scholarly journals ADHD Symptoms and School Impairment History in Parents of ADHD Children are a Fundamental Diagnostic and Therapeutic Clue.

2020 ◽  
Author(s):  
Luisa Cortellazzo Wiel ◽  
Francesco Rispoli ◽  
Giulia Peccolo ◽  
Valentina Rosolen ◽  
Egidio Barbi ◽  
...  
Keyword(s):  
Rating Scale ◽  
Assessment Tool ◽  
High Rate ◽  
Therapy Outcome ◽  
Self Assessment ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Educational Therapy ◽  
Emotional Impairment

Abstract Background: Attention Deficit and Hyperactivity Disorder (ADHD) is a multi-factorial condition, with inheritance playing a major role. Recognizing parents’ ADHD represents a clue not only for an earlier diagnosis of the disease in their children, but also to optimize psycho-educational therapy outcome, by addressing the impairment of parenting related to untreated ADHD. This study aimed to assess the frequency of features suggestive of ADHD during childhood among parents of affected children, and the presence of school and emotional impairment.Methods: We administered the Wender Utah Rating Scale-25, a self-assessment tool for the retrospective identification of symptoms consistent with ADHD during childhood, to a cohort of 120 parents of 60 children diagnosed with ADHD, and to a consistent number of “controls”.Results: The WURS-25 proved positive in 49.1% of fathers and 30.0% of mothers of ADHD patients, compared to 1.7% of fathers and 1.7% of mothers of non-ADHD patients (p < 0.0001). The questions addressing learning and emotional impairment provided significantly higher scores in parents with an overall positive test compared to those with negative test (p < 0.0001).Conclusions: This study demonstrates a remarkably high rate of symptoms consistent with ADHD during childhood in parents of affected children. Physicians should be aware that this is a relevant anamnestic clue and, given the relevance of parents’ role in the management of children with ADHD, an important issue in order to improve patients’ treatment.

Dopamine D4 Receptor Gene Polymorphism in a Sample of Egyptian Children With Attention-Deficit Hyperactivity Disorder (ADHD)

2016 ◽  
Vol 32 (2) ◽  
pp. 188-193 ◽  
Author(s):  
Farida ElBaz Mohamed ◽  
Tarek Mostafa Kamal ◽  
Sally Soliman Zahra ◽  
Mona Abdel Hakiem Khfagy ◽  
Azza Mohamed Youssef
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scale ◽  
Receptor Gene ◽  
Parent Rating ◽  
Children With Adhd ◽  
Repeat Allele ◽  
Hyperactivity Disorder ◽  
Egyptian Children ◽  
Adhd Children

This study aimed to detect DRD4 receptor gene polymorphisms in attention-deficit hyperactivity disorder (ADHD) children and to correlate their phenotype-genotype. Fifty children with ADHD were diagnosed by Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, criteria and were subjected to Conners Parent Rating Scale. All cases and controls were subjected to history taking, physical examination, IQ assessment, and dopamine receptor D4 (DRD4) exon 3 genotyping. The 7-repeat allele was present only in controls, whereas 2-repeat allele was present in the ADHD children (heterozygous 2-repeat allele in 16% and homozygous in 26% of cases). Eight percent of cases had homozygous 4-repeat allele vs 28% of controls, whereas 10% of cases had heterozygous 4-repeat allele vs 6% of controls, with its predominance in controls. The 2-repeat and 4-repeat alleles have been associated with more inattention, hyperactivity, and impulsivity phenotypes. In conclusion, children with ADHD had a significant presence of the 2-repeat allele and absence of the 7-repeat allele.

scholarly journals Diagnosis Based on Parent and Teacher Rating for Attention Deficit Hyperactivity Disorder

JMS SKIMS ◽  
2010 ◽  
Vol 13 (1) ◽  
pp. 11-14
Author(s):  
Abdul Rouf ◽  
Shabnum Rivees ◽  
A Wahid Khan ◽  
A G Madhosh ◽  
Zeba Zeba
Keyword(s):  
Attention Deficit ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Parent Rating ◽  
Four Dimensions ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Adhd Children ◽  
Icd 10

