About Attention Deficit Hyperactivity Disorder Research Articles

Knowledge of Parents Working in Healthcare Settings Toward Attention-Deficit Hyperactivity Disorder Among Children.

To examine the knowledge of parents who are working as healthcare workers about Attention-Deficit Hyperactivity Disorder (ADHD) and to determine the predictors of ADHD knowledge in children among parents. A cross-section study was conducted among parents who are working as HCWs. An online survey by google forms facilitated the creation of a 373 participant's sample. The parents who are working as HCWs toward ADHD Knowledge 14.9 (SD = 7.9). The most questions were answered correctly. ADHD children are frequently distracted by extraneous stimuli 285 (76.8%). ADHD children often fidget or squirm in their seats 272 (73.7%) and HCWs training in managing an ADHD child are generally effective when combined with medication treatment 260 (70.5%). This study found that many parents who working as HCWs had poor knowledge regarding causes and general aspects of this disorder. The results had many implications that include increased efforts to improve the capabilities of parents who working as HCWs and prevent further complications for the children and increase awareness among parents and teachers.

General practitioners' attitudes and knowledge about attention-deficit hyperactivity disorder (ADHD): Insights from a survey.

The Review of health services for children, young people and families within the NSW Health system identified that novel models of care were needed to improve access to clinical management for people with ADHD. The present study aimed to evaluate GPs' knowledge of and attitudes towards ADHD and the challenges and opportunities for a more substantial role for GPs in ADHD management. An online survey of Australian GPs was conducted, with recruitment via email invitation. Out of 230 respondents, 213 surveys could be analysed. Of these, 97% believed ADHD was a genuine condition, with 90% identifying inattention as a primary symptom. Most (92%) had seen and diagnosed ADHD within the past year. Prevalent concerns included inadequate access to specialist assessment and treatment; 77% felt that GPs should have a more substantial role in ADHD management. Barriers included lack of time, knowledge and experience. There was willingness amongst respondents take on a greater role in managing individuals with ADHD. However, a need for further training and education was highlighted. The Australian Evidence-Based Clinical Practice Guideline for ADHD may resolve an identified need for clinical guidance.

35 Social Media Use Relates to Beliefs about Attention-Deficit/Hyperactivity Disorder (ADHD) Among Emerging Adults

Objective:There has been a surge in individuals seeking neuropsychological assessment for attention-deficit/hyperactivity disorder (ADHD) after watching social media created by people claiming to have ADHD. While online content may promote destigmatization of ADHD, self-diagnoses derived from social media use may contribute to the development of inaccurate illness beliefs. Individuals who feel strongly connected to social media that mentions personal anecdotes of ADHD might be more likely to believe they also have ADHD. We examined associations between social media search for ADHD and beliefs about everyday experiences being diagnostic of ADHD among adults concerned about having ADHD, as compared to a control group.Participants and Methods:A cross-sectional online study included 320 university students (Mage=19.56±2.92; 72% female; 81% White) without history of ADHD. Participants who reported concern about having ADHD, with (n=43) or without other psychological history (n=73) rated whether 100 experiences taken from social media were diagnostic of ADHD, and then rated the amount of time they spent on social media searching for ADHD content. They then rated how often they personally experienced the symptoms. Participants who reported no concern about having ADHD (n=184) only rated how often they personally experienced the symptoms.Results:Social media search for ADHD was related to total number of experiences believed to be diagnostic of ADHD among participants concerned about having ADHD without psychological history (r=.28, p=.03), but not for those with psychological history (r=.09, p=.57). For participants concerned about having ADHD (regardless of psychological history), social media search for ADHD was related to total number of symptoms personally experienced (rs=.48-.56, ps<.001) and to the number of symptoms endorsed at a clinical level (rs=.48, ps<.001). Total number of experiences believed to be diagnostic of ADHD was related to the number of symptoms personally experienced among participants concerned about having ADHD with psychological history (r=.53, p<.001; clinical level .47, p=.002), but not for those without psychological history (r=.14, p=.31; clinical level .19, p=.15). Of the 100 symptoms, 56 were believed to be diagnostic of ADHD by at least 50% of participants concerned about having ADHD. Of the 56, 43 were personally experienced at a clinical level by controls. For the 13 remaining symptoms not endorsed at a clinical level by controls, symptoms believed to be diagnostic of ADHD was related to symptoms personally experienced among participants concerned about having ADHD with psychological history (r=.53, p<.001; clinical level .52, p<.001), but not for those without psychological history (r=.14, p=.30; clinical level .19, p=.15).Conclusions:Greater social media search for ADHD is related to higher symptom report among individuals concerned about having ADHD regardless of psychological history. However, individuals concerned about having ADHD without psychological history who engage in greater social media use appear to be more likely to believe that general symptoms are specifically due to ADHD. These individuals may be more prone to misattribute symptoms to ADHD. Nearly 77% of symptoms rated as diagnostic of ADHD were frequently experienced by individuals without concern about having ADHD, which demonstrates the high base rate of ADHD-like symptoms in the general population.

