Attention Deficit Hyperactivity Disorder Group Research Articles

Attention Deficit Hyperactivity Disorder among Youth at Clinical High Risk of Psychosis

Abstract Background Attention Deficit Hyperactivity Disorder (ADHD) affects a significant proportion of the population and is associated with numerous adverse outcomes including lower educational attainment, occupational challenges, increased substance use, and various mental health issues including psychosis. This study examined the demographic, clinical, cognitive, social cognitive and functional differences between youth at clinical high-risk (CHR) for psychosis with and without co-morbid ADHD. Method Data was drawn from the North American Prodrome Longitudinal Studies (NAPLS2 and NAPLS3), which included 764 and 710 CHR individuals, respectively. After applying exclusion criteria, the sample consisted of 271 CHR participants with ADHD and 1118 without ADHD. All data was examined cross-sectionally. Results Compared to the non-ADHD group, the ADHD group was younger, had more difficulties with role functioning, premorbid functioning, social cognition, were more likely to have a co-morbid learning disorder and reported less depression symptoms. There were no significant differences between the groups on positive or negative psychotic symptoms, transition rates, adverse events, or other co-morbid disorders including substance use and depression. Discussion Co-morbid ADHD is likely not a significant predictor of transition to psychosis among CHR youth, however those CHR with ADHD may experience symptoms at a younger age than those without and present with a distinct clinical profile.

Response inhibition as a critical executive function in differentiating attention-deficit/hyperactivity disorder from autism spectrum disorder: a comprehensive attention test study

BackgroundAutism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are both associated with impairment in executive function, particularly in complex attention. Although previous studies using clinical assessments have attempted to delineate differences between these disorders, the findings have been inconclusive. Our study aims to elucidate the differences of endophenotype between ASD, ADHD, and their co-occurring condition utilizing a uniform computerized test.MethodsThe study included children diagnosed with ASD, ASD co-occurring with ADHD (ASD+ADHD), or ADHD who completed the comprehensive attention test (CAT) at Severance Hospital between October 2013 to May 2023. We excluded children with intellectual disability and comorbid major psychiatric or neurologic disorders possibly affecting attention measurement. The participants were categorized into three groups for the comparative analysis of CAT measures: (a) ASD (n=112), (b) ASD+ADHD (n=155), and (c) ADHD (n=104). The study also conducted an exploratory analysis utilizing multivariate linear regression analysis to examine the association between the CAT measures and parent-reported scales.ResultsNotably, the ASD+ADHD and ADHD groups exhibited higher frequency of commission errors (CE) and perseveration errors (PE) compared to the ASD group. In the exploratory analysis, a significant negative association was observed between reaction time (RT) and both the social communication questionnaire (SCQ) and the child behavior checklist (CBCL) externalization scores in the ASD+ADHD and ADHD groups. The ASD+ADHD group tended to show higher standard deviation of reaction time (RTSD) compared to the ASD group.ConclusionsOur findings suggest that impaired response inhibition is more pronounced in ADHD compared to ASD. We propose altered visual attention, reflecting response inhibition, may serve as potential endophenotypic markers differentiating ADHD from ASD in attentional assessment. Elevated RTSD in the ASD+ADHD group demonstrates additive pathology, suggesting that the neurological mechanisms underpinning impaired sustained attention may differ between the two conditions.

Working memory related functional connectivity in adult ADHD and its amenability to training: A randomized controlled trial

BackgroundWorking memory (WM) deficits are among the most prominent cognitive impairments in attention deficit hyperactivity disorder (ADHD). While functional connectivity is a prevailing approach in brain imaging of ADHD, alterations in WM-related functional brain networks and their malleability by cognitive training are not well known. We examined whole-brain functional connectivity differences between adults with and without ADHD during n-back WM tasks and rest at pretest, as well as the effects of WM training on functional and structural brain connectivity in the ADHD group. MethodsForty-two adults with ADHD and 36 neurotypical controls performed visuospatial and verbal n-back tasks during functional magnetic resonance imaging (fMRI). In addition, seven-minute resting state fMRI data and diffusion-weighted MR images were collected from all participants. The adults with ADHD continued into a 5-week randomized controlled WM training trial (experimental group training on a dual n-back task, n = 21; active control group training on Bejeweled II video game, n = 21), followed by a posttraining MRI. Brain connectivity was examined with Network-Based Statistic. ResultsAt the pretest, adults with ADHD had decreased functional connectivity compared with the neurotypical controls during both n-back tasks in networks encompassing fronto-parietal, temporal, occipital, cerebellar, and subcortical brain regions. Furthermore, WM-related connectivity in widespread networks was associated with performance accuracy in a continuous performance test. Regarding resting state connectivity, no group differences or associations with task performance were observed. WM training did not modulate functional or structural connectivity compared with the active controls. ConclusionOur results indicate large-scale abnormalities in functional brain networks underlying deficits in verbal and visuospatial WM commonly faced in ADHD. Training-induced plasticity in these networks may be limited

