scholarly journals Effectiveness of Educating Program on Knowledge, Attitude, and Performance of Primary School Teachers Toward Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Firoozeh Derakhshanpour ◽  
Maryam Azarakhsh ◽  
Mohammad Ali Vakili ◽  
Somayeh Ahmadabadi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Public Schools ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Quasi Experimental ◽  
Knowledge And Attitude ◽  
And Performance ◽  
And Function

Background: Teachers are regarded to have a key role in the diagnosis, referral, implementation, and follow-up interventions and treatment of children with attention-deficit/hyperactivity disorder (ADHD). Objectives: The current study aimed to investigate the teachers’ knowledge, attitude, and function related to ADHD and evaluate the effectiveness of a training program in this regard. Methods: This quasi-experimental study was conducted on teachers in the elementary schools of Gorgan, Iran, in 2014. A total of six one-day workshops were held. In each workshop, 24 teachers were trained about ADHD for 4 h. Teachers’ knowledge, attitude, and function were assessed before, immediately after the workshops, and 2 weeks later. The data were analyzed using the analysis of variance (ANOVA), repeated-measures ANOVA, and Bonferroni post-hoc test. Results: The results revealed that older (P < 0.05) and more experienced teachers (P < 0.05), those working at public schools (P < 0.001), and teachers without higher education (P < 0.05) had significantly lower levels of knowledge and less positive attitude toward children with ADHD. In addition, differences between the mean scores before and after the intervention for knowledge (P < 0.001) and attitude (P < 0.001) were statistically significant. Conclusions: Training teachers could improve the teachers’ knowledge and attitude toward ADHD. Workshop education appears to be an effective and efficient training method that can decrease the awareness gap between teachers with different experiences and education levels.

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

scholarly journals Neurofeedback Training Versus Perceptual-Motor Exercises Interventions in Visual Attention for Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

2021 ◽  
pp. 1-20
Author(s):  
Neda Ghadamgahi Sani ◽  
◽  
Malahat Akbarfahimi ◽  
Shadi Akbari ◽  
Mehdi Alizadeh Zarei ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Normal Children ◽  
Motor Proficiency ◽  
Hyperactivity Disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders which is characterized by poor attention and subsequently lower learning capacities comparing with normal children. The purpose of this study was to compare the effectiveness of neurofeedback and perceptual-motor exercises as two common non-pharmacological treatments on visual attention. Method: 40 combined medicated ADHD children (aged 5-12 years) were allocated randomly in two groups: neurofeedback training and perceptual-motor exercises. Visual attention and motor proficiency were assessed before and after the treatment by Continuous Performance Test (CPT) and Bruininks-Oseretsky Test (BOT), respectively. Results: according to repeated measures ANOVA, both groups showed significant improvement in three attention-related areas of CPT including reaction time, omission and commission errors (p<0.001), while the difference between two groups was not significant (p>0.05). However, in perceptual-motor exercises group, motor proficiency improved significantly (p<0.01). Conclusion: neurofeedback training intervention, as well as perceptual-motor exercises, are effective in improving ADHD symptoms and given the similar effect of both interventions and their lack of side-effects, perceptual-motor exercises appear to be the more appropriate option for reducing symptoms of ADHD, due to its additional effect on motor proficiency, rich content of purposeful activities and social interactions.

Efficacy of cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder

2019 ◽  
pp. 19-26
Author(s):  
Nawel Abdesslem ◽  
Sabeur Hamrouni ◽  
Roy Jesse Shephard ◽  
Mohamed Souhaiel Chelly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Physically Based ◽  
One Year

Objective: This study made a preliminary exploration of the efficacy of physically-based cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder (ADHD). Methods: ADHD behavior and cognitive functions were assessed by test D2 and Conner’s scale before and after a one-year physically-based training program. The reliability of test scores was assessed by repeat testing of a control group (CG) of 10 students who did not have ADHD. Children (10 per group) with ADHD were assigned to physically-based cognitive-behavioral therapy and deep relaxation (E1) or physically-based cognitive-behavioral alone (E2). Results: After 52 weeks of treatment, an intra-group comparison showed that E1 and E2 had improved their scores on the test D2, whereas CG showed no significant change. In addition, most participants with ADHD showed a remarkable improvement in their attentional behavior, with group E1 responding better to treatment than group E2. Conclusions: Physically-based cognitive behavioral therapy appears to improve function and social competence in children with ADHD, and should be recommended as an alternative or supplement to pharmaceutical treatment.

scholarly journals Attention-deficit/hyperactivity disorder in elite athletes: a narrative review

2019 ◽  
Vol 53 (12) ◽  
pp. 741-745 ◽  
Author(s):  
Doug Hyun Han ◽  
David McDuff ◽  
Donald Thompson ◽  
Mary E Hitchcock ◽  
Claudia L Reardon ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
General Population ◽  
Attention Deficit ◽  
Elite Athletes ◽  
Narrative Review ◽  
Management Options ◽  
Hyperactivity Disorder ◽  
Elite Status ◽  
Research Findings ◽  
And Performance

Attention-deficit/hyperactivity disorder (ADHD) is a common brain developmental disorder in the general population that may be even more prevalent in elite athletes in certain sports. General population studies of ADHD are extensive and have reported on prevalence, symptoms, therapeutic and adverse effects of treatment and new clinical and research findings. However, few studies have reported on prevalence, symptoms and treatments of ADHD in elite athletes. This narrative review summarises the literature on symptoms, comorbidities, effects of ADHD on performance and management options for elite athletes with ADHD. The prevalence of ADHD in student athletes and elite athletes may be 7%–8%. The symptoms and characteristics of ADHD play a role in athletes’ choice of a sport career and further achieving elite status. Proper management of ADHD in elite athletes is important for safety and performance, and options include pharmacologic and psychosocial treatments.

Medication Effects on EEG Biomarkers in Attention-Deficit/Hyperactivity Disorder

2016 ◽  
Vol 48 (4) ◽  
pp. 246-250 ◽  
Author(s):  
Havva Nuket Isiten ◽  
Merve Cebi ◽  
Bernis Sutcubasi Kaya ◽  
Baris Metin ◽  
Nevzat Tarhan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Status ◽  
Quantitative Eeg ◽  
Theta Power ◽  
Hyperactivity Disorder ◽  
Medication Effects ◽  
Beta Power ◽  
Before And After ◽  
Medication Status

EEG biomarkers have become increasingly used to aid in diagnosis of attention-deficit/hyperactivity disorder (ADHD). Despite several studies suggesting that EEG theta/beta ratio may help discriminating ADHD from other disorders, the effect of medications on theta/beta ratio is not known. Forty-three children with ADHD that were evaluated with quantitative EEG before and after methylphenidate were included in the study. Theta/beta ratio, theta and beta powers for whole brain, central, and frontal areas were calculated. Theta/beta power decreased significantly after treatment; however, this change was largely due to an increase in beta power, rather than a fall in theta power. The results suggest that beta power is sensitive to medication effects, while theta power remains as a trait biomarker unaffected by medication status. The value of EEG biomarkers for monitoring neuropsychological performance and clinical status should be explored by future studies.

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