scholarly journals ADHD – Genetic or Cultural Conditions?

2020 ◽  
Vol 4 (1) ◽  
pp. 37-43
Author(s):  
Jagoda Antoniak
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Everyday Life ◽  
Family Environment ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Hyperactivity Disorder ◽  
Cultural Conditions ◽  
Students With Adhd

AbstractThis article discusses the attention deficit hyperactivity disorder (Attention Deficit Disorder) with attention deficit disorder. The publication contains an attempt to explain and characterize the hyperkinetic team. The issues in it concern the causes and effects of the occurrence of the attention deficit hyperactivity disorder in children. The methods of functioning of a child with ADHD in the school and family environment are also presented. The author presents suggestions for helping students with ADHD as well as forms of cooperation with their parents. The article indicates positives resulting from the student’s statement of a hyperkinetic group. The author does not focus only on negative features of a given phenomenon, but presents them in a diversified perspective, she tries to see the values reflected in the culture of everyday life.

scholarly journals Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

2017 ◽  
Vol 11 ◽  
pp. 117822181772331 ◽  
Author(s):  
Andrea L Howard ◽  
Tyler R Pritchard
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Heavy Drinking ◽  
Alcohol Problems ◽  
Drinking Motives ◽  
Behavioral Strategies ◽  
Hyperactivity Disorder ◽  
Protective Behavioral Strategies ◽  
Protective Strategies ◽  
Students With Adhd

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD.

Attention Deficit Hyperactivity Disorder and Anxiety: Is There an Association with Neurodevelopmental Deficits?

1998 ◽  
Vol 32 (5) ◽  
pp. 650-657 ◽  
Author(s):  
Alasdair L. A. Vance ◽  
Ernest S. L. Luk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Empirical Studies ◽  
Poor Response ◽  
Continuous Variables ◽  
Research Issues ◽  
Hyperactivity Disorder ◽  
Neurodevelopmental Deficits ◽  
Psychostimulant Medication

Objective: The co-occurrence of attention deficit hyperactivity disorder (ADHD) and anxiety is a well-established clinical observation. However, its status as a clinical construct is debated. We review the prevalence of ‘ADHD and anxiety’, its definitions, and its clinical correlates and we hypothesise that neurodevelopmental deficits may be increased in ‘ADHD and anxiety’. Method: The authors identified empirical studies in the psychiatric and psychological literature. The search categories included hyperactivity, attention deficit hyperactivity disorder, attention deficit disorder and anxiety. Results: ‘ADHD and anxiety’ is considerably more common in clinical than epidemiological samples. There are a range of definitions which address the situational variation in both ADHD and anxiety symptoms and the use of categorical and continuous variables to define them. Yet the nature of the anxiety is still unclear. It is associated with a poor response to psychostimulant medication treatment, and alternative pharmacotherapy approaches have been suggested. There is a controversy about whether neurodevelopmental deficits are associated with hyperactivity alone, or anxiety, or both. Conclusions: ‘ADHD and anxiety’ is important clinically because it is common and less responsive to psychostimulant medication. Important research issues include its heterogeneity which necessitates the collection of parent, teacher, and child self-reports of symptoms' presence or absence and the hypothesis that neurodevelopmental deficits may be increased in this group of children.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

Neurological Basis of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 118-124 ◽  
Author(s):  
Cynthia A. Riccio ◽  
George W. Hynd ◽  
Morris J. Cohen ◽  
Jose J. Gonzalez
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Brain Dysfunction ◽  
Turn Of The Century ◽  
Hyperactivity Disorder ◽  
Research Technology ◽  
The Past

Since the turn of the century, researchers have believed that attention deficit disorder (ADD) involves brain dysfunction. Many theories have been researched in an attempt to resolve the nature of brain dysfunction that has resulted in behaviors associated with ADD. In the past two decades, with an expansion of research technology, significant changes have occurred in the conceptualization of ADD—with or without hyperactivity—as well as in the neurological models relating to the etiology of this disorder. This article reviews these models and presents neuroanatomical, neurochemical, and neurophysiological perspectives on ADD.

A Comparison between Barkley Behavioral Therapy, Minuchin Structural Family Therapy and Neuro-feedback on Anxiety among children suffering from Attention Deficit – Hyperactivity Disorder

2020 ◽  
Vol 59 (10) ◽  
pp. 47-60
Author(s):  
Baqer Mirza Hasanvand ◽  
◽  
Kiyan Gholam Javadi Tarziloo ◽  
Mahbube Mostafa Khiri ◽  
◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Family Therapy ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Behavioral Therapy ◽  
Statistical Tests ◽  
Control Group ◽  
Structural Family Therapy ◽  
Structural Family ◽  
Hyperactivity Disorder

Background & objective: Due to the consequences of attention deficit - hyperactivity disorder, various therapy approach have been formed. This research aimed to investigate a comparative study between Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback on anxiety among children suffering from attention deficit – hyperactivity disorder. Methods: This study was a quasi - experimental pretest-posttest with a control group. The study population consisted of all primary school student in Karaj in 2018. By using cluster sampling method, 400 students selected and screening conducted for hyperactivity and anxiety. The sample consisted of 40 (10 for each group) students and their mothers were selected by as an available and randomly recruits to each of groups. Instruments for gathering data were semi-structured diagnostic interview (K-SADS), short diagnostic scale for hyperactivity and attention deficit disorder (Caners, 1999) and multidimensional child anxiety scale (March et al., 1997). Then, the participants in the experimental groups (Three groups) participated in Barkley behavioral therapy (9 sessions of 90 min), Minuchin structural family therapy (8 sessions of 90 min) and neuro-feedback (25 sessions of 30 min), while the control group did not receive any intervention. Then, the data were analyzed using SPSS.v21 software and statistical tests such as MANCOVA and ANCOVA. Data analysig was performed with SPSS.v16 and significant levels of all tests set on 0.05. Results: The results indicate that Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback have significant impact on anxiety among children suffering from attention deficit – hyperactivity disorder, generally (P < 0.01). Furthermore, post-hoc test revealed that the efficacy of therapies on anxiety of experiment groups is different (P < 0.01). Three months follow-up results represent resistance of therapies (P > 0.01). Conclusion: So, using of these therapies for reduction of anxiety among children suffering from attention deficit – hyperactivity disorder. Key words: Barkley behavioral therapy, Minuchin structural family therapy, neuro-feedback, anxiety, attention deficit – hyperactivity disorder

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

2020 ◽  
Vol 29 (1) ◽  
pp. 42-51
Author(s):  
Garrett J. Roberts ◽  
Gloria E. Miller ◽  
Gavin W. Watts ◽  
Dina K. Malala ◽  
Brigette E. Amidon ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Instruction ◽  
Attention Deficit ◽  
Behavioral Outcomes ◽  
Reading Deficits ◽  
Reading Deficiencies ◽  
Hyperactivity Disorder ◽  
School Collaboration ◽  
Students With Adhd ◽  
Research Based Practices

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.

Sign in / Sign up

Export Citation Format

Share Document