scholarly journals Family Difficulties in Children with ADHD, the Role of Integrated Psychopharmacology Psychotherapy Treatment

10.5772/61416 ◽  
2015 ◽  
Author(s):  
H.H. Aili ◽  
B. Norharlina ◽  
K.S. Manveen ◽  
W.I. Wan Salwina
Keyword(s):  
Children With Adhd

scholarly journals Event-Based Prospective Memory Deficit in Children with ADHD: Underlying Cognitive Factors and Association with Symptoms

2021 ◽  
Vol 18 (11) ◽  
pp. 5849
Author(s):  
Floriana Costanzo ◽  
Elisa Fucà ◽  
Deny Menghini ◽  
Antonella Rita Circelli ◽  
Giovanni Augusto Carlesimo ◽  
...  
Keyword(s):  
Prospective Memory ◽  
Positive Influence ◽  
Attentional Focus ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
The Road ◽  
Hyperactivity Disorder ◽  
Event Based

Event-based prospective memory (PM) was investigated in children with Attention deficit/hyperactivity disorder (ADHD), using a novel experimental procedure to evaluate the role of working memory (WM) load, attentional focus, and reward sensitivity. The study included 24 children with ADHD and 23 typically-developing controls. The experimental paradigm comprised one baseline condition (BC), only including an ongoing task, and four PM conditions, varying for targets: 1 Target (1T), 4 Targets (4T), Unfocal (UN), and Reward (RE). Children with ADHD were slower than controls on all PM tasks and less accurate on both ongoing and PM tasks on the 4T and UN conditions. Within the ADHD group, the accuracy in the RE condition did not differ from BC. A significant relationship between ADHD-related symptoms and reduced accuracy/higher speed in PM conditions (PM and ongoing trials), but not in BC, was detected. Our data provide insight on the adverse role of WM load and attentional focus and the positive influence of reward in the PM performance of children with ADHD. Moreover, the relation between PM and ADHD symptoms paves the road for PM as a promising neuropsychological marker for ADHD diagnosis and intervention.

Role of perinatal factors in the formation of neurocognitive disorders in children with ADHD

2020 ◽  
Vol 18 (5) ◽  
pp. 82-87
Author(s):  
E. A. MOROZOVA ◽  
◽  
A. A. MADIAKINA ◽  
M. V. BELOUSOVA ◽  
M. A. UTKUZOVA UTKUZOVA ◽  
...  
Keyword(s):  
Attention Deficit Disorder ◽  
Neurological Disorders ◽  
Neuropsychological Testing ◽  
Cognitive Status ◽  
Perinatal Factors ◽  
Attention Disorders ◽  
Children With Adhd ◽  
Group I ◽  
Number Of Factors

The article presents the results of studying the influence of perinatal factors and neurological disorders on the formation of attention deficit disorder (ADHD) in children; the results of assessing the cognitive status and attention indicators in children of the studied groups are presented. The purpose was to study the perinatal causes, neurological manifestations, and cognitive status in children with ADHD. Material and methods. The study involved 172 children aged 6 to 17 years with a clinical diagnosis of ADHD. The research methods included: clinical and anamnestic method with an emphasis on perinatal aspects; classical neurological examination; neuropsychological testing. Results. The influence of antenatal factors and neurological disorders at the 1st year of life on the formation of ADHD was revealed. The features of the cognitive status and attention indicators of children of both groups were studied. Conclusions. A burdened perinatal history and neurological disorders developing against this background lead to an early manifestation of ADHD symptoms. The combination of neurological symptoms with low cognitive indicators and significant attention disorders in children of group I determines the low success of children in mastering educational programs. The presence of a burdened perinatal history (for a number of factors) should be considered as a predictor of the formation of ADHD, in order to further select children at risk for early preventive work.

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

Module 9: Emotion Coaching

2020 ◽  
pp. 185-202
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Attention Deficit ◽  
Emotion Coaching ◽  
Acting Out ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Periods Of Stress ◽  
Emotion Language

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

2011 ◽  
Vol 22 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Alison E. Pritchard ◽  
Carly A. Nigro ◽  
Lisa A. Jacobson ◽  
E. Mark Mahone
Keyword(s):  
Neuropsychological Assessment ◽  
Functional Outcomes ◽  
Children With Adhd

Comorbidity

2018 ◽  
Author(s):  
Cristal Oxley ◽  
Argyris Stringaris
Keyword(s):  
Emotional Disorders ◽  
Adverse Outcomes ◽  
Anxiety And Depression ◽  
Imaging Studies ◽  
Children With Adhd ◽  
Potential Association ◽  
Nosological Entity ◽  
Comorbid Adhd ◽  
Shared Risk

Anxiety and depression often co-occur in children with ADHD and this comorbidity can also occur across the lifespan. Such comorbidity is associated with adverse outcomes across several domains. The origin of the overlap between these disorders is discussed, including the role of shared risk factors such as common genes, environmental factors, potential association with a third disorder, or as a separate nosological entity. Abnormalities in neurochemistry and findings from imaging studies are discussed. Key components of clinical assessment are discussed together with differential diagnoses, including challenges that clinicians may encounter. Treatment approaches for comorbid ADHD with emotional disorders are outlined.

scholarly journals Teachers’ recognition of children with ADHD: role of subtype and gender

2012 ◽  
Vol 18 (1) ◽  
pp. 18-23 ◽  
Author(s):  
Maria Moldavsky ◽  
Carla Groenewald ◽  
Victoria Owen ◽  
Kapil Sayal
Keyword(s):  
Children With Adhd ◽  
And Gender

The Role of Parental Temperament Traits in Disruptive Behavioral Disorders of Children with ADHD

2015 ◽  
Vol 30 ◽  
pp. 420a-420c
Author(s):  
A. Bilgic ◽  
S. Yilmaz ◽  
O. Ozcan ◽  
A.E. Tufan ◽  
S. Ozmen ◽  
...  
Keyword(s):  
Behavioral Disorders ◽  
Children With Adhd ◽  
Temperament Traits

Role of Maternal Acceptance As a Protective Factor Against Developing Problems Among Children With ADHD Symptomatology

2011 ◽  
Author(s):  
Tara N. Mckelvy ◽  
Patricia L. Kaminski ◽  
Allison M. Griffin ◽  
Alex Dobiyanski ◽  
David Rechenberger
Keyword(s):  
Protective Factor ◽  
Children With Adhd ◽  
Maternal Acceptance ◽  
Adhd Symptomatology
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