Attention Deficit And Hyperactivity Disorder Research Articles

Testing for measurement invariance and latent mean differences across methods: interesting incremental information from multitrait-multimethod studies.

Models of confirmatory factor analysis (CFA) are frequently applied to examine the convergent validity of scores obtained from multiple raters or methods in so-called multitrait-multimethod (MTMM) investigations. We show that interesting incremental information about method effects can be gained from including mean structures and tests of MI across methods in MTMM models. We present a modeling framework for testing MI in the first step of a CFA-MTMM analysis. We also discuss the relevance of MI in the context of four more complex CFA-MTMM models with method factors. We focus on three recently developed multiple-indicator CFA-MTMM models for structurally different methods [the correlated traits-correlated (methods – 1), latent difference, and latent means models; Geiser et al., 2014a; Pohl and Steyer, 2010; Pohl et al., 2008] and one model for interchangeable methods (Eid et al., 2008). We demonstrate that some of these models require or imply MI by definition for a proper interpretation of trait or method factors, whereas others do not, and explain why MI may or may not be required in each model. We show that in the model for interchangeable methods, testing for MI is critical for determining whether methods can truly be seen as interchangeable. We illustrate the theoretical issues in an empirical application to an MTMM study of attention deficit and hyperactivity disorder (ADHD) with mother, father, and teacher ratings as methods.

PS-253b Gluten Free Diet For Children With Attention Deficit And Hyperactivity Disorder

Background and aims Attention deficit and hyperactivity disorder (ADHD) is a complex neurodevelopmental-neurobiological disorder of behaviour, which is characterised by increased hyperactivity levels. Also, many of the children diagnosed with ADHD have significant nutritional problems. The aim of the study was to investigate the correlation of the hyperactivity status of these children with major nutritional changes using gluten free diet. Methods A total number of 48 children aged 4.5 to 10 years were enrolled. All of them were diagnosed with attention deficit and hyperactivity disorder. Also, all children were tested for IgA deficiency, EMA and anti-tTg autoantibodies, and 3 children with abnormal tests were excluded. The 45 remaining children group was randomly divided in two subgroups: 22 of the children started gluten free diet (group A) and the rest 23 children continued their previous diet (group B). Hyperactivity status was measured using properly arranged questionnaire model and special scoring system for the therapist and the parents. Statistical analysis was performed using the statistical program SPSS/19 and x 2 -test. Results After 6 months of intervention, statistical significant difference (p Conclusions Children suffering from attention deficit and hyperactivity disorder have increased hyperactivity status, but it seems that gluten free diet has much to offer in order to lower hyperactivity levels.

Antisosyal kişilik bozukluğu ile karşımıza çıkan 18 yaşında Klinefelter’s sendromu tanısı alan bir erkek olgu

Klinefelter’s syndrome (KS) is the most common chromosomal aberration among men and is associated with multiple psychiatric comorbidities. Individuals with KS have an increased prevalence of psychiatric disturbances, ranging from attention deficit and hyperactivity disorder (ADHD) in childhood to schizophrenia and severe affective disorders during adulthood. We want to present a case report of KS who presented with antisocial personality disorder and related disorders which are ADHD, conduct disorder and alcoholism. The common feature of all these disorders may be associated with X-linked chromosomes.

Psychological Principles of Learning Language in Children with ADHD and Dyslexia

Abstract Recent epidemiological data show that Attention Deficit and Hyperactivity Disorder (ADHD) and Dyslexia are highly prevalent in children population which needs to focus on research of special forms of education that are specifically different for various learning disciplines. Major problems of these children with ADHD and dyslexia that were found in developmental and school psychology research are high occurrence of reading and spelling errors and attentional deficits. Serious problem in special education that play very important role in school environment of these children represent also various forms of behavioral disorders that in typical forms may manifest as uncontrolled and involuntary speech and movements. In many cases these deficits are developmentally influenced and may be specifically linked to increased fatigue and decreased attention that may lead to manifestation of cognitive tiredness or exhaustion and various forms primary reflex behavior related to involuntary movements. In addition these children with ADHD and dyslexia are highly sensitive to various psychosocial stressors that make school environment highly specific with respect to relaxed atmosphere in the classroom. In addition these children need a high level of acceptance and special learning regimes as for time schedules and classroom arrangement which is inconsistent with majority of traditional forms of teaching and learning in the classroom. These specific regimes of teaching and learning in children with ADHD and dyslexia, although they have certain general rules, need to be specifically applied to various learning disciplines and in teaching and learning language the main focus is on non stressful environment and communicative atmosphere of acceptance.

