591 |
Stable attributions of child behavior and parenting stress in parents of ADHD children.Besly, Katherine Dobbs 08 1900 (has links)
The purpose of this study was to explore the differences in how parents of ADHD children and non-ADHD parents attribute undesirable and prosocial child behavior, and to determine if attributions about undesirable child behavior influence parents' perceived levels of parenting stress. Parent attributions from 69 parent-child dyads, half with a child ADHD diagnosis, were measured coding videotaped interactions. Results indicated that parents of ADHD children do not make significantly more stable attributions about undesirable child behavior than non-ADHD parents. Additionally, compared to non-ADHD parents, parents of ADHD children did not make significantly more unstable attributions about their children's prosocial behaviors. Regarding parenting stress, individuals who generated higher frequencies of stable attributions also appeared to maintain more negative views of their children's behaviors in comparison to other children.
|
592 |
The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without DisabilitiesSuter, Cheryl L. (Cheryl Lynn) 05 1900 (has links)
The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.
|
593 |
The relative efficacy of Advanced Brain Food and a homeopathic complex (Quietude) in the management of Attention Deficit Hyperactivity Disorder (ADHD) in males between the ages of 8 and 13 yearsLottering, John-John Brian January 2006 (has links)
Dissertation submitted in partial compliance with the requirements of the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2006. / The aim of the study was to evaluate the efficacy of a Nutritional Supplement (Advanced Brain Food®) and a homoeopathic complex (Quietude®) in the management of Attention Deficit Hyperactivity Disorder (ADHD). ADHD is primarily a childhood disorder affecting ten to twenty percent of school going children. The three main presenting features of ADHD are inattention, impulsivity, and hyperactivity. This triad often results in numerous adjustment difficulties for the child in the social and academic sectors (NIH Consensus Statement, 1998). / M
|
594 |
Stress and Anxiety in ADHD: Links to sensory over-responsivityReynolds, Stacey E. 01 January 2007 (has links)
Sensory Modulation Dysfunction (SMD) is characterized by an inability to consistently and accurately grade responses to sensory information. SMD, and specifically sensory over-responsivity (SOR), has been correlated with stress and anxiety in some developmentally delayed populations and has been associated with structures and functions of the hypothalamic-pituitary adrenal (HPA) axis. Recent attention has been given to HPA functioning in children with Attention Deficit Hyperactivity Disorder (ADHD), with a majority of studies identifying blunted or diminished cortisol patterns. In contrast, elevated cortisol has been associated with anxiety and anxious behaviors in both animal and human studies. The purpose of this study was to determine if SOR may be a contributing factor in determining stress reactivity patterns in children with ADHD or related to elevated levels of anxiety in this population.Twenty four children between the ages of six and ten with ADHD and 24 children without ADHD were recruited for this study. Parents completed a Revised Children's Manifest Anxiety Scale (RCMAS) with their child. Children in the ADHD group were divided into SOR (ADHDs) and non-SOR (ADHDt) groups using the Sensory Over-Responsivity Inventory (SensOR). All children participated in a Sensory Challenge Protocol. Two pre-challenge and seven post-challenge measures of salivary cortisol were taken. The relationship between SOR and anxiety was examined using an Analysis of Variance (ANOVA) and a Fishers exact test to look for differences among group medians and compare scores to clinical cut-off standard. Cortisol patterns were examined using a mixed-effects ANOVA to determine if stress reactivity was significantly different between groups.No baseline differences in salivary cortisol were found between groups. In response to a sensory challenge, there was a borderline significant difference found between the ADHDt and ADHDs group (p=0.056) and a significant difference between ADHDt and the typical (p=0.014) group; with cortisol levels being significantly lower in the ADHDt group. Scores for total anxiety indicated that the ADHDs group was significantly more anxious than both the ADHDt and control group. These results indicate that SOR may alter the stress response in children with ADHD and contribute to increased anxiety in this population.