Parents and teachers play a significant role in the diagnosis of ADHD in children in the clinical setting. With the same in consideration a study was conducted to compare the perception between parents and teachers on the rating scales for ADHD children. The study was conducted on a sample of parents and teachers of 100 children diagnosed as having ADHD as per ICD-10 diagnostic criteria. A newly constructed and standardized parent rating scale for parents of ADHD children and attention deficit comprehensive teacher rating scale for teachers was administered on the target sample. Results indicate that there was statistically no significant difference in the rating of perception between parents and teachers on four dimensions, viz (i) attention (ii) hyperactivity (iii) social skills (iv) oppositional behaviour of ADHD children. To verify these findings, positive correlation was found between parents and teachers perception on all the four dimensions.J Med Sci.2010;13(1);11-14

scholarly journals Method of Parents in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)

2019 ◽  
Vol 1 (2) ◽  
pp. 278-290
Author(s):  
Muhajir ◽  
Zahrul Mubarrak ◽  
Amiruddin ◽  
Khaidir ◽  
Fazil Saputra ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Analysis Model ◽  
Case Study Method ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Family ◽  
Adhd Children ◽  
Model Technique

Concentration disorders accompanied by hyperactivity in children with ADHD are conditions that show symptoms of lack concentration, hyperactivity and impulsiveness that causes an imbalance of most of their life activities. This makes parents have difficulty in providing prayer guidance to children who have ADHD. Starting from this problem, the researcher tries to make a scientific about Parents' Method in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)." This study was conducted to describe the method parents in providing prayer services to children with ADHD in  Kulam Kemukiman Syamtarail Village, North Aceh. This thesis research method uses the case study method which is a study that tries to examine individuals or a unit in depth with a qualitative approach. In collecting data researchers conducted observations and direct interviews within formants who have been used as samples, as well as documentation. While the analysis of data through observations in this thesis uses a theme analysis model technique where all data after being collected will be processed one by one. The results showed that ADHD children's prayer guidance involved all family members, namely the father, mother, siblings and cousins ​​of ADHD children. As for the methods carried out by the family in the guidance of prayers in children with ADHD can be concluded as follows:1. Intelegently; 2. Be haviour; 3. By monitoring.

scholarly journals Which Child Will Benefit From a Behavioral Intervention for ADHD? A Pilot Study to Predict Intervention Efficacy From Individual Reward Sensitivity

2020 ◽  
pp. 108705472092813
Author(s):  
Myrte J. M. van Langen ◽  
Branko M. van Hulst ◽  
Miriam Douma ◽  
Maarten Steffers ◽  
Nicolle M. H. van de Wiel ◽  
...  
Keyword(s):  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
Rating Scale ◽  
Reward Sensitivity ◽  
Physiological Measures ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Normal Behavior ◽  
Intervention Efficacy

Objective: This article aims to assess whether individual differences in reward sensitivity can be used to predict which children with attention-deficit/hyperactivity disorder (ADHD) will benefit most from behavioral interventions that include reinforcement. Methods: A 12-week behavioral intervention was offered to 21 children with ADHD and their parents. Reward sensitivity was assessed prior to the intervention using a combination of psychological and physiological measures. ADHD symptoms were assessed pre- and posttreatment using the Strengths and Weaknesses of ADHD and Normal behavior (SWAN) rating scale. Results: Lower scores on one of the questionnaire scales were associated with greater pre/posttreatment differences in ADHD symptoms. Conclusion: We found that pre/posttreatment change was associated with one measure of parent-rated reward sensitivity. Children with low impulsive negative behavior toward gaining reward improved most during treatment. This result suggests that aspects of reward-related behaviors in ADHD may be useful to predict the effectiveness of treatment.

