Questions related to ADHD
At the moment I'm writing my bachelorthesis, so my knowledge of statistics is quite limited.
In my first hypothesis I am looking for a relationship between an independent variable ADHD (yes/no) and a continuous dependent variable 'inhibitory control' with repeated measures (2 conditions of a task) by using a mixed ANOVA (so between and within subject).
In my second hypothesis I stated that this relationship is moderated by a dichotomous variable 'alcohol use' (high/low).
I'm having a hard time trying to figure out how to add a moderator to this mixed ANOVA analysis.
Help is greatly appreciated!
I'm going to work on my PhD dissertation. I'm going to work on ADHD and OCPD and their impact on learning English. I would prefer to work on adults learners particularly Iranian EFL Learners. my professor asked me to relate this topic to class management (to make it more practical). I would appreciate if you could give me any comments /advice.
I am currently looking for official recommendations regarding test psychology screening of adults with suspected ADHD. Specifically, I am concerned with how long adults should be abstinent from cannabis (and other psychotropic substances) before testing can take place.
I am an undergraduate Psychology major looking for individuals within the age range of 18-25 who are diagnosed with ADHD.
I would greatly appreciate responses to this survey from anyone who meets these criteria. I'm also looking for ADHD organizations where this form can be circulated, so please reach out if you know of any. Here is the survey link:
It is too bad you abandoned this research.
We have discovered a 95% correlation of color vision disparity to symptoms of dyslexia, migraines, and/or epilepsy.
Please let me know if you know of someone else interested in pursuing this research.
Hello, I'm an undergraduate student completing my dissertation (using SPSS) so please bear with my very limited understanding of binary logistic regression.
My outcome variable = referral outcome for ADHD assessment (dichotomous: accepted or rejected)
Significant predictor variable = gender
However ExpB which I understand to be the log odds ratio, is 20.520 with confidence intervals LI= 4.139 UI= 101.731
I've been told by my supervisor that 20.520 is implausibly high - e.g., it wouldn't be right for me to report that males are at 20.520 higher odds of being accepted for ADHD assessment (which is what I've interpreted these results to mean).
I've done lots of research to try to figure out what went wrong
- there is no multicollinearity (VIF are all between 1 and 2)
- there are 106 cases so I don't think the sample size is too small?
- the other predictor variables are all on the same scale (only one other variable is sig)
- there are a 3 outliers but the data has been input correctly and I believe it's not ultimately helpful to just remove them without good reason? Also, when I tried removing them, the ExpB just got larger...
- gender is set as a nominal variable in SPSS
Have attached table for reference.
Any help would be hugely appreciated about how to interpret this number, whether it could in fact be plausible? Or if not, what I could do as a next step?
more information on adults with ADHD who are in school and taking Adderall, but want a natural alternative.
I'm looking for protocols that mimic clinically relevant the exposure to oral methylphenidate in mice. More specifically, I'm looking for the protocols that achieve the exposure we see in humans following continuous oral dosing with extended release methylphenidate formulations. I am aware of the acute studies that attempted to establish such a protocol (e.g. Bhide's group: 10.1016/j.neuropharm.2009.07.025) or the attempts in rats (e.g. Thanos group: 10.1016/j.pbb.2015.01.005), but I can't find what would be a relevant chronic oral dosing regimen with methylphenidate in mice. Do you have any ideas who might be using such a protocol? What would be important to take into account when trying to establish it if it still does not exist (e.g. the metabolic rate seems to be quite different between humans and rodents? Also can we expect the same brain exposure given stable plasma concentrations?).
I'm interested in analytical protocols for measuring exposure to methylphenidate in mice, especially HPLC-based methods. What are the possibilities regarding detectors and sample preparation procedures? Also, considering limited volume of blood can be obtained from mice (and sampling in more time-points probably affects the obtained results) - what would be the best option in the context of the minimal volume of sample needed for the analysis? What about enantiomers (e.g. 10.1002/bmc.3312). I'd like to find/establish a protocol for clinically relevant chronic oral dosing of methylphenidate in mice that reflects what we see in humans (https://www.researchgate.net/post/Protocols_for_clinically_relevant_chronic_oral_dosing_of_methylphenidate_in_mice)
Any info is greatly appreciated.