|
595 |
Lateraliteit en hemisferiese taalverteenwoordiging by seuns met en sonder aandagtekort-hiperaktiwiteitsversteuring14 November 2008 (has links)
M.A. / The study aims to determine whether statistically significant differences exist between boys with attention deficit hyperactivity disorder (ADHD) and boys without ADHD with regard to hemispheric language lateralization and the laterality of various modalities (handedness, eyedness and footedness). According to the literature, a possible connection exists between abnormal lateralization patterns and various developmental disorders (Corballis, 1983; Geschwind & Behan, 1982; Hiscock, 1988, McFarland, 1981; Turkewitz, 1988). Lateralization in the current study refers to hemispheric language specialisation, hand dominance, foot dominance and eye dominance. In most people these functions are lateralized to the one side of the body by the age of seven (Kalat, 1995; Kolb & Whishaw, 1996). They typically manifest a dominant left hemisphere for language and a right-sided dominance for handedness, footedness and eyedness. The result is a dominant left hemisphere, due to the left side of the brain controlling the right side of the body. Some children however manifest insufficient or poor lateralization of these functions. For purposes of this study, it would imply that the functions of language specialisation, handedness, footedness and eyedness are not all lateralized to one side of the body. A possible connection between this poor or insufficient lateralization and ADHD might exist. According to the DSM IV (1997) the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity/impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Some of these symptoms causing impairment must have been present before age seven, although many individuals are only diagnosed after the symptoms have been present for a number of years. Impairment resulting from the symptoms should be present in at least two settings, for example, at school and at home. Clear evidence must exist of interference with developmentally appropriate social, academic, or occupational functioning. An empirical study was conducted in order to compare the hemispheric language specialisation, handedness, eyedness and footedness of the various subjects. The subjects consisted of 20 ADHD boys (8 -12 years) who met the criteria of the DSM IV and 20 Non-ADHD boys (8-12 years) without any learning problems. Various interference variables were controlled in the selection of the subjects (see section 5.2.3) Kimura's dichotic listening technique was used to measure hemispheric language specialisation and the Harris-test for Lateral Dominance was used to measure handedness, eyedness and footedness. Wilks's lambda, Pearson's chi-quadrant and Student's t-tests were used during statistical analysis of data. Results indicated statistically significant differences between ADHD boys and non-ADHD boys with regard to hemispheric language specialisation, handedness and footedness. Overall, the results indicated that the ADHD boys are not as strongly lateralized as the non-ADHD boys. The non-ADHD boys showed a stronger left hemispheric language specialisation, right hand dominance and right foot dominance. No statistical differences were recorded with regard to eyedness. The current study provides possible theoretical support for the theory that a connection exists between poor or insufficient lateralization patterns and children with ADHD. However, the study only focused on white boys between the ages of 8-12 years. Further studies involving different age groups, cultures and gender are recommended.
|
596 |
Relationen mellan brister i exekutiva funktioner och ADHD hos barn i förskoleåldern : En systematisk litteraturstudie över det senaste decenniets forskning / The relation between executive functions deficits and ADHD in preschool-aged children : a systematic reviewWaldekranz, Linnéa January 2019 (has links)
Syftet med denna systematiska litteraturstudie är att redogöra för relationen mellan brister i exekutiva funktioner och ADHD (Attention Deficit Hyperactivity Disorder) hos barn i förskoleåldern. Resultatet indikerar en stark relation främst mellan inhibering och ADHD, men även att barn med ADHD överlag har större svårigheter med exekutiva funktioner än andra barn. Resultatet indikerar även att tidiga insatser kan vara gynnsamma för att minska ADHD-symptom. Skattningar och test har i några studier visat olika resultat, och därför rekommenderar studierna mixed method för att få en så rik bild som möjligt. Resultatet är analyserat genom relational developmental system theory. Olika länder och olika forskningsfält har inte skilt sig åt utan samtliga har kommit fram till likvärdiga resultat. Jag menar att det är viktigt att denna kunskap lyfts fram då förskolan enligt skollagen (SFS 2012:109) ska utforma verksamheten så att barn som behöver särskilt stöd ska få den hjälp de behöver. För att kunna göra det på bästa sätt tror jag att kunskap kring relationen mellan bristande exekutiva funktioner och ADHD är väsentlig.
