Attention Deficit/Hyperactivity Disorder (“ADHD”) is a complex multi-factorial disorder that was first described in the late 1800s as a defect in moral control. By the early 1900s, ADHD shifted away from being a behavioral-based to a neurobiological-based disorder. During this period, individuals with ADHD were classified as having minimal brain damage. Early studies focused on the clinical presentation of ADHD. As advances in neuroimaging and molecular marker techniques started to develop, researchers were able to focus more on the neurobiological aspects of ADHD. This shift was instrumental to both the diagnosis and treatment of ADHD. This paper surveys the existing literature on ADHD in an attempt to elucidate its etiology. While several areas of research seem promising, so far, no single major contributor to ADHD has been identified. This paper first looks at the history behind ADHD. The historical background was instrumental in directing the course of ADHD research. Next, the Diagnostic and Statistical Manual of Mental Disorders (“DSM”) is examined with a focus on the changes made to DSM-IV and reflected in DSM-V. While DSM is a valuable diagnostic tool, its purpose in elucidating the etiology behind ADHD is questionable. Despite that, discussion of the DSM is necessary as it is impossible to study a disorder without delineating the normal from the abnormal. What follows this discussion is a brief overview of comorbidities that are often associated, and possibly share, a common etiology with ADHD. The paper then examines the theories promulgated by researchers as to the neurobiological basis of ADHD. This examination is followed by a discussion of recent findings into the pathology behind ADHD, which mainly centers around differences in brain structure and connectivity. Further analysis of these studies reveals that sex plays an instrumental role in the type of brain abnormalities found in ADHD children. In addition, delays in brain development are analyzed, and age is discussed as a factor in the presentation of ADHD. This paper goes on to examine genetics as a contributor to the etiology of ADHD. This examination proves fruitful as several genes of interest seem to indicate a hereditary component of ADHD. Finally, treatment options such as psychosocial therapy and medications that help ADHD patients maintain a quality of life, are discussed. By studying the mechanism of action underlying these medications, additional clues as to the etiology of ADHD may be discovered. There is still a long way to go before a complete picture of ADHD emerges. Already, studies are showing that race and environmental factors play a role in how ADHD presents. These two areas have rarely been studied and doing so will only serve to enhance the current understanding of ADHD. Despite an incomplete picture, the scientific community has come a long way from the 1800s where ADHD was thought to result from a defect in moral control. With early diagnosis and proper treatment, the ADHD individuals of today can live a life as close to that of their neurotypical peers as possible.

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic issue among youth. Establishing links between psychological disorders, such as ADHD, and personality constructs provides valuable information relative to understanding vulnerabilities, development, prognosis, and treatment outcomes. With an increasing awareness of the maladaptive nature of perfectionism, it is important to expand the evaluation of personality and ADHD to include perfectionism. The current study examined the potential relations between perfectionism and ADHD symptoms in a sample of 574 youth from the McMaster Teen Study from Grade 7 to Grade 12. Using path analysis, results indicated that ADHD symptoms predicted decreases in self-oriented perfectionism at every time point with one exception (Grade 11 to 12). Findings for the relation between socially prescribed perfectionism and ADHD symptoms were mixed; although socially prescribed perfectionism predicted ADHD symptoms at one time point, ADHD symptoms predicted decreases in socially prescribed perfectionism the following year. Clinical implications, limitations, and future directions are discussed.

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Mitt syfte har varit att ta del av föräldrars erfarenheter av den barnpsykiatriska behandlingen för deras barn med ADHD-diagnos. Jag ville också få en bild av hur samspelet fungerar mellan barn och föräldrar. Metoden jag använt har varit kvalitativa intervjuer med föräldrar till fyra barn. En utgångspunkt i mina frågeställningar har varit om vi inom barnpsykiatrin i bemötandet av dessa familjer har haft en helhetssyn och ett relationsperspektiv som sedan också präglat behandlingen. Sammanfattningsvis framkommer att föräldrarna fått behandling som dom är nöjda med men alla familjerna frågar samtidigt efter en helhetssyn i bemötandet och komplementära behandlingsalternativ. Djupintervjuerna belyser en stark efterfrågan på psykologisk behandling på både individual/familj och föräldranivå. Tre av fyra föräldrapar uttrycker behov av att utvecklingspsykologiskt kunna förstå sitt barn, vad är symtom och vad är normalt. Samspelet mellan barn och föräldrar är ett område som berör känslomässigt. Ett område som föräldrarna beskriver har inneburit osäkerhet i föräldraskapet och vanmakt inför att kunna få en fungerande relation till barnet.

