Attention Deficit Hyperactivity Disorder In School Research Articles

Auxiliary Diagnosis of Children with Attention-Deficit/Hyperactivity Disorder: An Eye-Tracking Study with Novel Digital Biomarkers.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in school-aged children. The lack of objective biomarkers for ADHD often results in missed diagnoses or misdiagnoses, which lead to inappropriate or delayed interventions. Eye-tracking technology provides an objective method to assess children's neuropsychological behavior. The purpose of this research was to develop an objective and reliable auxiliary diagnostic system for ADHD using eye-tracking technology. This system would be valuable for screening for ADHD in schools and communities and may help identify objective biomarkers for the clinical diagnosis of ADHD. We conducted a case-control study of children with ADHD and typically developing (TD) children. We designed an eye-tracking assessment paradigm based on the core cognitive deficits of ADHD and extracted various digital biomarkers that represented participant behaviors. These biomarkers and developmental patterns were compared between the ADHD and TD groups. Machine learning (ML) was implemented to validate the ability of the extracted eye-tracking biomarkers to predict ADHD. The performance of the ML models was evaluated using k-fold cross-validation. We recruited 216 participants, of whom 94 were children with ADHD and 122 were TD children. The ADHD group showed significantly poorer performance (for accuracy and completion time) than the TD group in the pro-, anti-, and delayed-saccade tasks. Additionally, there were significant group differences in digital biomarkers, such as pupil diameter fluctuation, regularity of gaze trajectory, and fixations on uninterested areas. Although the accuracy and task completion speed of the ADHD group increased over time, their eye movement patterns remained irregular. The 5-6-year-old TD group outperformed the 9-10-year-old ADHD group, and this difference remained relatively stable over time, which indicated that the ADHD group followed a unique developmental pattern. The ML model was effective in discriminating the groups, achieving an area under the curve of 0.965 and an accuracy of 0.908. The eye-tracking biomarkers proposed in this study effectively identified differences in various aspects of eye movement patterns between the ADHD and TD groups. In addition, the ML model constructed using these digital biomarkers achieved high accuracy and reliability in identifying ADHD. Our system can facilitate early screening for ADHD in schools and communities and provide clinicians with objective biomarkers as a reference. This study has been registrated at Chinese Clinical Trail Registry(No. ChiCTR2400087697).

ADHD and family life: A cross-sectional study of ADHD prevalence among pupils in China and factors associated with parental depression.

Attention Deficit Hyperactivity Disorder (ADHD) is increasingly recognized as a major problem for children and their families in China. However, its influence on parental mental health has been seldom explored. To examine the prevalence of attention deficit hyperactivity disorder in a community sample of children aged 6-13 years, and the extent to which it impacts parental mental health. Cross-sectional study of primary school pupils (number = 2497) in Deyang, Sichuan Province, South-West China. We used standardized instruments to identify children with ADHD symptoms and parent depression. The prevalence of ADHD was 9.8%. Factors associated with the likelihood of ADHD, included family environment(P = 0.003), time spent with children(P = 0.01), parenting style(P = 0.01), and parental relationship, pupils self-harm and lower academic ability (P = 0.001). After controlling for other factors, having a child with ADHD increased the likelihood of parents' depression (OR = 4.35, CI = 2.68~7.07), additional factors included parent relationship. ADHD may be a common disorder among Chinese children, the symptoms of which may increase the likelihood of parent depression. There is a need for greater detection of ADHD in schools, acknowledgement of the challenges the disorder creates for academic success and family wellbeing, and psychoeducational tools for supporting parents of children with ADHD.

Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder

AbstractTeachers play an essential role in supporting children with attention‐deficit hyperactivity disorder (ADHD) and are often responsible for implementing the classroom‐based interventions designed to bolster the academic and behavioral success, and the socio‐emotional development of children with ADHD in schools. Unfortunately, several studies suggest teachers are inadequately prepared to take on this role. Evidence suggests there are widespread gaps in teacher knowledge about the meaning of a diagnosis of ADHD and evidence‐based interventions used to support children with ADHD in schools. The main purpose of this study is to examine the effectiveness of a virtual, self‐paced professional development seminar for preservice teachers. The webinar will be aimed at improving preservice teacher knowledge about the diagnosis of ADHD, characteristics of students with ADHD in the classroom, and evidence‐based interventions that can be used to alleviate academic and behavioral problems often experienced by students with ADHD. The webinar also aims to increase preservice teachers' self‐efficacy as it relates to supporting children with ADHD.

