A preliminary analysis of large muscle group movements in adults with attention deficit hyperactivity disorder.

Exploring ADHD through the Lens of temperament: The TEMPS-A connection.

The Mediating Role of Sleep Problems in the Association Between Attention-Deficit/Hyperactivity Disorder and Self-Injurious Thoughts and Behaviors in Children Aged 9-12 in the United States.

Electronic media such as mobile phones, social media, computers, televisions, and video games are dominant in adolescents' lives. There is a growing concern that rising rates of electronic media use may be related to behavioral and emotional problems. The aim of the present study was to examine associations of adolescents' electronic media use with attention-deficit/hyperactivity disorder (ADHD) symptoms. Study participants were 99 adolescents (39 males, 60 females), 12-18years old, as well as 93 parents (12 fathers and 81 mothers). Internet addiction was evaluated by the Internet Addiction Test (IAT) and behavioral/emotional problems by the Achenbach System of Empirically Based Assessment. Parents reported on their adolescent's attention and hyperactivity problems on the ADHD Rating Scale-5. Electronic media used by the adolescents were computer (40.4%), tablet (44.4%), PlayStation (40.4%), Facebook (43.4%), whereas 72.7% had an account on social networks. They watched TV from 0 to over 4h every day; specifically, 51.5% from 0 to 2h, while only 1% over 4h. Most of them (78.8%) used internet daily, 28.3% used internet about 6-10h, and 24.2% used it over 20h to watch videos on YouTube (20,2%), searched for school information (14,1%), connected with social media (13.1), played games (12.1%), looked for information on products and services (12.1%), etc. Eighty respondents (80.8%) were average internet users (IAT<40), 19 (19.2%) had possible addiction (IAT 40-69), while no one (0%) had severe addiction (IAT≥70). The Internet Αddiction scale was found to have statistically significant correlations with many of the subscales of the Achenbach questionnaire and the attention-deficit subscale of the ADHD questionnaire.Statistically significant positive correlations were found between possible internet addiction with rule-breaking behavior, problems like thought, externalization, behavioral, obsessive-compulsive behavior, and post-traumatic stress. Results suggest that misuse of electronic media may be related to ADHD traits among Greek adolescents. As rates of electronic media use among teenagers are increasing, these findings should be taken into account to protect the social, cognitive, and psychological health of adolescents. Effective interventions are needed to target specific types of electronic media use in adolescence.

Association of ADHD/ASD traits with premenstrual dysphoric disorder among full-time employed women in Japan: A cross-sectional study.

Meta-analysis of the association between prenatal antibiotic exposure and risk of childhood attention-deficit/hyperactivity disorder.

Introduction: attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition that affects the academic, emotional, and social development of children and adolescents. Its diagnosis and management require a comprehensive understanding of the factors influencing the school and family environment.Objective: to evaluate qualitatively the impact of ADHD on the school and emotional environment of an Ecuadorian student. Methods: a qualitative study was conducted at the municipal school “Ciudad del Norte” (Los Ríos, Ecuador), using direct observation, interviews with the Student Counseling Department (DECE), the classroom teacher, and the legal guardian, along with the application of the “Knowing My Emotions” test. Five areas were assessed: learning, emotional self-regulation, inclusion, family communication, and school environment.Results: persistent difficulties were identified in attention, organization, and task completion. The projective test showed low scores in emotional management and problem-solving. Family communication revealed limited support, and school inclusion faced social barriers. The teacher applied differentiated strategies, though constrained by the lack of family involvement. DECE acted as an institutional coordinator, with interventions driven by case urgency.Conclusions: difficulties were evident in learning, self-regulation, and inclusion. Institutional and teaching participation proved essential but was limited without family commitment.

Chronic methylphenidate abuse: Effects on behaviour, redox homeostasis, and cholinergic system.

The ADME profile of threo-4-methylmethylphenidate (4-Mmph, 4-MeTMP, CAS: 467468-40-2) as new psychoactive substance (NPS): Prediction of absorption, distribution, metabolism and excretion parameters using integrated in silico approach for clinical and forensic purposes.

