Attention Deficit Hyperactivity Disorder Research Articles

Attention Deficit Hyperactivity Disorder, Cannabis Use, and the Endocannabinoid System: A Scoping Review.

There is emerging evidence that the endocannabinoid system (ECS) plays a significant role in the pathophysiology of many psychiatric disorders, including attention deficit hyperactivity disorder (ADHD). Increasing evidence suggests that a number of neurobiological correlates between endogenous cannabinoid function and cognitive dysfunction are seen in ADHD, making the ECS a possible target for therapeutic interventions. Cannabis use and cannabis use disorder are more prevalent in individuals with ADHD, compared to the general population, and there is growing popular perception that cannabis is therapeutic for ADHD. However, the relationship between cannabis use and ADHD symptomology is poorly understood. Further understanding of the role of the ECS in ADHD pathophysiology and the molecular alterations that may be a target for treatment is needed. To further the science on this emerging area of research, this scoping review describes the preclinical and clinical evidence seeking to understand the relationship between the ECS and ADHD.

Diagnosis and Treatment of Adults with Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-deficit/hyperactivity disorder (ADHD) is a mental health diagnosis that affects an individual’s brain development and activity, resulting in inattention and/or hyperactivity-impulsivity that interferes with functioning in many aspects of life. A growing number of adults have a diagnosis of ADHD, with approximately one-third of those being diagnosed in adulthood rather than childhood. Symptoms and treatment of adults with ADHD are different than in the pediatric population. Evidence-based practices on identification, diagnosis, and treatment for adults with ADHD will be explored. Clinicians in primary care must be knowledgeable of treatment for adults with ADHD to meet this growing demand.

Identifying childhood pesticide exposure trajectories and critical window associated with behavioral problems at 10 years of age: Findings from SMBCS

BackgroundPesticides may impact children’s neurodevelopment. As children’s metabolic function and neural plasticity change throughout their growth and development, the effects of pesticide exposure may also vary. ObjectivesWe aimed to identify the trajectories of combined pesticide exposure during childhood, and examine the associations of the exposure trajectories with children’s neurobehavior at the age of 10. MethodsWe involved repeated measurements of three pesticide metabolites [Pentachlorophenol (PCP), 3,5,6-Trichloro-2-pyridinol (TCPy), and Carbofuran phenol (CFP)], in urine samples collected from children in a cohort study at ages 1, 2, 3, 6, 7, 8, 9, and 10 years. The group-based multi-trajectory model (GBMT) and latent class analysis (LCA) were separately utilized to describe the distinct trajectories and patterns of pesticide mixture exposure during childhood. Meanwhile, the Strengths and Difficulties Questionnaire (SDQ) and attention deficit hyperactivity disorder (ADHD) Criteria of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) list were applied to assess behavioral disorders in children. The associations between exposure trajectories and behavioral problem scores were then examined. ResultsThe GBMT model delineated three distinct trajectories of combined pesticide exposure among children: consistently low, higher levels in early childhood transitioning to lower levels during pre-school age, and lower levels in early childhood followed by higher levels in the middle childhood. The LCA model identified three similar longitudinal exposure patterns. Further, the children in the second trajectory group identified by GBMT, characterized by higher early childhood exposure levels, exhibited significantly elevated hyperactivity/inattention scores of the SDQ compared to the other two groups (β = 0.46, 95 %CI: 0.11, 0.81; β = 0.44, 95 %CI: 0.02, 0.86). ConclusionsOur study revealed that exposure to pesticides during early childhood (especially before the age of two), rather than other age periods, was linked to hyperactivity/inattention problems in children aged 10 years. We also provided a novel perspective on characterizing the fluctuation in repeated measurements of multiple environmental chemicals and identifying the potential critical windows.

