Childhood Attention Problems and the Development of Comorbid Symptoms at the Transition to High School: The Mediating Role of Parent and Peer Relationships

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for the development of depression and delinquent behavior. Children and adolescents with ADHD also experience difficulty creating/maintaining high quality friendships and parent-child relationships, and these difficulties may contribute to the development of co-morbid internalizing and externalizing symptoms in adolescence. However, there is limited research examining whether high quality friendships and parent-child relationships mediate the relation between ADHD and the emergence of these co-morbid symptoms at the transition to high school. This study examines the mediating role of relationship quality in the association between ADHD and depressive symptoms/delinquent behaviors at this developmentally significant transition point. Results revealed significant indirect effects of grade 6 attention problems on grade 9 depressive symptoms through friendship quality and quality of the mother-child relationship in grade 8. Interventions targeting parent and peer relationships may be valuable for youth with ADHD to promote successful transitions to high school.

Attention Deficit Hyperactivity Disorder and Executive Function Impairment: An Overview.

As with any cognitive ability, attention is vulnerable to dysfunction. The most common attentional problem is attention deficit hyperactivity disorder (ADHD). This brief overview will highlight the symptoms and deficits associated with ADHD, its prevalence in today’s society, the association between executive function impairment and ADHD using Barkley’s (1997) work, and the personal and societal effects of the disorder.

O teatro do oprimido e sua contribuição na formação da criança com transtorno do déficit de atenção com hiperatividade

This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills

The relationship of early social, mental, and behavioral experiences with adult obesity and Alcohol Use Disorder

Stressful life events early in life, including symptoms of mental disorders or childhood maltreatment, may increase risk for worse mental and physical health outcomes in adulthood. The purpose of this dissertation was to examine the effects of childhood Attention Deficit Hyperactivity Disorder (ADHD) symptoms and maltreatment experience on two adult outcomes: obesity and alcohol use disorder (AUD). Mediational effects of adolescent characteristics were explored. This dissertation used Waves I, III, and IV of the National Longitudinal Study of Adolescent to Adult Health. In Paper 1 (Chapter 3), we investigated the association between multiple types of child maltreatment and adult objective (body mass index; BMI) and subjective (self-rated) obesity, as well as mediating effects by adolescent characteristics including depressive symptoms and BMI. Results showed that after adjusting for sex, race/ethnicity, and maternal education, physical maltreatment was moderately associated with adulthood obesity as measured by BMI and self-reported obesity, while sexual maltreatment was more strongly associated with the objective measure but not the subjective measure. The indirect effects of mediation of adolescent BMI and depressive symptoms were statistically significant. In Paper 2 (Chapter 4), the objective was to examine mediation by adolescent depressive symptoms, alcohol consumption, peer alcohol consumption, and delinquency in the relationship between ADHD symptoms and adult AUD. The indirect effects of mediation of adolescent delinquency, alcohol consumption, and peer alcohol consumption were statistically significant in single and multiple mediator models. In Paper 3 (Chapter 5), the objective was to assess the joint effects of maltreatment/neglect on adult AUD. After adjusting for sex, race/ethnicity, child maltreatment, and parental AUD, ADHD symptoms were significantly associated with increased odds of AUD. There was no strong evidence of multiplicative interaction by maltreatment. This association was stronger for males than females, although the interaction term was not statistically significant. This dissertation adds to the literature by examining relationships between several major public health problems: ADHD symptoms, childhood maltreatment, AUD, depressive symptoms, and obesity. This project has implications for understanding how early life stress increases risk for later physical and mental health problems, and identifying potential intervention targets for adolescents.

La escala Strength and Difficulties Questionnaire (SDQ) como predictora del TDAH: comportamiento de las subescalas SDQ respecto a las dimensiones "Hiperactividad/Impulsividad" e "Inatención" en una muestra clínica

Introducción: La escala Strength and Difficulties Questionnaire (SDQ) es una herramienta de cribado clínico para infancia y adolescencia ampliamente utilizada internacionalmente en la clínica y en la investigación. Objetivo: El objetivo de este estudio es explorar la relación entre los diferentes índices de la escala SDQ y la puntuación en las dimensiones "Hiperactividad/Impulsividad" e "inatención" en una escala específica de TDAH. Método: Padres y profesores/as de una muestra de 212 niños/as de entre 6 y 16 años con un diagnóstico previo de TDAH, completaron las escalas SDQ y ADHD-RS-IV. Resultados: Se confirmó la relación significativa entre la dimensión "Hiperactividad" de la escala SDQ y ambas dimensiones del TDAH. Sin embargo, otros índices de la escala SDQ mostraron también relación con ambas dimensiones, diferenciando esta relación según el informador y la dimensión clínica. Para la familia, la "hiperactividad/impulsividad" estaba también relacionada con puntuaciones elevadas en la subescala "Problemas de conducta", mientras que la "inatención" lo estaba con "síntomas emocionales". Conclusiones: Estos resultados sugieren la posibilidad de valorar las puntuaciones en otros índices de la escala SCT para aumentar la sensibilidad de la escala a los diferentes perfiles clínicos del TDAH.