Factors affecting perceptions of family function in caregivers of children with attention deficit hyperactivity disorders.

Attention deficit and hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood. ADHD has been shown to persist into adulthood in 30%-70% of cases. The long-term and escalating nature of ADHD creates an increasing burden on families because of the influence of hyperactivity and impulsivity on academic achievement and social interaction. There is a lack of information on factors influencing function in the families of children with ADHD. The purpose of this study was to test theoretically derived relationships among family demographic characteristics; family factors such as support, hardiness, and caregiver health; and family-functioning outcomes. This study used a cross-sectional study and structural equation modeling approach. A self-report questionnaire collected information from 122 caregivers on demographics, income, employment, and marital status data as well as on personal health, family support, family hardiness, and family function statuses as determined, respectively, using the Duke Health Profile, Family APGAR score, Family Hardiness Index, and Family Assessment Device. Structural equation modeling provided a reasonable fit to the data using AMOS (χ = .249, df = 1, p = .613, minimum discrepancy C = .249), goodness-of-fit index (.999), adjusted goodness of fit index (.990), normed fit index (.999), comparative fit index (1.0), and root mean square error of approximation (.000). Results indicated a 55.6% probability of becoming the construct model, with family hardiness and family support directly affecting family function and caregiver health. Family support functioned as a mediator in the relationship between family hardiness and family function. The findings of this study help nurses improve professional assessments and interventions for families of children with ADHD by highlighting the importance of increased family support, promoting family hardiness, and promoting caregivers' health to improved family function.

The Conners Parent Rating Scale: Psychometric properties in typically developing 4- to 12-year-old Belgian French-speaking children

IntroductionThe Conners Parent Rating Scale – 48 items (CPRS) is one of the most widely used behavioral scales in clinical and research settings with children. ObjectiveThe principal aim of this study was to validate the five-factor structure of the French version of the CPRS in 4- to 12-year-old Belgian French-speaking children. Secondly, a sample of children with Attention Deficit and Hyperactivity Disorder (ADHD) was assessed and their ADHD CPRS profile was examined. MethodsA total of 382 typically developing children from 4 to 12years old were included in this study. Furthermore, 15 children (aged 6 to 12years old) diagnosed with ADHD participated in this study. ResultsConfirmatory factor analysis shows that the CPRS presents good psychometric properties and has a factor structure similar to the original version. Furthermore, the CPRS shows high rates of sensitivity and specificity when the ADHD and control group scores are compared. ConclusionsThis study confirms the original five-factor structure of the CPRS when used with French-speaking children. Our results highlight the fact that the CPRS is a reliable measure of parental perception of their children's disruptive behaviors, and encourage the use of culturally adapted normative data for 4- to 12-year-old children.

Assessment of Cardiovascular Risks due to Methylphenidate in Six Months of Treatment in Children with Attention Deficit and Hyperactivity Disorder

Objectives: Cardiovascular adverse effects can be seen rarely in patients receiving methylphenidate for attention deficit and hyperactivity disorder (ADHD). In this study, we planned to investigate...

