Are Attention Deficit Hyperactivity Disorder Research Articles

How Do Parental Factors Increase the Probability for Autism and Attention Deficit Hyperactivity Disorder?

Two prevalent neurodevelopment disorders in children are attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). The fifth version of the Diagnostic and Statistical Manual of Mental Disorders describes autism as a condition marked by limitations in social communication as well as restricted, repetitive behavior patterns. While impulsivity, hyperactivity, and lack of concentration are signs of attention deficit hyperactivity disorder. Boys experience it more frequently than girls do. This study sought for possible factors that put children at risk for autism and attention deficit hyperactivity disorder, and it investigated the association between neurodevelopment disorders in children and parental risk factor in Iraqi population. This was a cross sectional, comparative study applied in The National Center for Autism/Medical City Complex from January to April 2022.In which120 child withneuro development disorders and 120 controls participated. The data collected from the questionnaires was analyzed using SPSS 25. Independent T-test and Chi-Square test were carried out for the bivariate analysis of the data. Among the tested variables four parent-related factors were significantly (P-value < 0.05) associated with neurodevelopment disorders in children: Family history of psychiatric illness, smoking of any parent, pregnancy and labor complications, used progesterone during pregnancy. In addition to these significant parent-related risk factors, paternal age at conception time were significantly (P-value < 0.05) associated with neurodevelopment disorders of children. Based on this case control study, mothers with pregnancy & labor complications, paternal age at conception, smoking of any parent,mothers used progesterone during pregnancy and family history of psychiatric illness, had higher risk of neurodevelopment disorders.

Knowledge, Attitude and Perception about Neurodevelopmental Disorder among Pregnant Women: A Cross-sectional Study

Introductuion: Neurological Developmental Disorders (NDD) reflects disruptions of neuroanatomic structure or psychophysiological function and place a child at-risk for developmental, cognitive, emotional, behavioural, psychosocial and adaptive challenges. The common NDD are Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Tics disorder, Intellectual disabilities, Specific Learning Disorders (SLD), Motor disorders and communication disorders. The purpose of the study was in agreement with the literature overviewed, which suggests, the prevalence of NDD is high in children. Complications that happen during the antenatal or perinatal period, and the awareness of the same in pregnant women is significantly low. Aim: To know about the knowledge, attitude and perception of NDD among pregnant women. Materials and Methods: This cross-sectional study was conducted at Dr DY Patil College of Physiotherapy, Pimpri, Pune from September 2020 to February 2021 on pregnant women with informed and voluntary consent. A total of 200 primigravida women were included and women with complicated pregnancy were excluded. A self-constructed questionnaire was prepared and administered. It had three domains of total 21 items- the knowledge domain with 8 questions, the attitude domain with 7 questions and the perception domain with 6 questions. Descriptive statistics were used to analyse the results. Results: Total 200 women were included, mean age was 25.6±2 years. A 24% of the women had heard about the term NDD and only 13% of them knew its meaning. Attitude of pregnant women where 79.5% were aware about infections, use of drugs and alcohol and smoking during pregnancy can lead to harmful effects on the foetus. Perception of NDD, where 84% women believed that good health of the mother during pregnancy can prevent NDD, 91.5% believed that a proper diet and nutrition during pregnancy plays a role in prevention. Conclusion: The study concluded that, only 24% have ever heard of the term NDD and only 13% were aware of the meaning of it. While 79% of the pregnant women knew about the importance of antenatal care, significantly less pregnant women had knowledge about NDD and only few of them were aware about the possible signs of NDD.

Cognitive Rehabilitation and EEG Analysis: A Review

Cognition is the capacity of the brain to register and decipher data dependent on information and experience. A portion of the subjective aptitudes are processing, memory and retention, logic and reasoning, attention and so forth. The subjective abilities begin to grow directly from the hour of birth of a person. There are situations where these advancements don't happen at the opportune time or in a proficient manner, which prompts scholarly disorders. The most commonly found intellectual disorders in children are attention deficit hyperactivity disorder (ADHD), epilepsy, encephalitis, autism spectrum disorder (ASD) and speech disorders. There are cognitive tasks and retraining intended for each sort of cognitive issue. These are planned so as to improve the cognitive degrees of the children who experience the ill effects of cognitive issues, for an improvement in their everyday lives. This paper gives an overview of some of the existing techniques for the improvement of cognitive levels along with the techniques of EEG analysis. The activities in the brain can be traced with the help of an electroencephalogram (EEG). Cognitive levels can also be studied with the help of EEG. The study that involves cognition requires careful pre-processing, feature extraction and appropriate analysis. The processed EEG information is analysed utilizing various techniques which can extensively be ordered into time domain, time frequency domain, frequency domain, non-linear methods and artificial neural network methods. Out of every one of these strategies, the frequency domain techniques and time-frequency strategies are most popularly used.