Mindfulness, crashes, and risky driving behaviors among adolescents and young adults in the United States

PurposeThe purpose of this study was to examine the association between individual-level mindfulness and a range of risky driving behaviors among U.S. adolescents. MethodsWe conducted a survey of a nationally representative sample of 16–19-year-olds, recruited from the National Opinion Research Center AmeriSpeak panel, a probability-based sample. Participants completed the Mindful Attention Awareness Scale. Risky driving measures were adapted from the Youth Risk Behavior Survey. Spline regression analysis was performed to identify the threshold where mindfulness scores significantly changed driving behaviors. ResultsAfter adjusting for age, gender, and race, adolescents reporting higher mindfulness scores were significantly less likely to engage on all risky driving behaviors and significantly less likely to have been involved in a crash. Spline regression analysis indicated that a mindfulness score of 75 corresponded to the minimum marginal probability change averaged across the outcomes of interest. DiscussionThis paper describes a previously unknown association between mindfulness and risky driving in a vulnerable population which is at higher risk of injury and death from motor vehicle crashes. The strength of the associations across a range of behaviors suggests mindfulness could be a general protective factor for adolescents’ driving behaviors and suggests that mindfulness training may be a promising safety intervention for adolescents. A mindfulness score of 75 could be a potential target for mindfulness training interventions aiming to reduce risky driving behaviors and crashes among teenage drivers.Abbreviations: ADHD, Attention Deficit Hyperactivity Disorder; CI, Confidence Interval; MAAS, Mindful Attention Awareness Scale; NORC, University of Chicago’s National Opinion Research Center; YRBS, Youth Risk Behavior Survey.

The phenotypic and genotypic spectrum of individuals with mono- or biallelic ANK3 variants.

ANK3 encodes ankyrin-G, a protein involved in neuronal development and signaling. Alternative splicing gives rise to three ankyrin-G isoforms comprising different domains with distinct expression patterns. Mono- or biallelic ANK3 variants are associated with non-specific syndromic intellectual disability in 14 individuals (seven with monoallelic and seven with biallelic variants). In this study, we describe the clinical features of 13 additional individuals and review the data on a total of 27 individuals (16 individuals with monoallelic and 11 with biallelic ANK3 variants) and demonstrate that the phenotype for biallelic variants is more severe. The phenotypic features include language delay (92%), autism spectrum disorder (76%), intellectual disability (78%), hypotonia (65%), motor delay (68%), attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) (57%), sleep disturbances (50%), aggressivity/self-injury (37.5%), and epilepsy (35%). A notable phenotypic difference was presence of ataxia in three individuals with biallelic variants, but in none of the individuals with monoallelic variants. While the majority of the monoallelic variants are predicted to result in a truncated protein, biallelic variants are almost exclusively missense. Moreover, mono- and biallelic variants appear to be localized differently across the three different ankyrin-G isoforms, suggesting isoform-specific pathological mechanisms.

Linguistic, Metalinguistic and Psychiatric Characteristics of Children with Speech Sound Disorder

Abstract: Comparing the linguistic and metalinguistic profiles in common developmental speech and language disorders is important in advancing our understanding of their clinical symptoms, as well as potentially informing the conceptual basis of novel interventions. The purpose of the present review article is summarizing linguistic, metalinguistic and psychiatric characteristics of children with speech sound disorder (SSD). Clinically and theoretically, it is important that we can understand different error pattern uses among children with SSD only and children with co-occurring SSD and language impairment (LI). Identifying differences in error pattern use will help to discovering the underlying causes of the different types of patterns. In comparison with children with SSD, children with co-occurring SSD and LI use certain patterns more frequently that suggest more global linguistic deficits. The early identification of children who are at risk for development of co-occurring SSD and LI as well as later literacy problems needs to distinguish these patterns. Identification of speech error patterns and their underlying cognitive-linguistic processing deficits will contribute to diagnosis of children at risk of co-occurring SSD and LI and reading problems. Mounting studies have reported that children with SSD, with and without language impairment have differences in phonological processing, literacy skills, and speech production patterns. Children with both speech sound and language disorders are likely to have more severe literacy problems than those with isolated speech sound disorders. In addition, this paper focuses on the comorbidity between psychiatric disorders specially attention deficit/hyperactivity disorder (ADHD) symptoms and SSD.