Modeling Functional Brain Networks for ADHD via Spatial Preservation-Based Neural Architecture Search.

Modeling functional brain networks (FBNs) for attention deficit hyperactivity disorder (ADHD) has sparked significant interest since the abnormal functional connectivity is discovered in certain functional magnetic resonance imaging (fMRI)-based brain regions compared to typical developmental control (TC) individuals. However, existing models for modeling FBNs generally use dimensionality reduction techniques to process the high dimensional input data, which results in confusion and an inaccurate representation of voxel interactions between spatially close brain regions, causing misdiagnosis of the disease. To address these issues, we propose a spatial preservation-based neural architecture search (SP-NAS) for FBNs modeling in ADHD. The main work includes three-fold: 1) A spatial preservation module is designed to embed original spatial information into dimensionality reduction data, addressing the challenge of a large number of parameters in the original data and mitigating disease misdiagnosis resulting from voxel confusion between different brain regions caused by dimensionality reduction. 2) A search space using more suitable search operations is constructed to efficiently extract spatial-temporal interaction characteristics of fMRI data in ADHD while narrowing the search space. 3) Cross-regional association differences between ADHD and TC groups are explored for ADHD auxiliary diagnosis since the abnormal activation regions of ADHD relative to TC on the brain regions and the abnormal connectivity between the lesion brain regions are identified. Model validation results on the ADHD-200 dataset show that the FBNs obtained from SP-NAS not only achieve competitive results in ADHD diagnosis but also reveal abnormal connections in the lesion regions of ADHD consistent with clinical diagnosis.

Attention-Deficit/Hyperactivity Disorder (ADHD) as a Predictor of Prolonged Functional Recovery from Sports-Related Concussion in High School Athletes.

Attention-Deficit/Hyperactivity Disorder (ADHD) has been speculated to prolong concussion recovery; however, the evidence regarding concussion recovery for individuals with ADHD is limited. To examine the concussion recovery time based on ADHD status, sex, and age. Cross-Sectional Study. High school. 935 (female n=382, 40.1%) concussions including 78 (female n=13, 20.0%) self-identified ADHD data were analyzed. A Poisson regression was utilized to estimate the Return- to-Learn (RTL) and Return-to-Sport (RTS) recovery outcomes with three predicting variables: ADHD status, sex, and age. The mean RTL days of the ADHD and non-ADHD groups were 12.86 ± 10.89 (Median 11.0; IQR=8; 7.0-15.25) and 1.43 ± 8.39 (Median 9.0; IQR=9.0; 6.0-14.0), respectively. The mean RTS days of the ADHD and non-ADHD groups were 20.82 ± 15.25 days (Median 17.0; IQR=9; 12.0-21.0) and 18.03 ± 11.42 days (Median 15.0; IQR=10.0; 11.0-21.0), respectively. For RTL, the ADHD status (RR=1.16, 95%CI:1.08, 1.24, p<.001) and female sex (RR=1.13, 95%CI: 1.08, 1.17, p<.001) were significant variables for longer recovery, while the age was not (RR=0.995, 95%CI: 0.98, 1.01, p=.056). For RTS, the ADHD status (RR=1.17, 95%CI:1.12,1.23, p<.001), female sex (RR=1.07, 95%CI:1.04, 1.11, p<.001), and younger age (RR=0.98, 95%CI:0.96, 0.99, p<.001) were all significant variables for longer recovery. Healthcare providers must be aware of the elevated risk of prolonged concussion recovery among high school athletes with ADHD.

Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project

The Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1 implementation-effectiveness trial, which includes both a cluster randomized controlled trial (RCT) and a qualitative study. In phase I, 60 children aged 10–12, with 30 each from ADHD and non-ADHD groups, will participate in a laboratory-based study over 4 days within 1 month. They will participate in three counterbalanced experimental conditions: (i) PA with cognitive engagement, (ii) PA without cognitive engagement, and (iii) a cognitively engaging control. This phase will assess acute changes in brain function, academic performance, working memory, inhibitory control, and sustained attention. Phase II will involve 600 children aged 10–12, randomly assigned to either a video-based PA program or a control group (300 children per group) in an 8-week cluster RCT. This phase will also incorporate a qualitative approach to explore the implementation context through pre- and post-intervention semi-structured interviews with teachers and school staff, and questionnaires for students. The outcomes of interest in this phase will include working memory, cognitive flexibility, selective attention, and academic performance. For the cross-over study, we hypothesize that PA conditions will enhance the studied outcomes compared to the control condition. In the RCT, we anticipate that the 8-week active breaks program will result in significant improvements in the selected outcomes compared to the control group. This study is expected to make pioneering contributions by including novel variables and focusing on the ADHD population. Furthermore, if the cluster RCT proves effective, it could offer a practical and cost-effective resource for integrating active breaks into daily school routines.

Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training

BackgroundPrior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges [1]. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD.MethodsThere were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.ResultsThe findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group.ConclusionThis study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed.Trial registrationClinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.

Multiclass classification of Autism Spectrum Disorder, attention deficit hyperactivity disorder, and typically developed individuals using fMRI functional connectivity analysis.

Neurodevelopmental conditions, such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), present unique challenges due to overlapping symptoms, making an accurate diagnosis and targeted intervention difficult. Our study employs advanced machine learning techniques to analyze functional magnetic resonance imaging (fMRI) data from individuals with ASD, ADHD, and typically developed (TD) controls, totaling 120 subjects in the study. Leveraging multiclass classification (ML) algorithms, we achieve superior accuracy in distinguishing between ASD, ADHD, and TD groups, surpassing existing benchmarks with an area under the ROC curve near 98%. Our analysis reveals distinct neural signatures associated with ASD and ADHD: individuals with ADHD exhibit altered connectivity patterns of regions involved in attention and impulse control, whereas those with ASD show disruptions in brain regions critical for social and cognitive functions. The observed connectivity patterns, on which the ML classification rests, agree with established diagnostic approaches based on clinical symptoms. Furthermore, complex network analyses highlight differences in brain network integration and segregation among the three groups. Our findings pave the way for refined, ML-enhanced diagnostics in accordance with established practices, offering a promising avenue for developing trustworthy clinical decision-support systems.

Frequency and Mental Health Condition of Students with Developmental Disabilities Among First-Year Japanese University Students: A Cross-Sectional Survey.

Students with developmental disabilities are anxious about a change in environment when graduating from high school to college. Existing research, which is scarce, focuses on the mental health status of students with developmental disabilities entering university. This study investigated the frequency of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) among first-year Japanese university students and their mental health risks post-admission. We conducted a cross-sectional survey for university students within a month of admission, using the Autism Spectrum Quotient (AQ) and Adult ADHD Test (A-ADHD) to demonstrate the frequency of ASD and ADHD. The Counseling Center Assessment of Psychological Symptoms (CCAPS)-Japanese (depression, eating concerns, hostility, social anxiety, family distress, alcohol use, generalized anxiety, and academic distress) evaluated their mental health condition.Of 711 students (20.3 ± 2.1years; 330 male, 381 female), the number of those showing either ASD or ADHD tendencies was 61 (8.58%). Twenty-three (3.23%) showed symptoms of only ASD, 34 (4.78%) of ADHD, and four (0.56%) of ASD and ADHD. No significant differences existed in the frequency of ASD and ADHD between each sex and major. The scores and frequency of high risk (over the cut-off points) students on all CCAPS-Japanese subscales (except alcohol use) were significantly higher among the ASD and ADHD groups than the control group, which showed no ASD or ADHD tendencies. The frequency of ASD and ADHD characteristics among first-year Japanese university students was 8.58%. They have a high risk of mental health problems when they enter university.

Developmental patterns of inhibition and fronto-basal-ganglia white matter organisation in healthy children and children with attention-deficit/hyperactivity disorder.

