attention deficit hyperactivity disorder

This study provides a comprehensive review of attention deficit hyperactivity disorder (ADHD), discussing its historical background, prevalence, symptoms, subtypes, comorbidities, and treatment options. ADHD, characterized by inattention, hyperactivity, and impulsivity, affects an estimated 5 - 10% of children and 4% of adults worldwide, with a higher diagnosis rate in boys. However, underdiagnosis in girls due to less overt symptoms is a growing concern. The study begins with the case of a girl diagnosed with ADHD, using her experiences to highlight the specific challenges faced by individuals with high cognitive functioning ADHD. This case serves as an entry point to examine how ADHD impacts those who, despite intellectual or academic strengths, struggle with focus, organization, and impulse control. These insights are further explored through the perspective of a veterinary student managing ADHD, offering a unique view on how the disorder interacts with high academic and professional demands.The review examines the various subtypes of ADHD—predominantly inattentive, predominantly hyperactive-impulsive, and combined—and discusses common comorbidities such as anxiety, depression, learning disabilities, and sleep disorders. Current treatment approaches, including behavioral interventions, pharmacotherapy, and cognitive-behavioral therapy, are evaluated for their effectiveness in managing ADHD symptoms. A key theme of this study is the importance of societal awareness in reducing stigma, which can facilitate early diagnosis and access to appropriate treatment. The findings emphasize the need for individualized, holistic approaches to care that address the unique needs and strengths of each person with ADHD. Early intervention and a personalized treatment plan can significantly improve outcomes, leading to better academic performance, emotional regulation, and overall quality of life for individuals with ADHD.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that can lead to difficulties in various aspects of adult participation.

This present study aimed to investigate executive function, sensory processing, and participation in meaningful activities among adults with and without ADHD. Additionally, the study explored the relationships between executive function, sensory processing, and participation in meaningful activities in adults with ADHD.

In this cross-sectional study, 70 adults aged 18 to 40 with ADHD and 68 healthy peers were recruited from various clinics and centers across Tehran. Executive function and sensory processing were assessed using the Behavior Rating Inventory of Executive Function-Adult version (BRIEF-A) and the Adolescent/Adult Sensory Profile Questionnaire (AASP), respectively. Participation in meaningful activities was evaluated using the engagement in meaningful activity survey (EMAS). Independent samples t -tests were used to compare adults with ADHD to healthy adults. Pearson and Spearman correlation coefficients were utilized to explore correlations. A stepwise linear regression model was applied to assess the predictive effects of various variables.

Significant differences were observed in executive function, sensory processing, and participation in meaningful activities between adults with and without ADHD. Significant correlations were found between participation scores and all subscales of executive function and sensory processing.

The findings indicate that individuals with ADHD exhibit significant differences in executive function, sensory processing, and participation in meaningful activities compared to their non-ADHD peers. Executive function and sensory processing in adults with ADHD appear to impact their participation in meaningful activities. Further studies are needed to confirm these findings.

This research discusses the diagnostic validity of the Wechsler Intelligence Scale for Children, fifth edition (WISC-V), in students with attention deficit-hyperactivity disorder (ADHD). The primary research question is whether the WISC-V possesses diagnostic validity for students with ADHD.

The study employs a psychometric design. The research population includes all students with ADHD enrolled in the first, second, and third grades of elementary school during the 2022 academic year. These students receive educational therapeutic services in private and public centers. A sample size of 250 students was selected using a purposeful sampling method. The instrument used is the WISC-V. Additionally, 250 individuals from the normative population (non-ADHD) were included as a comparison group. The confidence interval method was applied to determine the diagnostic validity of the tests.

Data analysis indicated that among the WISC-V subscales, only the "processing speed" subscale demonstrated diagnostic validity (P < 0.001). The other four subscales — "visual-spatial", "fluid reasoning", "working memory", and "verbal comprehension" — did not exhibit adequate validity in distinguishing between students with and without ADHD.

The findings indicate that the WISC-V has favorable diagnostic validity for the processing speed scale in students with ADHD. This scale can be effectively utilized for the clinical assessment of students with ADHD within the field of exceptional individuals.

The current study aims to compare the effects of medication and lifestyle changes with medication alone on the quality of sleep in children with attention deficit hyperactivity disorder. The study uses a mixed-methods approach to design a treatment for children with ADHD. It employs inductive thematic analysis to identifiy problems, and create a lifestyle modification package. The package is reviewed and approved by a panel of experts. The study evaluates the effects of two interventions on children with ADHD and sleep problems using a quasi-experimental design. The population consists of 7-11-year-olds from the Felavarjan region, diagnosed with ADHD and experiencing sleep issues. The study involves a combination of drug therapy and lifestyle modification, drug therapy alone, or no intervention. The findings show that, when compared to the control group, there is a significant difference in sleep quality between the experimental groups that received medication and lifestyle adjustment and those that received medication alone (P<0.05). Children's sleep quality was significantly enhanced by the combination of medicine and lifestyle change, which proved to be more effective than medication alone. Lifestyle change combined with medication were found to be more effective in improving sleep quality in children with attention deficit hyperactivity disorder compared to medication alone. Based on the findings of the present study, lifestyle modification is suggested as a complementary approach to pharmacotherapy for reducing problems and improving sleep quality in children with attention deficit hyperactivity disorder.