Teaching a foreign language through ICT to students with dyslexia and attention deficit hyperactivity disorder (ADHD) and the role of ICTs

Students with learning disabilities are a heterogeneous group and exhibit particularities in the areas of perception, language, memory, attention and concentration, metacognition, self-regulation, motivation, behavior, social skills and emotional development. It is therefore important to identify these difficulties as early as possible, so that students can be helped in time by adapting teaching to their own needs. New technologies, already promising in a variety of fields, seem to be able to be used for the necessary differentiation of teaching, materials and assessment of students with learning difficulties such as dyslexia and ADHD.

Associations Between DCD Traits, Perceived Difficulties Related to ADHD, ASD, and Reading and Writing Support Needs Among Students in Higher Education: A Pilot Study

Background/Objectives: Since the Act for Eliminating Discrimination against Persons with Disabilities was enacted in 2016, the number of students with disabilities in higher education institutions has increased significantly, creating a greater need for support. Developmental Coordination Disorder (DCD) often coexists with other neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and reading and writing difficulties; yet, awareness of DCD remains low. This study aimed to investigate the prevalence of DCD traits among Japanese higher education students and their relationship with ADHD, ASD, and reading and writing support needs Methods: A pilot study was conducted with 77 university students (mean age: 19.17 ± 0.68) in the Kansai region, using the Adolescents and Adults Coordination Questionnaire (AAC-Q) to screen for DCD traits, along with a questionnaire assessing difficulties related to ADHD and ASD, and a survey on reading and writing support needs. Results: The study found that 12.9% of students scored more than 1 standard deviation above the mean on the AAC-Q. Students in the DCD trait group (n = 10) reported greater difficulties related to ADHD and ASD than those in the non-DCD group (n = 67). Correlation analysis revealed a moderate-to-strong association between AAC-Q scores and difficulties related to ADHD and ASD among students in the DCD trait group. Conclusions: This study suggests the need to raise awareness about DCD traits and to provide comprehensive support for students with ADHD and ASD in Japanese higher education institutions.

Parenting a child with attention deficit hyperactivity disorder: Jordanian's perspectives.

Raising your child with attention deficit hyperactivity disorder (ADHD) in Jordan is a challenge due to the prevailing behavioral concerns, low availability of specialized care, and generalized feelings of social stigma. This phenomenological study involved twelve Jordanian parents of children aged 4-14years, all diagnosed with ADHD according to DSM-IV-TR criteria. Participants were recruited through purposive sampling, and semi-structured interviews were conducted. Thematic analysis revealed three key themes: "The Journey through ADHD," in which parents recognized the abnormalities of their children, reported suffering during the diagnosis, and described a wide range of uncertainty regarding the diagnosis and treatments. The second theme was "Disease as part of life," where parents reported the impact on family dynamics and social life. The third theme was "Caregiving burden," reflecting physical and emotional exhaustion and financial burden. Jordanian parents caring for children with ADHD face several challenges, including physical, emotional, economic, and social challenges and limited access to specialized services. Identifying their unique needs and challenges is essential in supporting them, providing appropriate services and resources, and developing policies and guidelines for culturally competent quality services.

Mediating pathways between attention deficit hyperactivity disorder and type 2 diabetes mellitus: evidence from a two-step and multivariable Mendelian randomization study.

