Young Children With ADHD: Predictors of Academic and Social Impairment

2006 ◽  
Author(s):  
George J. Dupaul ◽  
Lee Kern ◽  
Robert J. Volpe ◽  
Lauren Arbolino ◽  
Gary Lutz ◽  
...  
Keyword(s):  
Young Children ◽  
Social Impairment ◽  
Children With Adhd

A Multimodal Assessment of Emotion Dysregulation in Young Children with and without ADHD

2020 ◽  
Author(s):  
Alexis Garcia ◽  
Anthony Dick ◽  
Paulo A. Graziano
Keyword(s):  
Young Children ◽  
Emotion Dysregulation ◽  
Clinical Sample ◽  
Children With Adhd ◽  
Callous Unemotional ◽  
Oppositional Defiant ◽  
Odd Symptoms ◽  
Final Sample ◽  
Discriminant Analyses ◽  
Multiple Domains

Objective: This study utilized a multimodal approach to examine emotion dysregulation (ED) in young children with attention-deficit/hyperactivity disorder (ADHD), ADHD + oppositional defiant disorder (ODD), and typically developing (TD) children. Methods: We sought to explore if specific domains of ED (emotion regulation [ER], negativity/lability [ERNL], emotion knowledge/understanding [ERU], and callous-unemotional [CU] behaviors) were uniquely associated with diagnostic classifications. The final sample consisted of 152 children (75% boys; mean age = 5.52, SD = .84, 83.4% Latinx) with the following group composition: ADHD- Only (n = 24), ADHD + ODD (n = 54), and TD (n = 74). Results: Higher levels of ADHD and ODD symptoms, measured continuously, were significantly associated with poorer EREG, greater ERNL, and higher levels of reported CU behaviors. There were no significant associations between ADHD or ODD symptoms on ERU. Using discriminant analyses, we found that parent/teacher reported EREG, ERNL, and CU were significant predictors of diagnostic classification. These ED domains correctly identified 84.7% of preschoolers. The model was most successful in classifying children with ADHD+ODD (92.3%) and TD (93.2%) children; however, the ADHD-Only group was correctly identified only 41.7% of the time. Conclusions: This is the first study to 1) examine multiple domains of ED in a clinical sample of preschool children with and without ADHD and 2) explore the clinical utility of considering ED when assessing for ADHD and ODD. Our findings suggest that measures of ED are particularly helpful for correctly diagnosing ADHD and co-occurring ODD but not necessarily children with ADHD-Only.

Resting-state EEG Connectivity in Young Children with ADHD

2020 ◽  
pp. 1-17
Author(s):  
Sarah Furlong ◽  
Jessica R. Cohen ◽  
Joseph Hopfinger ◽  
Jenna Snyder ◽  
Madeline M. Robertson ◽  
...  
Keyword(s):  
Young Children ◽  
Resting State ◽  
Children With Adhd ◽  
Eeg Connectivity

scholarly journals C-65 Transdiagnostic Factors of Social Impairment in Comorbid Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

2019 ◽  
Vol 34 (6) ◽  
pp. 1094-1094
Author(s):  
A Garagozzo ◽  
L Katz ◽  
M Scott ◽  
S Hunter
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Motor Dysfunction ◽  
Social Impairment ◽  
Motor Deficits ◽  
Social Deficits ◽  
Functional Communication ◽  
Children With Adhd

Abstract Objective Comorbid Autism Spectrum Disorder (ASD) and ADHD are associated with greater symptom severity, including social impairment. Furthering work by Lerner, Pothoff, and Hunter (2015), we sought to identify unique and shared factors that contribute to parent-reported social deficits in children with ADHD, ASD, and ADHD+ASD. We hypothesized attention, hyperactivity, and motor skills would predict social deficits in ADHD, while functional communication and motor skills would predict social deficits in ASD; and additively, all factors would predict social deficits in ADHD+ASD. Method Utilizing a clinical database, we identified 236 participants (4-21 years; Mage = 10.6; 71% male; 28% African American; FSIQ M = 94.31) with diagnoses of ADHD, ASD, and ADHD+ASD. We examined FSIQ from the WISC-4/5, WPPSI-3, or DAS-2, motor skills and social impairment from the SIB-R and attention, hyperactivity, and functional communication from the BASC-2/3. Results Using hierarchical linear regression and controlling for FSIQ, hypotheses were partially supported. FSIQ was controlled for in each group. For ADHD, hyperactivity, functional communication, and motor skills contributed significantly to the model (p < .001), while for ASD, motor skills contributed significantly to the model (p < .001). For ASD + ADHD, functional communication and motor skills contributed significantly to the model (p < .001) Conclusion Results support previous findings that motor deficits and functional communication are associated with social impairment in children with ADHD and ASD, independently and comorbidly. This suggests that targeting motor dysfunction and functional communication concurrently may be effective for improving social interaction skills in children with ADHD +ASD.

Early Intervention for Young Children with ADHD: Academic Outcomes for Responders to Behavioral Treatment

2011 ◽  
Vol 3 (3) ◽  
pp. 117-126 ◽  
Author(s):  
George J. DuPaul ◽  
Lee Kern ◽  
Matthew J. Gormley ◽  
Robert J. Volpe
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Academic Outcomes ◽  
Behavioral Treatment ◽  
Children With Adhd

scholarly journals Health-related impairments in young children with ADHD: a community-based study

2016 ◽  
Vol 42 (5) ◽  
pp. 709-717 ◽  
Author(s):  
E. Sciberras ◽  
M. Bisset ◽  
P. Hazell ◽  
J. M. Nicholson ◽  
V. Anderson ◽  
...  
Keyword(s):  
Young Children ◽  
Community Based ◽  
Children With Adhd ◽  
Health Related

Working memory training in young children with ADHD: a randomized placebo-controlled trial

2014 ◽  
Vol 55 (8) ◽  
pp. 886-896 ◽  
Author(s):  
Martine van Dongen-Boomsma ◽  
Madelon A. Vollebregt ◽  
Jan K. Buitelaar ◽  
Dorine Slaats-Willemse
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Children With Adhd
Sign in / Sign up

Export Citation Format

Share Document