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ADHD - Science topic

Explore the latest questions and answers in ADHD, and find ADHD experts.
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Hi researchers,I need arabic researchers to help me find arabic translated scales for the diagnosis of ADHD in adults.
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لا علم لي بوجود اداة عربية لتشخيص الاضطراب عند الراشدين، لكن توجد ادوات لمسح الاعراض
هناك مقياس مسحي يعتمد على التقرير الذاتي وهو مصمم للراشدين
وهناك مقابلة تشخيصية تم تطويرها بناء على محكات النسخة الرابعة من الدليل التشخيصي DSM
للأسف لا اعلم اين يمكن الوصول إليها
بالتوفيق
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Hi all,
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!
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There seems so much wrong in your question in the first place. For an ANOVA, your DEPENDENT variable needs to be metric/continous and your INDEPENDENT variable to be nominal. So, I guess you mixed this up? Or do you mean, that your first IV is "ADHD" (between subjects, 2 levels) and your second IV "Inhibitory Control" (within subjects/repeated measures, 2 levels)? Your DV is then however you operationalized it (e.g. reaction time or an inhibitory control questionnaire etc).
If my assumption is correct, you already have a 2-factorial split plot ANOVA (or sometimes "mixed ANOVA", although this may be confusing since there are also "mixed-effect models", which are something different) with one within subjects (IC) and one between subjects (ADHD) factor. If "alcohol use" shall moderate this, you need to add a third factor to the model, so you'll have a 3-factorial split plot ANOVA with one within and two between subjects factors. But your hypothesis is quite vague "In my second hypothesis I stated that this relationship is moderated by a dichotomous variable 'alcohol use' (high/low).", since the relationship between ADHD and IC is already qualified by an interaction and not a simple correlation. How should alcohol moderate this relationship? Which groups x conditions combinations should be different for participants with low vs. high alcohol use?
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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.
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The language problem in ADHD could be expressed in any age, in different intensity levels, that could bring negative effects in all daily activities and learning process, which depends on the right language acquisition during the child’s development. Among the most common comorbidities in ADHD, the abnormalities in language result in greater unsatisfactory evolution and many problems in verbal and nonverbal abilities, and even more in academic life, as a result of losses in reading and writing appropriation.
People who have some kind of obsessive compulsive disorder (OCD) can in certain circumstance train themselves away from that behavior. In so doing they actually alter the metabolism of the OCD circuit in the brain. I remember as a child that my father could wiggle his ears and I could not. However, by spending a lot of time willing my ears to move, they eventually did. Reattribute by recognizing the need to develop new brain circuitry, taking advantage of the fact that the brain is known to be plastic throughout one’s adult life. Until the circuitry develops it is pointless to be disappointed at mistakes or less than perfect pronunciation or communication in the new language.
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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.
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Not a ton of research on here about the effects of medication/substances on test performance.
Tapert, S. F., Schweinsburg, A. D., & Brown, S. A. (2008). The influence of marijuana use on neurocognitive functioning in adolescents. Current drug abuse reviews, 1(1), 99-111
This is all I could find. Hope it helps!
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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:
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Update: The survey is now open to any 18-25 year olds with ADHD - not restricted to India.
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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.
Allan Hytowitz
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President@ Clinton defunded Psyops because he was worried about people in the government knowing his personal affairs. We did a little more good for society than pink padded cells. For me Remote Viewing was like a crap shoot, I had some bad days. But a couple of the guys had their gifts so developed that they had become pretty accurate. I guess only a Meteorologist can make a living only being right 50 % of the time.
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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?
Thank you.
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Thanks greatly for your responses - they are very helpful and much appreciated!
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more information on adults with ADHD who are in school and taking Adderall, but want a natural alternative.
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Hi,
The best advice and prescription will be from a Psychiatrist.
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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?).
Thanks!
Jan
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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.
Jan
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I’m wondering if anyone has any Research that they have published or know of any relating to the above question. I am trying to find papers for a secondary undergrad dissertation. i would be grateful for any help.
