Abstract Attention Deficit Hyperactivity Disorder Symptoms Research Articles

Tobacco and ADHD: A Role of MAO-Inhibition in Nicotine Dependence and Alleviation of ADHD Symptoms.

Attention-deficit/hyperactivity disorder (ADHD) is a relatively commonly occurring neurodevelopmental disorder affecting approximately 5% of children and young people. The neurobiological mechanisms of ADHD are proposed to particularly center around increased dopamine receptor availability related to associated symptoms of reduced attention regulation and impulsivity. ADHD is also persistent across the lifespan and associated with a raft of impulsive and health-risk behaviors including substance abuse and smoking. Research highlighting the potentially significant levels of monoamine oxidase (MAO) inhibitory properties in tobacco smoke and e-cigarettes may provide a mechanism for increased tobacco smoke dependence among those with ADHD, in addition to the role of nicotine.AimThis scoping review aimed to establish evidence for the above neurobiological pathway between smoking and ADHD symptom-alleviation or “self-medication” with the inclusion of the mechanism of MAO-inhibitors indirect increasing dopamine in the brain.MethodologyScoping review methodologies were employed in this review selected to synthesize multiple sources of empirical research to identify current gaps in the knowledge base and identify key characteristics of research data related to a phenomenon. Databases searched included OVID MEDLINE(R), Embase, Cochrane, PsycINFO and SCOPUS limited to 2000 onward and empirically validated, peer-reviewed research.FindingsThere is support for the role of MAO-inhibition on greater reinforcement of smoking for individuals with ADHD through a greater impact on dopaminergic availability than nicotine; potentially moderating ADHD symptoms.ConclusionGreater support for a “self-medication” model of ADHD and smoking includes not only nicotine but also MAO-inhibitors as dopamine agonists contained in cigarettes and e-cigarettes.

Measures of executive functions predicting Attention-Deficit/Hyperactivity Disorder core symptoms

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder, and in many children, ADHD is thought to be aggravated by a deficit in executive functions (EFs). This study tried to establish whether commonly used neuropsychological tests of EF also predicted the core symptoms of ADHD, namely hyperactivity/impulsiveness (H/I) and inattention, as well as total ADHD symptomatology, according to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR). The participants were children from the Limpopo province, South Africa, aged from 6 to 15 years (M = 11.7 years; SD = 1.7). One hundred and fifty-six children (51.3% girls) were assessed by neuropsychological tests of EFs: the Tower of London (ToL), Digits Forward and Digits Backward, Trails-A and Trails-B and Wisconsin Card Sorting Test (WCST). Forward stepwise regression analysis was employed to predict H/I and inattention, as well as total ADHD symptomatology, based on DSM-IV-TR criteria. All the tests, except Trails-A, were found to predict ADHD symptomatology. The WCST (total errors) was the best predictor of all the ADHD symptoms and also for H/I and inattention separately, followed by Trails-B and Digits Backwards, which were found to predict more symptoms of inattention than H/I. Perseverative errors on the WCST predicted more H/I symptomatology, whilst non-perseverating errors were more associated with inattention. The ToL and Digits Forward predicted fewer ADHD symptoms. The ToL seemed more sensitive to inattention, whilst Digits Forward showed a stronger association with H/I. The WCST, Digits Backwards and Trails-B may be used to measure EF to support the diagnosis of ADHD in a clinical setting and to indicate cognitive impairment.

The Advantage of Disadvantage: Is ADHD Associated with Idea Generation at Work?

ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) afflicts approximately 2.5% of adults. People who experience symptoms associated with this disorder tend to also experience a host of negative work outcomes (e.g., lower job performance, more injuries). However, there may be an upside to this disorder––namely, creativity. In this cross-sectional study of 258 Israeli adults, we found that more severe ADHD symptoms were positively associated with experiencing planning discrepancies at work, which had a positive indirect effect on idea generation. However, we also found that ADHD symptoms were negatively associated with the perceived meaningfulness of one’s work, which had a negative indirect effect on idea generation. Thus, the total effect of ADHD on idea generation was null. We discuss the implications of this research and offer suggestions for future directions.