I am currently assisting a neuropsychology fellow with articles. She wants to know more about adults who did not receive an ADHD diagnosis in childhood. They do not qualify for an ADHD diagnosis. They have inattentiveness symptoms, but they do not have hyperactivity symptoms. They have high processing speed scores and low working memory scores. Further, they have high levels of intelligence. We do want to look at assessments. Again, they have high processing speed. Any suggestion for search terms. So far, I have used \
1. fast processing speed, assessments and ADHD
2. fast processing speed has been implicated in ADHD-C
3- Implications of Fast Processing Speed
I would love to collaborate! Let's share the energy!
My primary interest is the broad scope of the working lives of people with ADHD or other neurodiverse conditions. I would like to look at positive approaches to employment situations and relationships.
Many people with ADHD and low-moderate impact Autism are very successful in the workplace. Additionally, late diagnosis of these conditions is growing so people who have been working for decades are getting diagnosed. Looking at their success can define effective inclusive processes for managers going forward.
Other topic areas I would be happy to work with include:
- Management Theory testing
- Human Resource issues relating to DEI
- Case Studies
- Teaching online, hybrid, and experiential
My direct email is firstname.lastname@example.org
Objective: Attention deficit hyperactivity disorder (ADHD) in preschoolers usually decreases
their academic performance and disrupts parent-child interactions. The present study aimed at
evaluating the effect of localized play therapy on preschoolers with ADHD.
Methods: The research method was quasi-experimental with a pretest-posttest design and
control group. Using a multi-stage random sampling method, and considering the inclusion
criteria, a total of 24 mothers of preschoolers with ADHD were selected and randomly divided
into experimental and control groups. The experimental group participated in 10 sessions of
localized play therapy (LPT) while the control group received no training. The instruments for
data collection were Vanderbilt ADHD diagnosis parents rating scale (VADPRS) and clinical
interviews. Data analysis was conducted using ANCOVA (analysis of covariance).
Results: The results showed that there was a statistically significant difference between the
performance of the experimental and control groups at posttest, and upon the follow-up
Conclusion: LPT has positive effects on clinical symptoms of ADHD in preschool children.
Hence, this method can be used to improve the mental health of children with ADHD and their
I am struggling to find any studies that demonstrate that any ADHD medication (e.g., Ritalin, Adderall, etc.) improve on-task behavior in any population (preferably children if possible). Most of the literature on medication efficacy uses attention tests such as the CPPT or the CATA as dependent variables, however I am looking for studies that use more observable behavioral measures. Anything would be helpful!
Following random assignment, I analysed the differences of categorical variables (gender, education, comorbidity, ADHD subtypes etc) between exp. and cont. groups and the results showed indifference in all demographics. But i failed to analyse indifference of the scale measures at pretest level. After first stage of the intervention, i run t tests and perceived that there was a intergroup difference for the key variable (just one of eight variables). Although I've already started the intervention, can I do something to rule out the baseline difference and to set the internal validity? I thought about to run a suitable covariant analyses but I'm not sure if it works. Do you have any advise for me?
Just curious about knowing if some fellow researchers have had lived the same experience I do during research work.
At quite frequent period I am completely cognitively exhausted. At the point of not being able to work at all and being unable to even think about what is my research concepts.
It's quite terrifying since I cannot switch back to non exhausted mode. Trying to read any paper will take several hour and left me confused about if anything I read made sense.
Then I eventually go back to normal cognitive mode and can make up my mind.
Symptom Description: 1, boys 1.5 to 3.0 years old, in the Meiji early childhood pre-school training, exercise language, sports, communication and other skills courses. At the same time, there are 6 to 10 children of the same age; symptoms: more than 20 courses over a period of six months, he is the only one who has never been able to quiet down to participate in interactive learning; 2, do not look at people; avoid eyes; 3, do not respond to calls; 4, running around, looking for interested environment and games; 5, explicitly refused to participate in various activities interacting with peers.