Syfte och frågeställningar Det övergripande syftet med denna uppsats var att undersöka hur lärare i ämnet idrott och hälsa arbetar med elever med diagnosen ADHD samt vilken kunskap de har om diagnosen. Mina frågeställningar var: 1. Har idrottslärare kunskap om ADHD? 2. Hur anpassar idrottslärare sin undervisning i ämnet idrott och hälsa för att elever med ADHD också ska kunna delta? 3. Hur arbetar idrottslärare utifrån inkluderad eller exkluderad undervisning för elever med ADHD? Metod Metoden som användes i studien var kvalitativa intervjuer. Det var fyra idrottslärare som deltog och samtliga arbetade på samma skola. Skolan var min VFU-skola under utbildningen och den är belägen i en förort söder om Stockholm. Resultat Samtliga lärare hade kunskap om symptomen för ADHD. Barn med ADHD ska vara inkluderade i undervisningen men en lärare påpekade att det kanske inte ser ut så i verkligheten. Det är viktigt att undervisningen har tydlig struktur och noggrann genomgång. Samtliga lärare använde något slags vektyg som till exempel whiteboard. Något som också visades var att det är viktigt att vara konsekvent och ha tydliga regler. Samtliga lärare sa också att de inte bara anpassar sig efter barn med diagnoser utan försöker tillgodose hela klassens behov. Slutsats Lärarna var eniga om hur man ska förhålla sig till inkludering och exkludering. Däremot var vissa uttalanden från lärarna svåra att tolka då de var motsägelsefulla. Detta kan bero på att lärarna själva inte vet hur de ska tolka begreppen. En slutsats var också att flickor inte uppmärksammas på samma sätt som pojkar då pojkar är mer utagerande än flickor. Lärarna kunde därför ha svårt att "se" flickorna och tillgodose deras behov. / <p>Studiegång Idrott, fritidskultur och hälsa. Ht 2011</p>

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood psychiatric disorders characterised by impairments in attention, hyperactivity and impulsivity. Pharmacological and behavioural treatments have been shown to be effective in treating ADHD. However, with 30% of the population that do not respond or respond poorly to pharmacological treatments, and the growing concerns over the long-term impact stimulants may have on the developing brain, investigation into alternative treatments for ADHD is necessary. More recently research has investigated the effectiveness of EMPowerplus (EMP+), a formula containing a wide range of vitamins and minerals in treating ADHD in adults. The current research examined the effect of EMP+ in treating ADHD in children, following a single-case ABABA design, with a six-month follow-up. Fourteen children between 8 and 12 years of age diagnosed with DSM-IV ADHD took part in the study. Following the baseline assessment, participants took part in an open-label trial of EMP+ for eight weeks, after which EMP+ was withdrawn for four weeks, and then had a final eight weeks on EMP+ and a final four weeks off the micronutrients. A follow-up was conducted approximately six-months after the end of the study. Modified Brinley plots revealed decreased ADHD behaviours, improved mood and improvements in overall functioning during the intervention phases and a reversal in symptoms, decrease in mood and overall functioning during the withdrawal phases. Cohen’s d effect sizes, 95% confidence intervals and t-tests confirmed statistically significant change between the intervention and withdrawal phases. The current study provides further evidence for the potential of micronutrient interventions as a treatment option for children with ADHD. Further research utilising double-blind placebo-controlled studies is warranted.

<p>Diss. (sammanfattning) Umeå : Univ., 2002, Härtill 4 uppsatser.</p> / digitalisering@umu

The present study examined problem gambling, and neuropsychological/psychosocial functioning in 30 adults with ADHD compared to 28 controls. As predicted, the ADHD group had higher rates of some problems with gambling (46.2%) and probable pathological gambling (11.5%) plus was more likely to report feeling guilty about the way they have gambled (23.1%), and that they have ever felt they had a problem with gambling (15.4%). The ADHD group was also more motivated to gamble to relieve tension/help relax, and endorsed cognitions of being unable to stop gambling; they had gambled in the casino more in a lifetime and less on the lotteries compared to the control group. Within the ADHD group those with some problems with gambling had gambled on more activities, were less impaired on the Wisconsin Card sorting test (WCST), had less social support and lower levels of observer reports of hyperactive/impulsive symptoms, as compared to those with no problems with gambling. The ADHD group (N = 30) had slower and more variable reaction times, higher confidence index on the Continuous Performance Test (CPT), and slower reaction times to sad faces on the Emotional Go-No/Go compared to the control group (N = 28). Increases in observer reports of hyperactive/impulsive symptoms were related to poorer decision-making and significantly faster reaction times to sad faces. The full ADHD group also had greater levels of recent stress, anxiety and depression. These findings suggest ADHD is heterogeneous, and therefore so is risk for problem gambling; however, increases in hyperactive/impulsive symptoms, in combination with low social support, may be the recipe for developing problems with gambling in individuals with ADHD.

