scholarly journals HUBUNGAN GANGGUAN PEMUSATAN PERHATIAN DAN HIPERAKTIVITAS DENGAN PRESTASI BELAJAR PADA ANAK SD KELAS 1 DI KECAMATAN WENANG KOTA MANADO

e-CliniC ◽  
2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Revina Lalusu
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Academic Progress ◽  
Physical Development ◽  
Chi Square ◽  
Hyperactivity Disorder ◽  
Chi Square Analysis ◽  
The Relationship ◽  
Descriptive Method

Abstract: Attention deficit hyperactivity disorder (ADHD) is determined by attention disruption and higher level of impulsivity experienced by children which incorporates with the physical development and age. In order to scrutinize if children have carried ADHD, the disruptive symptoms have to be experienced and observed at least six (6) months to the observed children, which have led to academic progress and social disruption, and should be presented before age of 7. Objective/Purpose: This research aims to determine the relationship between ADHD with Hyperactivity and children’s academic achievement in Wenang district, Manado. Methods: Descriptive method combine with quantitative approach has been occupied and been used in January 2013 at the elementary schools in Wenang district, Manado. Results: Based on chi-square analysis, the output is x2count > x2table, and the p < 0,05. As a result, the H0 hypothesis is being rejected. It means there is a significant relationship between ADHD with academic achievement. Conclusion: Bond relationship between ADHD with academic achievement is presented cleary based on the research. The relationship occurs among 68 pupils who are studying in Wenang district 38 boys and 30 girls Key Words: Attention Deficit Hyperactivity Disorder (ADHD), Academic Achievement     Abstrak: Gangguan pemusatan perhatian dan hiperaktivitas atau GPPH ditandai oleh rentang perhatian yang buruk yang tidak sesuai dengan perkembangan atau ciri hiperaktivitas dan impulsifitas atau keduanya yang tidak sesuai dengan usia. Untuk memenuhi kriteria diagnostik gangguan harus ada sekurangnya 6 bulan, menyebabkan gangguan dalam fungsi akademik atau sosial dan terjadi sebelum usia 7 tahun.Tujuan: Penelitian ini betujuan untuk mengetahui hubungan antara gangguan pemusatan perhatian dan hiperaktivitas dengan prestasi belajar pada siswa kelas 1 di kecamatan Wenang kota Manado. Metode: Penelitian deskriptif dengan pendekatan kuantitatif dilaksanakan pada bulan Januari tahun 2013 di sekolah dasar di kecamatan Wenang kota Manado. Hasil: Berdasarkan uji analisis chi square, diperoleh nilai X2hitung > X2tabel, dan nilai p < 0,05 maka berarti hipotesi H0 ditolak. Dapat disimpulkkan bahwa ada hubungan yang signifikan antara GPPH dengan prestasi belajar. Simpulan: Terdapat hubungan yang signifikan antara gangguan pemusatan perhatian dan hiperaktifitas dengan prestasi belajar yakni berjumlah 38 anak laki-laki dan 30 anak perempuan. Dengan jumlah keseluruhan 68 anak sekolah dasar di kecamatan Wenang. Kata kunci: Gangguan Pemusatan Perhatian dan Hiperaktifitas (GPPH), Prestasi Belajar

scholarly journals Stunting was not associated with attention deficit hyperactivity disorder (ADHD) in children 36-59 month in Sedayu Subdistrict

2018 ◽  
Vol 5 (2) ◽  
pp. 60
Author(s):  
Dwi Nur Rahmawati ◽  
Bunga Astria Paramashanti ◽  
Rosma Fyki Kamala
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Growth Disorders ◽  
Chi Square ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Chi Square Analysis ◽  
The Impact ◽  
The Relationship