Introduction We aim to compare ganglionic eminence (GE) areas between healthy fetuses and those with isolated mild to moderate ventriculomegaly using Magnetic Resonance Imaging (MRI) and assess the postnatal implications of GE area as a marker for neurodevelopmental prognosis. Material and methods A retrospective study was conducted on a cohort of pregnant women who underwent fetal MRI examination between 2018 and 2024. 104 fetuses with bilateral, isolated mild to moderate ventriculomegaly were included in the patient group, and 58 healthy fetuses were included in the control group. Fetal GE areas were measured using the hospital’s archiving system. GE area values were compared between the groups. Telephone numbers of the parents were obtained from hospital archives, and postnatal neurodevelopmental outcomes of the babies with IMV were questioned over the phone. Only diagnoses made by a pediatrician or child psychiatrist were accepted. Results The GE area measurements of fetuses with isolated mild to moderate ventriculomegaly were found to be significantly higher than those of healthy fetuses. There was only an association between speech delay/difficulty, attention deficit hyperactivity disorder and GE enlargement, but this association was not statistically significant. Conclusion Measuring GE areas in the prenatal follow-up of fetuses with isolated mild to moderate ventriculomegaly may provide valuable insights into postnatal neurodevelopmental problems.

This study analyzed the experiences of mothers with children diagnosed with mental illnesses at the Mukuru Kwa Ruben Centre in Nairobi, Kenya. The study aimed to understand mothers' views on the causes of mental health disorders, their preferred treatment methods, and the coping strategies they employ. The study employs the social constructivism theoretical framework, utilizing the Health Belief Model (HBM) to examine health perceptions and beliefs, alongside the Family Systems Theory (FST) to explore the impact of family dynamics on caregiving. A qualitative phenomenological methodology was employed, involving semi-structured interviews with eight mothers of children experiencing mental health challenges, such as autism spectrum disorder (ASD), Attention Deficit /Hyperactivity Disorder(ADHD), foetal alcohol spectrum disorder (FAS), and cerebral palsy(CP). The mothers were deliberately selected from those in attendance at the Centre. The data were collected in English and Kiswahili and then analyzed thematically. The findings indicate that mothers possess varying perspectives on mental illness, significantly influenced by their cultural and spiritual beliefs. Some individuals believe that mental health issues stem from supernatural influences, ancestral curses, or moral shortcomings. This notion influences their caregiving approach and the treatment options they select. Many mothers acknowledge the importance of professional mental health services, even though accessibility remains a challenge. These findings emphasize the need for culturally sensitive mental health interventions that integrate traditional beliefs with evidence-based practices, improve access to affordable professional care, and promote community education to address stigma and misconceptions. The research offers helpful suggestions for policymakers, mental health professionals, and support organizations to improve support systems for families affected by mental illnesses.

This study seeks to examine the knowledge, attitude, and misconception of teachers towards Attention-Deficit/ Hyperactivity Disorder (ADHD) and learning disabilities (LD) in mainstream schools in Karachi, Sindh, Pakistan. To conduct quantitative descriptive-correlational study, a sample of 200 primary and secondary school teachers was sampled, and respondent questions were utilized in the form of a structured questionnaire with questions evaluating factual knowledge and attitudes towards inclusion, as well as misconceptions. The findings show that the overall level of knowledge among teachers is moderate, and their attitudes towards students with ADHD and LD are somewhat positive, although the prevalence of misconceptions persists, especially in teachers who have not been trained and those who are only new to the teacher job market. The results indicate the existence of a direct connection between knowledge and attitudes; teachers with more knowledge are more empathetic and inclusive, whereas limited knowledge and misconceptions prevent proper classroom support. The research puts special emphasis on teacher education and lifelong professional learning as the key to the development of inclusive practices. Integrate neurodevelopmental disorder education and myth correction into teacher training, supported by mentorship and practical, job-based learning experiences. The research comes to the conclusion that not only are the attitudes of teachers are improved by their knowledge of ADHD and LD, but the overall objective of inclusive education is reinforced.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that poses significant challenges on students’ academic performance and social integration. Teachers have important role in recognizing and supporting such children and parents. Therefore, necessitates an evaluation of their knowledge and understanding of the disorder. Study was aimed to assess the knowledge on ADHD among school teachers of Pokhara and find out the association between selected variables and the level of knowledge on ADHD. A cross-sectional survey was done. Study was conducted in 4 schools of Pokhara with the sample size of 110 school teachers teaching the basic level (1- 8 class), which was a complete enumeration sampling technique. Structured self-administered questionnaire was used for data collection and a standard tool ‘Knowledge on Attention Deficit Disorder Scale (KADDS)’ was used. The data was analyzed in SPSS 16 using descriptive statistical methods such as frequency, percentage, mean and standard deviation. Chi-square test was used to find out association between selected variables and the level of Knowledge. Findings revealed that 50.9% of teachers had adequate and 49.1% of teachers had inadequate knowledge on ADHD and mean knowledge score was 15.73±4.654 and maximum score was 32. There was statistically significant association between sex, teaching subject and experience of teachers in dealing with ADHD children and level of knowledge on ADHD (p&lt;0.05). The study concluded that about half of the basic level school teachers had inadequate knowledge on ADHD, so that education/ training intervention related to ADHD can be provided to basic level school teachers.

