scholarly journals ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN ROBIN ROE’S NOVEL A LIST OF CAGES

2020 ◽  
Vol 8 (2) ◽  
pp. 45
Author(s):  
Vivi Marianti Butar-Butar
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Novel ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Library Research ◽  
Motor Activities ◽  
Qualitative Descriptive ◽  
Core Symptoms ◽  
Descriptive Method

This thesis entitled "Attention Deficit Hyperactivity Disorder (ADHD) in Robin Roe's Novel A List of Cages". This thesis discussed about the symptoms Attention Deficit Hyperactivity Disorder (ADHD) in the novel A List of Cages by Robin Roe. This thesis aimed to find out how the symptoms of ADHD are described through the leading character in the novel. This thesis used to describe the core symptoms of ADHD, namely: Attention, Impulsivity, and Hyperactivity. There are symptoms of ADHD that Adam has, namely: Attention symptom is easily bored; Impulsivity symptom is agitated; and the Hyperactivity symptom is: do excessive motor activities. This thesis used Russell Barkley's theory to analyze the symptoms in a novel using Literary Psychology. In analyzing this thesis, the writer used a qualitative descriptive method that presents all data in the form of words and sentences and uses library research as a way to collect data by reading and selecting quotations from the novel A List of Cages. From this research it is found that the leading character in the novel experienced all the three core symptoms of ADHD.

scholarly journals Pharmacological treatment for attention deficit hyperactivity disorder in adults

2021 ◽  
Vol 64 (1) ◽  
pp. 49-56
Author(s):  
Kukju Kweon
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adult Adhd ◽  
Neurodevelopmental Disorder ◽  
Self Report ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Symptom Patterns ◽  
Long Acting ◽  
Core Symptoms

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by attention deficits, hyperactivity, and impulsivity. In the past, ADHD was considered to be limited to children and adolescents. However, ADHD has now been reconceptualized as a lifelong disorder, and two-thirds of ADHD patients continue to have core symptoms and dysfunction in adulthood. Currently, the public and clinicians’ interest in adult ADHD is rapidly increasing in Korea. In addition to interviews with patients for an adult ADHD diagnosis, interviews with family members, existing school records, and neuropsychological tests help clinicians to make a diagnosis. It is necessary to check whether the core symptoms of ADHD were expressed in childhood. Since adults’ symptom patterns differ from those of children, a self-report tool designed for adult ADHD is useful. The medications currently approved for ADHD in adults by the Ministry of Food and Drug Safety of Korea are long-acting methylphenidate and atomoxetine. Both methylphenidate and atomoxetine improve the core symptoms of ADHD as well as daily function. Methylphenidate and atomoxetine can be used safely as first-line treatments, and the overall adverse effects are tolerable. However, attention should be paid to possible cardiovascular adverse events and misuse. Bupropion, modafinil, alpha2-agonist, and tricyclic antidepressants can also be used off-label.

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.

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.

Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 35 (4) ◽  
pp. 280-298
Author(s):  
Cynthia Maya Beristain ◽  
Judith Wiener
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Peer Relations ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Transition To High School ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Close Friendships ◽  
Theory Framework

The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.

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.

Sign in / Sign up

Export Citation Format

Share Document