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Hello,
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
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Hi,
Maybe some of these references could be of help to you:
Karalunas SL, Huang-Pollock CL, Nigg JT. Decomposing attention-deficit/hyperactivity disorder (ADHD)-related effects in response speed and variability. Neuropsychology. 2012 Nov;26(6):684-94. doi: 10.1037/a0029936
Carte ET, Nigg JT, Hinshaw SP. Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD. J Abnorm Child Psychol. 1996 Aug;24(4):481-98. doi: 10.1007/BF01441570.
Kofler MJ, Irwin LN, Sarver DE, Fosco WD, Miller CE, Spiegel JA, Becker SP. What cognitive processes are "sluggish" in sluggish cognitive tempo? J Consult Clin Psychol. 2019 Nov;87(11):1030-1042. doi: 10.1037/ccp0000446
Hwang-Gu SL, Gau SS. Interval timing deficits assessed by time reproduction dual tasks as cognitive endophenotypes for attention-deficit/hyperactivity disorder. PLoS One. 2015 May 18;10(5):e0127157. doi: 10.1371/journal.pone.0127157
Uebel H, Albrecht B, Asherson P, Börger NA, Butler L, Chen W, Christiansen H, Heise A, Kuntsi J, Schäfer U, Andreou P, Manor I, Marco R, Miranda A, Mulligan A, Oades RD, van der Meere J, Faraone SV, Rothenberger A, Banaschewski T. Performance variability, impulsivity errors and the impact of incentives as gender-independent endophenotypes for ADHD. J Child Psychol Psychiatry. 2010 Feb;51(2):210-8. doi: 10.1111/j.1469-7610.2009.02139.x.
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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 jhosmer@csumb.edu
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Hi Joseph, every article will list a corresponding author. You can start there - if you find a recent article in your area of interest, you could contact the corresponding author and see if they may need any assistance in their current research. Someone in their lab (or a current graduate student/ post-doc) may also be working on a certain aspect of a larger research project and may be seeking a writing/ research partner. Best of luck in your research endeavors!
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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
(P<0.05).
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
parents.
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What is the application of Gardner's theory of multiple intelligences in assessing the talents of preschool children?
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ADHD about Autistique children
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The CARS-2 has some questions about activity level. the ASRS also has some scales on hyperactivity.
If your looking to diagnose comorbid ADHD, you will likely need something specialized for that purpose.
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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!
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Hi Dr Brandon P. Miller . I hope the following link could help:
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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?
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Hi,
There is no preassumed covariable. Over intergrup difference of ADHD values at baseline, I wonder whether I can see groupXtime effect by controlling this difference. The only way I can think to control it is covariance analysis. Are you suggesting to interpret within group change but not between group differences over time?
Actually, I designed an RCT at the beginning and applied stratified random allocation. Over this difference, my supervisor criticised me that my study failed to meet RCT assumtions. So, I look for any other way to interpret groupXtime effect because I cannot eliminate the difference. Do I understand right, are you agree that the study is not an RCT?
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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.
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Not medical advice, but Ive been taking a choline supplement, paired with a racetam supplement, and it helps me. Worth a look imho.
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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,
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Hi,
ADHD has comorbid conditions and needs evaluation by a child and adolescent Psychiatrist. These problems are common in ADHD and treatment has to be planned according to strengths and weaknesses.
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Hi,
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).
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Hi,
Adult ADHD rating scale is available in open access.
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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!
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Interesting topic... need to explore in this area.
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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.
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Hello, I love to be part of the research but not finany but technically. Furniture Design fits my speciality
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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.
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You can not exclude the patients with anxiety and speech delay, since these are autistic feautures according to the DSM-V. It's hard to select patients with pure autism, because it always comorbid with other disorder such as ID, Epilepsy, regression, without neglecting the "syndromic autism". So you may just exclude the ADHD patients since it's a disorder that could influence your results and statistics.
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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
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Are you primarily interested in adults or children?
If you have a clinic database and get Ethical approval, you can contact patients on your database and invite them to give consent to participate.