|
597 |
Controle das emoções de crianças com transtorno do déficit de atenção e hiperatividade e validação do instrumento Expression and Emotion Scale for Children para o português / Management of emotions of children with attention deficit and hyperactivity disorder and validation of Expression and Emotion Scale for Children instrument for the PortugueseSimon, Margarete Andreozzi Vaz Pereira 02 March 2015 (has links)
INTRODUÇÃO: O Transtorno do Déficit de Atenção e Hiperatividade (TDAH) é um transtorno neurocomportamental caracterizado pela combinação de déficit de atenção, hiperatividade e impulsividade. Acarreta prejuízos à relação familiar, escolar e ao convívio social devido à impulsividade emocional aumentada e ausência de controle das em consequência do desenvolvimento cerebral tardio. OBJETIVO GERAL: Validar e traduzir para a língua portuguesa o instrumento Expression and Emotion Scale of Children - EESC. ESPECÍFICO: Avaliar a expressão emocional (EE) pelos pacientes com TDAH. MÉTODO: Aplicou-se a técnica Probe e testes psicométricos à validação. A avaliação da EE dos pacientes com TDAH, uma amostra de 126 sujeitos foi dividida em grupos quanto à comorbidade, idade e gênero. RESULTADOS: Diante da técnica Probe obteve-se 96,9% de compreensão à versão final traduzida e adaptada para o português. Cronbach alfa = 0,7597, CIC 0,66 e a acurácia 71%. Quando comparado amostra com TDAH e Controle, houve significância na EE favorável a amostra Controle. Não houve significância entre a amostra com TDAH com e sem comorbidade, em tratamento, e a mesma quanto ao gênero, na EE. Em relação à idade, a amostra de pacientes com TDAH obteve significância na mudança na EE favorável ao Controle, isto somente nos grupos de crianças/ adolescentes com mais de 9 anos de idade. CONCLUSÃO: Diante dos dados psicométricos, a Escala de Expressão e Emoção para Crianças demonstrou-se válida para ser aplicada a crianças e adolescentes com TDAH de 6 a 15 anos de idade. A avaliação possibilitou verificar diferencial na Expressão Emocional entre crianças/adolescentes com TDAH e Controle. Notou-se também que as fases do desenvolvimento psicológico influenciam na Expressão Emocional tanto em indivíduos saudáveis quanto naqueles com TDAH. A presença de comorbidades leves e o gênero não influenciam na mudança da Expressão Emocional quando comparados à amostra com TDAH / INTRODUCTION: The Attention Deficit/Hyperactivity Disorder (ADHD) is a neurobehavioral disorder characterized by combination of attention deficit, hyperactivity and impulsivity. It was assumed that there is damage to family, school and relationship social due to emotional impulsivity increased and lack of the management because of the late brain development of the individual. GENERAL OBJECTIVE: Validate and translate for portuguese language the questionnaire Expression and Emotion Scale for Children - EESC. SPECIFIC: To evaluate the emotional expression (EE) by patients with ADHD. METHOD: It was applied the Probe technique and psychometric tests for the validation. The evaluation of the EE in patients with ADHD was to a sample of 126 subjects that were divided in groups of according to comorbidity, age and gender. RESULTS: On the Probe technique was obtained 96.9 % of understanding in the final version translated and adapted to Portuguese. Cronbach alfa = 0.7597, 0.66 CIC and the accuracy 71%. Compared with ADHD sample and Control, there was significance in the EE favorable sample Control. There was no significance in the EE between the sample with ADHD with and without comorbidity in treatment and in terms of gender. Regarding age, the sample of ADHD patients got significance in EE of in favor of Control, this only in groups of children / adolescents over 9 years old. CONCLUSIONS: Relative the psychometric data, the Expression and Emotion Scale for Children proved to valid to be applied for children and adolescents with ADHD of 6 to 15 years old. The assessment enabled us to verify differential in Emotional Expression among children / adolescents with ADHD and Control. It was also noted that the stages of psychological development influence the Emotional Expression in healthy individuals and in those with ADHD. And the presence of light comorbidities and gender did not influence the Emotional Expression when compared to the sample with ADHD
|
598 |
A hiperatividade e o brincar: uma experiência clínica fundamentada na teoria de D. W. Winnicott / Hyperactivity and play: a clinical experience based on the theory of D. W. WinnicottSouza, Priscila Rocha de 16 May 2011 (has links)
Made available in DSpace on 2016-04-28T20:37:36Z (GMT). No. of bitstreams: 1