There is robust evidence implicating inhibitory deficits as a fundamental behavioural phenotype in children with attention-deficit/hyperactivity disorder (ADHD). However, prior studies have not directly investigated the role in which white matter properties within the fronto-basal-ganglia circuit may play in the development of inhibitory control deficits in this group. Combining recent advancements in brain-behavioural modelling, we mapped the development of stop-signal task (SST) performance and fronto-basal-ganglia maturation in a longitudinal sample of children aged 9-14 with and without ADHD. In a large sample of 135 ADHD and 138 non-ADHD children, we found that the ADHD group had poorer inhibitory control (i.e., longer stop-signal reaction times) across age compared to non-ADHD controls. When applying the novel parametric race model, this group effect was driven by higher within-subject variability (sigma) and higher number of extreme responses (tau) on stop trials. The ADHD group also displayed higher within-subject variability on correct responses to go stimuli. Moreover, we observed the ADHD group committing more task-based failures such as responding on stop trials (trigger failures) and omissions on go trials (go failures) compared to non-ADHD controls, suggesting the contribution of attentional lapses to poorer response inhibition performance. In contrast, longitudinal modelling of fixel-based analysis measures revealed no significant group differences in the maturation of fronto-basal-ganglia fibre cross-section in a subsample (74 ADHD and 73 non-ADHD children). Finally, brain-behavioural models revealed that age-related changes in fronto-basal-ganglia morphology (fibre cross-section) were significantly associated with reductions in the variability of the correct go-trial responses (sigma.true) and skew of the stop-trial distribution (tauS). However, this effect did not differ between ADHD and typically developing children. Overall, our findings support the growing consensus suggesting that attentional deficits subserve ADHD-related inhibitory dysfunction. Furthermore, we show novel evidence suggesting that while children with ADHD are consistently performing worse on the SST than their non-affected peers, they appear to have comparable rates of neurocognitive maturation across this period.

A novel brain network analysis method for pediatric ADHD using RFE-GA feature selection strategy

Attention Deficit Hyperactivity Disorder (ADHD) is a highly prevalent childhood disorder, and related research has been increasing in recent years. However, it remains a challenging issue to accurately identify individuals with ADHD. The research proposes a method for ADHD detection using Recursive Feature Elimination-Genetic Algorithm (RFE-GA) for the feature selection of EEG data. Firstly, this study employed Transfer Entropy (TE) to construct brain networks from the EEG data of the ADHD and Normal groups, conducting an analysis of effective connectivity to unveil causal relationships in the brain's information exchange activities. Subsequently, a dual-layer feature selection method combining Recursive Feature Elimination (RFE) and Genetic Algorithm (GA) was proposed. Using the global search capability of GA and the feature selection ability of RFE, the performance of each feature subset is evaluated to find the optimal feature subset. Finally, a Support Vector Machine (SVM) classifier was employed to classify the ultimate feature set. The results revealed the control group exhibited lower connectivity strength in the left temporal alpha and beta bands, but higher frontal connectivity strength compared to the ADHD group. Additionally, in the gamma frequency band, the control group had higher top lobe connectivity strength than the ADHD group. Through the RFE-GA feature selection method, the optimized feature set was more concise, achieving classification accuracies of 91.3%, 94.1%, and 90.7% for the alpha, beta, and gamma frequency bands, respectively. The proposed RFE-GA feature selection method significantly reduced the number of features, thereby improving classification accuracy.&#xD.

Does Temperament Constitute a Risk Factor for Adult Attention Deficit Hyperactivity Disorder?

The aim of this study was to examine the temperament characteristics of adults with attention deficit hyperactivity disorder (ADHD) and the relationship between ADHD subtypes and temperament. Additionally, the study aimed to investigate the relationship between childhood ADHD symptoms and temperament. The study included 59 ADHD patients aged between 18 and 60 years and 44 healthy controls. All participants completed the Wender-Utah Rating Scale (WURS) and the Adult Attention Deficit Hyperactivity Disorder Diagnosis and Rating Scale. Temperament characteristics were assessed using the Temperament Evaluation of Memphis, Pisa, Paris, and San Diego-Autoquestionnaire scale (TEMPS-A). The ADHD group had significantly higher scores for cyclothymic, irritable, and anxious temperament compared to the control group (p<0.001). The number of individuals with cyclothymic, irritable, and anxious temperament was also significantly higher in the ADHD group (p=0.007, p=0.018, p=0.029, respectively). Positive correlations were found between cyclothymic and depressive temperament scores and WURS scores (r=0.278, p=0.033; r=0.326, p=0.012, respectively), between hyperthymic temperament scores and hyperactivity scores (r=0.399, p=0.002), and between depressive temperament scores and attention deficit scores (r=0.303, p=0.020). There was no relationship between ADHD subtypes and dominant temperament (p>0.05). The most common dominant temperament in the ADHD group was cyclothymic, irritable, and anxious. The positive correlation between WURS scores and cyclothymic temperament suggests that cyclothymic temperament may be a risk factor for adult ADHD.