Wishing you best of luck!
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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
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The best place to ask is at the ADHD study group at McLean Hospital and its director Dr. MArtin Teicher.
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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.
Thank you!
Edit: I have found the questions that I need and have completed the survey. Thank you all for your help and feedback.
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The PSP is a 100–point single‐item rating scale, subdivided into 10 equal intervals. The ratings are based mainly on the assessment of patient's functioning in four main areas: 1) socially useful activities; 2) personal and social relationships; 3) self‐care; and 4) disturbing and aggressive behaviours. Operational criteria to rate the levels of disabilities have been defined for the above‐mentioned areas. Excellent inter‐rater reliability was also obtained in less educated workers.
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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.
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Stephen Joy Thank you Stephen!
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Dear all,
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?
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Patients' reports on Past Week is already questionable, let alone 6 months...especially when they have ADHD, a condition associated with commonly poor memory. I think you can safely assume that subjective reliability will be very low. If you don't have data from 6 months ago, ask patients the 6-month question anyway and in your report clearly state that the recall is only memory-based and provide reasons for potentially low reliability. If they report overall improvement, esp if they have improved grades to show it (assuming we're talking about students), use that as a part of your analysis.
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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?
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Your problem is that both ADHD and ASD are extremely broad diagnostic categories, so much so that your study is very likely to become a casualty of their width. I doubt that you would be able to generate both significant and interesting results. Simply, many with either or both diagnoses are extremely different from each other. The fundamental problem is that the diagnoses are too vague, the 'spectrums' too wide.
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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.
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It sounds like this would be because working memory has multiple sub-components, at least according to many theories. So I suggest it depends what you are seeking to focus on. A digit span task will measure V-WM capacity, while perhaps the letters/numbers task measures processing and perhaps executive function (in line with the different sub-systems in Baddeley's model, for example). Does that fit with the paper you read?
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I am working on a project, but would like to use a pre-existing data set.
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i found a datset on http://fcon_1000.projects.nitrc.org/indi/adhd200/ Ken Shell
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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.
thanks.
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The world of micronutrients still has many gaps, and the specific case of vitamin b12 is particularly complex given the clinical importance of its levels, which are low, but also high. In this sense, in complement to the debate question, I want to share with you the following manuscript detailing the aspects associated with high levels of vitamin b12.
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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.
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Hello every one,
It has been a long time that I had discontinued discussion. However, now I feel to restart discussion once again to be linked with this project.
In pursuance with the objective of this project on Adult ADHD, i.e. teaching how to diagnose adult ADHD, to spread awareness about adult ADHD; intend to upload measuring scale/s. Please find self reporting scales attached here with. These scales sensitive, reliable & valid. These scales are used universally to diagnose ADHD & measure ADHD symptoms.
Please expect some case reports in following posts.
Thanks.
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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?
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2-the adaptive procedure: I think, indeed the most suitable are the staircase
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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?
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Thank you. :) I found some articles in Spanish, that I can understand something from, but my Spanish knowledge is quite limited. ;) Here is an abstract in English, however it does not answer my questions above:
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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!
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I do ratios in HRV for better results but have not used them for qEEG analysis. If I did, I would try analyses both ways (analyze the numerator and denominator separately, then as a ration) and see which best approximates the data. Do not forget to clean your data (Tabachnick & Fidell).
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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.
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Hi all. I am just from the field to collect data for a study on how students can bring and use their own technology devices to investigate their school Health Promotion in a rural context in Kenya. It was basically very successful: preliminary data analysis points towards proving that BYOD is a possible alternative to close the digital divide and create digital inclusion in our schools in Africa. This way it will pacify digital literacy in areas where government-supplied computers may be insufficient due to the large population of learners. It was a photovoice design research.
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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.?
The best
Samaneh
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This is an opportunity to apply for Ph.D. positions. More information in the link below. In short, you apply with your research proposal - which has to be somehow related to "the digital society".