Priscila Rocha de Souza.pdf: 537136 bytes, checksum: a175f805809c262cb659be214ef0598d (MD5)
Previous issue date: 2011-05-16 / Fundação de Amparo a Pesquisa do Estado de São Paulo / This paper focuses on a hyperactive child‟s relationship with play. It examines, in a psychoanalytic perspective, especially winnicottian, the emotional issues related to hyperactivity and how play in a therapeutic context, may assist the therapy. The research is done through a case study of a clinical work with a child, using psychoanalytic technique, observation and analysis of how this child‟s hyperactivity and concentration difficulties are manifested, at the begining of the treatment, during the process and after termination. The theoretical perspective chosen is Winnicott‟s psychoanalytic theory, first for the understanding of hyperactivity and then to deepen the concepts of excited states‟ and quiet states‟. Regarding the play, this paper discusses especially the concepts of potential space, transitional phenomena, subjective object and creativity. The research contributes to deepening the understanding of attention deficit hyperactivity disorder, bringing new insights in the field of psychoanalysis, through Winnicott‟s contributions. It also develops new possibilities of action, analyzing the benefits of play in sessions with children who have the disorder / Esta dissertação enfoca a relação de uma criança hiperativa com o brincar. Examina, numa perspectiva psicanalítica, principalmente winnicottiana, as questões emocionais relacionadas à hiperatividade e de que forma o brincar, no contexto terapêutico, pode auxiliar a terapia. A investigação é feita por meio de um estudo de caso de um trabalho clínico com uma criança, utilizando a técnica psicanalítica, observação e análise de como se manifesta a hiperatividade e a dificuldade de concentração dessa criança, no início do trabalho, durante o processo e após o término de todos os atendimentos. A perspectiva teórica escolhida é a psicanálise winnicottiana, primeiramente para compreensão da hiperatividade, aprofundando os conceitos de estados excitados e estados tranquilos. Em relação ao brincar, aborda especialmente os conceitos de espaço potencial, fenômenos transicionais, objeto subjetivo e criatividade. A pesquisa contribui para ampliar a compreensão do transtorno de déficit de atenção e hiperatividade, trazendo novas visões no campo da psicanálise, por meio da contribuição de Winnicott. Além disso, desenvolve novas possibilidades de atuação, ao analisar os benefícios do brincar em atendimentos com crianças que possuem o transtorno
|
599 |
Avaliação neuropsicológica das funções executivas e da atenção em crianças com transtorno do déficit de atenção/hiperatividade (TDAH) / Neuropsychological assessment of the executive functions and attention in children with attention deficit hyperactivity disorder (ADHD)Bolfer, Cristiana Pacheco Martini 16 October 2009 (has links)
INTRODUÇÃO: O Transtorno de Déficit de Atenção/Hiperatividade (TDAH) é um problema de saúde mental bastante freqüente em crianças, adolescentes e adultos em todo o mundo. É caracterizado pela presença de três grupos de sintomas: desatenção, hiperatividade e impulsividade. As pesquisas internacionais e nacionais indicam que os indivíduos portadores do TDAH podem também apresentar, além dos déficits atencionais, alterações nas funções executivas. As crianças e adolescentes com TDAH apresentam prejuízos claros no seu funcionamento do aprendizado escolar e no desenvolvimento social e emocional. O diagnóstico do TDAH é clínico, baseado nos critérios do DSM-IV, porém os estudos dos prejuízos atencionais e das funções executivas nos pacientes com TDAH têm permitido uma melhor caracterização dos diferentes subtipos clínicos, além de serem fundamentais na elucidação diagnóstica de algumas co-morbidades e na proposta de intervenção e/ou reabilitação. O objetivo desta pesquisa é a utilização de testes neuropsicológicos para auxílio na avaliação da atenção e das funções executivas em pacientes com TDAH. MÉTODOS: Neste estudo transversal realizado entre Setembro de 2006 a Junho de 2008, foram selecionados 23 pacientes do sexo masculino, entre 9 a 12 anos de idade, com diagnóstico de TDAH sem comorbidades, estabelecido segundo os critérios do DSM-IV, com QI89, que não tivessem sido medicados para o TDAH, que soubessem ler e escrever de acordo com o período de escolaridade cursado e que estivessem em acompanhamento no Ambulatório de TDAH do Serviço de Neurologia Infantil do Instituto Central e do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da USP, foi comparado o desempenho nos testes neuropsicológicos com o