scholarly journals Molecular Analysis of STin2 (Intron 2) Variant of The SLC6A4 Gene in Children and Adolescents With Attention Deficit Hyperactivity Disorder

2021 ◽  
Author(s):  
Shahrokh Amiri ◽  
Mahan Asadian ◽  
Mahmoud Shekari Khaniani ◽  
Sima Mansouri Derakhshan ◽  
Negar Pourhossein Rahmani ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
P Value ◽  
Case Group ◽  
Retrospective Case ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Intron 2

Abstract Background Attention deficit hyperactivity disorder (ADHD) is recognized as one of the most familiar childhood psychiatric disorders. Many molecular genetic reviews suggest that genes play a crucial role in susceptibility to ADHD. The serotonin transporter gene (SLC6A4) has polymorphisms that seem to correlate with ADHD development. The association between ADHD and the SLC6A4 gene variants in the Iranian population has not been investigated yet. This study analyzes the STin2 (intron 2) variant of the SLC6A4 gene in Iranian children and adolescents with ADHD . Materials and Methods In this retrospective case-control study, 86 ADHD patients and 99 healthy volunteers aged 5 to 14 years old were enrolled as the case group and the control group, respectively. The STin2 (intron2) fragment of the SLC6A4 gene was amplified using specific primers by conventional PCR, and three STin2 alleles of the SLC6A4 gene (STin2.9, STin2.10, and STin2.12) were examined using the acrylamide gel method. Results We found no significant difference between the ADHD and the control groups in STin2.9(34.9% vs 39.4%, p-value = 0.824), STin2.10(29.1% vs 23.2%, p-value = 1.354), and STin2.12(36% vs 36.4%, p-value = 0.986) variants. Conclusion It is concluded that there was no association between the frequency of STin2 variant alleles of the SLC6A4 gene andADHD, but in the study of risk estimation, it was found that allele 10 of this variant is a risk allele in ADHD patients.

scholarly journals Using Mobile Electroencephalography and Actigraphy to Diagnose Attention-Deficit/Hyperactivity Disorder: Case-Control Comparison Study

10.2196/12158 ◽  
2020 ◽  
Vol 7 (6) ◽  
pp. e12158 ◽  
Author(s):  
Kuo-Chung Chu ◽  
Hsin-Ke Lu ◽  
Ming-Chun Huang ◽  
Shr-Jie Lin ◽  
Wen-I Liu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Diagnostic Tools ◽  
Control Group ◽  
Case Group ◽  
Impulsive Behavior ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background Children with attention-deficit/hyperactivity disorder (ADHD), a neurobehavioral disorder, display behaviors of inattention, hyperactivity, or impulsivity, which can affect their ability to learn and establish proper family and social relationships. Various tools are currently used by child and adolescent psychiatric clinics to diagnose, evaluate, and collect information and data. The tools allow professional physicians to assess if patients need further treatment, following a thorough and careful clinical diagnosis process. Objective We aim to determine potential indicators extracted from a mobile electroencephalography (EEG) device (Mindset; NeuroSky) and an actigraph (MotionWatch 8; CamNtech) and to validate them for diagnosis of ADHD. The 3 indicators are (1) attention, measured by the EEG; (2) meditation, measured by the EEG; and (3) activity, measured by the actigraph. Methods A total of 63 participants were recruited. The case group comprised 40 boys and 9 girls, while the control group comprised 5 boys and 9 girls. The groups were age matched. The test was divided into 3 stages—pretest, in-test, and posttest—with a testing duration of 20 minutes each. We used correlation analysis, repeated measures analysis of variance, and regression analysis to investigate which indicators can be used for ADHD diagnosis. Results With the EEG indicators, the analysis results show a significant correlation of attention with both hit reaction time (RT) interstimulus interval (ISI) change (r=–0.368; P=.003) and hit standard error (SE) ISI change (r=–0.336; P=.007). This indicates that the higher the attention of the participants, the smaller both the hit RT change and the hit SE ISI change. With the actigraph indicator, confidence index (r=0.352; P=.005), omissions (r=0.322; P=.01), hit RT SE (r=0.393; P=.001), and variability (r=0.351; P=.005) were significant. This indicates that the higher the activity amounts, the higher the impulsive behavior of the participants and the more target omissions in the continuous performance test (CPT). The results show that the participants with ADHD present a significant difference in activity amounts (P<0.001). The actigraph outperforms the EEG in screening ADHD. Conclusions When the participants with ADHD are stimulated under restricted conditions, they will present different amounts of activity than in unrestricted conditions due to participants’ inability to exercise control over their concentration. This finding could be a new electronic physiological biomarker of ADHD. An actigraph can be used to detect the amount of activity exhibited and to help physicians diagnose the disorder in order to develop more objective, rapid auxiliary diagnostic tools.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