Childhood ADHD Symptoms in Relation to Trauma Exposure and PTSD Symptoms Among College Students: Attending to and Accommodating Trauma

Attention-deficit/hyperactivity disorder (ADHD) and posttraumatic stress disorder (PTSD) are highly comorbid among children and adolescents with a history of maltreatment and trauma. This comorbidity is linked to increased symptom severity and poor academic and social outcomes. Such negative outcomes are shown to have further negative outcomes during the college years. However, research has yet to directly examine the associations between ADHD, trauma exposure, and PTSD among college students. To address this gap, the current study examined the relations between childhood ADHD symptoms, lifetime trauma exposure, and current PTSD symptoms among a racially and ethnically diverse group of college students ( N = 454). Analyses controlled for symptoms of depression and anxiety and examined demographic differences. Findings indicated that college students with a childhood history of elevated ADHD symptoms reported significantly higher numbers of trauma exposure and PTSD symptoms. Findings also indicated that trauma-related arousal symptoms and more general depressive symptoms were the strongest mediators in the association between ADHD symptoms and trauma exposure. These results have implications for child and adolescent clinical interventions, as well as for college counseling and accessibility services related to psychological well-being and academic accommodations.

ADHD symptom profiles, intermittent explosive disorder, adverse childhood experiences, and internalizing/externalizing problems in young offenders

Attention-deficit/hyperactivity disorder (ADHD) and co-existing psychiatric/psychological impairments as well as adverse childhood experiences (ACEs) are common among young offenders. Research on their associations is of major importance for early intervention and crime prevention. Intermittent explosive disorder (IED) warrants specific consideration in this regard. To gain sophisticated insights into the occurrence and associations of ADHD, IED, ACEs, and further psychiatric/psychological impairments in young (male and female) offenders, we used latent profile analysis (LPA) to empirically derive subtypes among 156 young offenders who were at an early stage of crime development based on their self-reported ADHD symptoms, and combined those with the presence of IED. We found four distinct ADHD subtypes that differed rather quantitatively than qualitatively (very low, low, moderate, and severe symptomatology). Additional IED, ACEs, and further internalizing and externalizing problems were found most frequently in the severe ADHD subtype. Furthermore, females were over-represented in the severe ADHD subtype. Finally, ACEs predicted high ADHD symptomatology with co-existing IED, but not without IED. Because ACEs were positively associated with the occurrence of ADHD/IED and ADHD is one important risk factor for on-going criminal behaviors, our findings highlight the need for early identification of ACEs and ADHD/IED in young offenders to identify those adolescents who are at increased risk for long-lasting criminal careers. Furthermore, they contribute to the debate about how to best conceptualize ADHD regarding further emotional and behavioral disturbances.

Consumption of Synthetic Cannabinoids in Adult Attention-Deficit/Hyperactivity Disorder: a Pilot Study

Attention-deficit/hyperactivity disorder (ADHD) is associated with an increased risk for substance abuse and addiction. Synthetic cannabinoids (SC) have gained rising importance as their consumption increased rapidly in the last few years. However, SC consumption in patients with adult ADHD has not been investigated yet. A prospective clinical pilot study was conducted, including 60 adults with ADHD, assessing the prevalence of SC consumption and its associations with psychiatric comorbidities and patient characteristics. A drug consumption survey was utilized to investigate the use of SC and other drugs. Current ADHD symptoms were evaluated via ADHD Self-Rating Scale (ADHD-SR) and retrospective childhood ADHD symptom severity via Wender Utah Rating Scale (WURS-k) questionnaire. A positive lifetime prevalence of SC consumption was found in 15.0% of the analyzed sample. SC consumption was significantly associated with current smoking, lifetime use of natural cannabis (NC), cocaine, amphetamines, and benzodiazepines. Lifetime NC consumption was indicated by 65.0% and found to antecede SC use in adult ADHD patients. Logistic regression analysis identified substance use disorder and male sex as predictive for SC consumption. Patients with history of SC use scored significantly higher in both WURS-k and ADHD-SR questionnaire compared with nonusers and suffered significantly more frequently from psychiatric comorbidities. Main side-effects of SC included gastrointestinal, cardiovascular, and neuropsychiatric symptoms. SC consumption in adults with ADHD is frequent and associated with stronger ADHD symptom severity. Given the underestimated dangerous effects and related comorbidities, SC use should be subject to scrutiny by clinicians treating ADHD patients. More studies are needed to further elucidate the impact of SC use in ADHD.

Attention Deficit/Hyperactivity Disorder and Increased Engagement in Sexual Risk-Taking Behavior: The Role of Benefit Perception.

