Self-Reported Delinquency, neuropsychological deficit, and history of attention deficit disorder

1988 ◽  
Vol 16 (5) ◽  
pp. 553-569 ◽  
Author(s):  
Terrie E. Moffitt ◽  
Phil A. Silva
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Neuropsychological Deficit ◽  
History Of

Fifteen-Year Follow-up of a Behavioral History of Attention Deficit Disorder

PEDIATRICS ◽  
1985 ◽  
Vol 76 (2) ◽  
pp. 185-190
Author(s):  
David C. Howell ◽  
Hans R. Huessy ◽  
Bruce Hassuk
Keyword(s):  
High School ◽  
Social Adjustment ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Early Adulthood ◽  
Normal Subjects ◽  
Second Grade ◽  
Behavioral History ◽  
Twelfth Grade ◽  
History Of

A 15-year longitudinal study of 369 children originally classified in second grade as exhibiting or not exhibiting behaviors commonly associated with attention deficit disorder was made. Diagnostic data were collected on these children in second, fourth, and fifth grades and subsequent school performance was evaluated after ninth and twelfth grades. Interviews were conducted 3 years after their graduation from high school. The ninth and twelfth grade records reveal that those who had previously been identified as showing behavior related to attention deficit disorder later performed significantly more poorly in school and had poorer social adjustment. Interviews in early adulthood continued to reveal differences in outcome between normal subjects and those earlier classified as having attention deficit disorder. Many of these differences could not be directly attributed to poor academic performance. A subgroup of students who were rated favorably by their elementary school teachers were found to perform better during high school than other members of the normal group in academic areas, but they generally did not differ from normal subjects in nonacademic areas.

Key Research Studies in Clinical Psychopharmacology

2018 ◽  
pp. 483-507
Author(s):  
S. Nassir Ghaemi
Keyword(s):  
Natural History ◽  
Clinical Research ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Clinical Psychopharmacology ◽  
Actual Data ◽  
First Episode ◽  
Bipolar Illness ◽  
History Of ◽  
Research Studies

A number of key clinical research studies in psychopharmacology are presented and critiqued. They include some classic studies dating back decades, to current studies involving the most recent important studies or analyses of clinical research in psychopharmacology—such as diagnostic validators in psychiatry, a maintenance RCT of olanzapine in bipolar illness, brain effects of dopamine blockers, whether antidepressants prevent depression or not, the use of paroxetine in depression, the natural history of treated depression today, adult attention-deficit disorder, and treatment response in first-episode depression. The critiques provided often show that the claimed results of studies are different from the actual data, which need independent interpretation.

Attention Deficit

2019 ◽  
pp. 54-70
Author(s):  
David L. Brody
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Criminal Behavior ◽  
Cognitive Rehabilitation ◽  
Speech Therapy ◽  
Cardiovascular Exercise ◽  
History Of ◽  
Attention Performance ◽  
Mixed Salts ◽  
With Memory

Many concussion patients who complain about problems with memory actually have an attention deficit. General measures: treat insomnia, stop alcohol, treat migraine with cogniphobia, prescribe moderate cardiovascular exercise, and refer for cognitive rehabilitation (occupational and speech therapy). Consider treatment with a stimulant such as methylphenidate (Ritalin) or amphetamine mixed salts (Adderall) if appropriate with careful monitoring for side effects. Contraindications include uncontrolled seizures, dangerous anxiety, active cardiovascular or cerebrovascular disease, active psychosis, drug abuse, irresponsible criminal behavior, dangerously underweight, and uncontrolled headaches. Recommend use 6 days per week 51 weeks per year to reduce tolerance. Additional benefit in some patients from donepezil (Aricept), rivastigmine (Exelon), and regulated caffeine use. Approach options: “aggressive” involving treatment with stimulants primarily based on history, “moderate” involving treatment with stimulants only in patients with attention performance impairments documented with neuropsychological evaluation, and “conservative” not including stimulants unless there is a well-documented preinjury history of attention deficit disorder.

