Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder

2009 ◽  
Vol 32 (2) ◽  
pp. 243-266 ◽  
Author(s):  
Janna N. Skinner ◽  
Mary B. Veerkamp ◽  
Debra M. Kamps ◽  
Peggy R. Andra
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Functional Analysis ◽  
Attention Deficit ◽  
First Grade ◽  
Grade Student ◽  
Hyperactivity Disorder ◽  
Peer Participation

scholarly journals Prevalence of Attention Deficit Hyperactivity Disorder Among Primary School Children in Riyadh, Saudi Arabia; 2015–2016

2017 ◽  
Vol 41 (S1) ◽  
pp. S120-S120
Author(s):  
T. Albatti ◽  
Z. ALHedyan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Saudi Arabia ◽  
Primary School ◽  
School Children ◽  
Attention Deficit ◽  
Rating Scale ◽  
Neurodevelopmental Disorder ◽  
First Grade ◽  
Primary School Children ◽  
Hyperactivity Disorder

IntroductionADHD is one of the most common neurodevelopmental disorder among children. It is described as a chronic impairing disorder that negatively affects the academic attainment and social skills of the child. Furthermore, ADHD symptoms continue into adulthood in 30–60% of affected children. Consequently, they will most likely be missed from employment many times.AimsDetermine the prevalence of attention deficit hyperactivity disorder among children in Saudi Arabia.ObjectivesDetermine the prevalence of attention deficit hyperactivity disorder among both governmental and private primary Saudi school children aged 6–9-year-old. And to measure the gender difference of ADHD prevalence. Also, to determine any association between the socio-demographic characteristic of parents of children with ADHD.MethodsAn observational cross-sectional study of 1000 primary school children belonging to 1st, 2nd and 3rd grade. The selected students were screened by the ADHD rating scale using multistage sampling technique. The first stage was selection of 20 schools from all Riyadh regions by simple randomization. The second stage was choosing children whom serial numbers were multiplies of five in each class. The ADHD rating scale was filled by both parents and teachers along with a socio-demographic questionnaire for the parents.ResultsThe estimated prevalence of ADHD was 3.4%. ADHD manifestations affect boys more than girls. In addition, ADHD was more frequent among children of illiterate mothers. Finally, ADHD was significantly more prevalent among first grade children.ConclusionThis epidemiological study filled the data gap of ADHD prevalence in Riyadh. The study's findings go in line with many nearby and global studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Neuropsychology and electroencephalography to study attention deficit hyperactivity disorder

2016 ◽  
Vol 64 (3) ◽  
pp. 427
Author(s):  
Yulia Solovieva ◽  
Xaman Rivas ◽  
Ignacio Méndez-Balbuena ◽  
Regina Machinskaya ◽  
Héctor Juan Pelayo-González
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Functional Analysis ◽  
Elementary School ◽  
Attention Deficit ◽  
Brain Structures ◽  
Sixth Grade ◽  
Hyperactivity Disorder ◽  
Mexican Children ◽  
Clinical Profiles ◽  
Correlate Data

Introduction: In a previous study carried out with children from first to third grade in an elementary school, the authors of this research evidenced that different profiles of neuropsychological difficulties and functional status of brain structures exist at subcortical and cortical levels. Such results differ from those obtained in preschool children.Objective: To correlate data obtained through neuropsychological assessment and EEG in Mexican children from fourth grade through sixth grade in an elementary school diagnosed with ADHD.Materials and methods: A qualitative syndromic analysis was used to establish predominant neuropsychological mechanisms. A qualitative analysis of EEG was conducted to determine functional and maturational aspects of children’s development.Results: Findings of correlations between neuropsychological and electrophysiological data showed diversity of neuropsychological difficulties and specific EEG patterns. The possibility of high correlation between data of qualitative neuropsychological analysis and functional analysis of electroencephalographic phenomenon is discussed.Conclusions: Final results suggest an important predictive level regarding clinical profiles obtained through the joined work of the clinical qualitative instruments used in this study.

Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade

2016 ◽  
Vol 29 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Michael T. Willoughby ◽  
Nisha C. Gottfredson ◽  
Cynthia A. Stifter ◽  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Regression Models ◽  
First Grade ◽  
Life Project ◽  
Hyperactivity Disorder ◽  
Latent Profile Analyses ◽  
Teacher Reports ◽  
Prospective Association ◽  
Family Life Project

AbstractThis study tested the prospective association between observational indicators of temperament, which were obtained across multiple assessments when children were 6–36 months of age, and parent and teacher reports of children's attention-deficit/hyperactivity disorder (ADHD) behaviors, when children were in first grade. Data were drawn from the Family Life Project and included 1,074 children for whom temperament and either parent- or teacher-reported ADHD behavioral data were available. The results of variable-centered regression models indicated that individual differences in temperament regulation, but not temperamental reactivity, was uniquely predictive of parent- and teacher-reported ADHD behaviors. Latent profile analyses were used to characterize configurations of temperamental reactivity and regulation. Person-centered regression models were subsequently estimated in which temperamental profile membership replaced continuous indicators of temperamental reactivity and regulation as predictors. The results of person-centered regression models indicated that temperamental reactivity and regulation both contributed (both alone and in combination) to the prediction of subsequent ADHD behaviors. In general, the predictive associations from early temperament to later ADHD were of modest magnitude (R2 = .10–.17). Results are discussed with respect to interest in the early identification of children who are at elevated risk for later ADHD.

Effects of the SAFE Children preventive intervention on developmental trajectories of attention-deficit/hyperactivity disorder symptoms

2014 ◽  
Vol 26 (4pt1) ◽  
pp. 1161-1179 ◽  
Author(s):  
Patrick J. Fowler ◽  
David B. Henry ◽  
Michael Schoeny ◽  
Deborah Gorman-Smith ◽  
Patrick H. Tolan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Preventive Intervention ◽  
Developmental Trajectories ◽  
First Grade ◽  
Attention Problems ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Growth Mixture ◽  
Family Based

AbstractThis study examined whether a family-based preventive intervention for inner-city children entering the first grade could alter the developmental course of attention-deficit/hyperactivity disorder (ADHD) symptoms. Participants were 424 families randomly selected and randomly assigned to a control condition (n = 192) or Schools and Families Educating Children (SAFE) Children (n = 232). SAFE Children combined family-focused prevention with academic tutoring to address multiple developmental–ecological needs. A booster intervention provided in the 4th grade to randomly assigned children in the initial intervention (n =101) evaluated the potential of increasing preventive effects. Follow-up occurred over 5 years with parents and teachers reporting on attention problems. Growth mixture models identified multiple developmental trajectories of ADHD symptoms. The initial phase of intervention placed children on more positive developmental trajectories for impulsivity and hyperactivity, demonstrating the potential for ADHD prevention in at-risk youth, but the SAFE Children booster had no additional effect on trajectory or change in ADHD indicators.

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