64 TikTok as a Health Communication Platform in Pediatric Neuropsychology: Opportunities, Pitfalls, and Recommendations Moving Forward

Objective:Various forms of social media have been investigated as platforms for science and health communication, with a recent growing interest in TikTok. TikTok has more than one billion active users. Sixty-two percent of TikTok users are under the age of 29, making it a platform of particular interest when considering the impact of social media content dissemination in pediatric neuropsychology. Personal communication suggests that children, adolescents, and young adults internationally reference specific information from TikToks about attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), tic disorder, and specific learning disorders in the context of clinical neuropsychological assessment. Despite the emerging prevalence of TikTok observed clinically and discussed informally among clinicians, there has yet to be a synthesis of available empirical information of TikTok as a health communication platform for discussing neurodevelopmentally relevant conditions.Participants and Methods:A systematic review of research regarding TikTok and neurodevelopmentally relevant conditions was conducted using PRISMA guidelines. The following databases were searched: Ovid MEDLINE (to 20 July 2022), PsycINFO (to 20 July 2022), and PubMed (to 20 July 2022) using search terms TikTok AND ADHD OR autism OR tic OR learning disorder. Searches using search terms TikTok AND learning disability OR dyslexia OR dysgraphia OR dyscalculia were also conducted but were excluded as they yielded no results. Articles were eligible for inclusion if they presented original data (e.g., case series, descriptive analyses, etc.) related to information about neurodevelopmentally relevant conditions on TikTok. A final sample of 5 original papers met criteria for inclusion.Results:The systematic review sample included a mixture of clinical case series and empirical analyses using primary data from TikTok. Across publications, there was an emphasis on the prevalence of misinformation about disorders on TikTok, the frequency of atypical presentations of neurodevelopmental disorders on TikTok, and the potential for an iatrogenic impact on children and adolescents who view TikTok videos.Conclusions:Despite the increasing frequency with which patients access TikTok for health-related information, there is a relative dearth of published research on TikTok regarding neurodevelopmentally relevant conditions. This is in contrast to other health-related areas (e.g., there are a far greater number of published articles on TikTok and COVID-19 and dermatology compared to neuropsychological disorders). These findings suggest a missed opportunity for researchers and clinicians alike to engage with TikTok. Based on clinical experience and a review of the available literature, the following recommendations are provided and will be presented in-depth: 1.Clinicians should gain familiarity with virally spread information via TikTok, particularly as it relates to symptoms and presentations of neuropsychological and neurodevelopmental conditions.2.Clinicians should explicitly assess for knowledge content and source regarding neuropsychological and neurodevelopmental conditions during intake and/or feedback in order to address misinformation and myths, validate lived experiences, and develop rapport with patients.3.Clinicians and researchers should consider a strengths-based approach to TikTok usage that highlights the value of sharing resources, building community, and decreasing stigma.4.Clinicians and researchers should be aware of information shared via TikTok as a potential concern for test security.