Lead Hair Level Impact on Mongolian Children with Attention Deficit Hyperactivity Disorder

Background: High-prevalence disorders among children are attention-deficit/ hyperactivity disorder (ADHD) and lead exposure. The purpose of this study was to find out the relationship between ADHD symptoms and hair lead levels and neurocognitive function among Mongolian children. Methods: This was the case study to investigate the relationship between hair lead and ADHD in Mongolian school kids. We conducted a pair-matching case-control study with 30 ADHD cases and 30 non ADHD controls for 7 - 12 years of age school children, based on the same age, and sex. Recruitment process was conducted from June 2018 to December 2019. The case and control study children were systematically selected by structured diagnostic interviews, including caregiver interviews based on the Diagnostic and Statistical Manual of Mental Disorders, 4th ed (DSM-IV). Results: The average level of hair lead of the ADHD group was 1.45 ± 2.93 ppm and the control group’s lead level was 0.7 ± 1.59 ppm. We found ADHD-Combined (ADHD-C) patients showed the highest lead levels (p −0.329 and −0.242, for original and log10 transformed, p < 0.001). The lead was linked with vulnerability to ADHD and symptom severity among those school-age children. Conclusions: The child hair lead exposure is one of the risk factors of the development of ADHD and decreasing FSIQ (Full Scale Intelligent Quotient) and EQ level of children and linked with susceptibility to ADHD and symptom severity in school-age children.

Predicting Child Behavior: A Comparative Analysis between Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder

Understanding factors that impact child adjustment is imperative. Parental adjustment, parenting behaviors, and environmental factors (e.g., child routines) have been linked to child behavior. In clinical child populations, these factors are particularly important given the increased demands the child’s disorder often places on caregivers. Furthermore, children in clinical populations often engage in increased levels of internalizing and externalizing behaviors both related to and in addition to the core symptoms of their disorder. Two such clinical child populations are Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). The first goal of the present study was to elucidate parental and environmental factors that predicted child behavior in ADHD and ASD. Based on Sameroff’s Transactional Model of Development (2009), it was hypothesized that parental adjustment, parenting behaviors and child routines would collectively predict child behavior. A second goal was to examine differences in patterns of association between ADHD and ASD groups. Due to differences in the core symptoms of each disorder, it was hypothesized that the strength of associations would vary between groups. Researchers examined the impact of parental adjustment, parenting behaviors, and child routines on internalizing and externalizing child behavior using parent-report measures (CBCL, CRQ, HSCL-25, APQ) of children ages 6 to 12. Results indicated that for both groups, poor parental adjustment directly predicted externalizing child behavior and indirectly through harsh/disengaged parenting behavior. Fewer warm/supportive parenting behaviors predicted internalizing behavior, and more harsh/disengaged parenting predicted externalizing behavior. Higher levels of child routines predicted internalizing behavior for both groups but had a significantly stronger effect for children with ASD than ADHD. Findings have important implications for interventions on several levels (e.g., parental adjustment, parenting behaviors, and environmental supports) in both the ADHD and ASD populations.

College Students With ADHD and LD: Effects of Support Services on Academic Performance

AbstractTwo relatively common disabilities reported by college students are attention‐deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students’ support service usage and GPAs over a 5‐year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students’ specific areas of challenge.

