ADHD Symptoms Research Articles

Extended-Release Mixed Amphetamine Salts for Comorbid Adult Attention-Deficit/Hyperactivity Disorder and Cannabis Use Disorder: A Pilot, Randomized Double-Blind, Placebo-Controlled Trial

Objective: To determine if treatment of co-occurring adult ADHD and Cannabis Use Disorder (CUD) with extended-release mixed amphetamine salts (MAS-ER) would be effective at improving ADHD symptoms and promoting abstinence. Method: A 12-week randomized, double-blind, two-arm pilot feasibility trial of adults with comorbid ADHD and CUD (n = 28) comparing MAS-ER (80 mg) to placebo. Main outcomes: ADHD: ≥30% symptom reduction, measured by the Adult ADHD Investigator Symptom Rating Scale (AISRS). CUD: Abstinence during last 2 observed weeks of maintenance phase. Results: Overall, medication was well-tolerated. There was no significant difference in ADHD symptom reduction (MAS-ER: 83.3%; placebo: 71.4%; p = .65) or cannabis abstinence (MAS-ER: 15.4%; placebo: 0%; p = .27). MAS-ER group showed a significant decrease in weekly cannabis use days over time compared to placebo (p < .0001). Conclusions: MAS-ER was generally well-tolerated. The small sample size precluded a determination of MAS-ER’s superiority reducing ADHD symptoms or promoting abstinence. Notably, MAS-ER significantly reduced weekly days of use over time.

The association between junk foods consumption and attention deficit hyperactivity disorder in children and adolescents: a systematic review and meta-analysis of observational studies.

The adverse effects of junk foods on the risk of attention deficit hyperactivity disorder(ADHD) symptoms were reported in several studies. In this meta-analysis, the association between junk food consumption and the risk of ADHD was investigated in children and adolescents. A comprehensive systematic search was conducted to find all relevant literature via four databases, including PubMed, Web of Science, Scopus, and Google scholar, up to September 2022. Two independent authors screened all documents based on inclusion criteria. The overall effect sizes and related 95% confidence interval (CI) were pooled with the random effect approach. Subgroup analysis was done to measure potential sources of heterogeneity between studies. The quality of the included studies was evaluated with The Newcastle-Ottawa scale (NOS). Nine observational studies with 58,296 children /adolescents were eligible to be include in the meta-analysis. According to the random effect model, there was a positive relation between the consumption of junk foods and ADHD symptoms (odds ratio (OR): 1.24, 95%CI 1.15-1.34, P < 0.001, I2: 37.4%, P = 0.085). A similar significant positive association was shown in the subgroups analysis by different junk foods (sweetened beverages/soft drinks, sweets/candies, and other types of junk foods). This meta-analysis finding demonstrated that consuming junk foods, especially sweetened beverages/soft drinks, and sweets/candies is associated with ADHD symptoms.

Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms

ABSTRACT Background College students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness. Objectives We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms. Design A cross-sectional online survey. Methods College students (N = 4,183; M age = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study. Results College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS. Conclusion Increased use of maladaptive CERS is unique to ADHD rather than lack of adaptive CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness.

Adult symptoms of ASD in relation to excessive internet use: The roles of ADHD symptoms and negative mood.

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) have been reportedly associated with excessive internet use, also known as internet addiction. As ADHD is the most common comorbidity in ASD, the present study examined the possibility that ADHD symptoms, and/or trait and mood factors linked to ASD, ADHD and internet addiction, could account for the association of ASD with internet addiction symptoms. A nonclinical young adult sample of 248 internet using men and women completed self-report measures of ASD and ADHD symptoms, alexithymia, impulsivity, negative moods and internet addiction symptoms. Scores on the ASD and ADHD symptom measures were normally distributed, consistent with the notion that the corresponding disorders represent extreme, impairing ends of population distributions of their symptoms. Hierarchical regression followed by path analysis indicated that the relationship between ASD and internet addiction symptoms was fully mediated by ADHD symptoms and negative moods. Further, the relationship between ADHD and internet addiction symptoms was partially mediated by impulsivity and negative moods. Present findings point to the mediating roles of ADHD symptoms and negative moods in the association of ASD with internet addiction symptoms.

