Emotional and Behavioral Problems in Children with Attention Deficit-Hyperactivity Disorder: Impact of Age and Learning Disabilities

2008 ◽  
Vol 31 (4) ◽  
pp. 171-185 ◽  
Author(s):  
Ana Miranda ◽  
Manuel Soriano ◽  
Inmaculada Fernández ◽  
Amanda Meliá
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Behavioral Problems ◽  
Attention Deficit ◽  
Rating Scales ◽  
Emotional And Behavioral Problems ◽  
Older Children ◽  
Emotional Symptoms ◽  
Hyperactivity Disorder

Comorbidity with other psychological problems (PP) complicates the course of attention deficit-hyperactivity disorder (ADHD) and makes treatment more difficult. The purpose of the present study was to (a) study the correspondence between the perceptions of parents and teachers about PP, (b) determine which PP predict the severity of the manifestations of ADHD, and (c) analyze the role of age and learning disabilities (LD) in the development of PP and ADHD. The participants were 72 children with a clinical diagnosis of ADHD. The PP were measured using rating scales filled out by parents and teachers. The results showed high correspondence between the two informant groups in rating the problems of behavior and overactivity. However, agreement on emotional symptoms was much lower. Inattention, emotional lability, and conduct problems predicted the severity of the ADHD. Finally, the younger children with ADHD+LD experienced more associated problems than the older children.

scholarly journals Attention-deficit/hyperactivity disorder: possibilities of early diagnostics

Medicina ◽  
2009 ◽  
Vol 45 (10) ◽  
pp. 764
Author(s):  
Rasa Barkauskienė ◽  
Asta Bongarzoni ◽  
Rasa Bieliauskaitė ◽  
Roma Jusienė ◽  
Saulė Raižienė
Keyword(s):  
At Risk ◽  
Attention Deficit Hyperactivity Disorder ◽  
Behavioral Problems ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Emotional And Behavioral Problems ◽  
Children At Risk ◽  
Early Diagnostics ◽  
Hyperactivity Disorder ◽  
Teacher Report Form

The present study aimed at analyzing the possibilities of early diagnostics of attention-deficit/ hyperactivity disorder in toddlers and preschool children. Parents and caregivers from children day care centers provided information about 863 children (mean age, 47.18 months; 410 girls and 453 boys). The methods used in the study were as follows: Child Behavior Checklist/1½-5 (CBCL), Caregiver-Teacher Report Form (C-TRF), and clinical questionnaire for evaluation of attention-deficit/hyperactivity disorder symptoms. The study consisted of two stages: 1) screening of the emotional and behavioral problems of children based on parental and caregiver-teachers’ reports; 2) clinical interview with parents of children at risk for attentiondeficit/ hyperactivity disorder as measured by empirical ratings of attention hyperactivity symptoms. Results revealed that according to parental ratings, attention and hyperactivity problems are related to children’s age. According to caregiver-teachers’ ratings, boys were rated as having more problems of attention and hyperactivity than girls. Based on the results from the first stage, children at risk for attention-deficit/hyperactivity disorder were analyzed further. Case study analysis showed attention-deficit/hyperactivity disorder symptoms in these children to be a part of overall pattern characterized by behavioral, emotional, and other problems. The quantitative as well as qualitative analysis provides the evidence for a high comorbidity of attention-deficit/ hyperactivity disorder and other emotional and behavioral problems in early childhood. Study showed that comprehensive clinical assessment is necessary for early diagnostics of ADHD.

scholarly journals Considering learning disabilities and attention-deficit hyperactivity disorder when assessing for neurodegenerative disease

2019 ◽  
Vol 10 (6) ◽  
pp. 520-526
Author(s):  
Mary K. Colvin ◽  
Janet C. Sherman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Neurodegenerative Disease ◽  
Older Adult ◽  
Attention Deficit ◽  
Neurodevelopmental Disorders ◽  
Hyperactivity Disorder ◽  
Increased Risk ◽  
Specific Learning

Purpose of reviewWhen evaluating an older adult for a possible neurodegenerative disease, the role of premorbid specific learning disabilities or attention-deficit hyperactivity disorder (ADHD) should be considered. These neurodevelopmental conditions can manifest as lifelong weaknesses and variability in cognitive functions that complicate assessment of cognitive decline. There is also accumulating evidence that certain neurodevelopmental disorders may entail greater risk for specific neurodegenerative disorders.Recent findingsWe describe clinical cases where diagnosis of neurodegenerative disease was influenced by preexisting neurodevelopmental disorders. We also present a questionnaire to assist with screening for premorbid learning disabilities and ADHD in older adults.SummaryThis article offers clinical guidance for practicing neurologists in the identification and assessment of neurodevelopmental disorders in older adult patients, which informs management and treatment. Consideration of lifetime functioning has become increasingly important with research linking neurodevelopmental disabilities to increased risk of specific neurodegenerative diseases.

Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

2003 ◽  
Vol 32 (2) ◽  
pp. 241-262 ◽  
Author(s):  
Lisa Marie Angello ◽  
Robert J. Volpe ◽  
James C. DiPerna ◽  
Sammi P. Gureasko-Moore ◽  
David P. Gureasko-Moore ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Hyperactivity Disorder
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