OCENA ELEKTROFIZJOLOGICZNA FUNKCJI SŁUCHOWYCH U DZIECI Z AUTYZMEM ORAZ ZESPOŁEM NADPOBUDLIWOŚCI PSYCHORUCHOWEJ

BackgroundAutism and attention-deficit and hyperactivity disorder (ADHD) are neurodevelopmental disorders sharing some developmental deficits and differing in others. The aim of this study was to specify the auditory phenotype in terms of peripheral and central hearing abilities through the use of objective and subjective assessment methods. The goal was to identify alterations in the central and peripheral auditory systems, especially those involving language and cognitive alterations, since hearing impairment can compromise language acquisition and the rehabilitation process.Material and MethodsExactly 60 subjects were included in this study. They were divided into 30 subjects and 30 controls, and the study group was subdivided into 15 subjects with ADHD and 15 suffering with autism. All cases were given pure tone audiometry, speech tests, and click-evoked ABR and P300 tests.ResultsBoth study groups showed impaired subcortical encoding of speech, which was highly disrupted in the autistic group. The ADHD group showed delayed offset responses. Both groups had delayed P300 latencies and diminished amplitudes, which were most marked in the autistic group.ConclusionsADHD and autism involve impaired subcortical encoding of speech and impaired cognition, conditions that are more severe in autistic children.

The Amygdala's Neurochemical Ratios after 12 Weeks Administration of 20 mg Long-acting Methylphenidate in Children with Attention Deficit and Hyperactivity Disorder: A Pilot Study Using (1)H Magnetic Resonance Spectroscopy.

ObjectiveRecent pediatric studies have suggested a correlation between decreased amygdala volume and attention deficit and hyperactivity disorder (ADHD) symptoms, including the emotional dysregulation. To investigate the hypothesis that medication treatment of ADHD specifically improves amygdala function, we used 1H magnetic resonance spectroscopy (MRS) to study the effect of 12 weeks of treatment with daily 20 mg long-acting methylphenidate on the Glu/Cr, NAA/Cr, Cho/Cr, and mI/Cr ratios in the amygdala of medication-naïve children with ADHD.MethodsThis was a prospective study, using a pre- and post-test design, on a single group of 21 children (average age 8.52 years, 17 males and 4 females) diagnosed with ADHD. Low Time Echo MRS scans sampled voxels of interest (1.5×1.5×2.0) from both the right and left amygdala.ResultsThere was significant clinical improvement after 12 weeks of treatment with 20 mg long-acting methylphenidate. On 1H MRS, there were no statistical significant differences of NAA/Cr ratio, Cho/Cr ratio, mI/Cr ratio before and after 12 weeks administration of 20 mg long-acting methylphenidate both in the right and left amygdala. In addition, Glu/Cr ratio decreased 14.1% in the right amygdala (p=0.029) and 11.4% in the left amygdala (p=0.008). Standardized mean effect sizes ranged from 0.14-0.32.ConclusionThe findings are consistent with the possibility that hyperglutamatergic processes in the amygdale are related to the hyperactive-impulsive symptoms of ADHD.

Mental health and bullying in the United States among children aged 6 to 17 years.

This article examines the association between mental health disorders and being identified as a bully among children between the ages of 6 and 17 years. Data from the 2007 National Survey of Children's Health were examined. A total of 63,997 children had data for both parental reported mental health and bullying status. Bivariate analysis and logistic regression was performed to assess the association between mental health status and being identified as a bully with an age-stratified analysis and sub-analysis by type of mental health disorder. In 2007, 15.2% of U.S. children ages 6 to 17 years were identified as bullies by their parent or guardian. Children with a diagnosis of depression, anxiety, or depression had a threefold increased odds of being a bully. The diagnosis of depression is associated with a 3.31 increased odds (95% CI = [2.7, 4.07]) of being identified as a bully. Children with anxiety and attention deficit and hyperactivity disorder (ADHD) had similar odds. The diagnosis of a mental health disorder is strongly associated with being identified as a bully. In particular, depression, anxiety, and ADHD are strongly associated with being identified as a bully. These findings emphasize the importance of providing psychological support to not only victims of bullying but bullies as well. Understanding the risk profile of childhood bullies is essential in gaining a better grasp of this public health problem and in creating useful and appropriate resources and interventions to decrease bullying.

Comorbidity of Adult Attention Deficit and Hyperactivity Disorder in Bipolar Patients: Prevalence, Sociodemographic and Clinical Correlates.