But its ability to learn to master digital cognitive abilities and interests beyond its peers reflects the absence of IQ problems.
Medical experts were asked to examine it, after more than 1 hour of special testing (with its interactive game), the conclusion is: not yet sure is ADHD, too young to be treated, still need to actively observe, track the evolution of symptoms.
In the hospital pediatrics can see that many children are suffering from this problem. Including students between the ages of 7 and 10, lack of concentration leads to poor learning ability.
Do you have experts who have encountered similar problems, how do you class these symptoms when you are unwilling to learn from group activities, and how do you complete their education,
I am studying the links between ADHD sub-dimensions and the different types of risky driving.
What are the best ADHD diagnostic methods, given that my goal is to associate between risky driving and sub-impairments/sub-dimensions of ADHD?
I hope to use each of the common diagnostic platforms (questionnaires, computerized performance tests, and interviews).
I would very much like to know what exactly is measured by the ADHD Stigma Questionnaire (ASQ). I find it very confusing.
Some research says the ASQ measures the perceptions of the perceived public stigma of ADHD (Kellison, Bussing, Bell, & Garvan, 2010). I don't quite understand what this means but I suppose it means the ASQ measures how aware respondents are about the public stigma that exists about people with ADHD. So I guess it doesn't measure their own (personal) stigma about people with ADHD. I guess this implicates that more knowledge and awareness on the public stigma surrounding ADHD, leads to higher scores on the ASQ. This is also what I've found in Bell, Long, Garvan, and Bussing (2011). They describe how the ASQ is used among teachers and how it measures the teachers' perceptions of how their students with ADHD experience stigma, and how it does not measure the teachers' own stigmatizing beliefs about their students with ADHD.
But, when I read other work (Jung, Jang, & Park, 2018) I see that they say the ASQ measures the personal stigma of the respondents surrounding ADHD. I also read this in Langlois (2020) where the researcher says that higher levels of knowledge about ADHD, are expected to lead to lower scores on the ASQ. Suggesting that it measures their own stigmatizing beliefs?
So I'm kinda lost... Who can help?
Thank you in advance!
I have a new concept (from the perspective of industrial design) for an educational piece of furniture, that may help decreasing the behavioral symptoms for the kids with ADHA, offering them better chance to learn.
but I am looking for fund for such project, and research partners from related field such as ( mechanical engineering, mechatronic, medical field) to proceed with the concept and make it real.
I have run a study on auditory perception with a sample of children with ASD. Given the high rates of comorbid diagnoses in individuals with ASD, I have some participants with multiple diagnoses (e.g., ADHD, anxiety, speech-language impairment). Is there a way I can control for these comorbid diagnoses so I do not have to exclude these participants? Is there a way to use secondary diagnosis as a covariate? Could I run the analysis with and without the participants who have additional diagnoses? Thank you in advance for any feedback.
I am currently working on a project (Correlation Between the Time of ADHD Diagnosis and Performance) for my principles of research course and I am in need of participants for this survey.
The survey is open to anyone regardless of diagnosis status and I would greatly appreciate any feedback and participation! https://forms.gle/TKccAXX1YVoijBNJ7
I'm looking for a database of EEG signals of children with ADHD in resting state.
Possibly pre-processed (BP filterered and artifact removed)
Thank you in advance
I am currently working on a project (Correlation Between the Time of ADHD Diagnosis and Performance) for my principles of research course and I am having trouble locating/ accessing a document that mentions or lists the questions/criteria used to assess their patients.
In my research, I would be using a modified version, as I only need this scale to give an empirical definition to the word performance.
The origin of the PSP comes from Morosini et al. Development, reliability and acceptability of a new version of the DSM‐IV Social and Occupational Functioning Assessment Scale (SOFAS) to assess routine social funtioning.
I am unsure if they include the observation criteria within their research, as the journal is hidden behind a paywall.
