No description available.

While ADHD is primarily characterized by deficits in attention or inhibition, several other impairments have been found to be associated with ADHD. Risks including cognitive impairments and deficits in academic achievement have been well documented in comparison to controls. However, only a few studies have characterized ADHD using the most current DSM-IV-TR diagnostic criteria and examined subtype differences accordingly. This study examined elementary students diagnosed with ADHD-Combined Type (ADHD-C), ADHD-Predominantly Inattentive Type (ADHD-IN), other clinicallyreferred children without ADHD (NON-ADHD REF), and non-referred control children (CONTROL). These groups of children were compared based on intellectual functioning as measured by performance on the WISC-IV, academic achievement as measured by performance on WIAT-II composites, and related academic enablers as measured by the ACES Academic Enablers scales. Results replicated findings in other studies indicating that children with ADHD generally display lower levels of overall cognitive functioning and academic achievement in comparison to normally-developing peers. The study further indicated that children with ADHD may exhibit weaker cognitive functioning specific to verbal and working memory skills, lower academic achievement in the areas of mathematics and written language, and weaker study skills as compared to other children with presenting behavioral or learning problems. Additionally, children with the ADHD-C subtype were found to exhibit lower reading abilities and lower levels of interpersonal skills and motivation in comparison to this group. Subtype differences between the ADHD groups were not found, except on a measure of interpersonal skills where the ADHD-C group scored significantly lower than the ADHD-IN group. In addition to accommodations and behavior modification programs implemented to promote on-task behaviors in the classroom, implications for school-based practice to address academic skill deficits for students with ADHD are discussed along with recommendations for future research.

ADHD är en neuropsykiatrisk diagnos och ett omtalat fenomen både i den medicinska och sociala världen. Studier visar att tre till sex procent av alla barn i Sverige är diagnostiserad med ADHD och att det är cirka tre gånger vanligare med ADHD hos pojkar än hos flickor. Symtomen på ADHD är uppmärksamhetsstörning, impulsivitet och/eller hyperaktivitet. I denna studie är syftet att undersöka hur ungdomar med diagnosen ADHD upplever sin situation i det vardagliga livet och vilken betydelse diagnosen har för hur de ser på sig själva. Studien baseras på tre kvalitativa intervjuer. Informanterna beskriver en situation med framförallt koncentrationssvårigheter i skolan men också svårigheter med relationer i familj och med vänner. Alla tre ungdomar är positiva till att de fått diagnosen på grund av att den genererat medicinska- och pedagogiska hjälpinsatser. De beskriver en lättnad över att få svar på varför det inte har fungerat för dem i vardagen. Diagnosen har även stor betydelse för identitetsskapandet då de beskriver ADHD-symptom som deras personliga egenskaper. De menar också att ADHD idag blivit så normaliserat och att det därför inte är något att skämmas över. Alla informanter har blivit erbjuden sociala insatser men endast en av ungdomarna har uppskattat det stödet.

Diss. Uppsala : Univ., 2002. / Härtill 4 uppsatser.

ADHD är en vanligt förekommande medicinsk diagnos som klassas som ett neuropsykiatriskt funktionshinder. Symptomen problematiseras vanligen under skolåren när en individs koncentrationssvårigheter leder till skolproblem. Detta får vidare konsekvenser i vuxenlivet. Syftet med studien var dels att undersöka, tolka och försöka förstå hur sysslolösa unga vuxna diagnostiserade med ADHD upplever och förhåller sig till sin diagnos. Syftet var också att utröna hur bemötandet och stödet från professionella sett ut samt vilka förväntningar individerna hade på att leva ett självförsörjande liv. Semistrukturerade intervjuer genomfördes med fyra individer diagnostiserade med ADHD/ADD. Intervjumaterialet bearbetades och analyserades genom kvalitativ konventionell innehållsanalys. Resultatet visade att individerna såg ADHD som en del av sin personlighet. De uttryckte både för- och nackdelar med diagnosen och att det var situationsbundet. Samtliga individer hade erhållit särskilt stöd i skolan men hoppat av när det inte fungerat. Uppsatsens viktigaste slutsatser är att skolans bemötande och insatser varit centrala för individernas ADHD-diagnostisering och för deras framtidsmöjligheter. En balansakt mellan normalitet och avvikelse gör sig giltig och det är tydligt att ADHD blir ett problem först när samhället definierar det som ett.

No description available.