Tourette syndrome: current data, comorbidities, and therapeutic approach in children

Tourette syndrome (TS) is the primary tic disorder with an estimated prevalence close to 1% between 5 and 18 years of age [1]. Motor and phonic tics are the core features of [2]. In addition to their well-characterized phenomenology, tics display a peculiar variability over time, which is strongly influenced by a variety of contextual factors. A relevant proportion of patients with display complex, tic-like, repetitive behaviors that include echophenomena, coprophenomena, and nonobscene socially inappropriate behaviors (NOSIBs). Co-morbid conditions are attention deficit hyperactivity disorder (ADHD), obsessive compulsive behaviours/disorder (OCB/D) and autistic spectrum disorder (ASD); co-existent psychopathologies include depression, anxiety, oppositional defiant disorder (ODD), conduct disorder (CD) and personality disorders (PDs) [3]. The complexity of the Tourette spectrum has been confirmed by cluster and factor analytical approaches [4]. It is suggested that is not a unitary condition and that one phenotype (Pure TS [tics only]) occurs in about 10-14 % [5]. The presence of comorbid attention deficit hyperactivity disorder (ADHD) is the main determinant of cognitive dysfunction in patients and influences heavily also the risk of developing disruptive behaviors [6].The burden of behavioral comorbidities is very important in determining significant impairment, poor self-esteem, and a low quality of life [7,8].While the evidence for a genetic contribution is strong, several genes, including SLITRK1, LIM homeobox (LHX6, LHX8), and HDC have been suggested to be responsible for the different clinical phenotypes [9,10].However its exact nature has yet to be clarified fully. Aetiological factors include genetic vulnerability pre- and peri-natal difficulties (PNDs), and probably neuro-immunological factors. Neuro-imaging are helpful to exclude other conditions, and although abnormalities are described, in an individual patient, they are not diagnostic. Treatment includes psycho-education and reassurance, medications, target-specific botulinum toxin injections [11] and in a few severe refractory adult cases, deep brain stimulation life [12].This review will summarise and highlight selected main findings from the author's clinic.

Co-morbid disorders in Tourette syndrome.

Tourette syndrome (TS) is often accompanied by other symptoms and syndromes. The two best-known co-morbidities are Attention Deficit Hyperactivity Disorder (ADHD) and Obsessive Compulsive Disorder (OCD), but also other conditions like rage-attacks, depression, and sleeping disturbances are frequent in persons with TS. Both in clinical cohorts and in population-based cohorts the prevalence of co-morbidities is high. The presence of co-morbid ADHD and/or OCD has an impact on psychosocial, educational, and neuropsychological consequences of TS and it is associated with higher rates of other co-morbid disorders, like rage, anxiety, and conduct disorders. The symptoms of a co-morbid disorder might appear prior to the time that tics reach clinical attention. The TS phenotype probably changes during the course of the disease. The exact aetiology of the co-occurrence of co-morbid disorders and TS is not known, but they probably all are neurotransmitter disorders. European guidelines recommend first-choice pharmacological treatment, but randomised double-blinded trials are needed. Professionals need to be aware of the close relationship between TS and co-morbidities in order to give the patients the right treatment and support.

Co-Morbid Disorders in Tourette Syndrome

Tourette syndrome (TS) is often accompanied by other symptoms and syndromes. The two best-known co-morbidities are Attention Deficit Hyperactivity Disorder (ADHD) and Obsessive Compulsive Disorder (OCD), but also other conditions like rage-attacks, depression, and sleeping disturbances are frequent in persons with TS. Both in clinical cohorts and in population-based cohorts the prevalence of co-morbidities is high. The presence of co-morbid ADHD and/or OCD has an impact on psychosocial, educational, and neuropsychological consequences of TS and it is associated with higher rates of other co-morbid disorders, like rage, anxiety, and conduct disorders. The symptoms of a co-morbid disorder might appear prior to the time that tics reach clinical attention. The TS phenotype probably changes during the course of the disease. The exact aetiology of the co-occurrence of co-morbid disorders and TS is not known, but they probably all are neurotransmitter disorders. European guidelines recommend first-choice pharmacological treatment, but randomised double-blinded trials are needed. Professionals need to be aware of the close relationship between TS and co-morbidities in order to give the patients the right treatment and support.