I have a survey already created: https://forms.gle/bssi9tTYntYm58oA8 though, it will not be completed until I am able to add in the criteria for assessing the participants performance levels.
I would appreciate any feedback on my survey, tips on how to effectively collect this data and proceed with this research, and of course any links to the original testing criteria. If none are available, I would also appreciate anyone who would be able to help me come up with efficient questions that would assess a persons performance.
Edit: I have found the questions that I need and have completed the survey. Thank you all for your help and feedback.
I'm interested in hearing others' experiences with and/or opinions on using both the Conners CPT-3 and the CATA. I've only recently begun using the CATA in addition to the CPT3, but more times than not, I find that patients produce conflicting profiles (unremarkable CATA, but significant CPT..or vice versa). Conners indicates that using both tests increases diagnostic accuracy (for ADHD). However, subsequent reliability studies show low shared variance between the two measures. So, I'm not sure how to make sense of this. Would love some feedback.
I want to analayze the inattentiveness level in ADHD patients and compare the current score with the score of 6 months before now. I do not have any score of inattentiveness level of 6 months before now. If I ask the patient or the patients close relative to state or fill out a questionnare about inattentiveness level of 6 months before now( stating their behaviour of 6 months earlier), will the results be reliable? Will the comparison stay out of bias?
Running a new group for those diagnosed with both ADHD and ASD as adults. How can I evaluate the impact of the group and perhaps compare to the ASD only and ADHD only only groups?
I am working on a meta-analysis about executive function in ADHD and I have found that some papers use different measures for the same outcome, for example, they report the mean and SD for Digit Span for working memory and in the same paper they also report the mean and SD for number and letters task for working memory too. My question is ¿How do I decide which measure to use for? or ¿How di I do to take into account both measures? Thanks for your help.
Would you please suggest me articles discussing the effect of prenatal vitamin B12 supplementation and its effect on ADHD among offspring, as i can't find any?
Also, the effect of receiving Rh shot during pregnancy and ADHD among offspring.
Adult ADHD is an organic neuropsychiatric disorder. Nearly 50 to 60 % of ADHD children suffer from Adult ADHD symptoms.
It is recently researched that prevalence of Adult ADHD is rising steeply.
Adult ADHD are a potentially significant threat to one and all. Because they are impulsive, unpredictable, unstoppable, mostly unaware of their mistakes or tendency of committing repeated errors and much more. They are very much accident prone due to fast driving tendency.
So I feel mist of the doctors other than psychiatrist ought to be aware of some details of Adult ADHD.
So floated this question to generate awareness.
Requesting all readers to give feedback or write their thoughts on the subject.
I am beginning an experiment assessing timing-related behavior in adults with ADHD and the perceptual measures I plan to use are adaptive, and determine perceptual thresholds using standard adaptive algorithm procedures (e.g. staircase method). However, I'm concerned about the inevitable impact of attentional lapses on thresholds. I am interested in suggestions for how best to tune the staircase parameters and/or suggestions for other adaptive algorithms that may be more resilient to lapses of attention. Any thoughts?
According to genetic population studies, there are differences in the frequency of different alleles of so-called ADHD genes (or "migration genes"), such as the DRD4 allele, depending on how long people have migrated in the historic past (see e.g. Chen et al, 1999: Population Migration and the Variation of Dopamine D4 Receptor (DRD4) Allele Frequencies Around the Globe). It seems like alleles, which alter the regulation of dopamine and other neurotransmitters in such way that the carrier has a tendency towards novelty-seeking and hyperactivity, tend to be more common in migrating populations than in sedentary populations. This sounds logic and not very surprising. But what about modern migration patterns and gene alleles?
The reason for my questions is that, although a large part of the occurrence of social problems and criminality (and other norm-breaking behaviour) in immigrant populations in e.g. Sweden can be explained by socio-economic factors, also after correction for such factors there is a higher incidence of violence, crime and social problems in immigrant populations than in more sedentary populations. ADHD is a known risk factor for impulsive and norm-breaking behaviour (at least if the behavioural needs of persons with ADHD are not met by the society). So I am curious about if there might be genetic differences which might need childhood/school interventions in order to give better chances for success in life for individuals, as well as a generally more stable and safe situation for all inhabitants in socially vulnerable areas.
