scholarly journals Effectiveness of Online Mindfulness-Based Intervention (iMBI) on Inattention, Hyperactivity–Impulsivity, and Executive Functioning in College Emerging Adults with Attention-Deficit/Hyperactivity Disorder: A Study Protocol

2021 ◽  
Vol 18 (3) ◽  
pp. 1257
Author(s):  
Kai-Shuen Pheh ◽  
Kit-Aun Tan ◽  
Normala Ibrahim ◽  
Sherina Mohd Sidik
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Functioning ◽  
Emerging Adults ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Neurodevelopmental Disorder ◽  
Control Group ◽  
Post Intervention ◽  
Treatment As Usual ◽  
Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD), a common neurodevelopmental disorder, often persists into adulthood. In Malaysia, the prevalence rate of hyperactivity symptoms is highest among Chinese Malaysians. There are limited evidence-based treatment options targeting the core symptoms of ADHD, as well as executive functioning. In addition, conventional psychotherapeutic approaches for adults with ADHD have been found to be highly labor-intensive. The present study will evaluate the effectiveness of an online mindfulness-based intervention to reduce inattention and hyperactivity–impulsivity and improve executive functioning among Chinese Malaysian college emerging adults with ADHD. Informed by established literature, we will design an 8-week online mindfulness-based intervention (i.e., iMBI). We will conduct a two-arm randomized controlled trial comparing an iMBI plus treatment-as-usual group (n = 54) and an enhanced treatment-as-usual control group (n = 54). Outcome measures of inattention, hyperactivity–impulsivity, and executive functioning will be collected at baseline, immediately post-intervention, and 1-month post-intervention. The findings of the present study will not only demonstrate the implementation of iMBI as a new treatment modality but also inform practitioners on the effectiveness of iMBI in reducing the burden of adults living with ADHD.

scholarly journals 1-year follow-up of neurofeedback treatment in adolescents with attention-deficit hyperactivity disorder: randomised controlled trial

BJPsych Open ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 107-115 ◽  
Author(s):  
Marleen Bink ◽  
Ilja L. Bongers ◽  
Arne Popma ◽  
Tieme W. P. Janssen ◽  
Chijs van Nieuwenhuizen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Randomised Controlled Trial ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Treatment As Usual ◽  
Hyperactivity Disorder ◽  
Study Results ◽  
Randomised Controlled ◽  
Neurocognitive Measures

BackgroundEstimates of the effectiveness of neurofeedback as a treatment for attention-deficit hyperactivity disorder (ADHD) are mixed.AimsTo investigate the long-term additional effects of neurofeedback (NFB) compared with treatment as usual (TAU) for adolescents with ADHD.MethodUsing a multicentre parallel-randomised controlled trial design, 60 adolescents with a DSM-IV-TR diagnosis of ADHD receiving NFB+TAU (n=41) or TAU (n=19) were followed up. Neurofeedback treatment consisted of approximately 37 sessions of theta/sensorimotor rhythm (SMR)-training on the vertex (Cz). Outcome measures included behavioural self-reports and neurocognitive measures. Allocation to the conditions was unmasked.ResultsAt 1-year follow-up, inattention as reported by adolescents was decreased (range ηp2=0.23–0.36, P<0.01) and performance on neurocognitive tasks was faster (range ηp2=0.20–0.67, P<0.005) irrespective of treatment group.ConclusionsOverall, NFB+TAU was as effective as TAU. Given the absence of robust additional effects of neurofeedback in the current study, results do not support the use of theta/SMR neurofeedback as a treatment for adolescents with ADHD and comorbid disorders in clinical practice.

scholarly journals Common Venues in Romantic Relationships of Adults With Symptoms of Autism and Attention Deficit/Hyperactivity Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Lorrayne Stephane Soares ◽  
Ana Luiza Costa Alves ◽  
Danielle de Souza Costa ◽  
Leandro Fernandes Malloy-Diniz ◽  
Jonas Jardim de Paula ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Romantic Relationships ◽  
Attention Deficit ◽  
Neurodevelopmental Disorders ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Control Group ◽  
Passionate Love ◽  
Hyperactivity Disorder ◽  
The Mean