The aims of this study were to determine the frequency of adult attention deficit and hyperactivity disorder (ADHD) comorbidity in bipolar patients and to investigate the influence of this comorbidity on the clinical characteristics of bipolar disorder (BD). A total of 135 patients with BD type I and II and BD not otherwise specified were included in this study. First, the Adult ADD/ADHD DSM-IV-Based Diagnostic Screening and Rating Scale (ADHD scale) was administered to all patients, and all of the patients were also interviewed for the diagnosis. Patients who were diagnosed as having ADHD comorbidity (n=23) on the basis of DSM-IV and those who were not diagnosed to have ADHD comorbidity (n=32) were compared in terms of sociodemographic and clinical correlates. Twenty-three of 135 patients (17%) were found to have ADHD comorbidity. In the ADHD comorbidity group, the level of education and the number of suicide attempts were higher (p=.011 and .043, respectively). Although not significant, subthreshold depressive symptoms in interepisodic periods, the lifetime history of antidepressant use and the total number of lifetime depressive episodes tended to be more frequent in bipolar disorder with ADHD comorbidity group than in the control group. Bipolar disorder has a frequent comorbidity with ADHD, and contrary to expectations, it might be related to the depressive aspect, rather than the manic aspect, of bipolar disorder. Early diagnosis of ADHD comorbidity in bipolar patients might help to prevent serious risk factors.

O sentimento de vergonha em crianças e adolescentes com TDAH

O presente estudo teve como objetivo compreender o julgamento do sentimento de vergonha em situações de violação às regras em crianças e adolescentes com diagnóstico de Transtorno do Déficit de Atenção e Hiperatividade (TDAH). As situações de violação às regras envolviam os pais, o professor e os pares. Participaram do estudo 20 crianças e adolescentes de ambos os sexos, com idades entre 11 e 14 anos que cursavam entre o 5º e 8º anos do Ensino Fundamental II de uma escola da rede particular de ensino e de uma instituição destinada ao diagnóstico e tratamento de crianças com queixa escolar. Os participantes foram subdivididos em dois grupos: Grupo 1 (G1) constituído por 10 crianças e adolescentes com diagnóstico de TDAH, apresentação predominantemente combinada, e o Grupo 2 (G2), formado por 10 crianças e adolescentes sem queixas comportamentais. O desenvolvimento moral e a compreensão do sentimento de vergonha foram investigados por meio de histórias hipotéticas. Em relação ao nível de desenvolvimento moral, os resultados apontaram que os participantes dos dois grupos encontram-se na autonomia moral ou em transição entre a heteronomia e autonomia, sem diferença entre eles, o que impossibilita a comparação desses dados e os voltados para a avaliação do sentimento de vergonha. Os resultados obtidos evidenciaram também diferenças entre os grupos no que se refere à compreensão do sentimento de vergonha em situações de violação às regras e também em relação aos envolvidos nas histórias (pais, professor e pares).

Sons and daughters beyond your control: episodes in the prehistory of the attention deficit/hyperactivity syndrome

Hyperactive and inattentive children have been discussed in both the pedagogic and medical literature since the nineteenth century, and many controversies associated with attention deficit and hyperactivity disorder (ADHD) have been repeatedly analyzed in different contexts. The 'prehistory' of the ADHD concept-that is, up to the definition of ADHD in DSM-III and of the corresponding 'hyperkinetic disorder' in ICD-9-is outlined, with an emphasis on the literature not previously discussed in English language reviews of the subject.

Irrelevant stimulus processing in ADHD: catecholamine dynamics and attentional networks.

A cardinal symptom of attention deficit and hyperactivity disorder (ADHD) is a general distractibility where children and adults shift their attentional focus to stimuli that are irrelevant to the ongoing behavior. This has been attributed to a deficit in dopaminergic signaling in cortico-striatal networks that regulate goal-directed behavior. Furthermore, recent imaging evidence points to an impairment of large scale, antagonistic brain networks that normally contribute to attentional engagement and disengagement, such as the task-positive networks and the default mode network (DMN). Related networks are the ventral attentional network (VAN) involved in attentional shifting, and the salience network (SN) related to task expectancy. Here we discuss the tonic–phasic dynamics of catecholaminergic signaling in the brain, and attempt to provide a link between this and the activities of the large-scale cortical networks that regulate behavior. More specifically, we propose that a disbalance of tonic catecholamine levels during task performance produces an emphasis of phasic signaling and increased excitability of the VAN, yielding distractibility symptoms. Likewise, immaturity of the SN may relate to abnormal tonic signaling and an incapacity to build up a proper executive system during task performance. We discuss different lines of evidence including pharmacology, brain imaging and electrophysiology, that are consistent with our proposal. Finally, restoring the pharmacodynamics of catecholaminergic signaling seems crucial to alleviate ADHD symptoms; however, the possibility is open to explore cognitive rehabilitation strategies to top-down modulate network dynamics compensating the pharmacological deficits.

