Chen-Sen Ouyang ◽  
Ching-Tai Chiang ◽  
Rei-Cheng Yang ◽  
Rong-Ching Wu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Area Under The Curve ◽  
Quantitative Eeg ◽  
New Method ◽  
Hyperactivity Disorder ◽  
The Us ◽  
Male Patients ◽  
Core Symptoms ◽  
Eeg Features

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neuropsychiatric disorders of childhood. Diagnosis of ADHD is based on core symptoms and checklists. However, these are both subjective, which can lead to the problems of overdiagnosis and underdiagnosis. Elevated theta/beta ratio (TBR) of EEG band has been approved by the US Food and Drug Administration as a tool to assist in the diagnosis of ADHD. However, several recent studies have demonstrated that there are no significant differences in TBR between people with and without ADHD. In this study, we attempted to develop a new method for differentiating between male with and without ADHD by analyzing EEG features. Thirty boys with ADHD combined type (aged 8 years 5 months ± 1 year 11 months) and 30 age-matched controls (aged 8 years 5 months ± 1 year 8 months) were enrolled in this study. A classification analysis-based approach comprising training and classification phases was developed for classifying each subject’s EEG features as ADHD or non-ADHD. Eight crucial feature descriptors were selected and ranked based on the t test. Compared with TBR in our study, the developed method had a higher area under the curve (87.78%), sensitivity (80.0%), and specificity (80.0%). Our method is more precise than using TBR in the diagnosis of ADHD. This newly developed method is a useful tool in identifying patients with ADHD and might reduce the possibility of overdiagnosis and underdiagnosis.

Forty years of methylphenidate treatment in Attention-Deficit/Hyperactivity Disorder

2002 ◽  
Vol 6 (1_suppl) ◽  
pp. 17-30 ◽  
Author(s):  
C. K. Conners
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Drug Effects ◽  
Long Term Effects ◽  
Stimulant Treatment ◽  
Hyperactivity Disorder ◽  
Subject Selection ◽  
Methodological Rigor ◽  
Adolescents And Adults ◽  
Core Symptoms

This paper reviews approximately 40 years of stimulant drug treatment of children with behavior and learning problems. These patients generally fall under the rubric of Attention-Deficit/Hyperactivity Disorder (ADHD), with core symptoms of hyperactivity, impulsivity, and inattention being the most studied and most robust of the targets for stimulant treatment. In addition, the drug effects on other targets, such as cognitive and academic function, are included. The largest selection of studies involves methylphenidate. Both qualitative studies and meta-analytic studies from major reviews are examined. Variations in the methodology of the reviews are described and some of the discrepancies in interpretation examined. Despite wide variations in subject selection, types of trials, degree of methodological rigor, and the decade in which the studies took place, the evidence is remarkably consistent. The overall results suggest significant clinical impact upon the core features of ADHD. More studies of long-term effects and special populations such as older adolescents and adults will be necessary, though existing evidence strongly supports similar findings as for the younger patients with a diagnosis of ADHD.

Quantitative EEG in adults with attention-deficit/hyperactivity disorder

2010 ◽  
Vol 77 (3) ◽  
pp. 249-249
Author(s):  
Pál Czobor ◽  
Viktória Simon ◽  
László Tombor ◽  
Szilvia Papp ◽  
Sarolta Komlósi ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Quantitative Eeg ◽  
Hyperactivity Disorder

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600
Author(s):  
M. Ann Shillingford-Butler ◽  
Lea Theodore
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
School Counselors ◽  
Attention Deficit ◽  
School Setting ◽  
Negative Consequences ◽  
Effective School ◽  
Children With Adhd ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
Core Symptoms

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

Pre-, Peri-, and Post-Natal Risk Factors in ADHD

2021 ◽  
pp. 43-54
Author(s):  
Pangajam Ponnuswamy ◽  
Ann Sarah Paul ◽  
Aneesha Brigitte Jose
Keyword(s):  
Risk Factors ◽  
Attention Deficit Hyperactivity Disorder ◽  
Postnatal Development ◽  
Environmental Risk ◽  
Attention Deficit ◽  
Critical Period ◽  
Neurodevelopmental Disorder ◽  
Therapeutic Interventions ◽  
Hyperactivity Disorder ◽  
Core Symptoms

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder most commonly found in childhood with its core symptoms manifesting as inattention, impulsiveness, and hyperactivity. As ADHD generates a substantial rate of burden to the society in terms of economic and medical resources used, priority is given to explore the risk factors that contributes towards the multifactorial origin of this disorder to offer possible preventive and therapeutic interventions. With heritability accounting for 75% to 80% of the variability seen in ADHD, the remaining are explained through environmental risk factors that are exposed during critical period of pre-, peri-, and postnatal development. Though literature on the risk factors have been mostly controversial, certain associations have been made with regards to ADHD pathophysiology.

Medication Effects on EEG Biomarkers in Attention-Deficit/Hyperactivity Disorder

2016 ◽  
Vol 48 (4) ◽  
pp. 246-250 ◽  
Author(s):  
Havva Nuket Isiten ◽  
Merve Cebi ◽  
Bernis Sutcubasi Kaya ◽  
Baris Metin ◽  
Nevzat Tarhan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Status ◽  
Quantitative Eeg ◽  
Theta Power ◽  
Hyperactivity Disorder ◽  
Medication Effects ◽  
Beta Power ◽  
Before And After ◽  
Medication Status

EEG biomarkers have become increasingly used to aid in diagnosis of attention-deficit/hyperactivity disorder (ADHD). Despite several studies suggesting that EEG theta/beta ratio may help discriminating ADHD from other disorders, the effect of medications on theta/beta ratio is not known. Forty-three children with ADHD that were evaluated with quantitative EEG before and after methylphenidate were included in the study. Theta/beta ratio, theta and beta powers for whole brain, central, and frontal areas were calculated. Theta/beta power decreased significantly after treatment; however, this change was largely due to an increase in beta power, rather than a fall in theta power. The results suggest that beta power is sensitive to medication effects, while theta power remains as a trait biomarker unaffected by medication status. The value of EEG biomarkers for monitoring neuropsychological performance and clinical status should be explored by future studies.

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