About Attention Deficit Hyperactivity Disorder Research Articles

Shift in perspective offers insights into biological nature of ADHD

What is self-control? How does it develop across childhood? And what might this tell us about attention deficit hyperactivity disorder (ADHD)? The pursuit of these issues over the last six years has taken me into the fields of neuropsychology (prefrontal lobe functions, executive functions), developmental psychology (self-control), evolutionary biology and psychology (why is there self-regulation?), and back again into ADHD.

A Pilot Controlled Family Study of DSM-III-R and DSM-IV ADHD in African-American Children

BackgroundVery little is known about attention-deficit hyperactivity disorder (ADHD) in African-American children, and although the familial transmission of ADHD has been well established in white samples, prior work has not evaluated this feature of ADHD in African-American families. MethodSubjects were 37 first-degree relatives of children with DSM-III-R-defined ADHD and 52 first-degree relatives of non-ADHD comparison children matched for ethnicity, age, and gender. DSM-III-R-based structured interviews (modified to include DSM-IV diagnoses) provided the basis for psychiatric diagnoses in relatives. ResultsThe risks for both DSM-III-R and DSM-IV ADHD were significantly greater in first-degree relatives of ADHD probands than in relatives of controls. In addition, the relatives of ADHD probands also were at higher risk for oppositional defiant disorder, antisocial personality disorder, major depression, generalized anxiety, and substance use disorders. ConclusionsThese results suggest that ADHD and related disorders are familial in African-Americans. Further work is needed to confirm the familial transmission of ADHD in African-American children and to explore the role of genetics as well as environmental factors in the transmission of the disorder. J. Am. Acad. Child Adolesc. Psychiatry, 1999, 38(1):034–39.

Representations of Attention-Deficit/ Hyperactivity Disorder in children's literature

Fiction and non-fiction children's literature about Attention-Deficit/Hyperactivity Disorder (ADHD) was reviewed for its presentation of demographic profiles of children with ADHD (age, gender, and ethnic background), diagnostic information (etiology, symptomatology, prognosis, and comorbid conditions), impact of ADHD on academic systems (cognitive functioning, social functioning, and student/teacher interactions) and home systems (parents, siblings, and extended family), and selected treatment/ intervention variables (assessment procedures and intervention modalities). Portrayals of these topics in the children's literature were compared with selected findings in the empirical literature on ADHD. Areas of high comparability between the two literatures occurred within the areas of age, effects of ADHD on social functioning in school, impact of ADHD on siblings, types of personnel who diagnose ADHD, and commonly used assessment and intervention modalities for ADHD. Descriptions of gender, ethnicity, etiology, symptomatology, prognosis, comorbidity, the impact of ADHD on cognitive functioning in school, and parent/child and extended family/child relationships differed between the children's and the empirical literatures. The accuracy of portrayed teacher/student relationships is unclear, and warrants additional research. Results of this review may help to provide potential guideposts for the creation of future books about ADHD written for child, family, and teacher audiences.

The Evaluation of a Two-Year Program to Improve Teacher Effectiveness in Reading Instruction

Previous articleNext article No AccessThe Evaluation of a Two-Year Program to Improve Teacher Effectiveness in Reading InstructionJohn W. Miller and Randy EllsworthJohn W. Miller Search for more articles by this author and Randy Ellsworth Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 4Mar., 1985 Article DOIhttps://doi.org/10.1086/461416 Views: 2Total views on this site Citations: 7Citations are reported from Crossref Copyright 1985 The University of ChicagoPDF download Crossref reports the following articles citing this article:Lisa Didion, Jessica R. Toste, Marissa J. Filderman Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects, Journal of Research on Educational Effectiveness 13, no.11 (Dec 2019): 29–66.https://doi.org/10.1080/19345747.2019.1670884Melinda M. Leko, Mary Theresa Kiely, Mary T. Brownell, Anna Osipova, Mary P. Dingle, Charlotte A. Mundy Understanding Special Educators? Learning Opportunities in Collaborative Groups, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38, no.22 (Nov 2014): 138–157.https://doi.org/10.1177/0888406414557283Alysia D. Roehrig, Catherine M. Bohn, Jeannine E. Turner, Michael Pressley Mentoring beginning primary teachers for exemplary teaching practices, Teaching and Teacher Education 24, no.33 (Apr 2008): 684–702.https://doi.org/10.1016/j.tate.2007.02.008Bruna Bekle Knowledge and attitudes about Attention-Deficit Hyperactivity Disorder (ADHD): A comparison between practicing teachers and undergraduate education students, Journal of Attention Disorders 7, no.33 (Jul 2016): 151–161.https://doi.org/10.1177/108705470400700303Bruna Bekle Review of Research on Teachers’ Knowledge and Attitudes About Attention-Deficit Hyperactivity Disorder (ADHD), Australasian Journal of Special Education 25, no.1-21-2 (Feb 2016): 67–85.https://doi.org/10.1017/S1030011200024866Stephanie Al Otaiba, Jeanine Clancy-Menchetti, Christopher Schatschneider Examining the Effects of Professional Development to Improve Early Reading Instruction: How Strong is the Causal Chain?, (): 201–236.https://doi.org/10.1016/S0735-004X(06)19008-4Heidi Marie Rock A Framework for Effective Online Professional Development, (): 210–232.https://doi.org/10.4018/978-1-5225-5769-2.ch009