Attention Deficit

2014 ◽  
pp. 35-44
Author(s):  
David L Brody
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Criminal Behavior ◽  
Cognitive Rehabilitation ◽  
Speech Therapy ◽  
Cardiovascular Exercise ◽  
History Of ◽  
Attention Performance ◽  
Mixed Salts ◽  
With Memory

Many concussion patients who complain about problems with memory actually have an attention deficit. General measures: treat insomnia, stop alcohol, prescribe moderate cardiovascular exercise, and refer for cognitive rehabilitation (occupational and speech therapy). Consider treatment with a stimulant such as methylphenidate (Ritalin), amphetamine mixed salts (Adderall), and atomoxetine (Strattera), if appropriate, with careful monitoring for side effects. Contraindications include uncontrolled seizures, dangerous anxiety, active cardiovascular or cerebrovascular disease, active psychosis, drug abuse, irresponsible criminal behavior, dangerously underweight, and uncontrolled headaches. Recommend use is 6 days per week 51 weeks per year to reduce tolerance. Some patients find additional benefit from donepezil, rivastigmine, and regulated caffeine use. Approach options: “aggressive,” involving treatment with stimulants primarily based on history; “moderate,” involving treatment with stimulants only in patients with attention performance impairments documented with neuropsychological evaluation; and “conservative,” not including stimulants unless there is a well-documented history of preinjury attention deficit disorder.

scholarly journals Potential factors influencing recovery from concussion in collegiate student-athletes

2017 ◽  
Vol 1 ◽  
pp. 205970021770708 ◽  
Author(s):  
Kayla P Harvey ◽  
Eric E Hall ◽  
Kirtida Patel ◽  
Kenneth P Barnes ◽  
Caroline J Ketcham
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Student Athletes ◽  
Return To Play ◽  
Hyperactivity Disorder ◽  
Previous Diagnosis ◽  
History Of ◽  
Concussion Recovery ◽  
Potential Factors

Background Factors including sex, previous diagnosis of migraines, previous diagnosis of Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder, and a history of concussion may influence the length of recovery from concussion in collegiate student-athletes. Purpose To better understand factors that may influence recovery from concussion in collegiate-student athletes. Methods A total of 91 student-athletes from a Division I NCAA University who sustained concussions from the fall of 2011 to the spring of 2015 were evaluated. They were considered recovered from their concussion when neurocognitive and symptom scores returned to baseline and they were cleared by their physician. Analyses of variance were conducted to determine if potential factors influenced concussion recovery ( p < .0125). Results No significant differences were found for sex (males = 7.4 ± 5.9; females = 8.3 ± 4.8 days; p = 0.417), previous diagnosis of migraines (diagnosis = 8.0 ± 5.7; no diagnosis = 7.8 ± 5.4 days; p = 0.926), or history of concussion (history = 8.3 ± 5.7; no history = 5.6 ± 3.4 days; p = 0.088). However, a significant difference in the length of recovery was found between those with a previous diagnosis of Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder and those without (diagnosis = 13.3 ± 7.3; no diagnosis = 7.3 ± 4.9 days; p = 0.002). Conclusion Student-athletes with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder show significantly longer recovery from concussions than those without. Further investigation of this and other factors that influence recovery from concussion may help in concussion recovery and return-to-play guidelines that improve student-athlete well-being.

Determining the Prevalence of Attention Deficit Disorder / Hyperactivity in Medical Students of Bandar Abbas University of Medical Sciences in 2011-2014

2020 ◽  
Author(s):  
Ameneh Panah ◽  
Shahram Zare
Keyword(s):  
Medical Students ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Rating Scale ◽  
Male Students ◽  
Occupational Performance ◽  
Medical Sciences ◽  
Hyperactivity Disorder ◽  
History Of ◽  
Bandar Abbas