<p><strong>Background:</strong> Results of Riskesdas in 2013 showed the prevalence of stunting by 37%. Stunting is a growth disorders such as chronic malnutrition will cause linear growth of troubled children. Stunting apart from the impact of the development of IQ, cognitive and motoric sector but also on emotional development. Hyperactivity disorder or ADHD (Attention  Deficit  Hyperactivity Disorder) is one of the emotional problems in children.</p><p><strong>Objective</strong>: The general objective of this study was to determine the relationship between stunting with attention deficit hyperactivity disorder in children aged 36-59 months in the Sedayu Subdistrict, Bantul District, Yogyakarta in 2017.</p><p><strong>Methods:</strong> This study used a cross-sectional approach. The samples studied amount 185 samples retrieval techniques probability proportional to size (PPS). Variable examined included stunting and hyperactivity disorder.\</p><p><strong>Results:</strong> The prevalence of stunting in this study was 34,2%, meanwhile the prevalence of hyperactivity was 28,8%. Chi-square analysis showed no significant association between stunting with attention deficit hyperactivity disorder (OR=0,98; 95%CI: 0,50-1,91).</p><p><strong>Conclusion:</strong> there was no association between stunting and hyperactivity in young children.</p><p> </p><p><strong>KEYWORDS: </strong>stunting, hyperactivity, ADHD, children </p>

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

Quantifying the Relationship between Attention-Deficit/Hyperactivity Disorder and Experiences of Child Maltreatment: A Meta-Analysis

2018 ◽  
Vol 27 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Kylee Clayton ◽  
Janelle Boram Lee ◽  
Kristene Cheung ◽  
Jennifer Theule ◽  
Brenna Henrikson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Child Maltreatment ◽  
Attention Deficit ◽  
Meta Analysis ◽  
Hyperactivity Disorder ◽  
The Relationship

The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder

2009 ◽  
Vol 46 (10) ◽  
pp. 919-931 ◽  
Author(s):  
Jennifer A. Mautone ◽  
George J. DuPaul ◽  
Asha K. Jitendra ◽  
Katy E. Tresco ◽  
Rosemary Vile Junod ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Treatment Integrity ◽  
Reading Interventions ◽  
Hyperactivity Disorder ◽  
The Relationship

scholarly journals Disentangling ADHD's Presentation-Related Decision-Making—A Meta-Analytic Approach on Predominant Presentations

2021 ◽  
Vol 12 ◽  
Author(s):  
Marcel Schulze ◽  
David Coghill ◽  
Silke Lux ◽  
Alexandra Philipsen
Keyword(s):  
Decision Making ◽  
Attention Deficit Hyperactivity Disorder ◽  
Reinforcement Learning ◽  
Risk Taking ◽  
Attention Deficit ◽  
Meta Analysis ◽  
Analytic Approach ◽  
Effect Sizes ◽  
Hyperactivity Disorder ◽  
The Relationship

Background: Deficient decision-making (DM) in attention deficit/hyperactivity disorder (ADHD) is marked by altered reward sensitivity, higher risk taking, and aberrant reinforcement learning. Previous meta-analysis aggregate findings for the ADHD combined presentation (ADHD-C) mostly, while the ADHD predominantly inattentive presentation (ADHD-I) and the predominantly hyperactive/impulsive presentation (ADHD-H) were not disentangled. The objectives of the current meta-analysis were to aggregate findings from DM for each presentation separately.Methods: A comprehensive literature search of the PubMed (Medline) and Web of Science Database took place using the keywords “ADHD,” “attention-deficit/hyperactivity disorder,” “decision-making,” “risk-taking,” “reinforcement learning,” and “risky.” Random-effects models based on correlational effect-sizes were conducted. Heterogeneity analysis and sensitivity/outlier analysis were performed, and publication biases were assessed with funnel-plots and the egger intercept.Results: Of 1,240 candidate articles, seven fulfilled criteria for analysis of ADHD-C (N = 193), seven for ADHD-I (N = 256), and eight for ADHD-H (N = 231). Moderate effect-size were found for ADHD-C (r = 0.34; p = 0.0001; 95% CI = [0.19, 0.49]). Small effect-sizes were found for ADHD-I (r = 0.09; p = 0.0001; 95% CI = [0.008, 0.25]) and for ADHD-H (r = 0.1; p = 0.0001; 95% CI = [−0.012, 0.32]). Heterogeneity was moderate for ADHD-H. Sensitivity analyses show robustness of the analysis, and no outliers were detected. No publication bias was evident.Conclusion: This is the first study that uses a meta-analytic approach to investigate the relationship between the different presentations of ADHD separately. These findings provide first evidence of lesser pronounced impairment in DM for ADHD-I and ADHD-I compared to ADHD-C. While the exact factors remain elusive, the current study can be considered as a starting point to reveal the relationship of ADHD presentations and DM more detailed.

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