Viver com perturbação de hiperatividade e défice de atenção: um estudo de caso

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º CEB.

Risperidone Versus Methylphenidate in Treatment of Preschool Children With Attention-Deficit Hyperactivity Disorder

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a common psychiatric diagnosis among preschool children. Objectives: The aim of this study was to examine the Risperidone treatment compared to Methylphenidate (MPH) in preschool children with ADHD. Patients and Methods: Thirty three outpatient preschool children, aged 3-6 years, diagnosed with ADHD (The diagnosis of ADHD was established by two child and adolescent psychiatrists according to the DSM-IV-TR criteria), participated in a 6-week, double-blind clinical trial with risperidone (0.5-1.5 mg/d) and methylphenidate (5-20 mg/d), in two divided doses. Treatment outcomes were assessed using the Parent ADHD Rating Scale and Conners Rating Scale. Patients were assessed by a child psychiatrist at baseline, 2, 4 and 6 weeks after the medication started. Side effects were also rated by side effects questionnaire. Results: There were no significant differences between the two protocols on the Parent ADHD Rating Scale scores (P > 0.05) and Parent Conners Rating Scale scores (P > 0.05). Both groups showed a significant improvement in ADHD symptoms over the 6 weeks of treatment for parent ADHD Rating Scale (P < 0.001) and Parent Conners Rating Scale (P < 0.001). The most common adverse effects seen with risperidone were daytime drowsiness and anorexia (20%), and with methylphenidate it was anorexia (55%). Conclusions: Results of this study show that risperidone may be effective and well tolerated for ADHD in preschool children, but more researches are needed to clarify the potential benefits and adverse effects in long term use and comorbid conditions.

Relatório de estágio : Centro de Apoio ao Desenvolvimento Infantil, CADIn

O presente relatório descreve a prática profissional desenvolvida no Centro de Apoio ao Desenvolvimento Infantil (CADIn), no âmbito do Ramo de Aprofundamento de Competências Profissionais (RACP), enquadrado no 2º Ano do 2º Ciclo de Reabilitação Psicomotora, correspondente ao ano letivo 2014/2015. O trabalho desenvolvido no CADIn foi realizado, principalmente, junto de crianças e jovens com Dificuldades de Aprendizagem Específicas (DAE). As DAE, de origem neurobiológica e intrínsecas ao indivíduo, caracterizam-se por um conjunto de traços heterogéneos que se manifestam na aquisição e uso das competências auditivas, da fala, da leitura, da escrita, do raciocínio e/ou matemáticas. Podem coexistir com outras perturbações, como é o caso da Perturbação de Hiperatividade e Défice de Atenção (PHDA). A heterogeneidade dos perfis de aprendizagem de crianças com DAE torna o processo de intervenção um desafio permanente. Neste sentido, a intervenção psicomotora surge como uma resposta que permite o desenvolvimento holístico do indivíduo, viabilizando a apropriação dos processos simbólicos. O relatório está organizado em Enquadramento da Prática Profissional, que inclui o Enquadramento Teórico e o Enquadramento Institucional, e Realização da Prática Profissional, onde são abordados dois estudos de caso, de uma forma mais detalhada.

Avaliação ecológica das funções executivas em crianças e adolescentes com perturbação de hiperatividade e défice de atenção

Objetivos: O presente estudo teve como primeiro objetivo estudar Funcionamento Executivo na Perturbação de Hiperatividade e Défice de Atenção (PHDA) e, como segundo, analisar o potencial das vinhetas como instrumento de avaliação ecológica nas Funções Executivas. Métodos: Neste estudo participaram 15 Pais de crianças com PHDA, com idades compreendidas entre o 6 e os 16 anos. As crianças foram avaliadas quantitativamente e qualitativamente pelos Pais. Quantitativamente foram avaliados nos 8 domínios específicos do Funcionamento Executivo: Controlo Inibitório, Flexibilidade, Controlo Emocional, Iniciativa, Memória de Trabalho, Planeamento/Organização, Organização de Materiais e Monitorização e nas subescalas do instrumento de avaliação. Qualitativamente foram avaliados a partir de vinhetas com situações do dia-a-dia. Para a avaliação das Funções Executivas foi utilizado o instrumento de avaliação ICAFE – P - Inventário Comportamental de Avaliação das Funções Executivas – Versão para Pais. Resultados: Os resultados sugerem que as maiores dificuldades no quotidiano se relacionam com vulnerabilidades na Memória de Trabalho. Parecem não existir grandes diferenças nas respostas dos pais em função do género. Já no que refere à faixa etária, os pais apresentam respostas diferentes. Conclusões: Constatou-se que a amostra apresenta, de um modo geral, problemas em todos os domínios presentes nas Funções Executivas. Destacando-se dificuldades acrescidas em situações de memória de trabalho e de planeamento. São necessários mais estudos sobre esta temática e com amostras superiores.