scholarly journals Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State

2022 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Alake O.M. ◽  
Aina J. ◽  
Sodimu J.O. ◽  
Dele-Alonge O.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Primary Schools ◽  
Knowledge Score ◽  
P Value ◽  
Post Intervention ◽  
Hyperactivity Disorder ◽  
Ogun State ◽  
Significant Difference ◽  
High Knowledge

The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.

scholarly journals Using Mobile Electroencephalography and Actigraphy to Diagnose Attention-Deficit/Hyperactivity Disorder: Case-Control Comparison Study (Preprint)

2018 ◽  
Author(s):  
Kuo-Chung Chu ◽  
Hsin-Ke Lu ◽  
Ming-Chun Huang ◽  
Shr-Jie Lin ◽  
Wen-I Liu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Memorial Hospital ◽  
Diagnostic Tools ◽  
Control Group ◽  
Chang Gung Memorial Hospital ◽  
Hyperactivity Disorder ◽  
Significant Difference

BACKGROUND Children with attention-deficit/hyperactivity disorder (ADHD), a neurobehavioral disorder, display behaviors of inattention, hyperactivity, or impulsivity, which can affect their ability to learn and establish proper family and social relationships. Various tools are currently used by child and adolescent psychiatric clinics to diagnose, evaluate, and collect information and data. The tools allow professional physicians to assess if patients need further treatment, following a thorough and careful clinical diagnosis process. OBJECTIVE We aim to determine potential indicators extracted from a mobile electroencephalography (EEG) device (Mindset; NeuroSky) and an actigraph (MotionWatch 8; CamNtech) and to validate them for diagnosis of ADHD. The 3 indicators are (1) attention, measured by the EEG; (2) meditation, measured by the EEG; and (3) activity, measured by the actigraph. METHODS A total of 63 participants were recruited. The case group comprised 40 boys and 9 girls, while the control group comprised 5 boys and 9 girls. The groups were age matched. The test was divided into 3 stages—pretest, in-test, and posttest—with a testing duration of 20 minutes each. We used correlation analysis, repeated measures analysis of variance, and regression analysis to investigate which indicators can be used for ADHD diagnosis. RESULTS With the EEG indicators, the analysis results show a significant correlation of attention with both hit reaction time (RT) interstimulus interval (ISI) change (<i>r</i>=–0.368; <i>P</i>=.003) and hit standard error (SE) ISI change (<i>r</i>=–0.336; <i>P</i>=.007). This indicates that the higher the attention of the participants, the smaller both the hit RT change and the hit SE ISI change. With the actigraph indicator, confidence index (<i>r</i>=0.352; <i>P</i>=.005), omissions (<i>r</i>=0.322; <i>P</i>=.01), hit RT SE (<i>r</i>=0.393; <i>P</i>=.001), and variability (<i>r</i>=0.351; <i>P</i>=.005) were significant. This indicates that the higher the activity amounts, the higher the impulsive behavior of the participants and the more target omissions in the continuous performance test (CPT). The results show that the participants with ADHD present a significant difference in activity amounts (<i>P</i>&lt;0.001). The actigraph outperforms the EEG in screening ADHD. CONCLUSIONS When the participants with ADHD are stimulated under restricted conditions, they will present different amounts of activity than in unrestricted conditions due to participants’ inability to exercise control over their concentration. This finding could be a new electronic physiological biomarker of ADHD. An actigraph can be used to detect the amount of activity exhibited and to help physicians diagnose the disorder in order to develop more objective, rapid auxiliary diagnostic tools. CLINICALTRIAL This research was supported by Chang Gung Memorial Hospital (CMRPG 3F1581 and CORPG 3F0751) and approved by the Institutional Review Board of Chang Gung Memorial Hospital (No. 104-5397B) on October 01, 2015.