grupo controle (n=15) que seguiu os mesmos critérios em relação à idade, ao sexo e QI. A escala SNAP-IV também foi comparada entre os pacientes e grupo controle. RESULTADOS: 1) Ocorreram diferenças significativas (p<0,05) entre o grupo de pacientes e o grupo controle no desempenho da atenção e das funções executivas; 2) Os pacientes apresentaram maiores escores para a desatenção, dificuldades na memória operacional, falhas de planejamento, maior tempo de execução, maior tempo de reação, controle inibitório comprometido, maior número de erros por ação e omissão do que os do grupo controle; 3) Os testes neuropsicológicos que demonstraram maior sensibilidade para avaliação da atenção e das funções executivas, em ordem de importância, foram: a) Tarefa 2 (erros por ação) do TAVIS 3R, b) Tarefa 3 (tempo de reação) do TAVIS 3R, c) Tarefa 2 (tempo de reação) do TAVIS 3R, d) Tarefa 1 (erros por ação) do TAVIS 3R, e) subteste Completar Figuras do teste WISC III Terceira Edição e f)Teste das Trilhas, parte B. CONCLUSÕES: De acordo com os resultados, através da maioria dos testes neuropsicológicos utilizados, foi possível evidenciar alterações das funções executivas e da atenção em crianças com TDAH e que os testes, em ordem decrescente de importância, Tarefa 2 (erros por ação) do TAVIS 3R, Tarefa 3 (tempo de reação) do TAVIS 3R, Tarefa 2 (tempo de reação) do TAVIS 3R, Tarefa 1 (erros por ação) do TAVIS 3R, o subteste Completar Figuras do teste WISC III Terceira Edição e o Teste das Trilhas, parte B, demonstraram maior correlação com o diagnóstico do TDAH. / INTRODUCTION: ADHD is a mental health problem which is highly frequent in children, adolescents and adults all over the world. It is characterized by the presence of three symptom groups: inattention, hyperactivity and impulsivity. Both national and international researches indicate that people with attention deficit hyperactivity disorder (ADHD) may also present, in addition to the attention deficits, alterations in the executive functions. Children and adolescents with ADHD present evident impairments in their school learning and in social and emotional development. The ADHD diagnosis is clinical, based on DSM-IV criteria; however, studies of the impairments of attention and executive functions in patients with ADHD have allowed a better characterization of the different clinical subtypes, besides being fundamental to diagnostically elucidating some comorbities and proposing intervention and / or rehabilitation. The aim of this research is to use the neuropsychological tests to aid the assessment of ADHD patients attention and executive functions. METHODS: In this transverse study, performed from September 2006 to June 2008, 23 male patients, aged 9 to 12 years, with diagnosed ADHD without comorbities according to DSM-IV criteria, IQ89, who had never been medicated for ADHD, who could read and write according to their level schooling and were being monitored in the outpatient clinic for ADHD at the Child Neurology Service of the Central Institute and the Childrens Institute, Hospital das Clínicas, FMUSP, were selected and their neuropsychological test results were compared to the control group (n=15) which followed the same criteria as for gender, age and IQ. The SNAP-IV Rating Scale was also compared between patients and control group. RESULTS: 1) There were significant differences (p<0,05) between patients and control group as for the performance of attention and executive functions; 2) the patients presented higher scores for inattention, difficulties with the working memory, inadequate planning, longer execution time, longer reaction time, poorer inhibitory performance, higher errors per action and omission than the control group; 3)The neuropsychological tests that demonstrated higher sensitivity to asses attention and executives functions in order of importance were: a) TAVIS 3R (task 2- errors by action), b) TAVIS 3R (task 3- reaction time), c) TAVIS 3R (task 2- reaction time), d) TAVIS 3R (task 1- errors by action), e) Subtest Pictures Completion of WISC III- Third Edition and f) Trial Making Test, part B. CONCLUSIONS: According to the results, through most neuropsychological tests performed, it was possible to show changes in the executive and attentive functions in ADHD children. Also, it was possible to verify that the tests, in decreasing order of importance: TAVIS 3R (task 2- errors by action), TAVIS 3R (task 3- reaction time), TAVIS 3R (task 2- reaction time), TAVIS 3R (task 1- errors by action), Subtest Pictures Completion of WISC III- Third Edition and Trial Making Test, part B, showed a greater correlation with the ADHD diagnosis.