Type 2 diabetes (T2D) is a global health burden, more prevalent among individuals with attention deficit hyperactivity disorder (ADHD) compared to the general population. To extend the knowledge base on how ADHD links to T2D, this study aimed to estimate causal effects of ADHD on T2D and to explore mediating pathways. We applied a two-step, two-sample Mendelian randomization (MR) design, using single nucleotide polymorphisms to genetically predict ADHD and a range of potential mediators. First, a wide range of univariable MR methods was used to investigate associations between genetically predicted ADHD and T2D, and between ADHD and the purported mediators: body mass index (BMI), childhood obesity, childhood BMI, sedentary behaviour (daily hours of TV watching), blood pressure (systolic blood pressure, diastolic blood pressure), C-reactive protein and educational attainment (EA). A mixture-of-experts method was then applied to select the MR method most likely to return a reliable estimate. We used estimates derived from multivariable MR to estimate indirect effects of ADHD on T2D through mediators. Genetically predicted ADHD liability associated with 10% higher odds of T2D (OR: 1.10; 95% CI: 1.02, 1.18). From nine purported mediators studied, three showed significant individual mediation effects: EA (39.44% mediation; 95% CI: 29.00%, 49.73%), BMI (44.23% mediation; 95% CI: 34.34%, 52.03%) and TV watching (44.10% mediation; 95% CI: 30.76%, 57.80%). The combination of BMI and EA explained the largest mediating effect (53.31%, 95% CI: -1.99%, 110.38%) of the ADHD-T2D association. These findings suggest a potentially causal, positive relationship between ADHD liability and T2D, with mediation through higher BMI, more TV watching and lower EA. Intervention on these factors may thus have beneficial effects on T2D risk in individuals with ADHD.

Common Genetic Influence on the Relationship Between Gaming Addiction and Attention Deficit Hyperactivity Disorder in Young Adults: A Twin Study.

Although the relationship between gaming addiction (GA) and attention deficit hyperactivity disorder (ADHD) is well established, the causal mechanism of this relationship remains ambiguous. We aimed to investigate whether common genetic and/or environmental factors explain the GA-ADHD relationship. We recruited 1413 South Korean adult twins (837 monozygotic [MZ], 326 same-sex dizygotic [DZ], and 250 opposite-sex DZ twins; mean age = 23.1 ± 2.8 years) who completed an online survey on GA and related traits. Correlational analysis and bivariate model-fitting analysis were conducted. Phenotypic correlation between GA and ADHD in the present sample was 0.55 (95% CI [0.51, 0.59]). Bivariate model-fitting analysis revealed that genetic variances were 69% (95% CI [64%, 73%]) and 68% (95% CI [63%, 72%]) for ADHD and GA respectively. The remaining variances (ADHD: 31%; GA: 32%) were associated with nonshared environmental variances, including measurement error. Genetic and nonshared environmental correlations between ADHD and GA were 0.68 (95% CI [0.62, 0.74]) and 0.22 (95% CI [0.13, 0.30]) respectively, which indicates that shared genes can explain 82% of the phenotypic correlation between ADHD and GA. Our study demonstrated that the ADHD-GA association was largely due to shared genetic vulnerability.

Mengoptimalkan Pembelajaran Bagi Anak Dengan Adhd Melalui Pendekatan Inklusif di Sekolah Dasar

Inclusive education has become a focus of attention in supporting the successful learning of all students, including those with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD face special challenges in managing their attention, impulsivity, and energy, requiring appropriate learning approaches. This research aims to investigate and identify the optimal implementation of an inclusive approach in supporting the learning of children with ADHD in elementary schools. Qualitative research methods were used to explore the experiences of educators, school staff, and parents in facing the learning challenges of children with ADHD. The results show that inclusive approaches implemented in elementary schools can play a key role in creating a supportive learning environment for children with ADHD.