Children with Attention Deficit and Hyperactivity Disorder: Persistence of Primitive Reflexes and Related Motor Activity Issues

To identify which primitive reflex is higher and its associated problem with motor performance in children with ADHD.14 children with ADHD (4–6 years old) from pediatric clinic of Surat were checked for the presence of the asymmetric tonic neck reflex, symmetric tonic neck reflex, tonic labyrinthine reflex, Palmer, Galant, and Moro reflex test method given by sally Goddard. Motor skills were checked with the motor proficiency test (MOT 4–6 test) in those18 tasks. A child with ADHD has reflex activity in the following areas: ATNR right (42.9%), Galan right (21.4%), STNR extension (28.6%), and Moro (35.7%). Motor skills are inversely related to retained permeative reflex. ADHD Children with increased reflex activity facing difficulty on the MOT test. This study shows that ADHD symptoms are closely linked with persistence of primitive reflexes. The association between persisting primitive reflexes and motor skills suggests that ADHD symptoms may represent a compensation for unfinished developmental phases related to declining reflexes.

Effectiveness of pharmacological interventions for managing ADHD symptoms in individuals with autism spectrum disorder: A systematic review and meta-analysis

ObjectivesThis systematic review sought to provide evidence for the effectiveness of common pharmacological interventions used for treating attention deficit hyperactivity disorder (ADHD) symptoms in the autism spectrum disorder (ASD) population, considering studies attempting to find safe and effective drugs. MethodsWe searched for randomized controlled trials describing the effectiveness and/or safety profile of pharmacological interventions for treating ASD and ADHD or ASD with ADHD symptoms using three bibliographic databases: PubMed, Cochrane Library, and Embase. We have chosen ADHD symptoms measured by any clinical scale as the primary outcome. As additional outcomes, we have used other symptoms of aberrant behavior measured by the aberrant behavior checklist, satisfaction with treatment, and peer satisfaction. ResultsTwenty-two publications met the inclusion criteria for the systematic review and eight for the meta-analysis. In our investigation, we found a few articles using clonidine, modafinil, and bupropion as interventions when compared to methylphenidate (MPH). Our meta-analysis showed that MPH had positive changes compared to placebo in symptoms such as hyperactivity, irritability, or inattention. However, no effect was found in stereotyped symptoms, and our data's quantitative analysis revealed a large effect of MPH-induced adverse effects on the dropout rate. On the other hand, atomoxetine initiation had positive effects when compared to placebo on symptoms of hyperactivity and inattention. We have found no effect of atomoxetine on stereotypes or irritability. Furthermore, atomoxetine did not influence side effects that caused dropouts from studies. ConclusionOur results indicated that atomoxetine has a modest effect on hyperactivity and inattention symptoms, with a relatively benign profile of side effects. MPH appears to be effective in handling hyperactivity, inattention, and irritability symptoms. However, our results on atomoxetine revealed increased dropouts due to adverse effects when compared to MPH or placebo. Evidence for other substances such as guanfacine, clonidine, bupropion, or modafinil is either preliminary or nonexistent.

Incremental Validity of Trait Impulsivity, Dysfunctional Emotional Regulation, and Affect Lability in the Predictions of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder Symptoms in Adults.

Difficulties in emotion regulation (DER) is a defining feature of attention deficit hyperactivity disorder (ADHD), and arguments are being made for it to be considered as a defining feature of oppositional defiant disorder (ODD). However, the consensus is that it is better viewed as an important correlate distinct from ADHD. This study examined the incremental validity of DER over and above trait impulsivity (TI) in the predictions of ADHD and ODD symptoms. It also examined the incremental validity of affect lability (AL) over and above TI and (DER) in these predictions. Five hundred and twenty-five adults from the general community completed a series of questionnaires. A model-based SEM approach for evaluating incremental validity indicated that TI predicted ADHD and ODD symptoms over age; DER predicted ADHD and ODD symptoms over age and TI; and AL did not predict ADHD and ODD symptoms over and above age, IT, or DER. In addition, AL predicted ADHD and ODD symptoms over age and TI, and DER also predicted ADHD and ODD symptoms over and above age, TI, and AL. In conclusion, TI is core to ADHD, and although DER is important, it is unlikely to be relevant as a diagnostic indicator for ADHD or ODD. These findings notwithstanding, there is need for caution when interpreting our findings, as the study did not control for potentially influencing factors on emotional regulation such as age, gender, culture, and existing psychopathologies.

Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity Disorder in Saudi elementary school children

BackgroundAttention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships with parents, peers, and teachers. ObjectiveThis study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8–10 diagnosed with ADHD. MethodsThe programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners’ Teacher Rating Scale–Revised: Short Form and Conners’ Parent Rating Scale–Revised: Short Form for all participants at pre-test, post-test, and follow-up. ResultsThe experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up. ConclusionsWe recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children’s academic performance and perspective on school.

Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity

Teachers routinely observe and interpret student behavior to make judgements about whether and how to support their students’ learning. Simulated cases can help pre-service teachers to gain this skill of diagnostic reasoning. With 118 pre-service teachers, we tested whether participants rate simulated cases presented in a serial-cue case format as more authentic and become more involved with the materials compared to cases presented in a whole case format. We further investigated whether participants with varying prior conceptual knowledge (what are symptoms of ADHD and dyslexia) gain more strategic knowledge (how to detect ADHD and dyslexia) with a serial-cue versus whole case format. We found that the case format did not impact authenticity ratings but that learners reported higher involvement in the serial-cue case format condition. Bayes factors provide moderate evidence for the absence of a case format effect on strategic knowledge and strong evidence for the absence of an interaction of case format and prior knowledge. We recommend using serial-cue case formats in simulations as they are a more authentic representation of the diagnostic reasoning process and cognitively involve learners. We call for replications to gather more evidence for the impact of case format on knowledge acquisition. We suggest a further inquiry into the relationship of case format, involvement, and authenticity but think that a productive way forward for designing authentic simulations is attention to aspects that make serial-cue cases effective for diverse learners. For example, adaptive feedback or targeted practice of specific parts of diagnostic reasoning such as weighing evidence.

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder.

Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case-control studies vulnerable to ascertainment and other biases. Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.

The mediating role of parent stress in the relationship between children’s emotion dysregulation and ADHD risk: a pilot study

Despite the well-known link between earlier children’s emotional dysregulation and their high risk of developing later ADHD symptoms, few studies investigated the relationships between positive and negative emotion dysregulation, on the one hand, and ADHD symptoms, on the other one, via parent stress. This pilot study aimed to investigate the mediating role of parental stress on the relationship between children’s positive and negative emotion dysregulation and ADHD risk indices. A sample of 62 children (Female = 38.2%; M = 65.90 months; SD = 3.8) was rated by one of their parents (i.e., mothers), using the subscales of the Italian Temperament Questionnaire (QUIT; i.e., positive and negative emotionality) and the subscales of Conners’ Parent Rating Scale-Revised (CPRS; i.e., hyperactivity and inattentions deficit). Furthermore, parents reported their stress levels by completing the Parenting Stress Index—Short Form (PSI-SF) self-report. Findings show the mediating role of parental stress on the relationship between negative emotion dysregulation and both measures of ADHD symptoms (hyperactivity/impulsivity and inattention deficit).

Comorbid ADHD and Pediatric Sickle Cell Disease: Prevalence and Risk Factors.

Sickle cell disease (SCD) is a genetic blood condition that places youth at increased risk for deficits in complex attention suggestive of increased risk for Attention-Deficit/Hyperactivity Disorder (ADHD). We used systematic screening to assess the prevalence of ADHD in a clinic-based sample of youth with SCD and explored factors related to ADHD. Caregivers of 107 children with SCD (ages 7-11years) completed routine psychosocial screening which included inattentive symptoms of ADHD. Follow-up diagnostic procedures were completed for patients with elevated inattentive symptoms to assess for ADHD diagnoses. Biomedical and social-environmental variables were examined from the screening and medical records. Twenty-six percent of patients showed elevated inattentive symptoms with 13% meeting diagnostic criteria for ADHD diagnoses. Most children (75%) who met criteria for ADHD had not been previously diagnosed. Disease severity did not predict inattentive symptoms or ADHD diagnoses, though a measure of chronic inflammation was associated with ADHD. Family functioning was related to elevated inattentive symptoms but not ADHD diagnoses. Children with SCD show relatively high rates of ADHD with many cases not detected through routine care. Screening for ADHD as part of hematology care may be a feasible strategy to improve identification and access to intervention.