Attention deficit/hyperactivity disorder (ADHD) has been linked to higher engagement in sexual risk-taking behavior (SRTB). The current study aims to establish the link between ADHD symptoms and SRTB in the general population and to examine whether an exaggerated perceived benefit of the positive outcomes of SRTB explains that link. A scale for measuring the frequency, likelihood, perceived benefit, and perceived risk of SRTB was developed. Young adult sexually active participants who did not have a stable partnership completed the above scale, as well as a scale of ADHD symptoms. The level of ADHD symptoms positively correlated with the frequency and likelihood of SRTB, even when the overall level of sexual behavior was controlled for. ADHD symptoms also correlated with the perceived benefit of SRTB, but not with the perceived risk of SRTB. Mediation analysis confirmed an indirect pathway: ADHD symptoms predicted perceived benefit of SRTB, which in turn predicted increased likelihood to engage in SRTB. These findings suggest a positive link between ADHD symptoms and SRTB in the general population, which is accounted for by an exaggerated perceived benefit of SRTB.

Mindfulness Training for Adolescents with Attention Deficit Hyperactivity Disorder

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common childhood psychological disorders which are characterized by hyperactive/impulsive and inattentive symptoms1. Mindfulness training is one of the emerging intervention programs for the treatment of ADHD. Current study aimed at examining the influence of mindfulness training on ADHD. 10 adolescents were recruited based on inclusion and exclusion criteria using purposive sampling method. The study included experimental single group Pre-Post design and intervention was based on mindfulness training consisting of 10 sessions. The participants were assessed with ADHD Rating Scale-V, at before and after the intervention. Descriptive statistics and Wilcoxon signed ranks test were used. Significant reduction in ADHD symptoms was observed after the intervention.

Visuo-motor characteristics of children with attention deficit/hyperactivity disorder on the NEPSY-II design copying subtest

ABSTRACT Attention deficit/hyperactivity disorder (ADHD) is a prevalent disorder affecting about 5% of children reported to be linked with poor academic, social and occupational outcomes. The aim of the study was to test the visuo-motor performance of children with ADHD. The Design Copying subtest (NEPSY-II) was used to test visuo-motor functions. A total of 160 children, both boys and girls, aged between 7 and 13 years, participated in the study. There were no effects of gender or age group neither main, nor interacting, thus, only the performance of the ADHD versus the control group was analysed. The findings revealed that children with ADHD symptoms performed significantly poorer than the control group with regard to organizational ability, visual perception, motor planning and control. Children with ADHD symptoms presented with less proficiency in discriminating area, shape, slope, line length and size consistency of the designs. It is, therefore, concluded that difficulties in visuo-motor skills may underpin problems in academic performance found in ADHD children. Therefore, inclusion and intervention strategies should be geared towards addressing these deficiencies.

Epilepsi dan Attention-Deficit / Hyperactivity Disorder (ADHD) pada Anak

Attention-deficit / hyperactivity disorder (ADHD) has been associated with childhood epilepsy. Epilepsy are themost common neurologic disturbance in child age. Children with epilepsy tend to get one or more ADHD symptoms,its related to lack of norepinephrine neurotransmitter in brain, that cause attenuate the effect of GABA and disruptionto fronto-striatal brain networks, these same brain networks are disrupted by seizures or the structural brainabnormalities that can cause seizures. Children with epilepsy especially absance, tend to get inattentive type ofADHD more than other types. Abnormalities of electro-encephalography found in inattentive type of ADHD withhigh focus activities in all lobe area. No data published that methylphenidate can lower seizure threshold or act asproconvulsant. Children with epilepsy tend to get one or more symptoms of ADHD in the following days.

Psychotherapy for Adolescents With Attention-Deficit Hyperactivity Disorder: A Pediatrician's Guide.

Attention-deficit hyperactivity disorder (ADHD) presents with high levels of inattention, impulsiveness, and hyperactivity. ADHD starts in childhood and results in impairments that continue into adulthood. ADHD symptoms lead to decreased functionality in various life domains and result in poor academics, behavioral challenges, delayed independence, and strained relationships. Despite advances in diagnosis and treatment, persistent residual symptoms are common, highlighting the need for novel treatment strategies. This article aims to provide a review of the psychotherapeutic interventions available for teens that receive pharmacotherapy but continue to struggle with the residual symptoms of ADHD that interfere with academic function, relationship formation, and psychological development.

The aetiological association between the dynamics of cortisol productivity and ADHD.