From the introduction of the description:
"The Digital Society research initiative promotes interdisciplinary research on how digitalization transforms and affects society. The integration of digital technology into a range of different areas in our society fundamentally changes the way we act and interact. The digital transformation of how we learn and teach, treat patients in the health and welfare sector, develop and conduct business, run and develop organizations, policies, and in general transform our surroundings will necessarily raise numerous research questions and hypothesis."
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Do we know if supra-optimal doses of methylphenidate (Ritalin) increase impulsivity in predominantly inattentive children with ADHD?
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Dear Stephane,
It is my personal clinical experience that in some the patients Methylphenidate increases impulsivity, aggression, lifts mood significantly.
It is dose dependent in some cases and not so in some cases. So I thought it depends on/differs from patient to patient. Clinically I cannot anticipate before hand which patient is going to show hyper-sensitivity and at what dose that patient would show hypersensitivity.
In some cases I was compelled to withdraw Methylphenidagte completely.
So many clinicians handle this medicine with care. But I prescribe it fearlessly to deserving patients.
Some researcher need to find out if any genetic or metabolic or some such physiological cause is responsible to such responses from some special patients only.
Withdrawal of medicine helps patient maintain mood/aggression.
Hope my response help you in some way. Wishing you all the very best.
Continue this discussion to draw more responses to add in our information.
Thanks.
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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)
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Look at CBT and other forms of psychological therapy.
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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?
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Thank you. It's been interesting. I teach at the local community college for computer studies while working on my own education. I'm not 100% LD, I usually only have one or two per class. I have a strict policy on assignments so what ends up happening is everything comes in at the last minute and it's done halfheartedly. This next semester I'm going to try your suggestion. Teaming them up with someone along with offering them some help outside of class to keep them on track. I'm still working out the details, but between you, Stephen, and Debbie I think I have the beginnings of a plan. Thanks again for your assistance.
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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.
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I am assuming that you are asking what scientific method you could use to assess parental fear of stimulant medication. The ideal process would be for you to use a psychometrically sound test/measure to evaluate "parental fear of addiction." I am not aware of this measure being out there for prescription stimulant to treat children's ADHD.
An easier solution could be to adapt an Expectancies questionnaire. There are alcohol and cannabis expectancies questionnaires that have been well validated. You could see if adapting it to Ritalin, or the stimulant of interest, would help. Adapting a measure takes time and thought and some level of expertise on the subject of our society's expectations on the effects of a substance.
Expectancies are the positive and negative predictions that we make about substances and that guide our behavior. If I expect that Ritalin will help my daughter focus on school (positive expectancy), I will give the medication to her. However, if I expect that the medication will make her lose weight and she is already very small (negative expectancy), I may decide that the medication is not good for her.
Best wishes in yuor pursuit!
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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.
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Indeed there do appear to be significant differences between equality/diversity/inclusion policies and what happens in practice. I'd suggest that there is a need for participatory methods of involvement in how communities (schools, peers, employers, etc) create equality/diversity/inclusion in action - lived experiences because these principles are understood.
This is also a little mind blowing for adults to get their head round - how are we going to help our kids and young people? Difficulties can also take on flavours (or autism constellations - Caroline Hearst) associated with other complexities like gender: https://www.telegraph.co.uk/technology/facebook/10930654/Facebooks-71-gender-options-come-to-UK-users.html
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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?
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I agree that we do not know how eTNS works on ADHD children, but in terms of clinical application, I recommend to use it because there are parents worrying about side effects of medication as well as being unable to manage ADHD symptoms.
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Background:
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)
Specific question:
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?
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Remember both PTSD and major depression can produce significant cognitive impairment including issues with attention equal to ADHD.
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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?
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Continue ... 3 .. .
Yes madam, you are quite correct to say conducive atmosphere helps Adult ADHD to succeed.
Success in education or at corporate level depends on multiple factors.
Couple of months before I happen to diagnose ADHD for the first time in a retired 70 year old pilot. He never had any bothering symptoms when he was in service. He came to me for main complaint of Insomnia, which started after retirement. Retirement itself is a challenging transition, which caused him sleepless, which he could not negotiate, may be because his passion flying cannot be engaged now.