Psychometric properties of Persian version of susceptibility to driver distraction questionnaire

Background. This study aimed to investigate the validity and reliability of the Persian translation of the Susceptibility to Driver Distraction Questionnaire (SDDQ) among the inner-city drivers in Tabriz. Methods. In this cross-sectional study, 411 telephone taxi drivers from Tabriz city (northwest of Iran) and selected using a two-stage cluster random sampling were included. To produce an accurate Persian translation of the SDDQ, first, some bilingual specialists were asked to render the questionnaire into Persian from English and, then, another bilingual expert was asked to back-translate the produced Persian translation into English using a standard "forward-backward" translation procedure. The accurate content agreement of the translation with the above-mentioned versions was finally approved by the research team. Data management and analysis were performed using SPSS 26.0 and LISREL 8.80. Results. The internal consistency of the whole scale and subscales of the SDDQ was determined between 0.72 and 0.90 using Cronbach's α coefficient. The agreement between the original version and re-translation version was determined 0.66 to 1 using modified Kappa coefficient (k*). The results of the equal structural equation indicated that the construct validity of the six-factor model had a greater structural fit. Pearson's correlation coefficient between subscales and the whole-scale was found to be between 0.41 and 0.92. Furthermore, the correlation between SDDQ and Mindfulness Attention Awareness Scale (MAAS) was 0.39, while the correlation between SDDQ and Conner’s Adult ADHD Rating Scales (severity of ADHD symptoms) was 0.25 (P&lt;0.01). Conclusion. In sum, the Persian version of susceptibility to driver distraction questionnaire may have been used as a valid and reliable scale for investigating the Persian-speaking drivers in Iran. Practical Implications. SDDQ may have been used in universities and police research centers. Furthermore, it may have been applied for screening the high-risk drivers.

Cognitive Disengagement Syndrome-Clinical Interview (CDS-CI): Psychometric support for caregiver and youth versions.

Cognitive disengagement syndrome (CDS), formerly termed sluggish cognitive tempo, is a set of symptoms characterized by excessive daydreaming, mental confusion, and slowed behavior/thinking. CDS is distinct from symptoms of attention-deficit/hyperactivity disorder (ADHD) and other psychopathologies and uniquely associated with functional impairment. However, despite significant progress in developing and evaluating rating scale measures of CDS, no clinical interview of CDS exists with established psychometric properties that can facilitate a multimethod approach assessing CDS. Accordingly, the present study evaluated the psychometric properties of the semistructured Cognitive Disengagement Syndrome-Clinical Interview (CDS-CI). The CDS-CI and the ADHD inattention (ADHD-IN) and hyperactive-impulsivity (ADHD-HI) modules from the Kiddie Schedule of Affective Disorders and Schizophrenia for School-Age Children (K-SADS) were administered to a sample of early adolescents (N = 341, ages 10-12 years) and their caregivers. Adolescents and caregivers also completed rating scale measures of CDS and ADHD symptoms. The CDS-CI demonstrated high internal consistency and interrater reliability. CDS-CI scores showed excellent same-source discriminant validity from K-SADS, ADHD-IN, and ADHD-HI scores and encouraging convergent and discriminant validity with rating scale measures, especially for caregivers. Above and beyond K-SADS, ADHD-IN, and ADHD-HI scores, higher parent and adolescent CDS-CI scores were both significantly associated with greater functional impairment. A threshold of ≥ 6 out of 15 symptoms was selected as an initial threshold for determining clinically elevated CDS using the CDS-CI. Findings provide psychometric support for the CDS-CI as a tool in the multimethod assessment of CDS. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Perilaku Peserta Didik Attention Deficit and Hyperactivity Disorder (ADHD) dalam Pembelajaran

Learning is an interaction process involving students, educators, and learning resources within a learning environment. However, today's elementary school students exhibit diverse behaviors, such as restlessness, difficulty in following instructions, and lack of focus, which can indicate emotional and behavioral disorders like Attention Deficit Hyperactivity Disorder (ADHD). Understanding ADHD symptoms and contributing factors is crucial for educators to minimize associated problems and provide appropriate interventions. This paper aims to describe the behaviors of students with ADHD in learning contexts. Utilizing a literature study method, data were sourced from relevant books and journals. The findings reveal that students with ADHD display inattentive behavior (difficulty paying attention), hyperactive behavior (inability to stay still), and impulsive behavior (acting without thinking). These behaviors significantly impact the learning process, underscoring the need for tailored educational strategies to support ADHD students.

Late adolescent outcomes of different developmental trajectories of ADHD symptoms in a large longitudinal study.