Attention-deficit/hyperactivity disorder (ADHD) has been linked to dysregulation of the hypothalamic–pituitary–adrenal (HPA) axis, indexed by salivary cortisol. The phenotypic and aetiological association of cortisol productivity with ADHD was investigated. A selected twin design using 68 male twin-pairs aged 12–15, concordant or discordant for high ADHD symptom scores, or control twin-pairs with low ADHD symptoms, based on developmentally stable parental ADHD ratings. A genetic growth curve model was applied to cortisol samples obtained across three points during a cognitive-electroencephalography assessment, to examine the aetiological overlap of ADHD affection status (high versus low ADHD symptom scores) with latent intercept and slope factors. A significant phenotypic correlation emerged between ADHD and the slope factor, with cortisol levels dropping faster for the group with high ADHD symptom scores. The analyses further suggested this overlap was mostly driven by correlated genetic effects. We identified change in cortisol activity over time as significantly associated with ADHD affection status, primarily explained by shared genetic effects, suggesting that blunted cortisol productivity can be a marker of genetic risk in ADHD.

Treating adult ADHD and comorbid substance-related disorders

Attention-deficit/hyperactivity disorder (ADHD) is a complex, and multifactorial and chronic neurodevelopmental disorder. Comorbid psychiatric disorders are highly prevalent in individuals with a diagnosis of ADHD. There is a solid overlap between ADHD and substance use disorders (SUD). Prevalence of SUD is high among patients with ADHD, so that SUD are approximately double as common among individuals with ADHD than in general population, and individuals with SUD have much higher rates than expected of a comorbid ADHD. Studies shown that treatment during childhood of attention-deficit/hyperactivity disorder with stimulant medication neither protects nor increases the risk of later substance use disorders. Nevertheless, recent studies found that patients with ADHD and SUD can reduce ADHD symptoms and SUD with stimulants and cognitive-behavioral therapy. Treatment of ADHD in patients with SUD requires a comprehensive diagnostic assessment. It is recommendable to stabilize the addiction prior to treating the ADHD. In this talk, the recent literature for the treatment of adults with co-occurring ADHD and SUD will be reviewed.Disclosure of interestThe author has not supplied his declaration of competing interest.

Comparison of the effects of methylphenidate and the combination of methylphenidate and risperidone in preschool children with attention-deficit hyperactivity disorder.

Attention-deficit hyperactivity disorder (ADHD) is a common psychiatric disorder among preschool children but the number of controlled clinical trials regarding psychopharmacological treatment in this age group is limited. The aim of this study was to compare methylphenidate with the combination of methylphenidate and risperidone in preschool children with ADHD. Forty-two preschool children, aged 3–6 years, diagnosed with ADHD by a child and adolescent psychiatrist according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition-Text Revision criteria, were enrolled in a 6-week, single-blind clinical trial and administered with methylphenidate (5–30 mg/dl) or the combination of methylphenidate and risperidone (0.25–2 mg/dl) in Iran. Treatment outcomes were assessed using the Conners' Rating Scale and Clinical Global Impression (CGI) Scale at baseline and 3 and 6 weeks after starting the drugs administration. Side effects were rated by a checklist and body weight was measured at each visit. There were no significant differences between the two protocols in Parent Conners' Rating Scale scores (P > 0.05) and CGI scores (P > 0.05). Both groups showed a significant improvement in ADHD symptoms over the 6 weeks of treatment for Parent Conners' Rating Scale (P < 0.001). The combination group used significantly lower doses of methylphenidate compared to the other group (P = 0.002). The most common adverse effects were anorexia (21.7%) and daytime drowsiness (17.4%) in combination treatment group and insomnia (33.3%) and anorexia (25%) in methylphenidate group. Risperidone and methylphenidate may be effective and well tolerated in preschool children with ADHD, and adding risperidone to methylphenidate may decrease the occurrence of some side effects of methylphenidate such as insomnia and anorexia and lower the dose of methylphenidate may be needed to control symptoms.

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic performance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.

What knowledge and conceptions do Irish primary schoolteachers hold on attention deficit hyperactivity disorder?