Syftet med detta arbete är att undersöka samband mellan vuxnas anknytningsstilar och adhd. Vilken anknytningsstil är den mest framträdande i gruppen adhd? 24 personer, som har fått diagnos adhd, har fyllt i enkät RQ-SWE. Svaren har jämförts med normalfördelningen av olika anknytningsmönster. Resultatet visar att förekomst av otrygg anknytning är betydligt högre bland vuxna personer som har fått diagnos adhd. När det gäller fördelning av tre otrygga anknytningsstilar visar det sammantagna resultatet att grupperna inte skiljer sig när det gäller Otrygg/Undvikande/Avvisande anknytningsmönster. Förekomst av Otrygg/ Ambivalent anknytning och Otrygg/Undvikande/Rädd anknytning är högre bland personer som har fått diagnos adhd. Studieresultat visar att det finns ett samband mellan vuxnas anknytningsmönster och diagnosen adhd. Mer omfattande studier krävs för att undersöka frågan om orsakssamband mellan biologisk sårbarhet och tidig miljöpåverkan.

To continue to meet the benchmarks for success across all subgroup populations as defined by the No Child Left Behind Act (NCLB), educators need to look continuously upon the latest research regarding best educational practice. Attention deficit hyperactivity disorder (ADHD) affects 3% - 7% of the school-age population. NCLB mandates that educators demonstrate student success across all subgroups. This includes children identified with ADHD who may be receiving services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the 1973 Rehabilitation Act. Given these charges, this meta-analysis examined 18 studies to determine how three intervening variables such as behavior intervention, medication, and a combination of behavior intervention and medication, effected the functioning of students diagnosed with ADHD under the DSM III or DSM IV definition. Effect sizes were calculated for each qualified, independent sample. Effect sizes were calculated for combinations of the 9 outcome variables with each of the 3 interventions of behavior intervention, medication, or a combination of behavior intervention and medication. The outcome variables were: (a) academics, (b) aggression, (c) attention, (d) externalizing behaviors, (e) hyperactivity/impulsivity, (f) inattention, (g) internalizing behaviors, (h) social skills, and (i) social problems. Twenty-four effect sizes were calculated where data were available and homogeneity tests indicated. Although sample homogeneity presented technical issues for some outcome and intervening variable combinations, effect size calculations were appropriate. Behavior interventions had a range of effects on social skills (ES = .81), academics (ES = .22), and aggression (ES = .37) outcomes. The combination of behavior interventions and medication had a range of effects on inattention (ES = 1.67) and social skills (ES = .90) outcomes. The findings in this meta-analysis are intended to be used as a guide for educational discussions that link research to policy at the local educational agency level or that link research to individualized education programs at the student level. / Ed. D.

No description available.

ADHD is one of the most common childhood psychiatric disorders affecting 3- 5% of all children. Between 50 and 80% of those diagnosed with ADHD in childhood will show symptoms that persist into adolescence and adulthood. ADHD is characterized by developmentally excessive activity, impulsivity, inattention, and disorganized, off-task behaviors. A high propensity for risk taking is seen in ADHD and is related to negative outcomes such as job failure, accidents and injuries, and substance use. In an attempt to better understand the behavioral and cognitive deficits associated with ADHD, several neuropsychological models have been proposed. We suggest that those models may be used to learn about risk taking propensity in ADHD. Individuals with ADHD smoke cigarettes at twice the rate of individuals who do not have this diagnosis, and they have greater difficulty quitting. And smokers score higher on a behavioral task of risk taking propensity than non-smokers. The strong association between ADHD and cigarette smoking and the known effects of nicotine on cognition has lead to interest in the role of cholinergic function in ADHD cognitive deficits. Previous work demonstrates that acute nicotine improves behavioral inhibition, working memory, and recognition memory in ADHD. This study examined the acute effects of nicotine on risk taking in non-smoking young adults with ADHD-Combined Type and healthy controls. This single-dose, acute, double blind study assessed the effects of transdermal nicotine and placebo on 26 non-smoking young adults (15 healthy controls and 11 ADHD-C). Participants received acute nicotine (7 mg patch for 45 minutes) and placebo on separate days. The Balloon Analogue Risk Task (BART) was used to assess risk taking propensity. Behavioral ratings were completed daily by each subject and by the blinded investigator. Vital sign data were collected at 30 minute intervals throughout each study day. There were no group differences or interaction of drug and group between the ADHD and control group on risk taking propensity. However, using a median split to identify subjects as either high or low in baseline risk taking there was a significant (p<.05) Drug by Group interaction with nicotine reducing risk taking in high risk taking subjects and increasing risk taking in the low risk taking subjects. These findings are consistent with a large body of research demonstrating ratedependent effects of nicotine on behavior, cognition and mood. Nicotine appears to modulate risk-taking in both high and low risk-taking subjects consistent with cholinergic modulation of behavioral decision making.