Background: Adults with attention-deficit/hyperactivity disorder (ADHD) often have comorbid substance use disorders (SUDs). In Italy, individuals with both ADHD and heroin use disorder (HUD) are usually treated in addiction services with opioid agonist therapy (OAT), but stimulant medications are rarely prescribed. This may create a treatment gap for core ADHD symptoms. Aim: This study examined the clinical and behavioural profiles of ADHD patients with HUD who receive OAT but no stimulant treatment, compared to ADHD patients without opioid use disorder (ADHD/NoHUD) on standard pharmacotherapy. All participants were considered treatment responders in their respective services. Methods: Data were collected from two outpatient clinics and included 103 adult ADHD patients assessed using validated tools for symptom severity, emotional dysregulation, and global functioning. Differences between groups were analysed using univariate tests and logistic regression. Results: The ADHD+HUD group was significantly older and showed higher levels of emotional dysregulation, impulsivity, and current cocaine use. Despite clinical stability, these individuals presented a more severe psychopathological profile than their ADHD/NoHUD counterparts, who received stimulant-based treatment. Conclusions: Although limited by its cross-sectional nature and setting-related confounders, the study indicates that OAT alone may not be sufficient to manage neurodevelopmental symptoms in ADHD+HUD patients. Further research is necessary to assess the safety and efficacy of integrated stimulant-based treatments, ideally within dual disorder services combining psychiatric and addiction expertise.

Assessing the credibility of presented problems is an essential part of the clinical evaluation of attention-deficit/hyperactivity disorder (ADHD) in adulthood. We conducted a systematic review and meta-analysis to examine Continuous Performance Tests (CPTs) as embedded validity indicators. Eighteen studies (n = 3,021; 67 effect sizes) were analyzed: eight simulation studies and ten analogue studies. Moderating variables included study design (simulation vs. criterion) and sample type (student vs. nonstudent). CPTs effectively distinguish between credible and noncredible performance (g = 0.73). Effect sizes were nearly twice as large in simulation studies (g = 0.94) compared to criterion group studies (g = 0.55), underscoring the influence of study design on the interpretation of research findings. Student and nonstudent groups did not differ significantly. CPTs are valuable as embedded validity indicators. Given the moderate effects, clinical decisions should not rely on a single CPT but on a variety of measures.

BackgroundRecent studies suggest a potential link between attention‐deficit/hyperactivity disorder (ADHD) and the development of Lewy body disease (LBD). Fibromyalgia and obsessive‐compulsive personality disorder (OCPD) have been associated with ADHD in adults. This study aimed to determine the extent to which the presence of these two conditions increases the risk of LBD or any of its clinical features.MethodThis prospective cohort study followed participants over a 15‐year period. The study compared a group of adults diagnosed with ADHD, meeting DSM‐IV‐TR criteria, with a healthy control group. All participants were evaluated at baseline and follow‐up for the presence of fibromyalgia (according to the American College of Rheumatology criteria) and OCPD (based on DSM criteria). Univariate analyses and multiple logistic regression models were used to examine the association between fibromyalgia, OCPD, and LBD features, adjusting for multiple variables.ResultThe baseline sample included 161 individuals with ADHD and 109 without ADHD. After the 15‐year follow‐up, 31 participants developed dementia, with 27 cases in the ADHD group and 4 in the control group. LBD was the most common type (N = 20), with 19 cases occurring in the ADHD group. LBD features were significantly more prevalent in the ADHD group, the most frequent being cognitive fluctuations and REM sleep behavior disorder (RBD). Multivariate logistic regression analysis showed that individuals with fibromyalgia had increased odds of developing certain LBD features, including cognitive fluctuations (OR: 1.46, 95% CI: 0.6–3.57), RBD (OR: 1.29, 95% CI: 0.56–3.02), visuospatial dysfunction (OR: 1.56, 95% CI: 0.65–3.73), and depression (OR: 2.25, 95% CI: 0.89–5.7). The presence of OCPD was associated with higher odds of fibromyalgia (OR: 3.73, 95% CI: 1.59–8.8) and depression (OR: 1.6, 95% CI: 0.88–2.88) but was not related to other LBD features.ConclusionFibromyalgia in individuals with ADHD may increase the risk of developing certain features of LBD, including cognitive fluctuations, RBD, visuospatial dysfunction, and depression. Future research is needed to further investigate these findings and elucidate the underlying pathophysiological mechanisms.