Introduction: Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD) figures among the most common neurodevelopmental disorders. Despite having opposite stereotypes, both ADHD and ASD compromise, though in different ways, skills such as social interactions, communication skills, and social thinking, which may underlie difficulties in romantic relationships.Methods: We evaluated 306 adults about their romantic relationships and the intensity of their love. Participants were from one of four groups:, individuals with ASD-only traits, a group with symptoms of ADHD-only, participants with neither ADHD nor ASD symptoms (control) or from a fourth group of individuals with both ADHD and ASD traits.Results: The ASD traits group had fewer married people and more people who have never been married, while the rate of divorce was higher in the ADHD traits group. Regarding the intensity of love, the mean scores of the ADHD and the ADHD+ASD traits groups were higher in the Passionate Love Scale than the mean score of the control group. Passionate love in the ASD group was no different from the other groups. Small positive correlations were found between passionate love and ADHD and ASD behavioral problems.Conclusion: Marital status was distinct depending on symptoms of a neurodevelopmental disorder in adulthood. Also, ADHD and ASD symptoms were associated with greater passionate love. Therefore, ADHD and ASD behavioral dimensions may impact long-term and short-term experiences of a person's relationship with a significant other in distinct ways. Understanding how people with neurodevelopmental disorders experience love might help us to better clarify the mechanisms associated with their relationship patterns.

C-43 The Relation Between Executive Functioning and Fluid Reasoning Performance in Children with Attention-Deficit/Hyperactivity Disorder

2019 ◽  
Vol 34 (6) ◽  
pp. 1072-1072
Author(s):  
N Coultis ◽  
A Brown ◽  
E Heideman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Functioning ◽  
Inhibitory Control ◽  
Attention Deficit ◽  
Performance Test ◽  
Word Identification ◽  
Neurodevelopmental Disorder ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Fluid Reasoning

Abstract Objective Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects about 5% of school-aged children.4 Fluid reasoning (FR) tasks assess one’s ability to detect underlying conceptual relationships and use reasoning to identify and apply rules to problem solve.4 Previous research has demonstrated that children with ADHD perform more poorly in FR, though the mechanism behind this is unclear.3,4 The literature suggests that FR is reliant on executive functioning skills such as inhibitory control, working memory, and planning.1,4 Therefore, this study examines how performance on FR from the Wechsler Intelligence Scale for Children (WISC-V) is related to measures of executive functioning (EF) and attention in children with ADHD. Method Participants were children aged 8 to 16-years with ADHD (N = 75) referred for neuropsychological testing. Participant demographics: males (N = 50, 65.8%), females (N = 26, 34.2%); African American (5.3%), Asian (1.3%), Caucasian (52.6%), Other (39.5%). Measures included the WISC-V Fluid Reasoning Index (FRI), Delis-Kaplan Executive Function System (DKEFS) Color Word Identification (CWI) and Tower subtests, omissions/commissions on the Conners Continuous Performance Test (CPT), and Behavior Rating Inventory of Executive Functioning (BRIEF) subscales. Results Bivariate correlations showed that the FRI was only significantly positively correlated with CWI Inhibition/Switching Time (r = .246, p = .047). Commission errors on the CPT approached significance (r = .217, p = .145). Conclusion The WISC-V FRI may be vulnerable to weaknesses in EF or behavioral control in children with ADHD and should be interpreted in that context. Findings suggest the FRI may be particularly impacted by weaknesses in inhibitory control.

scholarly journals A Feasibility Study of Enhanced Group Triple P — Positive Parenting Program for Parents of Children with Attention-deficit/Hyperactivity Disorder

2002 ◽  
Vol 19 (4) ◽  
pp. 191-206 ◽  
Author(s):  
Fiona E. Hoath ◽  
Matthew R. Sanders
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
School Environment ◽  
Parenting Practices ◽  
Controlled Trial ◽  
Intervention Group ◽  
Child Behaviour ◽  
Triple P ◽  
Post Intervention ◽  
Hyperactivity Disorder