Impact of Credibility of Online Information on ADHD in the MENA Region

Recent studies have focused on mental and physical disabilities and disorders, particularly in the Arab world. However, there has been a lack of research on online information about attention deficit hyperactivity disorder (ADHD) and the discourse in which this information is presented on websites in the MENA region. This study aims to evaluate the credibility and accuracy of online information about ADHD, and the language discourse in which it is presented, in the Arab world. The study collected 22 landing pages of ADHD websites from ten Arab countries and applied three stages of inductive qualitative and partial quantitative approach: website credibility, website content analysis, and language discourse analysis. The findings showed that few websites(13%) had high credibility, and most did not have credibility elements on their landing page. Majority of the websites(86%) discussed key ADHD issues, but spread misleading information about ADHD. The discourse analysis revealed that some websites(23%) used authoritative discourse (AD), 27% used internal persuasive discourse (IPD), 23% used AD-IPD, and 27% were neutral. These findings suggest that the discourse used to discuss ADHD leans towards the AD where the science voice is dominant. This study highlights the need to improve the credibility, accessibility, and accuracy of online information on health-related topics, particularly for caregivers, parents, and teachers who are the first line spotters of ADHD symptoms in the MENA region.

Gambaran Pengetahuan dan Sikap Keluarga tentang Attention Deficit Hyperactivity Disorder (ADHD) pada Anak

Lack of information obtained by families about the basic concepts, treatment, signs and symptoms of ADHD in children causes family knowledge about ADHD to be severely lacking. Because of this, children who have signs and symptoms of ADHD such as hyperactive behavior tend to be difficult to distinguish because most parents consider it a natural thing. This study aims to see an overview of the level of knowledge and family attitudes about Attention Deficit Hyperactivity Disorder (ADHD) in children. The research design used was descriptive quantitative with a total sample of 113 families. The sampling technique uses multistage random sampling. The results of the study for knowledge showed that out of 113 respondents, 103 respondents (91.25) had insufficient knowledge, 6 respondents (5.3%) had sufficient knowledge and 4 respondents (3.5%) had good knowledge about ADHD in children. As for attitudes, it shows that as many as 56 respondents (49.6%) have a good attitude, 55 respondents (48.7%) have sufficient attitudes, and 2 respondents (1.8%) have less attitudes. It can be summarized that in this study, most families have less knowledge and are inversely proportional to most have a good attitude about ADHD in children

Exploring predictors and moderators of response to multimodal obesity treatment in children

ObjectiveThe aim of this study was to determine whether specific psychological factors influence intervention effects for children with severe obesity in a clinical setting.DesignSecondary analyses of data about attention deficit/hyperactivity...

Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers

ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific and public discourse, but they may raise inauspicious expectations that could trigger negative self-fulfilling prophecies. In an online study, we randomly assigned preservice teachers (N = 213) to a group in which essentialist beliefs about ADHD were induced vs. a control group. The experimental manipulation induced essentialist beliefs, though only in a subgroup. In participants who had more previous experience with ADHD, essentialist beliefs could be induced and were associated with some of the pessimistic expectations studied. Our preliminary findings appear promising and should be further investigated to improve teacher training and to better support children with ADHD.

Public awareness about attention deficit hyperactivity disorder (ADHD) in the Hail region, Kingdom of Saudi Arabia

Public awareness about attention deficit hyperactivity disorder (ADHD) in the Hail region, Kingdom of Saudi Arabia

Do Parents of Children with ADHD Know the Disease? Results from a Cross-Sectional Survey in Zhejiang, China.

Parents' knowledge, attitudes, and beliefs about attention-deficit/hyperactivity disorder (ADHD) are crucial in the selection of the treatment strategy and how to care for children with ADHD. However, little is known about parents' conception in mainland China. A semi-structured questionnaire was used to assess this information with 25 true/false questions regarding ADHD, and other questions investigating the methods of acquiring ADHD-related information, treatment preference, and concerns about ADHD treatment strategy. We found that the average score of all the participants was 17.42 ± 2.69 (total of 25 points) for the questionnaire on knowledge, attitudes, and beliefs about ADHD. This indicated that the parents had insufficient knowledge of this disease profile. They always accessed specialized information through mobile internet. For the treatment options, the investigated parents chose psychotherapy treatment rather than medications, in that they worried about the side effects of medication and expected to find alternative treatment strategies. The present investigation demonstrated that most parents lack knowledge about ADHD in treatment decision making in China. Medical professionals should provide parents with evidence-based ADHD-related information to help them understand this disease.