Subclinical attention-deficit hyperactivity disorder symptoms and unhealthy lifestyle behaviours.

Literature emphasises the importance of identifying and intervening in the adoption of unhealthy lifestyle behaviours (ULBs) during adolescence at an early stage, to mitigate their long-term detrimental effects. Among the possible associated factors contributing to ULBs, attention-deficit hyperactivity disorder (ADHD) has been shown to play an important role. However, little is known about ADHD subclinical manifestations. The present study aimed to bridge the gap in the literature and shed light on the relationship between subclinical ADHD and early adoption of ULBs during adolescence. Through a clinimetric approach, prevalence of ULBs, severity of ADHD symptoms and psychosocial factors (i.e. allostatic overload, abnormal illness behaviour, quality of life, psychological well-being) were investigated among adolescents. The associations between different degrees of ADHD, ULBs and psychosocial factors were also explored. This multicentre cross-sectional study involved 440 adolescents (54.5% females; mean age 14.21 years) from six upper secondary schools. Participants completed self-report questionnaires on sociodemographic characteristics, ULBs, ADHD symptoms and psychosocial factors. The most common ULBs were energy drinks/alcohol consumption and problematic smartphone use. Of the sample, 22% showed subclinical ADHD and 20.2% showed clinical ADHD. The subclinical ADHD group showed several ULBs (i.e. altered mindful eating, impaired quality of sleep, problematic technology use) and psychosocial factors, akin to those of ADHD group and different from peers without ADHD symptoms. Since subclinical ADHD manifestation is associated with ULBs, similarly to clinical ADHD, identifying subthreshold symptoms during adolescence is crucial, as it could improve health-related outcomes in adulthood across different domains.

Task-based modulation of functional connectivity of dorsal attention network in adult-ADHD

Recent studies have prompted a shift in the understanding of attention deficit hyperactivity disorder (ADHD) from models positing dysfunction of individual brain areas to those that assume alterations in large-scale brain networks. Despite this shift, the underlying neural mechanism of ADHD in the adult population remains uncertain. With functional magnetic resonance imaging (fMRI), this study examined brain connectivity of dorsal and ventral attention networks. Adults with and without ADHD completed a Go/No-Go task inside the scanner and the functional connectivity of attention networks was analysed. The generalized psychophysiological interaction analysis indicated differences involving the dorsal attention network. For the ADHD group, an interaction effect revealed altered dorsal attention-default mode network connectivity modulation, particularly between the right frontal eye field and posterior cingulate gyrus. We conclude that dorsal attention network dysfunction may be involved in sustained attention deficits in adult-ADHD. This study sheds light into network-level alterations contributing to the understanding of adult-ADHD, which may be a potential avenue for future research and clinical interventions.

Examining Change in Callous-Unemotional Behaviors in Young Children with Attention-Deficit/hyperactivity Disorder (ADHD) and Comorbid Disruptive Behavior Disorders: Impact of the Summer Treatment Program for Pre-Kindergarteners (STP-PreK)

ABSTRACT Background Young children with attention-deficit/hyperactivity disorder (ADHD) and comorbid disruptive behavior disorders (DBD) exhibit significant impairments across functional domains, which are compounded by co-occurring callous-unemotional (CU) behaviors. Objective This study examined the impact of the Summer Treatment Program for pre-kindergartners (STP-PreK) on reducing callous-unemotional (CU) behaviors in children with and without ADHD and DBD. Method This study utilized a multi-informant approach to examine the change in CU behaviors in response to the STP-PreK via parent and teacher report across three time points. The current sample included three groups based on diagnostic status (68.7% boys; mean age = 5.47, SD = 0.77, 81.4% Latinx): ADHD Only (n = 46), ADHD+DBD (n = 129), and typically developing (TD; n = 148). Results Linear mixed models revealed significant initial differences in CU scores, with ADHD+DBD displaying higher CU scores, followed by ADHD Only, and then TD. Per teacher report, both ADHD groups experienced substantial decrease in CU behaviors over time, with moderate effect sizes (Cohen’s d = .67-.71). At the 1-year follow-up, children in the ADHD Only group no longer significantly differed from TD peers, while the ADHD+DBD group continued to exhibit significantly higher CU scores. Conclusion The findings suggest that the STP-PreK has a positive impact on reducing CU behaviors in children with ADHD during the transition to kindergarten or first grade. Understanding and addressing CU traits in early childhood may contribute to improved treatment outcomes and long-term social-emotional development.