ADHD makes person suffer most whenever he or she confronts stress/nonconducive/nonnegotiable things.
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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?
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Here is an instrument that was developed for self reported stigma in people with intellectual disabilities:
Ali, A., Strydom, A., Hassiotis, A., Williams, R., & King, M. (2008). A measure of perceived stigma in people with intellectual disability. The British Journal of Psychiatry, 193(5), 410-415.
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Dear all,
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.
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use closed questionnaires and one-on-one interviews, on a nominal scale, then interview results are made for interpretation@Ryna Lim
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Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest behavioral disorders in children
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Thanks Max and Michael for the response.
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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.
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We haave tested attitudes towards mental illness; it is not hard to do the wording for other disabilities. EG:
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pleas help me to find research about
Video modeling and people with behavioral and emotional disorders, especially ADHD
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Maybe these will help:
Woltersdorf, M. A. (1992). Videotape self-modeling in the treatment of attention-deficit hyperactivity disorder. Child & Family Behavior Therapy, 14(2), 53-73.
Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self-modeling intervention in school-based settings: A review. Remedial and Special Education, 24(1), 36-45.
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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!!
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This answer reflects my experiences in 15 years of actual nearly full-time clinical practice. I believe these are the sorts of answer you were pursuing?
1) There are times that walking into the hospital room of a patient who is severely depressed feels as if there is a palpable gust of "sad" that "comes off" the patient (this is not literal of course). I have described this experience over the years to students and trainees as similar to the actual gust of heat one feels when opening the door of an oven that has been at 400 F for a while.
2) I think we can all universally agree there are some persons with Autism you meet and it's completely clear immediately - by this I mean the sort of classic, profound Autism characterized by a person being non-verbal, lacking joint attention, and engaging in repetitive, self-stimulatory behaviors. When people say they "just know" someone has Autism without doing a complete diagnostic short of those sorts of presentations, frankly I get concerned.
3) As for ADHD, many times you will see behaviors from a child that could have you immediately conclude that the child must have it, until you take a history that includes significant trauma. So that immediate feeling is not trustworthy at all, and because it can be strong, has to be actively fought against.
I'm sure there are other similar phenomena if you were to ask people who do a lot of clinical work. I believe that all of this is what is intended to be captured under the concept of transference. But that does not mean it isn't possibly worthy of more careful description and understanding than lumping into one big pot.
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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
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Dear Jill hosmer
This article may helpful for ur research
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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.
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Hi Fateme,
if the question stems from the need to find a suitable tES intervention, I would suggest to start with the analysis of psychopathological/neurobiological mechanism responsible for the "to-be-treated" phenomenon (i.e., is it related to a decreased activity of a brain structure/network or is it related to certain bands of oscillatory power?).
Although you could compare the duration of tDCS vs tACS aftereffects (e.g., reviewing single or multiple session tES studies), such comparison might not be therapeutically valid given that tDCS and tACS induce qualitatively diverging effect and you would need to consider WHICH of the effects are meaningful for the particular therapeutic intervention (rather than which lasts longer).
On the other hand, both tDCS and tACS are assumed to modulate neuroplasticity, so perhaps this could be set as the common feature, enabling a meaningful comparison to start with.
Best, M.
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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.
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Hello Efthymios,
A midline central theta rhythm 6 to 7 Hz occurs episodically in bursts that have duration of 4 to 20sec. It occurs only in the awake state, and is not related to drowsiness. Wesmoreland & Klass (1986) reports this rhythm highly correlates with epilepsy, however about 25% of persons who show this pattern have other disorders, including mental fatigue. Differential diagnosis required with the midline frontal theta rhythm which may occur in adults during mental tasks.
References:
1. Westmoreland BF, Klass DW. Midline theta rhythm. Arch Neurol. 1986 Feb;43(2):139-41.
2. Zhang C, Yu X, Yang Y, Xu L. Phase Synchronization and Spectral Coherence Analysis of EEG Activity During Mental Fatigue. Clin EEG Neurosci. 2014 Oct;45(4):249-256. When the mental fatigue level increases, the interhemispheric theta are enhanced in the frontal region and C3-Cz electrode pair, and the intrahemispheric theta are heightened at frontal-central middle electrode pairs.