O teatro do oprimido e sua contribuição na formação da criança com transtorno do déficit de atenção com hiperatividade

This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills

The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder

The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.

Serious games applied to attention deficithyperactivity disorder: development of two games for therapeutic purpose

Attention Deficit-Hyperactivity Disorder is a disease that affects 3 to 5 percent of children globally. Many of those live in areas with very few or no medical professionals qualified to help them. To help assuage this problem a system was developed that allows physicians to accompany their patient’s progress and prescribe treatments. These treatments can be drugs or behavioral exercises. The behavioral exercises were designed in the form of games in order to motivate the patients, children, for the treatment. The system allows the patients to play the prescribed games, under the supervision of their tutors. Each game is designed to improve the patient’s handling of their disease through training in a specific mental component. The objective of this approach is to complement the traditional form of treatment by allowing a physician to prescribe therapeutic games and maintaining the patients under supervision between their regular consultations. The main goal of this project is to provide the patients with a better control of their symptoms that with just traditional therapy. Experimental field tests with children and clinical staff, offer promising results. This research is developed in the context of a financed project involving INESC C (Polytechnic Institute of Leiria delegation), the Santo André Hospital of Leiria, and the start-up company PlusrootOne (that owns the project).

Intervenção do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com Perturbação de Hiperatividade e Défice de Atenção

A Perturbação de Hiperatividade e Défice de Atenção possui três características essenciais: Défice de Atenção, Impulsividade e Hiperatividade. Ou seja, é uma problemática neuro-comportamental, manifestada na infância onde as crianças ostentam um modelo comportamental assente no excesso de atividade motora (hiperatividade), de falta de atenção e de impulsividade. Torna-se necessário então que, o professor adopte estratégias de trabalho com estas crianças facilitando assim a sua inclusão. Este estudo tem como principais objetivos: Identificar as opiniões do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA; Descrever as estratégias do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA. A orientação metodológica adotada relaciona-se com uma abordagem qualitativa. Este estudo é constituído por 10 professores a quem foi feita uma entrevista para se recolherem os dados. Foi feito o tratamento dos dados, os quais foram analisados e discutidos. As conclusões indicam que, ao nível da formação inicial, as Escolas de Ensino Superior e as Universidades devem incorporar nos seus cursos de Professores do Primeiro Ciclo uma disciplina que aborde exaustivamente, em cada semestre, as Necessidades Educativas Especiais, abrangendo não só a teoria, como também a prática. Sugere-se ainda que exista formação contínua no âmbito das NEE, a começar pelo professor logo após o término do curso superior, independentemente da sua situação profissional, e em cada área escolar, antes do início do ano letivo, depois das turmas estarem formadas, por forma a cada docente participar naquela onde se abordará a NEE ou as NEEs que existirão na sua sala, sendo focadas estratégias de trabalho com estas crianças visando o sucesso escolar. Constatou-se também que a maioria dos entrevistados leva a cabo práticas de integração e de inclusão, embora se perceba alguma confusão entre integração e inclusão.

Om kategorisering og symbolskmagtudøvelse i det sociale arbejde : Myten om de ressourcestærke forældre til børn medneuro-psykiatriske diagnoser

On categorization and symbolic power in social work: The myth of the resourceful parents to children with neuro-psychiatric diagnoses Social workers often use the term resourceful about a certain group of parents to children with neuro-psychiatric diagnoses, e.g. autism spectrum disorder and ADHD. This paper discusses the consequences of this sort of stereotyping/categorization with particular regard to the collaboration between these parents and the social workers as they meet in the social services system, when the parents apply for help for their children. Drawing upon Pierre Bourdieu, it is suggested that the categorization resourceful is not only overly simplistic and a myth, but is straight out misguiding and complicates the interaction – in fact it represents an act of symbolic power. Based upon a six months long sociological field-work study it is shown, that even though social workers seem to acknowledge the difficult and grueling life-situation of the parents, they are first and foremost perceived as resourceful and knowledgeable but hence also as annoying, insufferable, demanding and basically unjustified, even though they have obvious legal rights. Parents and social workers alike described the collaboration as being conflictual and a struggle and the complex power-relations are discussed in the light of Bourdieu.

À quelles causes les élèves inscrits au cours d’été en histoire et éducation à la citoyenneté de quatrième secondaire attribuent-ils leur échec à l’épreuve unique ministérielle?

Méthodologie: Recherche qualitative de type phénoménologique, ethnographique (Fortin, Côté, & Filion, 2006) ; Interactionnisme symbolique (Poisson, 1992)