As far as I have understood, there are several possible interventions those might be useful to counteract norm-breaking behaviour among childdren, and thus prevent such behaviour among adolescents and adults. But with very limited resources, we need to identify both which kinds of interventions would be most cost-efficient, and also in which schools and for which groups and individuals it would give the best long-term rewarding effect to make interventions.
I realize that this issue might be politically sensitive – but it has nothing to do with races or ethnicity, rather with genetic variations between populations with different migratory patterns – that is, if the migratory behaviour itself (not ethnicity) is influenced by genes, or only by outer factors such as wars, famine, economic problems or political situations. Are people who take the chance to move away genetically similar to people who stay, or are there differences, with respect to gene alleles commonly associated with ADHD? And if there are genetic differences, could this explain parts of the differences in norm-breaking behaviour not explained by socio-economic factors between immigrants and sedentary residents in Western industrialized countries?
Question 1: Is there a genetic difference in so-called ADHD allele frequencies (e.g. DRD4) in immigrants/refugees (e.g. first or second generation) in Western industrialised countries, compared to the populations still remaining in the countries of origin, as well as the long-term sedentary populations in the current countries of residence?
Question 2: Do immigrant populations (e.g. first or second generation) in Western industrialised countries have a higher occurrence of ADHD symptoms than the general sedentary populations in the countries of origin, as well as sedentary populations in the new countries of residence?
Question 3: Which scientifically supported methods for early interventions might be suitable to use in preschools and schools to improve academic and social life success for children with ADHD tendencies and/or ADHD alleles?
Question 4: Which scientifically supported methods (which might differ from those in question 3) for early interventions might be suitable to use in preschools and schools to improve academic and social life success for children in socially vulnerable areas with a high proportion of immigrants?
I would be happy to know your experience about „ratios” in neurofeedback. Only a few of them (Theta /Beta on Cz in ADHD, Frontal Alpha Asymmetry in Depression) are well discussed. On the neurofeedback courses conducted in Poland, there are very many of them, eg: Traumatic experiences: beta1 in T4 higher>2 times in T3 beta2 asymmetry in T3 / T4> 30% Depression, discouragement, lack of motivation: beta1 in T4 50% lower then in T3 Have you ever found similar strict indicators (more then 2 times, less then 30% etc...)? Maybe in book/article, maybe on your course? Give me such examples please!
I am interested in the idea of adding photovoice components to my research. My interests are primarily with youth who commonly have difficulties related to attention and organization (e.g., youth diagnosed with ADHD and ASD), so I suspect that the cameras I would provide should be very inexpensive and easy to use. Any suggestions for models/suppliers? Another option I would consider would be relatively inexpensive tablets with camera functions.
One of my research interest is ADHD. I want to pursue my phd to research in this area. Unfortunately I could not find phd position for that. I want to join a research group which work on ADHD. Is there a professor to like I collaborate with him/her to share my plan for Phd.?
Are there any non-medications out there that can help ease the symptoms of add/ADHD that have scientific backing? I ask because I know there's a large community that wants to be medicated but can't because the side effects from Adderall, Vyvanse, etc. Give them a really hard time (headaches, mood swings, insomnia, joint pains, heart palpitations, chest pain, etc)
Anna Ek and Gunilla Isaksson from the Luleå University of Technology wrote and article several years ago regarding how adults diagnosed with ADHD perform everyday activities. Their findings showed that engaging activities was one of the major factors in performing those activities and a major factor in completing them as well.
My question is what engages adults with ADHD to start and complete activities? In other words, how do you make cleaning the house engaging?
I would like to measure parents' fear of addiction when it comes to their decision to adopt stimulant medication in the treatment of the symptoms of ADHD inattentive type.