Cortical activity patterns in ADHD during arousal, activation and sustained attention

Objective The goal of the present study is to test whether there are Attention-Deficit Hyperactivity Disorder (ADHD)-related differences in brain electrical activity patterns across arousal, activation and vigilance states. Method The sample consists of 80 adults (38 with ADHD and 42 non-ADHD controls) who were recruited for a family study on the genetics of ADHD. Patterns of cortical activity were measured using electroencephalography (EEG) during baseline and sustained attention conditions and compared according to ADHD diagnostic status. Cortical activity was examined separately for the first, middle, and last 5-min of the sustained attention task to assess whether patterns differed over time and according to ADHD status. Results In frontal and parietal regions, patterns of activation in the alpha (8–10 Hz) range differed according to ADHD status, indicating increased cortical arousal among ADHD subjects. Beta power (13–14 and 17–18 Hz) also differed between ADHD and controls, indicating increased cortical activation is associated with ADHD. Behavioral performance on the sustained attention task did not differ significantly by diagnosis. EEG correlates of cognitive performance differed significantly ADHD diagnosis and were primarily in frontal regions. Brain activation patterns recorded during the sustained attention task suggest that the ADHD group exhibited significantly increased cortical activation at the end of the task when compared to controls. Conclusions Adults with ADHD may have different neural organization primarily in frontal regions which results in the need for continually high levels of cortical activation to maintain sustained attention.

Co-transmission of conduct problems with attention-deficit/hyperactivity disorder: familial evidence for a distinct disorder

Common disorders of childhood and adolescence are attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD). For one to two cases in three diagnosed with ADHD the disorders may be comorbid. However, whether comorbid conduct problems (CP) represents a separate disorder or a severe form of ADHD remains controversial. We investigated familial recurrence patterns of the pure or comorbid condition in families with at least two children and one definite case of DSM-IV ADHDct (combined-type) as part of the International Multicentre ADHD Genetics Study (IMAGE). Using case diagnoses (PACS, parental account) and symptom ratings (Parent/Teacher Strengths and Difficulties [SDQ], and Conners Questionnaires [CPTRS]) we studied 1009 cases (241 with ADHDonly and 768 with ADHD + CP), and their 1591 siblings. CP was defined as > or =4 on the SDQ conduct-subscale, and T > or = 65, on Conners' oppositional-score. Multinomial logistic regression was used to ascertain recurrence risks of the pure and comorbid conditions in the siblings as predicted by the status of the cases. There was a higher relative risk to develop ADHD + CP for siblings of cases with ADHD + CP (RRR = 4.9; 95%CI: 2.59-9.41); p < 0.001) than with ADHDonly. Rates of ADHDonly in siblings of cases with ADHD + CP were lower but significant (RRR = 2.9; 95%CI: 1.6-5.3, p < 0.001). Children with ADHD + CP scored higher on the Conners ADHDct symptom-scales than those with ADHDonly. Our finding that ADHD + CP can represent a familial distinct subtype possibly with a distinct genetic etiology is consistent with a high risk for cosegregation. Further, ADHD + CP can be a more severe disorder than ADHDonly with symptoms stable from childhood through adolescence. The findings provide partial support for the ICD-10 distinction between hyperkinetic disorder (F90.0) and hyperkinetic conduct disorder (F90.1).

Psychiatric Features and Parenting Stress Profiles of Subtypes of Attention-Deficit/Hyperactivity Disorder: Results from a Clinically Referred Taiwanese Sample

This study attempts to evaluate whether there are attention deficit/ hyperactivity disorder (ADHD) subtype differences regarding psychiatric features, comorbidity pattern and parenting stress profiles in an Asian population. A total of 182 ADHD children and their primary caretakers recruited from a university-affiliated hospital were surveyed. Subjects were two groups of preadolescent (6 to 12 years old) ADHD children: children with ADHD-inattentive subtype (n=58) and ADHD-combined subtype (n=124). Various information was collected and compared, including the child's characteristics (current age, gender, number of family members, age at ADHD diagnosis, duration of pharmaceutical intervention, psychiatric comorbidities, and intelligence quotient); the primary caretaker's characteristics, and profiles obtained with the Parenting Stress Index (PSI). Group comparison showed that these two subtypes were statistically distinguishable from each other in total scores on the PSI, four subscale scores on the PSI, the child's age at diagnosis, and comorbidity profiles (all p<.05). Parents of children of the combined subtype experienced higher parenting stress and felt their children displayed qualities that made it difficult for them to fulfill their parenting roles. School failure (p=.001) and anxiety disorders (p=.022) were significantly more prevalent in the inattentive subtype children, while oppositional defiant disorder was significantly more present in the combined subtype children (p=.000). Our findings supported the cross-cultural equivalence of the nosological distinction in ADHD subtypes. The need for specific clinical intervention according to the subtype difference was stressed.

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