The purpose of this study was to determine the prevalence of attention deficit disorder/hyperactivity in medical students of Bandar Abbas University of Medical Sciences in 2011-2014. This research is a descriptive study. In this study, 176 students were selected through available sampling among medical students from Bandar Abbas University of Medical Sciences from 2011 to 2014.In this study, the Wender Utah and rating scale were completed by students through self-reporting The population of the study included 176 students who 105 were female students, and 71 were male students. Based on the findings of this study, the rate of attention deficit disorder hyperactivity among students was 1.7%, and 10.8% of students were suspected of this disorder. In this study, there was no statistically significant relationship between the items such as gender, marital status, age, total score, and history of mental disorders and mean scores for attention-deficit / hyperactivity disorder. The prevalence of attention deficit disorder hyperactivity in students is significant. Due to the interactions that this disturbance causes in the student's academic and occupational performance, student assessments should be made at university registration as well as at university by the academic advisers in order to diagnose and treat them.

scholarly journals Utility of Repeated Assessment After Invalid Baseline Neurocognitive Test Performance

2014 ◽  
Vol 49 (5) ◽  
pp. 659-664 ◽  
Author(s):  
Philip Schatz ◽  
Timothy Kelley ◽  
Summer D. Ott ◽  
Gary S. Solomon ◽  
R. J. Elbin ◽  
...  
Keyword(s):  
Reaction Time ◽  
Learning Disability ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Neurocognitive Testing ◽  
History Of ◽  
Baseline Test ◽  
The Impact ◽  
Repeated Assessment

Context: Although the prevalence of invalid baseline neurocognitive testing has been documented, and repeated administration after obtaining invalid results is recommended, no empirical data are available on the utility of repeated assessment after obtaining invalid baseline results. Objective: To document the utility of readministering neurocognitive testing after an invalid baseline test. Design: Case series. Setting: Schools, colleges, and universities. Patients or Other Participants: A total of 156 athletes who obtained invalid results on ImPACT baseline neurocognitive testing and were readministered the ImPACT baseline test within a 2-week period (mean = 4 days). Main Outcome Measure(s): Overall prevalence of invalid results on reassessment, specific invalidity indicators at initial and follow-up baseline, dependent-samples analysis of variance, with Bonferroni correction for multiple comparisons. Results  Reassessment resulted in valid test results for 87.2% of the sample. Poor performance on the Design Memory and Three-Letter subscales were the most common reasons for athletes obtaining an invalid baseline result, on both the initial assessment and the reassessment. Significant improvements were noted on all ImPACT composite scores except for Reaction Time on reassessment. Of note, 40% of athletes showed slower reaction time scores on reassessment, perhaps reflecting a more cautious approach taken the second time. Invalid results were more likely to be obtained by athletes with a self-reported history of attention-deficit disorder or learning disability on reassessments (35%) than on initial baseline assessments (10%). Conclusions: Repeat assessment after the initial invalid baseline performance yielded valid results in nearly 90% of cases. Invalid results on a follow-up assessment may be influenced by a history of attention-deficit disorder or learning disability, the skills and abilities of the individual, or a particular test-taking approach; in these cases, a third assessment may not be useful.

External Validity of Attention Deficit Disorder without Hyperactivity: A Review of the Evidence

1994 ◽  
Vol 10 (1) ◽  
pp. 15-25
Author(s):  
Garth A. Stewart
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Test Performance ◽  
External Validity ◽  
Psychiatric Comorbidity ◽  
Research Evidence ◽  
Behavioral Characteristics ◽  
Psychophysiological Research ◽  
Promising Area ◽  
History Of

The research evidence for the external validity of Attention Deficit Disorder without Hyperactivity as separate from Attention Deficit Disorder with Hyperactivity is examined. The history of the association between these two diagnoses is summarized, as is the clinical significance of examining this issue. Research on the behavioral characteristics, family history, psychiatric comorbidity, test performance, treatment response, physiological and neuroanatomical correlates of these two groups is reviewed. It is concluded that the evidence supporting the external validity of Attention Deficit Disorder without Hyperactivity as a distinct clinical entity is lacking, although psychophysiological research is emerging as a promising area of research in this regard.

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