Does anyone know of quantitative research which has reported on the degree to which children and young people (e.g., anyone under 20yrs) with neurodevelopmental disorders (NDDs) are bullied because they have their specific NDD? There is plenty showing that these young people experience more bullying behaviours from their peers, but there seems to be much less (virtually nothing) on whether they are being picked on specifically because they have an NDD. Thanks.
I have not found many studies about this treatment. It has been approved by FDA based on very preliminary evidence. How much time does FDA take in general to approve a treatment in mental health field?
Professional-school student with extensive ACE (child adverse events) history along with severe depression and anxiety diagnosed over previous year, presented with recent severe ADHD (I-Type) diagnosis at age 26.
Documentation confirmed maximum dose step therapy for various Amphetamine-based stimulants was completed but still not found to be fully affective.
Unexpectedly, they are currently prescribed daily 50mg Mydayis (Mixed salts of single-entity amphetamine product) along with 80mg Prozac, and consumming 300-400mg of caffeine.
Due to initial medication-only use producing very minimal stabilizing effects, but found to increase at re-introduction of SSRI and further increase with Caffeine reintroduction.
No adverse effects (cardiac, neuromuscular, neurocognitive) have been reported/measured in 4 months of aforementioned therapeutic combination.
NOTE: Adverse reaction to methylphenidate-based medications were identified early on.
Assessment of (remaining) presenting symptoms seems to overlap with tentatively defined SCT Criteria.
NOTE: Student has never been prescribed Strattera (only presently confirmed SCT-symptom relief medication)
Recent research has shown SCT + ADHD to correlate with much greater impairment in adults, do you think a combination of severe ADHD + SCT may result in required use of excess pharmacotherapy dosages that surpass established safe therapeutic/combination parameters?
To expand on this question - does the work environment of higher ed attract people who have ADHD? Between the semester (or quarter) cycle, the different schedule on most days and the creative nature of research, are these factors that entice adults with ADHD?
I am working on my dissertation for my Doctoral Degree. I am in need of a tested and reliable quantitative instrument that can help look at perceptions, stigmas, or attitudes of adult students with learning disabilities or ADHD.
Quantitative Instrument to measure stigma, attitudes, or perceptions of adult students with disabilities or ADHD?
I'm writing my thesis paper and I'm wondering if there are any recommendations on assessments to measure a child's behaviour and parental stress/well-being (other than PSI). Preferably to be available for public usage. Thank you.
Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest behavioral disorders in children
I am looking for a valid and reliable instrument that looks at perceptions and attitudes of faculty and professors of higher education towards students with disabilities, specifically Attention Deficit Hyperactive Disorder.
pleas help me to find research about
Video modeling and people with behavioral and emotional disorders, especially ADHD
Dutch psychiatrist Henricus Cornelius Rumke defined a term "Praecox Gefuhl" meaning Praecox Feeling to indicate the phenomenological experience by the clinician in first few minutes of encounter with a schizophrenic patient, in order to reach a diagnosis. Though the topic is less considered in mainstream psychiatry currently, but many proponents of phenomenological approach favor the existence of such a feeling.
From the similar perspective, are there any other feelings that clinicians experience in encounters with other kinds of patients like personality disorders, or OCD or depression, or anxiety disorders? And for that matter, even childhood disorders too like autism or ADHD. I am looking for some relevant literature as well as personal experiences of clinicians, since I believe that such phenomena have not been reported often. Please share your own experiences too.
P.S. This question arose from a personal experience of a feeling of "being possessed" during the first few minutes of interviewing with a patient diagnosed with Narcissistic Personality Disorder having other Cluster B traits. I labeled this feeling, similar to Rumke's as "Gefuhl Besitz", which means "feeling possessed". I have experienced similar respective feelings with depressed/manic/OCD/Borderline personality and other patients too. There have been many repeated experiences of these feelings, quite often, which follow a pattern corresponding to similar diagnoses. That's why I am curious!!
What would it take to get researchers to expand their demographic sections to include a question about neurodiverse conditions?
