Browsing by Subject "ADHD"

Now showing 1 - 10 of 10
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    ADHD and Your Child
    (2008-11-24) Ritter, Kristin
    ADHD is a common disorder that affects children of all ages and there are many options for treatment. Guanfacine ER is a medication that has been used for other purposes in the past but now has been researched for the treatment of ADHD. It is an efficacious drug to reduce the symptoms of ADHD as reported by parents or caregivers in children and adolescents ages 6-17 when compared to placebo.
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    Children's Wellbeing and ADHD among Rural and Urban Families
    (2024-05) Coleman, Callie Ann
    The purpose of this study was to evaluate the relationship between both positive parent-child relationships and community support to child ADHD symptom severity and child subjective wellbeing across rural and urban families. Past literature has found extensive barriers for accessing quality mental health services among rural families, however there is limited information on assets and strengths of rural families that may facilitate improved mental health. In particular, accessing high quality mental health services is important for assessment and treatment of mental health conditions such as Attention-Deficit Hyperactivity Disorder (ADHD). Additionally, evaluating the relationships between parents and children would be beneficial, as ADHD is a concern of the entire family. The current study’s aim is to provide information on the unique experiences of rural families with children with ADHD that may ultimately inform community or school based services. The current study recruited children with ADHD and their families from urban and rural settings to complete surveys on the parent-child relationship, child wellbeing, and community support. Results showed a significant main effect of positive parent-child relationships on ADHD symptom severity. However, location and community support were not significant predictors of ADHD symptom severity. Community support and positive parent-child relationships were significantly associated with each other. Results showed there were no significant main effects of the predictors of location, community support, and positive parent-child relationships on child subjective wellbeing. Implications and limitations of the current study are discussed.
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    Helping your child with attention deficit/hyperactivity disorder- without medication
    (2010-07-22) Barta, Ruth J.
    Attention deficit hyperactivity disorder, also known as ADHD, is a common problem diagnosed in children. A concerning issue that may come as a result of ADHD is poor performance in school. Medication is one way to treat children with ADHD. For parents who do not want to put their child on medication, studies have shown that behavior modification is a useful, non-medication, way to help improve the scholastic performance of children with ADHD .
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    Identifying the characteristics of fetal alcohol spectrum disorders (FASD) among children with attention-deficit/hyperactivity disorder.
    (2011-04) Someki, Fumio
    Fetal alcohol spectrum disorder (FASD), characterized by various levels of dysmorphia and behavioral and cognitive dysfunctions, is the result of prenatal alcohol exposure. FASD characteristics can be masked by many other conditions. As a result, early identification of FASD is often difficult, leading to a delay of children with FASD receiving necessary services. However, screening children with attention-deficit/hyperactivity disorder (ADHD), which is the major comorbid disorder of FASD, may enable the identification of children with FASD earlier than screening all children in schools. Therefore, the purpose of this study was to examine the differences between children with ADHD only and children with FASD and ADHD in terms of adaptive functioning, behavioral characteristics, and academic performance that impact school outcomes and can be recognized in classrooms. This study conducted a review of the medical records of 149 individuals with single ADHD diagnosis and 189 individuals with dual diagnosis of FASD and ADHD (Mage = 11.25, SD = 2.12). Results of analysis of covariance analysis indicated: (1) no difference in adaptive functioning between the dual diagnosis group and the single diagnosis group, (2) the dual diagnosis group exhibited significantly more externalizing behaviors than the single diagnosis group, but the difference between the two groups regarding internalizing behaviors was not significant, (3) there was no significant differences between the two groups on reading and mathematics. Differences in characteristics between the two groups and implications for future research are also discussed.
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    Is deprivation-related ADHD different from ADHD among children without histories of deprivation?
    (2012-07) Loman, Michelle M.
    Children reared in the deprived environments of institutions (e.g., orphanages) are at increased risk for problems with inattention and hyperactivity. Although these children have been reported to have higher rates of Attention Deficit/Hyperactivity Disorder (ADHD) diagnoses than would be expected in the general population, it is unclear if ADHD among post-institutionalized (PI) children is different from that among never institutionalized children. This study directly compared the clinical and symptom profile, executive function task and delay aversion task performances, and event-related potentials of 11- to 15-year-old internationally adopted PI children with ADHD (PI-A) to PI children without ADHD (PI-N) and non-adopted children with ADHD (NA-A). PI-As were found to be adopted primarily from Eastern European countries following longer periods of institutionalization than PI-Ns. They performed more poorly on most of the behavioral measures of executive function than PI-Ns; although the performance generally did not differ from NA-As. Relative to NA-As specifically, PI-As reported elevated disinhibited social behavior and, among males, demonstrated more aversion to delay, and had smaller overall N2 amplitude associated with a Go/No-go task. The results indicate that deprivation-related ADHD has an overlapping clinical profile with standard ADHD in addition to a few unique features. This profile associated with early deprived care could be considered a phenocopy of standard ADHD. A description of the deprivation-related ADHD profile has potential implications for identification and treatment of ADHD behaviors among PI youth.
