scholarly journals Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

in education ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 81-98
Author(s):  
Kathryn Isenor ◽  
Erin Mazerolle ◽  
Conor Barker
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Action Research ◽  
Knowledge Translation ◽  
Lived Experience ◽  
Attention Deficit ◽  
Management Strategies ◽  
Personal Story ◽  
Hyperactivity Disorder ◽  
Translation Study ◽  
Clear Idea

The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity

scholarly journals Chromosome 15 Duplication and Attention-Deficit Hyperactivity Disorder

2017 ◽  
Vol 08 (04) ◽  
pp. 660-661
Author(s):  
Sundar Gnanavel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Case Report ◽  
Attention Deficit ◽  
Management Strategies ◽  
Behavioral Phenotype ◽  
Chromosome 15 ◽  
Diagnosis And Management ◽  
Psychiatric Illnesses ◽  
Hyperactivity Disorder

ABSTRACTChromosome 15 duplication has been associated with a number of psychiatric illnesses including psychosis and autism. However, literature on association with attention-deficit hyperactivity disorder (ADHD) is scant. This case report describes a patient with chromosome 15 duplication diagnosed with ADHD in our neurodevelopmental clinic. The possible biological underpinnings are discussed along with possible challenges in diagnosis and management. The need for better understanding ADHD as a behavioral phenotype in such cases along with need for tailored management strategies is emphasized.

Management Strategies for Attention–Deficit/Hyperactivity Disorder: A Regional Deliberation on the Evidence

2012 ◽  
Vol 124 (5) ◽  
pp. 58-68 ◽  
Author(s):  
Sarah K. Emond ◽  
Daniel A. Ollendorf ◽  
Jennifer A. Colby ◽  
Sarah Jane Reed ◽  
Steven D. Pearson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Management Strategies ◽  
Hyperactivity Disorder

scholarly journals A Review of Pharmacological Management of Attention-Deficit/Hyperactivity Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 192-206 ◽  
Author(s):  
Leslie Briars ◽  
Timothy Todd
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Extracurricular Activities ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Management Strategies ◽  
Comorbid Condition ◽  
Pharmacological Management ◽  
Hyperactivity Disorder ◽  
Study Results

Attention-deficit/hyperactivity disorder (ADHD) is a common psychological diagnosis in children. This disorder impacts children and adolescents in all areas of life, including academic performance, extracurricular activities, and social interactions. ADHD can continue into adulthood where unemployment and substance abuse has been described. Although behavioral therapy is recommended for all patients with ADHD, medication management typically is initiated soon after diagnosis. Psychostimulants remain the primary medication of choice. This review focuses on the clinical use of psychostimulant medication in children and adolescents. The pharmacodynamic and pharmacokinetic differences between the newest long-acting formulations as well as commonly encountered adverse drug reactions, with suggested management strategies, will be highlighted. Non-stimulant therapy with atomoxetine or alpha2-adrenergic agonists is also reviewed. These agents may be warranted for patients who cannot tolerate psychostimulant therapy or have a comorbid condition. Finally, the 8-year multimodal treatment study results are also discussed.

scholarly journals A phenomenological inquiry into the lived experience of adults diagnosed with attention deficit hyperactivity disorder (ADHD) employed by the NHS

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kayte Jayne Rowe ◽  
Sarah Bailey ◽  
Bonnie Teague ◽  
Kevin Mattless ◽  
Caitlin Notley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Lived Experience ◽  
Attention Deficit ◽  
Interpretative Phenomenological Analysis ◽  
Final Analysis ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Content Type ◽  
Work Related ◽  
Hyperactivity Disorder

Purpose Approximately 3.5% of the workforce is diagnosed with attention deficit hyperactivity disorder (ADHD). With a greater risk of work-related stress and absences, work-based social interactions and environments are significant factors. The purpose of this study was to identify the professional challenges and benefits of living with ADHD in healthcare settings. Design/methodology/approach Interpretative phenomenological analysis was used to explore how employees with ADHD both experience and make sense of their employment and professional relationships. Participants self-identified from two NHS trusts and participated in semi-structured interviews. Findings A total of seven interviews contributed to the final analysis. A total of four themes emerged: social environment (relationships), physical environment, behaviour and work tasks. Complex interactions were observed between individuals’ internal constructs and overall employment experience. Practical implications The findings can be used to inform local NHS management frameworks for supporting workforce with ADHD. Originality/value This is a novel study that explores the psychodynamic and physical presentations of ADHD providing a unique perspective on the challenges and strengths of employees with ADHD.

Understanding attention deficit/hyperactivity disorder in physicians: workplace implications and management strategies

2021 ◽  
Vol 7 (4) ◽  
pp. 160-165
Author(s):  
Maryna Mammoliti ◽  
Christopher Richards-Bentley ◽  
Adam Ly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Experience ◽  
Attention Deficit ◽  
Neurodevelopmental Disorder ◽  
Management Strategies ◽  
Organizational Functioning ◽  
Hyperactivity Disorder ◽  
Physician Leaders ◽  
Evidence Based Treatments ◽  
Legal Duty

Physicians with attention deficit/hyperactivity disorder (ADHD) may have unrecognized workplace difficulties because of inattention and impulsivity. If these behaviours interfere with patient care or organizational functioning, leaders may erroneously attribute the physician’s actions to unprofessionalism. As such, corrective efforts with punitive measures may be ineffective. ADHD is a neurodevelopmental disorder that responds to evidence-based treatments, including medications, accommodations, and supports. Physician leaders who understand the unique presentations of ADHD in physicians may better identify when this condition may be contributing to workplace behaviour. Furthermore, physician leaders may have a professional or legal duty to accommodate or support physicians with underlying medical and/or psychiatric conditions, such as ADHD. Using our own clinical experience, we provide a general overview of ADHD in physicians and guide physician leaders on how to help physicians who may be struggling with ADHD in the workplace. We hope that our clinical experience and observations of this hidden problem will spur discussion, awareness, and action for further research and support.

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