TRATAMENTO COM METILFENIDATO E LISDEXANFETAMINA EM ADULTOS COM TDAH: UMA REVISÃO DA LITERATURA

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that, although frequently diagnosed in childhood, can persist into adulthood. ADHD has negative impacts on the quality of life and functioning of daily activities of individuals with this pathology. Treatment aims to improve the clinical and social condition and pharmacological treatment associated with non-pharmacological measures is recommended. Among pharmacotherapy, psychostimulants are the most recommended, with the first and second drugs being methylphenidate (Ritalin, Concerta) or lisdexamfetamine (Venvanse), respectively. However, these medications can have different effects, especially when consumed in the long term. Methodology: Articles published in journals indexed in the Scientific Electronic Library Online (SCIELO), National Library of Medicine/NLM (MEDLINE), UpToDate and National Library of Medicine/NLM (PUBMED) databases and websites recognized worldwide in the period 2014 were evaluated. to 2024. Results: After completing the data collection phase, 47 relevant articles were identified to compose the analysis of the proposed topic. Discussion: Based on the articles cited, it was observed that psychostimulants have good efficacy in treating ADHD, however, few studies have evaluated their long-term effects and with a significant number of study participants. Conclusion: Adults with ADHD should receive adequate treatment, aiming for a better quality of life and both methylphenidate and lisdexamfetamine are good therapeutic options, proving to be relatively effective and safe.

Persistent organic pollutants and developmental trajectories of ADHD symptoms: The Rhea cohort study

Abstract Background Prenatal exposure to persistent organic pollutants (POPs) has been linked to elevated symptoms related to attention deficit hyperactivity disorder (ADHD) in a few studies, but findings remain inconclusive. We aimed to explore how prenatal exposure to POPs affects the developmental course of ADHD symptoms from early childhood to adolescence in the Rhea cohort in Crete, Greece. Methods We determined concentrations of HCB, DDE, and PCBs in first-trimester maternal serum. Child ADHD symptoms were reported by mothers using the ADHD Test at 4 years and the Conners’ Parent Rating Scale at 6, 11 and 15 years. Group-Based Trajectory Modeling was used to classify 551 participants into 4 distinct groups: Stable low (60.1%), Stable high (9.6%), Low-increasing (14.6%), and High-decreasing (15.7%) symptoms. Adjusted multinomial regression models were applied to assess the risk of being grouped into an adverse developmental trajectory as compared to the reference group (stable low), in relation to prenatal POP exposure in 465 children. The analyses were performed in sex-specific manner. Results Prenatal HCB exposure was associated with elevated risk of being grouped in the stable high ADHD symptoms trajectory only in girls (RRR [95%CI]: 2.0 [1.04, 3.82]). Overall, exposure to DDE and sum of PCBs was linked to decreased risk of membership in an adverse ADHD symptoms trajectory. More specifically, in utero exposure to DDE and sum of PCBs was associated with lower risk of being grouped in the low-increasing trajectory for boys (RRR [95%CI]: 0.7 [0.54, 0.95] and 0.5 [0.32, 0.88], respectively) and in the high-decreasing symptoms group for girls (RRR [95%CI]: 0.6 [0.44, 0.84] and 0.5 [0.30, 0.93], respectively). Conclusions The findings suggest that prenatal exposure to HCB is linked to increased risk of stable high ADHD symptoms from preschool age and up to adolescence. The association was pronounced only in girls, a group for which less is understood in relation to ADHD. Key messages • Prenatal exposure to HCB increases the risk of persistently high ADHD symptoms from preschool age to adolescence. • The impact of prenatal HCB exposure on ADHD symptoms is evident in girls.

Environmental burden of disease related to pyrethroid-insecticide exposure and neurodevelopmental toxicity in Europe based on human biomonitoring