Attention deficit hyperactivity disorder (ADHD) diagnosis rates have increased significantly in recent times. A teacher's role is crucial in determining if a child will be referred for an ADHD assessment. Teachers' opinions and observations are also required for and play a huge role in the actual assessment process. For this reason, their knowledge of ADHD is also an important part of this process. This research has measured, on a small scale, Irish primary schoolteacher's knowledge and conceptions about ADHD using the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire. Ninety teachers participated in the research from 11 primary schools in County Clare. A quantitative method was utilised enabling the research to be comparable with other pieces of research using the same questionnaire. Data in relation to the teachers' professional background were also gathered in order to analyse significant differences based on a variety of factors. The results were analysed as prescribed in KADDS test manual using the statistical software package SPSS. This research shows that Irish primary schoolteachers are more knowledgeable in regards to ADHD symptoms and diagnosis than they are in the areas of associated features or treatments. It also shows that knowledge levels of Irish primary schoolteachers are higher than teachers in earlier research using the same questionnaire.

The Diagnostic and Conceptual Inconsistencies of ADHD Leading to False Positives

Attention-deficit hyperactivity disorder (ADHD) is one of the most common disorders of childhood and yet the diagnosis remains controversial. There are no specific cognitive, metabolic, neurological markers or medical tests for ADHD. Comorbidity is also extremely high, leading to doubt on the specificity of the diagnosis. Another commonly cited shortcoming of the ADHD construct is that none of the symptoms are uniquely diagnostic of ADHD and more often than not, each symptom can also be explained by other diagnoses. Specifically, children with anxiety disorders, autism spectrum, or cognitive disorders secondary to medical conditions share many common characteristics with developmental ADHD. Because the behaviorally defined DSM diagnostic system is not neuroanatomically defined, the diverse range of ADHD symptoms cannot be precisely mapped to any particular anatomic structure. In fact, imaging studies of ADHD suggests countless areas of possible dysfunction. This makes ADHD less likely to have a single etiology. Despite these multitudes of issues, ADHD has been maintained in the DSM-V with only small diagnostic modifications. Healthcare providers are encouraged to stay abreast of ongoing diagnostic research, but potentially confusing diagnosis.

Response Inhibition, Categorization, and Set-Shifting in College Students with ADHD Symptoms

Attention-deficit/hyperactivity disorder (ADHD) in college students is not well researched nor well understood, but is likely to present special challenges to academic performance. Individuals with ADHD symptoms have sometimes been found to show deficits in executive functioning, including response inhibition, categorization and set-shifting abilities. However, the relationship between these abilities and ADHD symptoms in college students remains unclear. In the present study, the response inhibition, categorization and set-shifting abilities of college students with low (n = 15), moderate (n = 15), and high (n = 16) self-reported ADHD symptoms were compared. No overall group differences were found. It thus appears that in these important executive functions, college students with high self-reported levels of ADHD symptoms are not more impaired, as compared to those with fewer symptoms. Possibly, the group comparisons obscured a subset of students whose cognitive inhibition, categorization and set-shifting abilities are affected. Other limitations, including the use of self-report and the relatively low sample size, are discussed.

Yoga and the Therapy of Children with Attention Deficit Hyperactivity Disorder

Attention deficit hyperactivity disorder (ADHD) is one of the commonest psychiatric disorders in children. Stimulants are frequently used in the management of ADHD. Due to adverse effects of medication there is a growing interest in complementary treatments. Complementary and alternative medicine therapies including yoga are commonly used in children with ADHD, but little is known about the efficacy of these therapies. Yoga requires long periods of concentration and is therefore supposed to reduce attention deficits. The published investigations without a control group report positive effects of yoga on ADHD symptoms and school performance. However, these studies do not allow causal conclusions in regard to the effects of yoga in the treatment of ADHD. The findings from exploratory randomized controlled studies suggest that future research on the efficacy of yoga in ADHD may yield results of therapeutic value. At present the small number of available investigations renders impossible the drawing of any conclusions regarding the effectiveness of yoga for ADHD in children. Large, well-controlled, randomized trials are needed in order to establish the potential value of yoga as a single treatment or adjunct to standard ADHD therapies.

Attention deficit hyperactivity disorder in adults

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder constituting persistent hyperactive, impulsive and inattentive symptoms and behaviours that affect the functioning or development of the individual. ADHD is often thought of as a childhood disorder, but it has been recognised that ADHD continues into adulthood. A number of screening tools are available for use in adults. The assessment process should include consideration of ADHD symptoms and behaviours in different settings, full developmental and psychiatric history, and mental state assessment. The first-line treatment for ADHD in adults is medication according to the National Institute for Health and Care Excellence (NICE) guidelines. Currently there is limited research on psychological treatments for adults with ADHD.