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

Differential effects of methylphenidate and atomoxetine on intrinsic brain activity in children with attention deficit hyperactivity disorder

2016 ◽  
Vol 46 (15) ◽  
pp. 3173-3185 ◽  
Author(s):  
C. Y. Shang ◽  
C. G. Yan ◽  
H. Y. Lin ◽  
W. Y. Tseng ◽  
F. X. Castellanos ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Brain Activity ◽  
Movement Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Lingual Gyrus ◽  
Adhd Children ◽  
Pre Treatment ◽  
Intrinsic Brain Activity

BackgroundMethylphenidate and atomoxetine are commonly prescribed for treating attention deficit hyperactivity disorder (ADHD). However, their therapeutic neural mechanisms remain unclear.MethodAfter baseline evaluation including cognitive testing of the Cambridge Neuropsychological Test Automated Battery (CANTAB), drug-naive children with ADHD (n = 46), aged 7–17 years, were randomly assigned to a 12-week treatment with methylphenidate (n = 22) or atomoxetine (n = 24). Intrinsic brain activity, including the fractional amplitude of low-frequency fluctuations (fALFF) and regional homogeneity (ReHo), was quantified via resting-state functional magnetic resonance imaging at baseline and week 12.ResultsReductions in inattentive symptoms were related to increased fALFF in the left superior temporal gyrus and left inferior parietal lobule for ADHD children treated with methylphenidate, and in the left lingual gyrus and left inferior occipital gyrus for ADHD children treated with atomoxetine. Hyperactivity/impulsivity symptom reductions were differentially related to increased fALFF in the methylphenidate group and to decreased fALFF in the atomoxetine group in bilateral precentral and postcentral gyri. Prediction analyses in the atomoxetine group revealed negative correlations between pre-treatment CANTAB simple reaction time and fALFF change in the left lingual gyrus and left inferior occipital gyrus, and positive correlations between pre-treatment CANTAB simple movement time and fALFF change in bilateral precentral and postcentral gyri and left precuneus, with a negative correlation between movement time and the fALFF change in the left lingual gyrus and the inferior occipital gyrus.ConclusionsOur findings suggest differential neurophysiological mechanisms for the treatment effects of methylphenidate and atomoxetine in children with ADHD.

The Correlation Between Cognitive and Movement Shifting and Brain Activity in Children With ADHD

2016 ◽  
Vol 22 (7) ◽  
pp. 661-670 ◽  
Author(s):  
Kyoung Doo Kang ◽  
Doug Hyun Han ◽  
Sun Mi Kim ◽  
Sujin Bae ◽  
Perry F. Renshaw
Keyword(s):  
Rating Scale ◽  
Clinical Symptoms ◽  
Brain Activity ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Children With Adhd ◽  
Adhd Children ◽  
Healthy Control ◽  
Sorting Test ◽  
Cognitive Shifting

Objective: We assessed the correlation between the deficits of cognition, movement, and brain activity in children with Attention Deficit Hyperactvity Disorder (ADHD). Method: We recruited 15 children with ADHD and 15 age- and sex-matched healthy control participants. Clinical symptoms, cognitive shifting, movement shifting, and brain activity were assessed using the Korean ADHD Rating Scale, the Wisconsin Card Sorting Test (WCST), the 7- and 14-ring drill test with hop jumps (7 HJ and 14 HJ), and 3.0 Tesla functional magnetic resonance imaging scanner, respectively. Results: ADHD children showed an increased distance traveled and decreased speed on the 14 HJ task. In response to the WCST task, ADHD children showed decreased activation within right gyrus. Total distance on the 14 HJ task was negatively correlated with the mean β value of Cluster 2 in ADHD children. Conclusion: These results suggested that children with ADHD showed difficulty with attention shifting as well as with movement shifting.

scholarly journals THE CORRELATION OF PARENTING STYLE WITH COGNITIVE DEVELOPMENT IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

2018 ◽  
Vol 4 (2) ◽  
pp. 271-278
Author(s):  
Dwi Fitri Genisti ◽  
Ni Komang Sukra Andini ◽  
Ni Luh Gede Puspita Yanti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Development ◽  
Child Development ◽  
Parenting Style ◽  
Attention Deficit ◽  
Learning Disorders ◽  
P Value ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children