Abstract As indicated by human biomonitoring (HBM) studies, exposure to pyrethroids is widespread in Europe with significantly higher exposure observed in children compared to adults. Epidemiological, toxicological, and mechanistic studies raise concerns about potential health effects in humans and, particularly, behavioral disorders such as attention deficit hyperactivity disorder (ADHD) in children at low levels of exposure. Based on an exposure-response function from a single European study and on available quality-assured and harmonized HBM data collected in France, Germany, Iceland, Switzerland, and Israel, an initial estimate of the environmental burden of disease for ADHD associated with pyrethroid exposure (measured by the metabolite 3-phenoxybenzoic acid) was made for individuals aged 0-19 years. The estimated yearly number of prevalence-based disability-adjusted life years (DALYs) per million inhabitants due to ADHD were 34 DALYs for Israel, 26 DALYs for France, 14 DALYs for both Switzerland and Iceland, and 4 DALYs for Germany. Additionally, a substantial number of ADHD cases, averaging 18%, were associated with pyrethroid exposure. Yet, these figures should be interpreted with caution given the uncertainty of some input parameter. In addition to burden of disease estimates due to ADHD, the associated burden of autism-spectrum disorder (ASD) due to pyrethroid exposure and the health economic costs attributable to ADHD and ASD will also be investigated further. To ensure adequate follow-up of policy measures and more robust disease burden estimates, more HBM studies are recommended, along with increased efforts to harmonize the design of epidemiological studies to ensure more meaningful meta-analyses of exposure-response functions. This is particularly important for pyrethroids as more evidence on potential adverse health effects is continuously emerging.

Gambling disorder and its associated factors in university students

Abstract Background Gambling disorder (GD) is defined as persistent and uncontrollable gambling behaviour that has negative effects on an individual’s life. This can lead to financial problems, poor academic performance, and health problems. GD has been associated with psychological disorders like depression, anxiety, and attention-deficit hyperactivity disorder (ADHD). We aimed to examine the gambling disorder and its associated factors in university students. Methods We conducted a cross-sectional study among students at a university in Eskisehir (Türkiye) in 2024. A stratified random sample design was used. Five faculties were randomly selected. A total of 1,201 students were included according to the stratum weight of the faculties. A questionnaire including sociodemographic characteristics, South Oaks Gambling Screen (SOGS), and Adult ADHD Self-Report Scale (ASRS) was applied. Data were analysed through descriptive statistical analyses and multivariate logistic regression models. Results The mean age was 21.5±2.8 years, and 46.8% were male. While 48.7% of the students stated that they had gambled at least once, 2.2% had a gambling disorder. The three most common types of gambling played by students were stock market (28.2%), bet on sports (22.0%), and scratch cards (18.2%). In multivariate analysis, being male (Odds ratio-OR:6.5, 95%CI:1.4-29.8), having lost years during education (OR:2.7, 1.1-6.8), having relatives with gambling problems (OR:8.0, 1.8-36.2), investing greater amounts of money in gambling (OR:3.7, 1.0-13.0), and having a high probability of ADHD (OR:4.3, 1.4-12.8) were found to be predictors for GD. Conclusions Although about half of the students had engaged in gambling activities, only a small proportion showed signs of GD. We can conclude that being male, having lost years in education, having relatives with gambling problems, investing larger amounts of money in gambling, and having a higher probability of ADHD are predictors of GD among students. Key messages • Implementing educational campaigns at universities to raise awareness of the potential risks and consequences associated with GD could be beneficial. • It may be helpful if mental health services at the university were equipped to consider mental health conditions such as ADHD, that contribute to GD.

Empowering Social Growth Through Virtual Reality–Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial

Background Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. Objective This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. Methods A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. Results The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). Conclusions The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) RR2-10.2196/48208

Prenatal Alcohol Exposure Disrupts Performance in a Differential Reinforcement of Low Rates Task Specifically in Adolescent Male Rats.

Prenatal alcohol exposure (PAE) can lead to a wide range of adverse effects in humans, including impaired self-control and increased impulsive behavior. Deficits in self-control can interfere with academic performance and have lasting impacts. In the present study, a rodent model of PAE was used to assess impulsivity through operant conditioning. Pregnant rats were assigned to one of three groups: ad-lib control (CON), pair-fed (PF), and alcohol-exposed (ALC). ALC rats were given a liquid diet containing 6% alcohol, PF rats were yoked to an ALC rat and given a CON liquid diet, and CON rats received ad libitum food. Operant conditioning was used to evaluate extinction in adolescents (Experiment 1) and differential reinforcement of low rates (DRL) in adolescents and adults (Experiment 2). PAE resulted in an increase in responses and resets during DRL testing, indicative of impaired self-control, an effect that was only observed in adolescent males. Females, regardless of age, did not show increased impulsivity following PAE. This indicates that children with PAE may exhibit attentional deficits similar to those with attention deficit hyperactivity disorder, with males at a higher risk.