Involvement of parents of children with ADHD in schools: Implications for social work practice

Summary School social workers and school counselors play an important role in providing support to the parents of children with attention deficit hyperactivity disorder (ADHD). Issues regarding the barriers to parental involvement have not been well-explored empirically in social work. By means of semistructured interviews, this study explored the perspectives of 20 Mainland Chinese parents about parental involvement in their children’s education and in schools, parent–teacher relationships, the social factors that affect individual families, and the cultural and contextual factors that hinder parental involvement in children’s education. Findings Using thematic analysis, the researchers identified major themes: (a) emotional overinvolvement of parents in children’s education; (b) withdrawal of fathers; (c) positive and negative teacher–parent relationships; (d) contextual factors: school culture, system, and policies; and (e) parents’ preferred sources of support. Applications This research provides insight for school social workers and school counselors to develop supportive measures for parents of children with ADHD. Furthermore, it is recommended that social workers mediate tensions that arise from conflicts between teachers and parents. Social workers need to be sensitive to the power and cultural issues embedded in a parent–teacher relationship to facilitate parental involvement in school mental health services for children with ADHD. In particular, the cultural beliefs that affect parents and teachers relationships should not be ignored.

Dikkat Eksikliği Hiperaktivite Bozukluğu ve Padiatri Hemşiresinin Rolü

Attention deficit hyperactivity disorder (ADHD) is a health problem that begins in childhood and treated as a common psychiatric problem among children/adolescents. ADHD is a common health problem; however, there has been no definite consensus on its frequency and prevalence because of the different methods and diagnostic criteria used in its assessment. When we look at the studies conducted across the world, prevalence rates among school children are observed to vary from as low as 0.2%- 0.4% to as high as 23.4%-27%. The incidence of ADHD in Turkey is 5% and four times more common in boys than girls. Pediatric nurses play a key role in identifying the children/ adolescents with ADHD and in the continuity of the support to be given to. As a result, pediatric nurses should arrange trainings for early diagnosis and treatment of children/adolescents with ADHD in schools, arrange screening work for ADHD, and provide expert advice to the child, their family, teachers and social environment.

Predictors of Comfort Level in Speech-Language Pathologists Working With Students With Attention-Deficit/Hyperactivity Disorder

Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language deficits requiring speech-language pathologist (SLP) interventions. With the number of students diagnosed with ADHD on the rise, SLPs are being called upon increasingly to address the needs of these students. Ensuring SLPs are comfortable treating students with ADHD is of growing importance. To date, there is limited evidence examining what factors may predict how comfortable SLPs are working with students with ADHD. This study investigated the relationships between variables to better predict comfort levels of school SLPs in their management of students with ADHD. Method A total of 86 school SLPs from the American Speech-Language-Hearing Association's Special Interest Groups 1 (Language, Learning and Education) and 16 (School-Based Issues) whose clinical caseloads included students diagnosed with ADHD participated in an anonymous, online survey to determine the relationship between various factors and SLPs' comfort level when working with students with ADHD. Results Correlations revealed feeling adequately trained predicted SLPs' comfort level in working with students with ADHD. SLPs who either received coursework that included content regarding ADHD in school or sought out professional development reported feeling adequately trained. Regression analyses revealed feeling adequately trained and having a reasonable caseload as significant predictors of SLPs' comfort level. Conclusions Not all SLPs were comfortable working with students with ADHD. Many sought courses to increase their level of comfort, and many did not feel adequately trained. Results suggest the need for SLPs to have more preparation about managing ADHD prior to beginning their professional clinical careers.

CHILDREN WITH ADHD, CLASSROOM INCLUSIVE PROGRAMMES

Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioral and academic difficulties. This article describes effective school-based intervention strategies including programmes designed with the focus on the importance of the level of information on ADHD, awareness, training of teachers and school psychologists on the types of intervention in class and supporting children in classroom. One overlooked aspect of treatment of children with ADHD is the need to form partnerships among school professionals who can work collaboratively on interventions for children with ADHD. Approaches to developing effective practices of training of teachers in the classroom for school based strategies are presented. Multiple treatment strategies implemented in a consistent fashion across school years can optimize the school success of students with ADHD. The methodology used to achieve these objectives is based on the implementation of an experiment (quasi), to measure the impact of the use of some effective strategies for teachers and children identified with ADHD in schools. The evolution of the experiment include academic assessment of children before the intervention, training of teachers for the school intervention strategies, measuring instruments setup effectiveness of intervention strategies in school, academic assessment of children after the intervention. This methodology supports the main goal of treatment of children with ADHD in the classroom through effective techniques on the school premises for their academic work. The Sample participating in the experiment were children diagnosed with ADHD, aged 8-9 y.o, by psychologist or psychiatrist, whose academic results were analyzed. Also, teachers were trained to produce change in the academic performance of children. The results have shown that children with ADHD are faced with many difficulties and often they are misunderstood by their teachers and parents for their symptoms, like intentional behaviors. School-based intervention strategies resulted successfully applicable to children with ADHD symptoms. Although intervention programs for children with ADHD that include a focus on both home and school are beginning to emerge. Article visualizations:

Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: A qualitative study

Objectives: Educational practitioners play an important role in the referral and treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to explore how educational practitioners conceptualise their beliefs about the causes of symptoms of ADHD. Method: Forty-one educational practitioners from schools in the United Kingdom participated in focus groups or individual interviews. Data were analysed using thematic analysis. Results: Practitioners’ beliefs fell into two categories: biological and environmental. Practitioners conceptualised the causes of ADHD in lay-theoretical models: a ‘True’ ADHD model considered that symptoms of ADHD in many cases were due to adverse environments; and a model whereby a biological predisposition is the root of the cause of the child’s symptoms. Conclusion: Differential beliefs about the causes of ADHD may lead to practitioners blaming parents for a child’s behaviour and discounting ADHD as a valid condition. This has implications for the effective support of children with ADHD in schools.

TOP TEN RESEARCH PRIORITIES FOR ATTENTION DEFICIT/HYPERACTIVITY DISORDER TREATMENT.

The aim of this project was to identify the ten most important research questions for attention deficit/hyperactivity disorder (ADHD) treatment as identified by people with ADHD together with personnel involved in the treatment of ADHD in school, health, and correction services. A working group consisting of consumers and personnel was established. The method for prioritization was primarily based on James Lind Alliance's guidebook, consisting of an interim priority setting exercise and a workshop. The top ten list includes the risk of drug dependency later in life when treated with methylphenidate as a child, teacher support, multimodal therapy, comparisons between atomoxetine and methylphenidate, methylphenidate treatment in substance abusers, parental support programmes, supported conversation, computer-aided working memory training, psychoeducative treatment, and melatonin. We have shown that consumers and personnel can reach consensus on research priorities for treatments for ADHD. We encourage researchers and funders to consider the list for future studies.

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings. To assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery. Twenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February-August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals. The systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4. For review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d + < 0.20) to large (d + ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators' attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants' attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils-teachers, parents-teachers and pupils-peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions. The breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1-3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level. Findings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials. This study is registered as PROSPERO CRD42011001716. The National Institute for Health Research Health Technology Assessment programme.

Neurofeedback and Cognitive Attention Training for Children with Attention-Deficit Hyperactivity Disorder in Schools

To evaluate the efficacy of 2 computer attention training systems administered in school for children with attention-deficit hyperactivity disorder (ADHD). Children in second and fourth grade with a diagnosis of ADHD (n = 104) were randomly assigned to neurofeedback (NF) (n = 34), cognitive training (CT) (n = 34), or control (n = 36) conditions. A 2-point growth model assessed change from pre-post intervention on parent reports (Conners 3-Parent [Conners 3-P]; Behavior Rating Inventory of Executive Function [BRIEF] rating scale), teacher reports (Swanson, Kotkin, Agler, M-Flynn and Pelham scale [SKAMP]; Conners 3-Teacher [Conners 3-T]), and systematic classroom observations (Behavioral Observation of Students in Schools [BOSS]). Paired t tests and an analysis of covariance assessed change in medication. Children who received NF showed significant improvement compared with those in the control condition on the Conners 3-P Attention, Executive Functioning and Global Index, on all BRIEF summary indices, and on BOSS motor/verbal off-task behavior. Children who received CT showed no improvement compared to the control condition. Children in the NF condition showed significant improvements compared to those in the CT condition on Conners 3-P Executive Functioning, all BRIEF summary indices, SKAMP Attention, and Conners 3-T Inattention subscales. Stimulant medication dosage in methylphenidate equivalencies significantly increased for children in the CT (8.54 mg) and control (7.05 mg) conditions but not for those in the NF condition (0.29 mg). Neurofeedback made greater improvements in ADHD symptoms compared to both the control and CT conditions. Thus, NF is a promising attention training treatment intervention for children with ADHD.

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, &amp; Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, &amp; Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

ADHD in schools: prevalence, multi‐professional involvements and school training needs in an LEA

As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.