Caries Experience Associated with Attention – Deficit / Hyperactivity Disorder

2006 ◽  
Vol 30 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Michael Todd Grooms ◽  
Martha Ann Keels ◽  
Michael Roberts ◽  
F. Thomas McIver
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Caries Experience ◽  
Control Group ◽  
Daily Routine ◽  
Healthy Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Whole Saliva ◽  
Significant Difference

The purpose of this cross-sectional study was to examine whether children with attention-deficit / hyperactivity disorder (ADHD) had a total caries experience that was equivalent to children without the disorder. Methods: The test sample included children ages 6 to 10 years old diagnosed with ADHD by physicians at Duke University Medical Center. The control group also included healthy children 6 to 10 years old without the diagnosis of ADHD.A visual dental exam for caries was performed and a sample of whole, unstimulated saliva was collected. The parent / guardian of each participant completed a health/medication history and a questionnaire concerning the child's oral health and habits, daily routine, and demographic information. Results: Wilcoxon and chi-square tests showed that children with ADHD have significantly more enamel caries in the primary and permanent dentitions and a significantly higher prevalence of total caries experience when compared to controls. There was no significant difference in whole saliva production between the ADHD children and the controls. Conclusions: Dentists should be aware that children with ADHD are at higher risk for caries.

Anxiety, depression, and behavioural rating scales in children with non-cardiac chest pain

2019 ◽  
Vol 29 (10) ◽  
pp. 1268-1271 ◽  
Author(s):  
Aytaç Kenar ◽  
Utku Arman Örün ◽  
Tamer Yoldaş ◽  
Şeyma Kayalı ◽  
Şahin Bodur ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Chest Pain ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Parent Rating ◽  
Children's Depression Inventory ◽  
Hyperactivity Disorder ◽  
Children’S Depression Inventory ◽  
Children’S Depression

AbstractIntroduction:Chest pain is the second most common reason for referral to paediatric cardiologists after benign heart murmurs. Aetiology frequently depends on non-cardiac reasons. In addition, individuals may experience non-cardiac chest pain which is idiopathic or of unknown origin. The aim of this study is to examine psychological symptoms in children and adolescents with medically unexplained chest pain.Methods:A total of 76 patients (ages 8–18 years) were included in the study, who were referred to the paediatric cardiology department with the complaint of chest pain but did not have any detected cardiac aetiology or any other organic causes of chest pain. The control group was composed of 51 healthy volunteers. Self-evaluation scales were given to both groups which included Beck Anxiety Inventory and Children’s Depression Inventory. Also parents of both groups completed the Conner’s Parent Rating Scale for assessment of Attention-deficit/hyperactivity disorder.Results:Anxiety scores of the non-cardiac chest pain group were significantly higher compared to controls. No significant differences were found between patients and controls in terms of attention-deficit/hyperactivity disorder and depression scores. In patient group, patterns were similar for boys and girls and for children and adolescents; except girls scored significantly higher than boys in children’s depression inventory.Conclusions:In children and adolescents, non-cardiac chest pain is associated with increased levels of anxiety. These results show the importance of psychiatric evaluation in non-cardiac chest pain patients. Larger controlled studies are needed to determine the prevalence and impact of attention-deficit/hyperactivity disorder and depression in children and adolescents with non-cardiac chest pain.

scholarly journals Effect of Motor Skill Training on Balance and Hand – Eye Coordination in Children with Attention Deficit Hyperactivity Disorder (ADHD)

2020 ◽  
pp. 1-5
Author(s):  
Abaranjitha R ◽  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Motor Skill ◽  
Skill Training ◽  
Control Group ◽  
P Value ◽  
Hyperactivity Disorder ◽  
Hand Eye Coordination ◽  
Quasi Experimental ◽  
Motor Skill Training

Background: ADHD or Attention Deficit Hyperactive disorder is one of the most common condition affecting children. It is a neuro behavioural disorder affecting boys more than girls with a ratio of 3:1 and it affects almost 3 to 6 percentage of school children. There are limited number of studies on motor skill training to improve attention, balance and hand eye coordination. Methodology: Quasi Experimental, Convenient sampling, sample size was 30. The Participants for the study were selected based on the inclusion and exclusion criteria and experimental group followed 6 weeks of motor skill training exercise along with conventional physiotherapy. Conclusion: The results of this study showed post-test values of paediatric balance scale, nine-hole peg board test and gross motor functional measure of experimental and control group has a p value < 0.05 which is statistically significant. The study concludes that, motor skill training on attention deficit hyperactivity disorder shows significant improvement in balance and hand eye coordination.

Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder

2019 ◽  
Vol 50 (2) ◽  
pp. 250-261 ◽  
Author(s):  
Maria Mokobane ◽  
Basil Pillay ◽  
Nicho Thobejane ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Limpopo Province ◽  
Primary School Children ◽  
Control Group ◽  
Delay Aversion ◽  
Negative Consequences ◽  
Hyperactivity Disorder ◽  
Significant Difference

Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.

scholarly journals Autistic spectrum disorder symptoms in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analytical review

2019 ◽  
Vol 50 (13) ◽  
pp. 2240-2253 ◽  
Author(s):  
Jack Hollingdale ◽  
Emma Woodhouse ◽  
Susan Young ◽  
Adie Fridman ◽  
Will Mandy
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Samples ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Analytical Review ◽  
Meta Analyses

AbstractBackgroundResearch identifies highly variable prevalence estimates for autism spectrum disorder (ASD) in children and adolescents with attention deficit hyperactivity disorder (ADHD), particularly between community and clinical samples, warranting quantitative meta-analyses to investigate the true prevalence of ASD in children and adolescents with ADHD.MethodsStudies were identified through a systematic literature search of PsycINFO, MEDLINE and Web of Science through January 2018. Twenty-two publications met inclusion criteria (total N = 61 985). Two random effects meta-analyses were conducted: (1) to identify the proportion of children and adolescents with ADHD that met criteria for ASD; and (2) to compare the severity of dimensionally-measured ASD symptomology in children and adolescents with and without ADHD.ResultsThe overall pooled effect for children and adolescents with ADHD who met threshold for ASD was 21%. There was no significant difference between community samples (19%) and clinical samples (24%) or between US studies v. those from other countries. Children and adolescents with ADHD had substantially more dimensionally-measured ASD traits compared with those who did not have ADHD (d = 1.23).ConclusionThe findings provide further evidence that ADHD and ASD are associated in nature. Clinical and research implications are discussed.

scholarly journals Neuropsychological differences between attention deficit hyperactivity disorder and control children and adolescents referred for academic impairment

2009 ◽  
Vol 31 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Gabriel Coutinho ◽  
Paulo Mattos ◽  
Leandro F. Malloy-Diniz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Children And Adolescents ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Digit Span ◽  
Control Group ◽  
Memory Tests ◽  
Hyperactivity Disorder ◽  
Academic Impairment

OBJECTIVE: To compare the performances of children and adolescents with attention deficit hyperactivity disorder with a group of control comparison subjects, both taken from a large clinical sample, using some of the most widely employed attention-based Brazilian tests. METHOD: The performances of 186 children and adolescents with attention deficit hyperactivity disorder were compared to that of 80 control individuals based on attention and working memory scores. Both groups had been referred due to academic impairment. All individuals were submitted to the TAVIS-3 sustained, shifted and focused attention tests, as well as to the working memory tests that make up the WISC-III Freedom from Distractibility Index (Digit Span and Arithmetic). RESULTS: The control group was slightly older than the attention deficit hyperactivity disorder group (p = 0.07); IQ and schooling did not differ between groups (p = 0.34 and p = 0.38, respectively). While performing a test requiring sustained attention for a longer period of time, the attention deficit hyperactivity disorder group showed a significantly higher number of commission errors compared to the controls, thus presenting sustained attention deficits (p = 0.003); when the influence of IQ, age and schooling was reduced, the attention deficit hyperactivity disorder group also made more omission errors during a sustained attention task in comparison to the control group, thus achieving a borderline significance level (p = 0.08); the attention deficit hyperactivity disorder group also performed worse in Digit Span forward and backward (p = 0.013 and p = 0.01, respectively) and in Arithmetic (p = 0.008). Other scores did not achieve significance. CONCLUSION : Our findings suggest that some of the most commonly used Brazilian attention-based tests - especially the sustained attention and working memory tests - may be useful to help distinguish subjects with attention deficit hyperactivity disorder from control subjects.

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