Tablet computer-based cognitive training for visuomotor integration in children with developmental delay: a pilot study

BackgroundImpaired visuomotor integration (VMI) is commonly observed in children with developmental delay (DD). This pilot study aimed to evaluate the effects of tablet computer-based cognitive training on the VMI in children with DD.MethodsThis study included children aged 4 to under 18 years diagnosed with DD. The children participated in a 12-week tablet computer-based visual-spatial and visuomotor training program. They were administered the Mind Rx Kids Program (Brain Academy, Seoul, South Korea). The participants underwent daily 30-min tablet computer-based training for 12 weeks. The primary visuomotor function was measured using the Beery-Buktenica Developmental Test of Visual-Motor Integration, 6th Edition (VMI-6). For secondary outcomes, measurements were taken before and after 12-week treatment using the Quality of Upper Extremity Skills Test (QUEST), Functional Independence Measure for Children (WeeFIM), Childhood Autism Rating Scale (CARS), Attention deficit hyperactivity disorder Rating Scale (ARS), and Child Smartphone Addiction Observer Scale. The Wilcoxon signed-rank test was used to compare the pre- and post-treatment outcomes.ResultsTen children with DD participated in this study. The results of the 12-week tablet computer-based cognitive training showed significant improvements in the raw score, standard score, percentile score, and equivalent age of the Beery VMI-6. Additionally, there were significant improvements in QUEST and WeeFIM scores. Although there were improvements in the CARS, ARS, and smartphone addiction observer scale, these were not statistically significant.ConclusionThis pilot study confirmed that applying tablet computer-based cognitive training to children with DD not only improves VMI, but also enhances fine motor skills and activities of daily living. Furthermore, the results of this study indicate that tablet computer-based cognitive training does not increase digital media addiction. Therefore, children with DD can engage in tablet computer-based cognitive training at home without concerns about digital media addiction.

A New Objective Diagnostic Tool for Attention-Deficit Hyper-Activity Disorder (ADHD): Development of the Distractor-Embedded Auditory Continuous Performance Test

Background/Objectives: Attention-Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. Traditional diagnostic methods, which depend on subjective assessments, often lack precision. This study evaluates the validity and reliability of a newly developed diagnostic tool, the Distractor-Embedded Auditory Continuous Performance Test (da-CPT), which integrates auditory stimuli with distractors to enhance the clinical utility of ADHD diagnosis. Methods: The study included 160 children aged 6–12 years, comprising 80 with a confirmed ADHD diagnosis and 80 controls. All participants completed the da-CPT, a web-based tool designed to assess inattention, hyperactivity, impulsivity, and timing via an auditory-based task. To validate the da-CPT, participants also completed the Conners’ Parent Rating Scale—Revised Short Form (CPRS-R) and either the MOXO or IVA-2 tests. Data were analyzed using ROC curves and statistical correlations to assess sensitivity, specificity, and overall diagnostic accuracy. Results: The da-CPT demonstrated high diagnostic accuracy, with a sensitivity of 91.25% and specificity of 83.75%. ROC analysis indicated that the inattention index had the highest discriminatory power (AUC = 0.881), followed by timing, impulsivity, and hyperactivity (all p < 0.01). Furthermore, the da-CPT scores were strongly correlated with ADHD severity (p < 0.01). Conclusions: This study confirms that the da-CPT is a valid and reliable tool for diagnosing ADHD in children aged 6–12. By incorporating auditory stimuli and distractors, the tool offers a more ecologically valid assessment of ADHD symptoms in clinical settings, improving diagnostic precision and utility.