Attention deficit hyperactivity disorder (ADHD) is a developmental condition characterized by symptoms of inattention, hyperactivity, and impulsivity. Spontaneously hypertensive rats (SHRs) comprise an ADHD rodent model that exhibits behavioral impairments recapitulating phenotypes observed in humans. SHRs further develop dopaminergic hypofunction in frontostriatal circuits and an imbalance in dopamine and norepinephrine systems. Maternal physical exercise, such as swimming, during pregnancy was shown to enhance offspring angiogenesis and neurogenesis, and to improve memory in rodents. Herein we determined the impact of gestational swimming on behavioral and dopaminergic parameters in childhood (1-2 week-old rats) and adolescence (4-5 week-old rats) of SHR and Wistar Kyoto rats (WKYs), used as a control group. The results showed that gestational swimming prevented neurodevelopmental impairments in behavior, assessed by the righting reflex and olfactory recognition tests, in the offspring. Furthermore, during adolescence, SHRs from exercised dams exhibited reduced novelty-seeking behavior, an important behavioral trait during this developmental period. Finally, D2R and DAT mRNA content was reduced in the frontal cortex of adolescent SHRs whose mothers were exercised. Results indicate that gestational exercise could be an effective preventative strategy against ADHD-associated behavioral and molecular phenotypes in the offspring.

Studies have consistently shown that exercise interventions are beneficial for improving attention in children and adolescents. Nevertheless, the evidence regarding its impact on the sustained attention (SA) of children and adolescents with attention-deficit hyperactivity disorder (ADHD) is unclear. This study synthesises empirical studies on the effects of exercise interventions on the SA of children and adolescents with ADHD. Following PRISMA guidelines, a systematic search of the literature was conducted in April 2024, and the updated search was conducted until September 2025 in six electronic databases: CINAHL Complete, Embase, Medline, PsychINFO, SPORTDiscus, and Web of Science. Randomised controlled trials and non-randomised comparison studies that applied exercise interventions and assessed SA using neurocognitive tasks among children and adolescents with ADHD were included. Meta-analyses were performed using a random-effects model, and Hedges' g was used to express the effect size index. The quality assessment was conducted using the Physiotherapy Evidence Database (PEDro) scale. 11 studies with adequate to high methodological quality were included, originating from four regions and published between 2012 and 2023. In total, 540 children and adolescents with ADHD aged 5-18years were included. The meta-analytic findings indicated that exercise interventions improved their sustained SA (g = 0.877). Subgroup analysis revealed that cognitively engaging exercises (g = 0.980) produced significant training effects than aerobic exercise on SA. Meta-regression indicated that older children (5-18years) interventions with more total sessions (12-144 sessions), generated greater benefits. Exercise interventions positively affect the SA of children and adolescents with ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder, with clinical diagnosis primarily relying on behavioral manifestations and lacking objective biological markers. Electroencephalography (EEG), due to its high temporal resolution and low cost, has been considered to hold great potential for assisting ADHD diagnosis. However, existing methods mostly focus on modeling two-dimensional features such as time–space, frequency–space, or time–frequency representations of EEG, while very few approaches simultaneously capture the joint three-dimensional time–frequency and spatial features. In this paper, we propose a novel deep learning framework—TFS-FENet (Time-Frequency Spatial Feature Extraction Net)—which integrates convolutional neural networks with an attention mechanism to effectively model the time–frequency–spatial characteristics of EEG. Using a resting-state EEG dataset collected at Southeast University, consisting of three categories (ADHD-Inattentive, ADHD-Combined, and typically developing children), experimental results show that TFS-FENet achieves an accuracy of 96.89% in the ADHD three-class classification task, significantly outperforming comparison models such as ShallowConvNet, EEGNet, ResNet18, and DeepConvNet. In the binary classification task (ADHD vs. typically developing children), accuracy further improved to 99.36%. Moreover, interpretability analysis based on channel weights revealed that the model relied more heavily on the prefrontal, temporal, and occipital regions, which is highly consistent with existing neurobiological findings of ADHD.

The Efficiency of Cognitive Behavioural Play Therapy On Emotional and Behavioural Problems Among Children with Attention Deficit Hyperactivity Disorder