Changing Parental Knowledge and Treatment Acceptance for ADHD: A Pilot Study.

This pilot study assessed the feasibility and potential effectiveness of a single-session workshop in modifying parental beliefs/knowledge about attention-deficit/hyperactivity disorder (ADHD) in children and impact on treatment acceptance/utilization. Concerns raised by school professionals about lack of treatment follow-through after ADHD diagnosis and parental misinformation about medication usage catalyzed this project. A single-group pre-post quasi-experimental design was used. Sixty-eight parents completed ADHD knowledge/belief scales and stress inventories, and pre-ADHD and post-ADHD information workshop. Follow-up calls were made after the workshop to assess treatment utilization. Parents/caregivers experienced significant knowledge and belief changes regarding medication efficacy, willingness to accept physician treatment recommendations, and rejection of non-empirically based treatments. Follow-up data showed that 41% of contacted participants met with physicians to discuss medication utilization and behavioral treatments. Brief, one-session psycho-educational workshops were feasible and impacted parental beliefs and behaviors regarding scientifically supported interventions for ADHD.

Evaluation of Elementary School Teachers’ Knowledge about Attention Deficit Hyperactivity Disorder (ADHD)

Objectives: This study aimed to evaluate elementary school teachers’ knowledge about Attention Deficit Hyperactivity Disorder in AL-Diwaniyah City.
 Methods: A quantitative research, descriptive correlational design was used in this study, the study conducted on teachers at elementary schools in AL-Diwaniyah City from (20th September 2021 to 30th June, 2022) to evaluate of elementary school teachers knowledge about attention deficit hyperactivity disorder. The sample consist of (354) elementary school teachers were participated in the study. A non-probability sampling (convenience sample). The sample size was detected by using the sample size formula which is obtained from Steven K. Thompson, (2012). To determine the effect sample size regarding the population size.
 Results: The findings indicates that 68.6% of teachers show fair level of knowledge about attention deficit hyperactivity disorders (23.90±6.989).
 Conclusion: Considering the results discussion and their interpretations, the study concludes that the knowledge of the elementary school teachers in AL-Diwaniyah City at fair level regarding ADHD.

What adults with ADHD want to know: A Delphi consensus study on the psychoeducational needs of experts by experience.

A lack of knowledge about attention-deficit/hyperactivity disorder (ADHD) can contribute to feelings of distress and difficulty in seeking and accepting an ADHD diagnosis. The present study uses a Delphi consensus design to investigate the psychoeducational needs of adults with ADHD and the information about ADHD they would like included in digital health interventions for adults with ADHD. Inclusion of perspectives of service users in developing such interventions ensures that they are evidence based and addresses the risks of engagement barriers. The expert panel consisted of 43 adults with ADHD (age range: 23-67 years). Panel members were asked to rate the importance of the proposed topics and provide additional suggestions. Suggested topics and topics that did not achieve consensus were included for ranking in the second round. Interquartile ratings were used to determine consensus. A high consensus was achieved in both rounds, with an agreement on 94% of topics in the first round and 98% in the second round. Most topics were rated as important or essential. The findings highlighted that adults with ADHD want to learn about many different aspects of ADHD and the importance of considering their perspectives when developing psychosocial interventions. Findings can be applied when creating psychoeducational content for adult ADHD. Adults with ADHD were recruited to the Delphi panel to use an experts-by-experience approach. In doing so, we are engaging service users in the development of a psychoeducational smartphone app. The evaluation of the app will involve interviews with app users. Additionally, the present study was developed and conducted with ADHD Ireland, a charity based in Ireland that advocates for people with ADHD.

Quality of web-based information on attention deficit hyperactivity disorder.