Background: ADHD is characterised by three core symptoms: hyperactivity, impulsivity and inattention. For those affected, ADHD can have a wide range of negative impacts. It has the potential to reduce academic performance, interfere with interpersonal relationships and is a purported risk factor for numerous mental and behavioural disorders, and accidental injury. However, questions remain regarding the epidemiology of ADHD in the UK. Aims: Phase 1: To describe the incidence and distribution of ADHD within the UK (2004-2013), and to examine if there was any association between ADHD incidence and socioeconomic deprivation. Phase 2: To assess what proportion of ADHD patients received a primary care prescription for a licensed ADHD medication, and to determine the average time between diagnosis and the start of treatment in primary care. Phase 3: To establish if selected comorbidities, and prescriptions for psychotropic drugs, are significantly more likely in patients with ADHD than matched comparators. Phase 4: To establish if accidental fractures are significantly more likely in patients with ADHD than matched comparators. Methods: The study used electronic healthcare records data. The study population comprised patients diagnosed with ADHD before the age of 19, between 1/1/2004 and 31/12/13. Patients with a diagnosis of ADHD, comorbidities of interest or who had received prescriptions for licensed ADHD medications/psychotropic drugs were identified by the presence of relevant codes in their medical records. Results: Phase 1: Between 2004 and 2013, the incidence of ADHD amongst under 19s in the UK was 11.67 (95% CI 11.45 – 11.90) cases per 10,000 person-years at risk. Most of those diagnosed with ADHD were male (n=8407; 82%). There appeared to be an association between increasing socioeconomic deprivation and ADHD incidence. Annual incidence rates remained relatively stable between 2004 and 2013, but were highest in the last two years studied. Phase 2: 57% of patients with a diagnosis of ADHD received a primary care prescription for a licensed ADHD medication during follow-up. In treated patients, the median interval between diagnosis and a first prescription for an ADHD medication was 84 days (IQR 21–258 days); methylphenidate was used first-line in 92% of treated patients. Phase 3: ADHD was associated with a significantly increased risk of comorbidity [RR 3.59 (95% CI 3.40 – 3.79)]. ADHD patients had significantly higher exposure to second generation antipsychotics [RR 29.48 (95% CI 23.25 – 37.40)], antidepressants and anxiolytics/hypnotics [RR 12.56 (95% CI 11.44 – 13.79)]. Phase 4: ADHD patients had a significantly higher risk of fracture relative to comparators [HR 1.17 (1.06 – 1.30)].Conclusion: ADHD incidence appears stable, but demographic factors can significantly influence an individual’s risk of being diagnosed with the disorder. Pharmaceutical treatment is far from universal in primary care, suggesting that GPs remain cautious about prescribing drugs for ADHD. Comorbid diagnoses are more likely among children with ADHD, and the increased use of psychotropics in this population suggests that these comorbidities are clinically-significant. ADHD patients’ higher risk of fracture lends support to the theory that impaired impulse control increases these patients’ risk of accidental injury.

Educators’ knowledge of and attitudes towards Attention Deficit/Hyperactivity Disorder (ADHD) vary. Still, teachers serve a crucial role in the diagnostic and referral processes regarding ADHD in children. Educational videos on ADHD aim to develop or alter viewers’ knowledge and attitudes. This study investigated the impact of two different videos on preservice teacher knowledge, opinions, and referral tendencies for ADHD children. One video was consistent with a medical model, multi-disciplinary approach to understanding ADHD while the other video provided a critical and ultimately negative review of the diagnostic category and its application. Results indicated that preservice teacher knowledge, opinions and referral attitudes were impacted by the type of video they viewed. Specifically, preservice teachers viewing the video with a decidedly negative stance on ADHD had reduced willingness to endorse referral options for a child. Notably, their opinions about the usefulness of stimulant medication for the disorder became more negative.