Habilidades motoras y de procedimiento que interfieren en la vida académica habitual de un grupo de estudiantes con signos y síntomas de TDAH

IntroductionThere is a rising prevalence of attention deficit and hyperactivity disorder (ADHD) in educational institutions. Difficulties in academic development manifest as: slow information processing, difficulty in planning and working memory, difficulty staying focused, struggle selecting data or stimuli relevant to the implementation and completion of tasks. If adequate educational measures and specialized intervention are not established, the characteristics may affect instrumental learning. The aim of this study is to identify procedural motor skills that interfere with academic activities in a group of elementary school children, with signs and symptoms of ADHD. Material and methodsDescriptive study including children from 2nd to 4th grade of elementary school in which teachers detected signs and symptoms of ADHD by using questionnaires and observing school behavior. Procedural motor skills were identified and it was evidenced which skills interfered in the execution of academic activities. ResultsThe population that showed inattention and hyperactivity behaviors manifested behavioral problems, low academic performance, and in turn, greater difficulty in postural skills and skill related with organization of space and objects, which interfered with the activities of daily living academic routine, as expected. ConclusionsThe assessment of procedural motor skills allowed to determine specific difficulties in routine activities, and to agree on intervention strategies in the classroom.

EPA-0389 – Attentional functions and trait anxiety in children with adhd: effects on attentional tasks performance

While Attention Deficit and Hyperactivity Disorder (ADHD) tends to be more commonly associated with externalizing disorders, mainly with Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD), comorbidity between ADHD and internalising disorders (specifically Anxiety) must be considered. This study analyses how trait anxiety affects attentional tasks performance in a sample of children with and without ADHD. 220 participants aged 8 to 12 took part in this study, 122 males and 98 females, classified into four groups: comorbidity group or students with ADHD and trait Anxiety (ADHD+ANX; n = 73); ADHD group (n = 53); Anxiety group (ANX; n = 15); and a non-clinical group of students (n = 41). Participants were asked to complete two neuropsychological tasks related to selective and sustained dimensions of attention. Group differences were examined using Univariate Analysis of Variance (ANOVA) for each dependent variable, with the group as the independent variable. Data showed that children with ADHD performed worse than controls and children with trait anxiety in sustained and selective attention tasks, while children with trait anxiety achieved similar results to healthy children. Finally, the presence of Anxiety symptoms in ADHD slightly modified the results in attentional tasks. These results contribute to better understand the clinical symptomatology that accompanies ADHD and comorbid Anxiety and highlight the usefulness of the applied measures in the differential diagnosis of these disorders.

Attention deficit hyperactivity disorder like behavioral problems and parenting stress in pediatric allergic rhinitis.

ObjectivePrevious studies have reported comorbidity of attention deficit and hyperactivity disorder (ADHD) and allergic diseases. The current study investigated ADHD like behavioral symptoms and parenting stress in pediatric allergic rhinitis.MethodsEighty-seven children (6-13 years old) with allergic rhinitis and 73 age- and sex-matched children of control group were recruited. Diagnosis and severity assessments of allergic rhinitis were determined by a pediatric allergist. The Parenting Stress Index-Short Form (PSI-SF), ADHD Rating Scale (ARS), and Child Behavior Checklist (CBCL) were completed by their mothers.ResultsIn the allergic rhinitis group, the total PSI-SF score (p<0.01), ARS score (p<0.01), the subscale scores of the CBCL including somatization, attentional problems and emotional instability (p=0.01; p<0.01; p<0.01) and prevalence of ADHD (p=0.03) were significantly higher than those of the control group. Among mothers of children with allergic rhinitis, those of children with comorbid ADHD demonstrated significantly higher parenting stress than those without comorbid ADHD (p<0.01). Parenting stress was correlated with severity of child's allergic symptoms and the ARS total score (beta=0.50, p<0.01; beta=0.39, p<0.01). There was a significant correlation between allergic symptom severity and the ARS total score (B=8.4, SD=2.5, t=3.3, p<0.01).ConclusionThis study demonstrated that ADHD symptoms were common in children with allergic rhinitis, and this factor increased parenting stress and disrupted the parent-child relationship. Routine evaluation and early management of ADHD symptoms in pediatric allergic rhinitis may benefit families of children with allergic rhinitis.