Facial emotion recognition in children with attention deficit hyperactivity disorder

Objective Attention Deficit Hyperactivity Disorder (ADHD) is defined as a persistent pattern of inattention and hyperactivity-impulsivity that interferes with functioning anofd development. Increased emotional reactivity and impaired emotion regulation are established findings in children with ADHD. Impairments in executive functions such as impulse control and working memory, in turn, have also been suggested to have a negative effect on emotion recognition. However, studies exploring suspected deficits in the ability to recognise facial emotions in ADHD have to date yielded controversial results. We sought to clarify the mechanism of possible emotion recognition dysfunction in children with ADHD. Methods Sixty-one children diagnosed with ADHD (aged 10.36 ± 1.89 years) and a control group (N = 78; aged 9.6 ± 1.8 years) were evaluated with questionnaires and computerized tests for cognitive and facial emotion recognition capacity. Results The ADHD group displayed more behavioural issues and performed worse in cognitive tests compared to the control group. Group status (i.e. ADHD vs. control group) did not predict facial emotion recognition when controlled for age, IQ and sex in linear regression models. Performance in Divided Attention predicted facial emotion recognition in linear regression in the ADHD group. Conclusions Individuals with ADHD showed facial emotion recognition capacity similar to a typically developing control group. Good performance in a cognitive test assessing divided attention predicted capacity for facial emotion recognition, but only in the ADHD group.

A - 48 A Preliminary Comparison of Performance on the D-KEFS Advanced Trail Making Test across ADHD, ASD, and Math LD Clinical Groups

Abstract Objective Exploratory analyses on executive function performance between clinical groups was conducted using the Delis-Kaplan Executive Function System Advanced (D-KEFS Advanced) Trail Making Test (TMT). Our goal was to see if TMT could detect differences in the cognitive profiles of examinees diagnosed with attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and math learning disorder (MLD) clinical groups. Method Participants ages of 8 and 16, diagnosed with ADHD (N = 56), ASD (N = 27), or MLD (N = 25) completed the D-KEFS Advanced TMT. DSM5 diagnostic criteria were used for diagnosis. Additionally, participants with comorbid diagnoses across the three groups were excluded from the clinical samples. Mean Correct (with errors) Connection Time for the five conditions was captured for each clinical group, as well as error rates. Results Multiple differences were found, but only two reached significances at the p &amp;lt; 0.01 level. Unpaired t-test results revealed a statistically significant difference between ADHD (M = 9.34, SD = 3.16) and ASD (M = 7.00, SD = 3.16) groups in Mean Correct (with errors) Connection Time scores for TMT Number Sequencing, t(81) = 3.16, p = 0.002, 95% CI [0.87, 3.81]. Additionally, Mean Correct (with errors) Connection Time scores for TMT Switching-Distraction condition between ADHD (M = 8.41, SD = 2.51) and ASD (M = 6.48, SD = 3.04) groups was statistically significant, t(81) = 3.06, p = 0.003, 95% CI [0.67–3.19]. Conclusion Overall, these preliminary findings suggest good clinical utility; however, further research is needed to determine if performance differences can aid in the evaluation of patterns of cognitive difficulties between groups.

Distinct patterns of emotional processing in ADHD and anxiety. Evidence from an eye-movement Go/No-Go task

ABSTRACT Young people with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate cognitive control difficulties, particularly when emotional processing is involved. In contrast, individuals with anxiety show disruptions primarily in threat-related contexts. ADHD and anxiety frequently co-occur and the impact of emotional stimuli on cognitive processes in these groups remains unclear. This study used an eye-tracking Go/No-Go task with emotional (happy, angry) and neutral stimuli to explore attentional processing in children/adolescents with ADHD, anxiety and typically developing (TD) controls. The results showed that children with ADHD had slower disengagement from angry compared to happy faces, while those with anxiety exhibited no such differences. Inhibitory control challenges were evident in the ADHD group for both emotional faces, whereas the anxiety group demonstrated improved control with angry faces. Exploratory analyses suggested that children with comorbid ADHD and anxiety might have distinct cognitive-affective profile, characterized by heightened difficulties in processing emotional stimuli.