AbstractThe aim of this randomised controlled trial was to examine the efficacy of an Attention-deficit/ hyperactivity Disorder (ADHD)-specific, Enhanced (Level 5) Group Triple P intervention. Twenty families with a child with clinically diagnosed ADHD aged between 5 and 9 years participated. Families were randomly assigned to either an enhanced intervention group (Enhanced Group Triple P; EGTP) or a wait list (WL) condition. Using parent reports of child behaviour, parenting practices and family functioning in addition to teacher reports of child behaviour in the school environment, parents in the EGTP condition reported significant reductions in intensity of disruptive child behaviour problems, aversive parenting practices and increases in parental self-efficacy when compared to the WL condition. Parents' reports at 3-month follow-up indicated the gains in child behaviour and parenting practices achieved at post-intervention were maintained.

scholarly journals A Cross-Sectional Study of 0.6 Million Children with Attention-Deficit/Hyperactivity Disorder in the United States

2020 ◽  
Vol 10 (01) ◽  
pp. e97-e103
Author(s):  
Irene Rethemiotaki
Keyword(s):  
United States ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Family Income ◽  
Neurodevelopmental Disorder ◽  
Multiple Logistic Regression Analysis ◽  
The United States ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractAttention-deficit hyperactivity disorder (ADHD) is an increasingly recognized chronic neurodevelopmental disorder. This work aims at studying the prevalence and clinical characteristics of children with ADHD in the United States in the period between 2009 and 2018. Data from the National Health Interview Survey were analyzed by univariate and multivariate statistics to assess the role of socioeconomic factors in the development of ADHD. It has been studied 615,608 children, 51.2% male and 48.7% female. The prevalence of ADHD was 9.13%, with males predominating over females. The number of children with ADHD increased from 2009 to 2018 by 14.8%. As specified by multiple logistic regression analysis, males (odds ratio [OR] 2.38) who have neither mother nor father (OR 1.76) are twice as likely to have ADHD compared with their peers. In addition, family income (OR 1.40) and parent's education (OR 1.12) were significantly associated with ADHD. It has been highlighted the significance of deprivation of both family and financial comfort as primary indicators for ADHD in children. Moreover, children with ADHD were more likely to be males in the age group of 12 to 17.

scholarly journals The effect of vitamin D and magnesium supplementation on the mental health status of attention-deficit hyperactive children: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mostafa Hemamy ◽  
Naseh Pahlavani ◽  
Alireza Amanollahi ◽  
Sheikh Mohammed Shriful Islam ◽  
Jenna McVicar ◽  
...  
Keyword(s):  
Mental Health ◽  
Vitamin D ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Neurodevelopmental Disorder ◽  
Intervention Group ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Magnesium Supplementation ◽  
Children With Adhd

Abstract Background Attention-Deficit / Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder, characterized by varying severity in attention deficit and hyperactivity. Studies have shown deficiencies in the serum level of magnesium and vitamin D in people with ADHD. The aim of this study is to determine the effect of vitamin D and magnesium supplementation on mental health in children with ADHD. Methods We conducted a randomized, double blind, placebo-controlled clinical trial of 66 children with ADHD. Participants were randomly allocated to receive both vitamin D (50,000 IU/week) plus magnesium (6 mg/kg/day) supplements (n = 33) or placebos (n = 33) for 8-weeks. Strengths and difficulties questionnaire was used to evaluate children’s mental health at baseline and the end of the study. Results After eight weeks of intervention, the serum levels of 25-hydroxy-vitamin D3 and magnesium increased significantly in the intervention group compared with the control group. Also, children receiving vitamin D plus magnesium showed a significant reduction in emotional problems (p = 0.001), conduct problems (p = 0.002), peer problems (p = 0.001), prosocial score (p = 0.007), total difficulties (p = 0.001), externalizing score (p = 0.001), and internalizing score (p = 0.001) compared with children treated with the placebo. Conclusion Vitamin D (50,000 IU/week) and magnesium (6 mg/kg/day) co-supplementation for a duration of 8-weeks could improve the behavioral function and mental health of children with ADHD. However, further well-designed studies with a larger sample size are needed. Trial registration IRCT2016030326886N1.

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