3. Lee SM, Jang KI, Chae JH. Electroencephalographic Correlates of Suicidal Ideation in the Theta Band. Clin EEG Neurosci. 2017 Sep;48(5):316-321. EEG activity in theta band in F3, Fz, FCz, and Cz has clinical potential as a biomarker for preventing suicide.
Kind regards,
Tatyana
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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?
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I believe they can. In my recent research, I asked the Adult ADHD Self Report Scale questions but also about previous diagnosis and familial diagnosis. The applicability of the Adult ADHD Self Report Scale answers was higher than the other approaches. My research is on my RG page.
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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
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I think you would find some good information in chapter 4 & 5 of my dissertation. It is fully available (free) here on Researchgate.
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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.
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How did this turn out?
Are you researching ADHD? I am interested in meeting other researchers who have done behavioral research on adults with ADHD, specifically excluding pharma solutions.
Jill
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I do not have the actual book, but would consider purchasing it if the norms are included.
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Are you researching ADHD? I am interested in meeting other researchers who have done behavioral research on adults with ADHD, specifically excluding pharma solutions.
Jill
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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?
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There is a theory, that it is connected with delay of prefrontal cortex maturation. More here:
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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.
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Thanks Phil I send you the other one in mail also
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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.
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Hello Herbert,
Have you seen these; I'm not sure whether they quite fit into what you need:
Peadon, E., Rhys-Jones, B., Bower, C., & Elliott, E. J. (2009). Systematic review of interventions for children with fetal alcohol spectrum disorders. BMC pediatrics, 9(1), 35.
The above references:
Coles, C. D., Strickland, D. C., Padgett, L., & Bellmoff, L. (2007). Games that ‘‘work’’: Using computer games to teach alcohol-affected children about fire and street safety. Research in Developmental Disabilities, 28, 518-530.
This is the RG link but not full text:
This is also by three of the above authors:
Padgett, L. S., Strickland, D., & Coles, C. D. (2005). Case study: using a virtual reality computer game to teach fire safety skills to children diagnosed with fetal alcohol syndrome. Journal of pediatric psychology, 31(1), 65-70.
Very best wishes with your research,
Mary
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Can anyone send me some articles that are related to ADHD and Youth Ice Hockey? or suggestions on sites to go? Thank you.
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You might start with the article in Psychology Today, which will have at least a little background research: https://www.psychologytoday.com/us/blog/pills-dont-teach-skills/201105/hockey-player-adhd-comes-out
And another on the Different Brains website at http://differentbrains.org/hockey_player_with_adhd_aspergers/
And another that emphasizes the super focus at https://www.additudemag.com/understanding-adhd-hyperfocus/
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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.
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if school is an artificial environment, then surely negative reactions to it are to be expected? I, if a child, had been forced into a field to hack corn might have been similarly disruptive?
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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.
Many thanks
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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!
Thanks,
Natalia
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As I mentioned previously, I would endorse that point. The CAARS is well-validated, has been widely used in research on Adult ADHD (including my own) and has scales that are normed for age and gender. I don't know of any other scale that meets those criteria and includes all of the following scales. The publisher (MHS) may be able to provide a discount for use in research. There is a Short Form that is less expensive that may meet your needs. In the past, however, that Short Form did not include the DSM scales, which are important for diagnostic purposes.
Conners Adult ADHD Rating Scale – Self Report: Long
CLINICAL SCALES T-score
A. Inattention/Memory Problems
B. Hyperactivity/Restlessness
C. Impulsivity/Emotional Lability
D. Problems with Self-Concept
E. DSM-IV Inattentive Symptoms
F. DSM-IV Hyperactive-Impulsive Symptoms
G. DSM-IV ADHD Symptoms Total
H. ADHD Index
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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?
Many Thanks!