The limited literature available on quality of online health information about attention deficit hyperactivity disorder (ADHD), reported mixed findings and was more than five years old. This study aimed to assess the content quality, readability, aesthetics, and interactivity of current web-based information on ADHD. We screened first 50 links obtained on searching for ADHD using two popular search engines (Google and Bing), out of which 44 websites were selected for quality assessment. They were analysed using pre-decided study Performa, which included previously validated DISCERN instrument for content quality. Flesch-Kincaid grade level score and Flesch-Kincaid readability index were calculated for assessing readability. About 61.4% of websites had DISCERN score ≥40, suggestive of good content quality. However, only 38.6% and 13.6% of websites were written at recommended reading level of eighth and sixth grade respectively. The DISCERN score had significant positive correlation with aesthetics and interactivity scores. Websites with the Health On Net (HON) label had better content quality. No significant difference in the readability, aesthetics, and interactivity of websites with and without the HON label. This study underscores the need for improving readability of web-based information on ADHD, and highlight important areas for improving the overall quality of websites. The use of HONCode label might guide general public in gauging the content quality of online health information, but not its readability or presentation.

TikTok and Attention-Deficit/Hyperactivity Disorder: A Cross-Sectional Study of Social Media Content Quality.

Social media platforms are increasingly being used to disseminate mental health information online. User-generated content about attention-deficit/hyperactivity disorder (ADHD) is one of the most popular health topics on the video-sharing social media platform TikTok. We sought to investigate the quality of TikTok videos about ADHD. The top 100 most popular videos about ADHD uploaded by TikTok video creators were classified as misleading, useful, or personal experience. Descriptive and quantitative characteristics of the videos were obtained. The Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT-A/V) and Journal of American Medical Association (JAMA) benchmark criteria were used to assess the overall quality, understandability, and actionability of the videos. Of the 100 videos meeting inclusion criteria, 52% (n = 52) were classified as misleading, 27% (n = 27) as personal experience, and 21% (n = 21) as useful. Classification agreement between clinician ratings was 86% (kappa statistic of 0.7766). Videos on the platform were highly understandable by viewers but had low actionability. Non-healthcare providers uploaded the majority of misleading videos. Healthcare providers uploaded higher quality and more useful videos, compared to non-healthcare providers. Approximately half of the analyzed TikTok videos about ADHD were misleading. Clinicians should be aware of the widespread dissemination of health misinformation on social media platforms and its potential impact on clinical care.

Using Conference Sessions as Research Settings: A Field Note

Recruiting subjects for research studies can be challenging. Respondent time and burden may pose challenges when trying to recruit busy professionals as participants. Holding a focus group during a research-oriented conference session is a novel way to address recruitment barriers for such subjects. In this field note, we address recruiting participants by word of mouth and snowball sampling for a focus group study held during a research session about Attention-Deficit/Hyperactivity Disorder (ADHD) coaching at a professional conference. We found that this novel approach yielded experienced participants, with a depth of perspective, who were already primed to think about important issues in the field and had a desire to contribute. Participants commented about the ease and convenience of engaging in a research study during a conference session while they had already set time aside from other professional obligations. This type of recruitment yields a convenience sample with both the benefits and drawbacks of a high degree of self-selection among participants. We found that participants engaged enthusiastically in our focus group study related to the emerging field of ADHD coaching. Study recruitment at a conference may be particularly suited to research on “hot topics” or an emerging field that would easily attract and engage participant interest.

A Case Study in Attention-Deficit/Hyperactivity Disorder: An Innovative Neurofeedback-Based Approach

In research about attention-deficit/hyperactivity disorder (ADHD) there is growing interest in evaluating cortical activation and using neurofeedback in interventions. This paper presents a case study using monopolar electroencephalogram recording (brain mapping known as MiniQ) for subsequent use in an intervention with neurofeedback for a 10-year-old girl presenting predominantly inattentive ADHD. A total of 75 training sessions were performed, and brain wave activity was assessed before and after the intervention. The results indicated post-treatment benefits in the beta wave (related to a higher level of concentration) and in the theta/beta ratio, but not in the theta wave (related to higher levels of drowsiness and distraction). These instruments may be beneficial in the evaluation and treatment of ADHD.

ADHD—What are Common Questions about Attention Deficit/Hyperactivity Disorder Symptoms?