|
600 |
Existe associação entre o funcionamento familiar e o transtorno de déficit de atenção/hiperatividade: tipo predominantemente desatento? : um estudo de caso-controlePheula, Gabriel Ferreira January 2010 (has links)
Objetivo: Este estudo investigou se fatores ambientais familiares estão associados com o transtorno de déficit de atenção/hiperatividade, tipo predominantemente desatento (TDAH-D). Método: Estudo de caso-controle. A amostra foi composta de 100 crianças e adolescentes com TDAH-D e 100 controles sem o diagnóstico de transtorno de déficit de atenção/hiperatividade (TDAH). A amostra foi composta de pacientes da comunidade, e todos foram avaliados de maneira sistemática, incluindo o diagnóstico feito por entrevista semi-estruturada, e revisão por psiquiatra de infância e adolescência. Os fatores familiares avaliados foram: índice de adversidade psicossocial de Rutter (discórdia marital, baixa classe social, tamanho familiar grande, criminalidade paterna, transtorno psiquiátrico materno), Family Environment Scale – FES (escores de coesão, expressividade e conflito) e Family Relationship Index – FRI (baseado nos escores acima). Resultados: Após o ajuste dos fatores confundidores (fobia social e presença de TDAH materno), a razão de chances (RC) para TDAH-D aumentou com o aumento progressivo da presença dos indicadores de adversidades de Rutter. A RC para TDAH-D foi 3,9 vezes maior em pacientes tendo 1 indicador de Rutter, quando comparado a pacientes que não tinham nenhum indicador (p=0,035; intervalo de confiança [IC] = 1.1-14). A chance de ter TDAH-D foi 7,9 vezes (p=0,002; IC=2.1- 28.9) e 8,9 vezes (p=0,006; IC=1,9-43) maior em crianças e adolescentes que tinham 2 e 3 indicadores, respectivamente. Famílias de crianças com menores escores de coesão apresentaram maior RC para TDAH-D (RC 1,24; 95% IC 1,05- 1,45). Valores menores do FRI, um índice geral do relacionamento familiar, também estiveram relacionados com uma chance maior de TDAH-D (RC 1,11; 95% IC 1,03- 1,21). Conclusões: Nós concluímos que adversidade familiar (em geral), e baixa coesão familiar, além de um baixo índice de relacionamento familiar (em particular), são associados com um aumento do risco para TDAH-D. / Objective: This study investigated whether family-environment risk factors are associated with attention-deficit/hyperactivity disorder, inattentive type (ADHD-I). Method: In a case-control study, we assessed a nonreferred sample of 100 children and adolescents with ADHD-I and 100 non-ADHD controls (6-18 years old). They were systematically evaluated through structured diagnostic interviews. The following family adversity measures were used: Rutter’s family adversity index (marital discord, low social class, large family size, paternal criminality, maternal mental disorder), Family Environment Scale - FES (subscores of cohesion, expressiveness and conflict) and Family Relationship Index - FRI (based on the subscores above). Results: After adjusting for confounding factors (social phobia and maternal history of ADHD), the odds ratio (OD) for ADHD-I increased as the number of Rutter’s indicators increased. More specifically, the odds of having ADHD-I were 3.9 times greater in patients having one indicator compared with patients having none of Rutter’s indicators (p = .035; confidence interval [CI] = 1.1 – 14). The odds of having ADHD-I were 7.9 (p = .002; CI = 2.1 – 28.9) and 8.9 (p = .006; CI = 1.9 – 43) times greater in children and adolescents with 2 and 3 indicators, respectively. Families of children with lower FES cohesion subscores presented higher OR for ADHD-I (OR 1.24; 95% confidence interval 1.05-1.45). Lower levels of FRI, a general index of family relationship, also were related to higher risk of ADHD-I (OR 1.11; 95% confidence interval 1.03-1.21). Conclusions: We conclude that family adversity (in general), and low family cohesion and low family relationship index (in particular), are associated with an increase in the risk for ADHD-I.
|
Page generated in 0.1861 seconds