Mike
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Ziereis S., Jansen P (2015). Effects of physical activity on executive function and motor performance in childeren with ADHS.Research in Dev.
Disabilities 38, 181-191
Smith A. et al (2014). Pilot physical activity intervention reduces severity of ADHD Symptoms in Young children. J of Att. Dis (17(1)
Pontifex M et al.(2013). Exercise improves behavioral, neurocognitive and scholastic performance in childrn with ADHD. J of Ped. 162
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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.
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Pablo,
Thanks so much for following up with me. I teach Algebra to boys, ages 12 to 14, at an all-boys Catholic school in a small town outside of Boston, Massachusetts, USA.
At this age, the boys are going through all sorts of physical, emotional and neurological changes. Some of them do not have a very good background in basic math, some of them have diagnosed learning disabilities, a number of them have trouble concentrating for more than 15 minutes at a time, and most of them play video games. I don't have any data on number of hours per week or day, or what time of day, or what games specifically.
What I am looking to learn is how to adapt and structure my lessons to fit how these boys learn best, knowing that their cognition and attention spans might be affected by their gaming habits.
Any help or insight you might be able to offer would be appreciated!
Glenn
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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.
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Thank you Toby!
Alina - I am helping a colleague with her PhD and at the moment she is working on her research proposal.
She has not started collecting data yet, we are only at the literature search stage. Thank you for the point you made regarding clarifying the distinction between mediation and moderation. She has taken this into consideration now! And thank you also for your other suggestion. Searching on...
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Hello all...
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 :)
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Sorry, no it's not an easy answer, I totally get that. So there is no website then that says something like, maybe...
Genotypes of CYP2D6*1, *3, *4, *5, *9, *10, and *17 alleles and duplication of the gene is possible. *1 has no effect, *3, no effect, etc. etc. *10 is highest in Malaysians, *17 makes you an ultra-rapid metabolizer...and so on...still a simplistic (and made up!) example, but that's what I want to see. Now...with all of these databases, like the human metabolome database, or drugbank, or whatever, databases I am used to, there are summaries, sure, and GCMS spectra and physical properties that are stated as facts, but a lot of it is just also links to papers that relate to that chemical. I guess that's what I am looking for. Somewhere that doesn't necessarily say we know this SNP does this, but, this SNP has been implicated in this, and we think it may do this....or maybe someone needs to create a Drugbank of SNPs then ;)
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Hi,
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?
Kind regards,
Yalan
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INTRODUCTION OF FACTOR ANALYSIS
Factor analysis is a procedure that identifies groups of tests that correlate in such a way that they seem to share a common dimension. For example, tyest requirring verbal ability tend to correlate more highly with each other than theyb do with tests of quantitative ability. Likewise, the quantitative ability tests show higher correlations among themselves than they do with tests of verbal or spatial skills. If we include several verbal tests, several quantitative tests, and several spatial tests in a study and examine their correlations using factor analysis. We will find, as we would expect, a duimension to each of the three types of test. Factor analysis provides a precise quantitative way of describing these dimensions.
Factor analysis provides a way to analyze the pattern of correlation between several measures in order to identify a smaller number of underlying components or factors. For example, a factor analysis of a wide variety of athletic acticvities (e.g., all the track and field events) might identify a list of relatively independent component athletic abilities (e.g., acceleration, upper body strength, endurance). A particular activity might rely primarily on a single component or factor (e.g., 100 dash: acceleration) or on a combination of factors (javelin toss: acceleration plus upper body strength). Cattell concluded that the 200 surface traits could be described as variants or combination of 16 underlying factors or source traits, which he named Emotionally Stabile, Self-Assured, Relaxed, Trusting, Controlled, Conscientious, Outgoing, Group Dependent, Happy-Go-Lucky, venturesome, Assertive, Artless, Radical, Imaginative, Tender Minded,m and Intelligent.
Cattell developed the Sixteen Personality Factor Questionnaire (16PF) to measure the identified source traits. Many other researchers have also used the factopr analytic approach.
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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.
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Thanks so much Lode
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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.
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