Patient Education| 2021 ADHD—What are Common Questions about Attention Deficit/Hyperactivity Disorder Symptoms? Connected Content Translation: TDAH—¿Cuáles son las preguntas habituales sobre los síntomas del trastorno por déficit de atención e hiperactividad? Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation ADHD—What are Common Questions about Attention Deficit/Hyperactivity Disorder Symptoms?. Pediatric Patient Education 2021; 10.1542/ppe_document164 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Here is information from the American Academy of Pediatrics about attention deficit/hyperactivity disorder (ADHD). Q: Will my child outgrow ADHD? What about a cure? A: ADHD continues into adulthood in most cases. However, by developing their strengths, structuring their environments, and using medication when needed, adults with ADHD can lead very productive lives. In some careers, having a high-energy behavioral pattern can be an asset. There is no cure for ADHD at this time, but some children learn to compensate enough that they can manage without any medication. Research is ongoing to learn more about the role of the brain in people with ADHD, long-term outcomes for people with ADHD, and the best ways to treat the disorder. Q: Why do so many children have ADHD? A: The number of children getting treatment of ADHD has risen. It is not clear... © 2020 American Academy of Pediatrics. All rights reserved. You do not currently have access to this content.

Factors related to teacher knowledge about attention-deficit/hyperactivity disorder

Studies on teachers' knowledge about attention deficit/hyperactivity disorder (ADHD) are not abundant in the literature. The little research done indicates low or moderate scores. To examine the knowledge of Childhood, Primary, and Secondary Education teachers on ADHD, as well as to study possible differences attributable to the previous training, the experience in the disorder and other sociodemographic variables. A sample of 130 teachers from the Region of Murcia (Spain) was administered a knowledge questionnaire about ADHD and sociodemographic variables were recorded. The teachers answered correctly to more than half of the items in the questionnaire (63,9%). The Symptoms/Diagnostic scale reached the highest percentage of correct answers (69,1%) and the Etiology scale the lowest (32%). The female teachers showed superior knowledge to the male teachers in all dimensions of the questionnaire. Those teachers who had received training on the disorder presented a higher level of knowledge. In addition, teachers who had previous professional experience showed superior knowledge than those without such experience. According to the teaching specialty, no statistically significant differences were obtained almost in any of the dimensions of the questionnaire. The age group that showed a higher level of knowledge about ADHD was 27-32 years old. The results point to the need for better training on knowledge and attitudes of teachers towards ADHD that facilitate the early detection of these cases and their specialized care at different educational levels.

Gestão escolar e formação continuada: proposições para os processos de ensino-aprendizagem de estudantes com TDAH

No presente trabalho tem-se por objetivo evidenciar a importância da gestão escolar para a formação continuada de professores a respeito do tema Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Apresenta-se como questão central de pesquisa: como as iniciativas de formação continuada, conduzidos pela gestão escolar, contribuíram para o processo de ensino-aprendizagem dos estudantes com TDAH? A pesquisa, de abordagem qualitativa e descritivo-bibliográfica, contou com a análise documental das atividades propostas no projeto de intervenção Formação Continuada sobre TDAH. Os autores basilares desta pesquisa são: Campbell (2009), Libâneo (2004), Lima (2002), Mazzota (1987), Mendonça e Silva (2015); além desses autores, a pesquisa utilizou documentos oficiais. Os resultados mostraram que há escassez de material sobre práticas pedagógicas com estudantes com TDAH, pois a maioria das pesquisas sobre a temática tem viés clínico; também foi evidenciado, por meio deste estudo, que os processos de formação continuada de professores podem trazer contribuições significativas para o desenvolvimento de conhecimentos por parte da comunidade escolar acerca das formas apropriadas de trabalhar com os estudantes com TDAH; que a formação continuada, principalmente sobre a educação inclusiva, é necessária para o aprimoramento de toda a equipe escolar, pois os membros internos e externos de uma comunidade necessitam do conhecimento científico quando se deparam com o ‘desconhecido’; e que cabe à equipe pedagógica e à gestão buscar os conhecimentos necessários para trabalhar com as especificidades dos estudantes com TDAH.