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    Metalinguistic Skills in Children with ADHD
    (2017-08) Palm, Bryce
    Purpose: Prior research has established positive relationships between language ability, executive function, and metalinguistic awareness in bilingual children. Little is known about how these skills relate in other populations. This study examined these relationships in children with attention deficit/hyperactivity disorder (ADHD) who are known to have weaknesses in executive function. Method: Participants included 10 children with ADHD aged 6 to 7 years and 10 age-matched typically developing peers. Children completed a battery of cognitive, language, and metalinguistic awareness assessments. Parents completed a demographic questionnaire and several surveys regarding their child’s development, including executive function abilities. Results: There were no significant differences in between groups based on performance on any of the metalinguistic awareness assessments. Conclusions: These results suggest a dissociation between executive function and metalinguistic skills in young children with ADHD. Future research examining a larger sample with a larger array of assessments is warranted.
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    Phenomenological study of the experience of parent advocates of students diagnosed with ADHD
    (2013-08) Peterson-Malen, Melissa
    Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed by teachers and peers as unruly, disrespectful and underachieving. Resources available to parent advocates include legal and medical resources regarding ADHD which are regularly resourced to advocates by advocacy organizations and clinicians. Topics include medical diagnosis, treatment and educational rights and planning for ADHD students. In addition, a set of more diverse ADHD resources exists in the literature that discusses various influences on student behavior and achievement that parent advocates can consider in combination or in place of medical and educational ADHD resources. Diverse ADHD resources present a breadth of information ranging from misdiagnosis of ADHD to conditions that contribute to inattentive student behavior such as giftedness, physiology (including the impact of brain maturation, dietary omega-3, ferratin levels, pediatric sensory issues, and eye conditions), environment and exercise. This study uses a phenomenological research method to further understand the experience of parent advocates, specifically by interviewing parent advocates of students with ADHD in school. Findings include several themes organized in the following four categories: 1) Identifying and Treating ADHD in the School Context, 2) ADHD Advocates Need more Support from Schools, 3) Advocate Experience with the School is a Swinging Pendulum and 4) Advocates Struggle to Pave a Path for Success. Recommendations for further research include qualitative research to further understand parent advocate experience in identifying and treating ADHD in the school context,specifically to understand the impact on advocate interpretation of ADHD-type behaviors after being presented with a list of non-ADHD conditions the precipitate ADHD-type behaviors. In addition, quantitative research is recommended to gather data regarding what advocates need in support from schools as they work to pave a path for success for their children. The work presented in this thesis explores the experience of parent advocates of students with ADHD in school in an effort to understand and improve parent advocate experience.
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    The Role of Parental Responsiveness in the Development of Co-occurring ADHD and Anxiety Symptoms: Interplay of Genotype and Environment
    (2016-08) Yaylaci, Fatima Tuba
    Using a novel index of co-occurring psychopathology, this study aims to clarify three research questions: (1) Is co-occurring ADHD-anxiety in school years a continuation of these problems in preschool period? (2) Is parental unresponsiveness in the early years of life a risk factor in the development of co-occurring ADHD and anxiety problems in preschool and school age? (3) Does genetic risk moderate the effect of parental unresponsiveness on ADHD-anxiety co-occurrence? Participants included 361 families from the Early Growth and Development Study (EGDS), which employs a prospective adoption design. In each family unit, data were collected from the child adopted at birth, the adoptive mother and father, and the biological mother. For the present study, adoptive parent’s responsiveness was assessed at child age of 9, 18, and 27 months; biological parent ADHD symptoms were assessed at 56 months; child ADHD and anxiety symptoms were assessed when children are at 41/2 and 6 years of age. Path analyses were conducted for maternal and paternal responsiveness, separately. In both models, ADHD-anxiety co-occurrence at age 41/2 years significantly predicted ADHD-anxiety co-occurrence at 6 years. Neither maternal responsiveness, nor paternal responsiveness had a main effect on child co-occurrence of ADHD-anxiety at 41/2 years. There were significant interactions between genetic risk and maternal/paternal responsiveness in infancy predicting co-occurring ADHD-anxiety problems at 41/2 years. Findings highlight the importance of attending to excessively high parental responsiveness in the context of genetic risk, which is associated with higher co-occurring ADHD and anxiety problems around ages 41/2 and 6.
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    Stimulant treatment for ADHD in adults
    (2012-07-26) Weidman, Elizabeth