If you gathered the information on neurodiverse conditions (ADD, ADHD, ASD, Bi-polar) you could 1) publish to a broader audience on the relevance, or lack of relevance, to that growing population 2) confirm that your findings apply to neurodiverse members of the population you studied, 3) compare and contrast your findings between neurodiverse and non-neurodiverse members of the sample.
Demographic question: "Do you likely have a neurodiverse condition, such as ADD, ADHD, ASD, Bi-polar?" Would you ask this in your study?
Your thoughts? Interested in collaboration?
#add #adhd #neurodiverse #Autism #HR #OB #management
tDCS and tACS are forms of neurostimulation that delivered via electrodes on the head and have therapeutic effects.
I want to know which one has a longer-lasting effect.
I have recently recorded EEG (linked ears reference) from a young man (18 years old) in order to evaluate the possibility of attention deficit hyperactivuty disorder (ADHD) by looking at his theta/beta ratio. While he had a relatively normal theta bata ratio with eyes open (max. between 1.5 and 3 at Fz, at separate eyes-open recordings), he showed a high theta/beta ratio with eyes closed (max. 6.5 at Cz). His theta had a dominant rhythm of 6 Hz with a highest amplitude at Cz. The participant had a jet lag because he travelled from a 7-hour distant time zone area two dyas before, and reported feeling sleepy during the eyes-closed EEG recording, so I initially explained the abundance of theta waves to drowsiness. However, the eyes-closed recording had concurrent alpha waves (peak frequency 10 Hz) distributed occipitally. Since I am no sleep expert, I shall appreciate any input into differentiating between ADHD and sleep onset theta EEG waves.
Due to the lack of studies about medical cannabis and ADHD I'm drafting a study with patients in Germany. This first step is planed as a self-reported treatment (= usage of cannabis) monitoring trial.
Can adult ADHD self-reports substitute clinician ratings?
Which rating scales should be used for self-reported aduld ADHD treatment monitoring? Are there studies about reliability, sensitivity and validity?
This is a scale devleoped by Dr Susan Young to measure the following in adult ADHD and it would be really helpful for the development of current courses my service is offering to adults with ADHD.
ADHD symptom scale
Emotional problem scale
Antisocial behaviour scale
Social functioning scale
Many thanks in advance
I'm particularly interested in novel, original questions that open up new research angles, but also more obvious questions that are clearly under-researched. The goal is to set up a little project for a student with about 2 years time on his hands.
If the EF is linked with brain function where it can control working memory and the cognitive ability. Then, what is the connection between EF and ADHD behaviour? And how EF and ADHD are linked?
I would like to discuss our results (fulfilled questionnaires (BDI, STAI, ADHD, Child Behavior tests) cca 6 years after pediatric heart surgery we have done statistics but I do think that our rejection had reason.
I am an anesthesiologist and intensivist and I feel not really gripped this topic.
For my bachelor thesis in social work with the (temporary) title "Potentials and risks of computer games in children and young people with FASD" I am looking for meaningful studies about the effects of such games in FASD, ADHD or autism. Research so far seems to have focused on specialized games, which is also interesting if it explains the mechanisms of action of the software more precisely so that they can be transferred to normal computer games.
This of course is not a straightforward issue, and certainly less so as there has been some confusion with other more provable learning difficulties.
The notion of ADHD was introduced around the time that laws were passed in Europe and the USA regarding children's regular attendance at school.
Now, school is an artificial environment for all of us, but especially children. Made to sit for many hours each day absorbing usually written or oral material. It was found that some children did not concentrate. In fact they displayed symptoms of distraction and disruption.
Once, children who did the above were described differently. Some were considered more energetic than their classmates. Some were dreamers. These often developed into highly intelligent, creative adults who contributed on a high level to human society. The list of such individuals is endless. Psychiatry unfortunately tends towards reductionism and therefore reduces all behaviour it comes across, and deems unusual, as illness. Its next step tends to be the use of drugs.
Papers I've looked at on the Lancet, the accessible ones from overseas such as from New Zealand, indicate the possibility of social prejudice among professionals in the diagnosis of children as young as 6.