EPA-0386 – Execution, activation and blood flow hemoencephalography in children with and without adhd: a structural equation model

Attention Deficit and Hyperactivity Disorder (ADHD) is one of the problems that most affects academic performance in childhood and adolescence. Current research raises the existence of certain patterns of cortical activation and executive control, which could help to identify more objectively ADHD diagnosis. These studies consist on recording brain activation in central and prefrontal cortex areas through electroencephalographic measures using Q-EEG, and blood flood activity or hemoencephalography with nir-HEG. Moreover, executive control, evaluated with Continuous Performance Tests (CPTs), has been widely used to verify the incidence of brain activation levels on performance. This research aims to analyze the interaction between brain activation (nir-HEG and Q-EEG) and executive control (CPT) variables in a sample of 499 students (174 females and 325 males) aged 8 to 16, 256 (51.3%) with and 243 (48.7%) without ADHD. To accomplish this, a causal modelwas testedusing Structural Equation Modeling (SEM) analyses with AMOS.Results indicated that: a) activation measures influence different types of executive pattern, b) the relation between activation variables (nir-HEG and Q-EEG) depends on which brain areais studied and, c) with a good fit, both models (with and without ADHD), show important differences in variables correlation. These results highlight the utility of cortical activation and executive control measures for the differential diagnosis of ADHD, as well as from the standpoint of intervention, providing useful clues to delineate more adapted treatments.

The Role of Actigraphy to Identify Sleep Disorders in Children with ADHD

Currently sleep disorders are one of the most prevalent problems in children, with an estimated prevalence of 15-20% and a highly variable clinical spectrum. One of the pathologies in which sleep disorders achieve special relevance is in attention-deficit and hyperactivity disorder (ADHD), because the complex association between these two phenomena can largely determine the therapeutic handling and prognosis of these patients. Nowadays, the number of research articles that makes unquestionable the relation between ADHD and sleep disorders is increasing, as well as studies in which actigraphy acquires increasingly validity as a tool to asses sleep in the paediatric population, with a good correlation with polysomnography, considered the gold standard in sleep medicine. Our review aims to highlight the positive impact that the use of actigraphy as a screening tool for the detection of sleep problems in ADHD may have on the quality of life of these children and their families. After an exhaustive review of the most recent published literature on this topic, we suggest a set of recommendations which are summarized in that the actigraphy allows us to study longer periods of sleep-wake in an stable way, avoiding the difficulties of polysomnographic studies in children. All this makes it an ideal screening element in the initial assessment of patients with ADHD who report sleep problems.

Association between attention deficit and hyperactivity disorder and Perthes disease

The aim of this study was to determine whether or not there is an association between attention deficit and hyperactivity disorder (ADHD) and Perthes disease. The study included 3 groups of patients: Perthes patients, trauma patients, and orthopedic patients without Perthes disease or history of trauma. Each group was comprised of 56 males and 4 females. Patients were evaluated for present or past diseases, exposure to second-hand smoke, the age at which they had begun to walk, history of trauma prior to Perthes diagnosis in the Perthes group, weight, height and body mass index (BMI). Eighteen questions on the DSM-4 (Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition) ADHD checklist was used in the psychiatric evaluation of patients. The rate of ADHD was compared between groups. Attention deficit and hyperactivity disorder was diagnosed in 7 patients in the Perthes group, 3 in the trauma group, and 3 in the non-trauma group; and this difference was not significant (p=0.160). There were no significant differences in the rate of ADHD between trauma and non-trauma groups of Perthes patients, which suggests no association between ADHD and Perthes disease.