There exists substantial heterogeneity in the developmental trajectories of ADHD symptoms, with distinctions often made between persistent versus remittent, and early- versus late-onset. However, how these trajectories relate to late adolescent functioning and whether, in particular, later onset trajectories mark a milder subtype remains unclear. Building on earlier work that has examined early life predictors of ADHD symptom trajectories up to age 14, we applied latent class growth analysis to data from the UK Millennium Cohort Study (N = 10,262) to evaluate whether developmental trajectories of ADHD symptoms up to age 17 (from age 3) were similar to those identified up to age 14 and associated with differing levels of impairment in peer victimisation, mental health, substance use, and delinquency outcomes at age 17. Our optimal model included five trajectory groups, labelled unaffected (37.6%), mildly affected (34.8%), subclinical remitting (14.4%), adolescent onset (7.6%), and stable high (5.6%). Adolescent onset and stable high trajectories were similarly impaired across all outcomes, other than substance use. Subclinical remitting individuals were impaired on self-esteem and well-being compared to unaffected individuals. By the end of mid-adolescence, those with a later onset have similar impairments to those following an early onset/persistent trajectory. Residual impairment may remain for those on a remitting trajectory.

Examining ADHD and Cognitive Disengagement Syndrome Symptoms in Relation to Food Insecurity in Early Adolescents.

Approximately 13.8million U.S. households face food insecurity, which severely affects child development, with more than half of these households including children. Research links food insecurity to cognitive deficits and mental health challenges, highlighting the need for thorough understanding and intervention. Although existing studies have explored the association between food insecurity and internalizing symptomatology, less research has examined food insecurity in relation to attention-deficit/hyperactivity disorder (ADHD) symptoms. Further, no studies have explored the connection between food insecurity and cognitive disengagement syndrome (CDS) symptoms, closely related to ADHD symptoms. Despite extant research linking CDS to environmental factors, empirical attention to its potential association with food insecurity is notably lacking. Additionally, adolescents, almost twice as likely as younger children to experience household food insecurity, are likely more aware and respond differently to challenges during this developmental period. Accordingly, this study investigated the unique associations of parent-, teacher-, and youth self-reported ADHD dimensions and CDS symptoms in relation to parent-reported food insecurity in early adolescents (N = 136, ages 10-12). Controlling for age, sex, race, and medication use, no informant's ratings of ADHD symptom dimensions were uniquely related to food insecurity. In contrast, higher parent-, teacher-, and youth self-reported CDS symptoms were uniquely associated with greater food insecurity. This finding was robust to additional control of family income for teacher- and youth self-reported CDS symptoms. These findings highlight the complex link between food insecurity and mental health, suggest a connection with CDS symptoms, and stress the need to address food insecurity as a public health priority, especially in early adolescence.

An exploratory investigation of the association between severities of the adverse impact of stuttering and co-occurring disorders

ABSTRACT Stuttering is a multi-dimensional disorder that affects diverse life aspects of people who stutter. This study aimed to investigate the association between severities of the adverse impact of stuttering and co-occurring disorders. Thirty adults who stutter (mean age, 37.6 ± 14.1 years; 26 males and four females) participated in this study. The Liebowitz Social Anxiety Scale (LSAS-J), Autism-Spectrum Quotient short form (AQ-10-J), and Conners’ Adult ADHD Rating Scales (CAARS) were used to assess symptoms of social anxiety disorders (SAD), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD), respectively. The index of ratio of disfluencies (RDF) was calculated to assess cluttering. The Japanese version of the Overall Assessment of the Speaker’s Experience of Stuttering for Adults (OASES-A-J) was used to assess the adverse impact of stuttering. A moderate positive correlation was found between the LSAS-J and OASES-A-J scores. Inattention and ADHD symptoms total scores were significantly correlated with the OASES-A-J scores. The adverse impact of stuttering was associated with symptoms of co-occurring disorders, namely, SAD, ADHD, and cluttering. A negative correlation was observed between the RDF and OASES-A-J Section III score. Cluttering symptoms were associated with less communication impact in daily situations. This study sheds light on the importance of comprehensive assessments from professionals with relevant expertise for adults who stutter.

Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample.

Symptoms of anxiety and attention-deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD-inattention and hyperactivity-impulsivity-are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown. Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N = 1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross-lagged panel model, adjusting for all unobserved time-invariant confounding effects. In girls, increased inattention, but not hyperactivity-impulsivity, predicted increased anxiety 2 years later across all time-points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity-impulsivity. In boys, increased hyperactivity-impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2 years later, whereas increased anxiety did not predict increased inattention or hyperactivity-impulsivity. The two ADHD dimensions were differentially related to anxiety, and the relations were sex-specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity-impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time-points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity-impulsivity may reduce anxiety risk in boys during late childhood (at ages 8-10).