Would appreciate any research available within the field of SEN specifically looking at interventions for children with ASD / Down Syndrome / ADHD / etc. Any information on ABA / The Hanen Prog. / Gemini / SonRise Prog. / Or other interventions/supports not mentioned here.
Can anyone direct me to a good adult ADHD self report measure which is also non-proprietary(free)? I’ve found ASRS, but I’d like to see if I can find some other options. Dimensional measures for hyperactivity, impulsivity, and inattention would also be helpful. I have access to the Barritt Impulsivneeds scale and the Derryberry Attentional Control Scale, but I’m not sure about those. Any suggestion is appreciated!
Anyone know of studies examining the effect of exercise training on ADHD symptoms (attention, hyperactivity, impulsivity) in youth with ADHD for a meta-analysis? Previous meta-analysis was published by Cerrillo-Urbina et al in 2015, but only identified 8 publications. Any unpublished data available? Dissertations or Masters Theses?
Of particular interest is any connection between the duration of gaming sessions and learning, cognition, memory and mood. Also consider whether or not frequent and extended gaming might exacerbate diagnosed learning disabilities such as dyslexia and ADHD.
I am also interested in gaming in the context of adolescent male social dynamics. See Rosalind Wiseman, Daphne Bavelier and Jane McGonigal.
I am looking for relevant research or literature that will help me with the background reading to a new study I am involved in.
The research question is:
How the student-teacher relationship mediates the link between ADHD and risk-taking behaviour.
The mediating factor could also be teacher monitoring.
Where can I find out what SNPs do in the body? Like if I have a SNP rs117246541 and the genomic position is 16055122 and the genotype is G/G, how can I figure out what that is doing in the human body? I know there are a bunch of websites, but what is the best one, and which can I use to easily find out how this is affecting the subject? I am primarily doing a study on polymorphisms that affect xenobiotic metabolism. My ultimate goal is twofold: (a) to figure out what drugs are going to work or not work for children with ADHD, rather than using the extreme trial and error process that practitioners have no choice but to employ now, and (b) to do the same with MS drugs. I know what the drugs do, and how they are metabolized etc. but there is just so much information here with the sequencing I have done...I am just not a geneticist, I am a chemist, and I am a little out of my element. The metabolomics part, I'm good, the genomics component, I'm still very much a newbie. Please help :)
I have a set of data collected from 21 children with ADHD ( it was even hard to find those 21 participants).I have 1 Independent Variable IV (color scheme) with 3 levels (highlighting, contrast and sharpening). I constructed a questionnaire with 8 items ( 3 items for highlighting, 3 for contrast and 2 for sharpening).I'm using within-subjects one repeated measures ANOVA to find out which of these levels has an effect on the attention ( the dependent variable )of the children .
I'd like to know if one repeated measures ANOVA is the right statistical approach to analyse my data.
One more thing, should I apply Factor Analysis on this "small sample" data. If not, are there any other options?
Hi, I'm developing an application for children with ADHD. In order to assess its usability, I'm going to use System Usability Scale.
There was a recommendation from an expert working with those children, states that those children may not be able to distinguish between Strongly Agree, Agree and Strongly Disagree and Disagree.
Can I make the SUS with 3 points Likert scale?
If so, how can I calculate the scoring?
Any help and recommendation will be highly appreciated.
I am looking to do a research project centered around how individual with ADHD and mental illness are stigmatized, biased, and prejudiced against in higher learning institutions. I feel there is a need to address how behavioral aspects of these diagnosis-es are perceived in a negative light and are used against individuals in classrooms, on social media, learning interfaces, and with policies and procedures, that effect learning and employment outcomes.
I believe that most of it can be addressed through designing instruction with Universal designs of learning. And promoting positive ways individuals with the diagnosis of ADHD, bipolar, PTSD and others can become more than just productive members of society but able to contribute to jobs that are related to education, psychology, technology, math, engineering, and science.
There needs to be a shift in our society that addresses why the norm is actually not as conducive to individuals who have certain strengths and abilities in these areas, but are kept out due to how they are perceived or mis- perceived.