Background: Child development is a very important phase, which children learn various skills as future generations in the future. Disorders that can impede child development process of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have problems with cognitive abilities, of which about 20-60% of them have learning disorders. The efforts to support cognitive development in ADHD children is to approach the child's environment through parenting parents. Objective: This study aimed to determine the correlation of parenting style with cognitive development in the children with ADHD in SLB Negeri 1 Denpasar. Methods: This study used correlational design with cross sectional approach. The sample size of 30 respondents were taken by purposive sampling technique. Data were collected using parenting style questionnaire (PSQ) and the average value of odd semester report of 2016/2017 academic year. Results:  The result of this research was found that most parents with democratic parenting type were 19 people (63.3%), authoritarian parenting type were 7 people (23.3%) and permissive parenting were 4 people (13.3%). The result of contingency coefficient test with p-value = 0.039 (p <0.05) and correlation value of 0.501, which mean there was high correlation between parenting style with cognitive development in children with ADHD. Conclusion: It is suggested for parents with ADHD children to be able to provide good parenting for the child's development, especially for the child's cognitive development.

scholarly journals The incidence of dysgraphia in Arabic language in children with attention-deficit hyperactivity disorder

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Amira Salah Lotfy ◽  
Mohammed El Sayed Darwish ◽  
Ehab Sayed Ramadan ◽  
Rania Makram Sidhom
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Arabic Language ◽  
Finger Tapping ◽  
Fine Motor ◽  
Normal Children ◽  
Spelling Errors ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children

Abstract Background Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Although children with ADHD made much more spelling errors, they had a distinct pattern of letter insertions, replacements, transpositions, and omissions. This mistake type is sometimes referred to as graphemic buffer errors, and it is caused by a lack of attention required for motor planning. The aim of study was to assess the incidence of dysgraphia in Arabic language in children with ADHD for better helping, diagnosis and management of those children. Results Ten percent of ADHD children had normal handwriting with no disability, 40% had excellent handwriting with a minimum of disability and 50% of ADHD children showed mild to moderate disability. There were significant differences between ADHD children and control children regarding results of each item on the subtest of handwriting of dysgraphia disability scale (DDS), respecting lines, spacing between words, letter direction, spelling a sentence, and punctuation. Drawing affected in ADHD children. The finger tapping speed was affected in almost ADHD children. Conclusions Dysgraphia highly presents in our sample of ADHD children with poor fine motor skills in ADHD children than normal children. ADHD children have illegible handwriting, not respecting lines, insufficient space between and within words, multiple spelling errors, and omissions of letters or words. Graphesthesia and stereognosis are affected more in ADHD children than in control children drawing and finger tapping speed affected in ADHD children.

scholarly journals MENINGKATKAN KONSENTRASI ANAK ATTENTION DEFICIT HYPERACTIVITY DISOERDER (ADHD) MELALUI OLAHRAGA MEMANAH

2019 ◽  
Vol 2 (2) ◽  
pp. 44
Author(s):  
Ania Susanti ◽  
Wiwin Suryaningsih
Keyword(s):  
Attention Deficit ◽  
Single Subject ◽  
Social Emotional ◽  
Design Data ◽  
Collection Method ◽  
Children With Adhd ◽  
Communication Development ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
The Subject

Attention Deficit Hyperactivity Disorder (ADHD) is a psychic term used to refer to behavioral disorders that have recently been found in children. Child development can be disrupted if a child is indicated with ADHD, both cognitive, social emotional and communication development. This study aims to determine whether archery exercise can improve the ability to concentrate ADHD children. In this study the subject of the study were three children who had been declared to have ADHD, aged 6 years. The type of research used is a single subject experimental design. Data collection method uses observation. Descriptive chart analysis was used to analyze the data in this study. Based on data analysis conducted, the results of the study describe that archery exercise can increase concentration in children with ADHD.

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