ADHD-pain: Characteristics of chronic pain and association with muscular dysregulation in adults with ADHD.

A high incidence of attention-deficit hyperactivity disorder (ADHD) has been reported in chronic pain (ChP) patients. Furthermore, an association between ChP and muscular dysregulation has been reported in adults with ADHD. The present study investigated whether ADHD was more prevalent among psychiatric outpatients with ChP than those without ChP, and if there was an association between ChP, muscular dysregulation and characteristics of pain in patients with ADHD. One-hundred and twenty-one individuals remitted to an outpatient psychiatry unit took part in this naturalistic epidemiological cross-sectional study. They were assessed with a pain self-report form (localization, intensity, and onset) and a test of muscle dysregulation (the Motor Function Neurological Assessment). Prevalence of ADHD among patients with ChP, as well as the qualitative characteristics of ChP within the ADHDgroup are reported. Both ChP and pain intensity correlated with muscular dysregulation through Spearman's rho analysis. Additionally, the relationship between various diagnostic categories (ADHD, affective disorders, anxiety, or personality disorders) and incidence of axial pain was evaluated in logistic regression. ADHD was significantly more prevalent in patients with ChP, than in patients without ChP. In the ADHD group, ChP and pain intensity was associated with muscular dysregulation, particularly with high muscle tone. ChP was more axial and widespread, than for the patients without ADHD, and started at an early age. ADHD diagnosis predicted axial pain, whereas affective-, anxiety-, or personality disorders did not. The study suggests that ChP in ADHD is associated with muscular dysregulation and is qualitatively different from ChP in psychiatric patients without ADHD. These findings may lead to further understanding of potential mechanisms involved in ADHD and ChP, and in turn to new treatment strategies for both disorders.

Attachment Styles and Parenting Attitudes in Adults With "Pseudo-Attention-Deficit/Hyperactivity Disorder".

Background The number of individuals who experience the onset of attention-deficit/hyperactivity disorder (ADHD)-like symptoms after the age of 12 years has been growing, which does not meet the diagnostic criteria for adult ADHD. We designated this condition as "pseudo-ADHD" and investigated its psychological implications by comparing the parenting attitudes in childhood and attachment styles among individuals with "pseudo-ADHD," those with adult ADHD, and healthy controls. Methods We conducted an online cross-sectional survey of adults aged 18 years. Participants in the analysis included individuals with "pseudo-ADHD" (n = 46), adults with ADHD (n = 23), and healthy controls (n = 758). The Parental Bonding Instrument (PBI) was used to evaluate parenting attitudes, and the Experiences in Close Relationships Inventory for the Generalized Other (ECR-GO) was used to evaluate attachment styles. One-way analysis of variance was performed to compare the PBI and ECR-GO scores among the three groups. Results Regarding the PBI scores, a significant main effect of group was found for the paternal care scores (p = 0.002), and the "pseudo-ADHD" group did not differ significantly from the adult ADHD group or healthy control group (p = 0.378, p = 0.228, respectively). A significant main effect of the group was found for the maternal care scores (p < 0.001). The "pseudo-ADHD" group scored significantly lower than the adult ADHD group (p = 0.005), whereas there was no significant difference compared to the healthy control group (p = 1.000). A significant main effect of the group was also found for the paternal overprotection scores (p < 0.001). The "pseudo-ADHD" group scored significantly lower than the adult ADHD group (p = 0.002), whereas there was no significant difference compared to the healthy control group (p = 0.571). A significant main effect of group was found for the maternal overprotection scores (p < 0.001), and the "pseudo-ADHD" group did not differ significantly from either the adult ADHD group or the healthy control group (p = 0.060, p = 0.161, respectively). Regarding ECR-GO scores, a significant main effect of group was found for the fear of abandonment score (p < 0.001), and the "pseudo-ADHD" group scored significantly lower than the adult ADHD group (p < 0.001) and significantly higher than the healthy control group (p = 0.005). Conclusion This study suggested that the parenting attitudes of parents of individuals with "pseudo-ADHD" were not different from those of the healthy controls. For attachment styles, the fear of abandonment was higher in individuals with "pseudo-ADHD" than in healthy controls, but not as high as in patients with adult ADHD. This study highlights, for the first time, the importance of considering attachment styles in the diagnosis and treatment of individuals with ADHD symptoms in adulthood.