Various psychological, biological and pharmacological interventions are used to treat the attention deficit hyperactivity disorder. Today, Transcranial direct current stimulation (TDCS) is among the biologic therapies that ave attracted the attention of researchers due to its cost-effectiveness and lack of side effects is, which works by stimulating neurons on the surface of the brain. Therefore, the present research aimed to assess the effect of TDCS on improving the clinical symptoms of attention deficit hyperactivity disorder (ADHD).

This quasi-experimental research was performed with a pretest-posttest design with a control group and follow-up. This study was performed on children with ADHD in Rafsanjan City, Iran. Among them, 16 people were selected as a sample using convenience sampling method and were randomly assigned to intervention and control groups in equal numbers. For the intervention group, Transcranial direct current stimulation was performed, while the control group received no intervention. Data was collected through the standard Swanson Attention Deficit Hyperactivity Disorder Questionnaire (1980) and repeated measures analysis of variance was employed for data analysis in Amos-24 software.

Based on the findings, in the intervention group, the clinical symptoms of hyperactivity after receiving the intervention, at the posttest stage, were significantly reduced compared to before receiving the intervention (P<0.01), while this difference in the Control group was not significant. The findings also revealed that the reduction of clinical symptoms of hyperactivity in the experimental group at the follow-up stage was stable (p <0.01).

Based on the results of this study, it can be said that transcranial direct current stimulation is effective in improving the clinical symptoms of ADHD.

Central nervous system (CNS) infections can lead to long-term motor and cognitive complications in children.

We aimed to investigate the prevalence of attention deficit-hyperactivity disorder (ADHD) and assess the quality of life in children with CNS infections.

A longitudinal study was conducted on 94 children (aged 6 - 15 years) with CNS infection symptoms who were admitted to referral hospitals in Isfahan, Iran. Parents completed questionnaires assessing quality of life and neurological deficits at 6 and 12 months after discharge. All patients were evaluated by the corresponding physician for a final assessment.

Attention deficit-hyperactivity disorder symptoms were diagnosed in 30 patients, with viral encephalitis being the most common infection. The quality of life in children with CNS infections was significantly lower compared to that of healthy children.

Central nervous system infections negatively impact the quality of life in children. Screening for ADHD and managing affected children can help improve outcomes. Further research and interventions are needed to mitigate long-term complications.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent disorders of childhood with several consequences. This study aimed to compare the effectiveness of cognitive computer games rehabilitation and play therapy based on cognitive rehabilitation on the risk-taking of children with attention deficit hyperactivity disorder.

The research method was semi-experimental with a pretest-posttest, a waiting list, and a one-month follow-up design. The statistical population included all children aged 7 to 12 with attention deficit hyperactivity disorder in Karaj City. The participants, 24 children referred to the Razi counseling center in 2020-2021, were selected by the convenience sampling method and were randomly assigned to cognitive computer games (8 children), cognitive play therapy (8 children), and control (8 children) groups. The experimental groups received the interventions, while the control group stayed on the waiting list and received no treatment during research. The balloon analog risk task (BIS) was used to collect data. Analysis of variance with repeated measures and Bonferroni's post hoc tests were used for data analysis.

The findings showed that cognitive computer games and play therapy based on cognitive rehabilitation are effective in the risk-taking of children with attention deficit hyperactivity disorder (P<0.05). Also, the findings showed a significant difference between the effectiveness of the two interventions in risk-taking.

Play therapy based on cognitive rehabilitation was more effective than cognitive computer games in reducing risk-taking.

This article explores my personal experiences as a veterinary student diagnosed with attention deficit hyperactivity disorder (ADHD), focusing on how ChatGPT has figsignificantly helped me manage my symptoms and improve concentration, particularly during preparation for the IELTS exam. Despite my high cognitive abilities and early literacy, ADHD has posed challenges in sustaining focus during intensive study periods. As a high-functioning individual with ADHD, incorporating ChatGPT into my study routine has been instrumental in enhancing both focus and productivity. This study underscores the positive impact of ChatGPT as a digital tool for improving concentration and managing ADHD symptoms, demonstrating its potential as an effective supplement to traditional interventions.

Neurodevelopmental disorders manifest as a range of conditions during development, impacting the brain's function, structure, and growth. 
resulting in cognitive deficits and challenges in adaptation for children. This study examines how problem-solving skills contribute to learning disabilities in children with attention deficit hyperactivity disorder, distinguishing between boys and girls and considering the mediating influence of social cognition.
The current study employed a descriptive-correlational approach with a cross-sectional research design, utilizing structural equation modeling (SEM) and multi-group analysis techniques. The study aimed to explore male and female students with attention deficit hyperactivity disorder (ADHD) in Tehran from July to October 2023. A sample of 134 adolescents was selected using purposive sampling. The research tools included the Problem-Solving Inventory (PSI), Colorado Learning Difficulties Questionnaire (CLDQ), and Student Social Cognition Questionnaire (SHAD). The researchers performed descriptive statistics analysis with SPSS version 27 and utilized SmartPLS version 4 for path analysis and Multi-Group Analysis (MGA). The study considered a significance level of 0.05.
According to the research findings, Problem-solving skills had a significant negative impact on Learning Difficulties, with girls being affected more than boys. The difference between the two genders was statistically significant (p = 0.029). Further analysis revealed that Social cognition only acted as a mediator in reducing Learning Difficulties in girls. 
Based on the results of this study, it appears essential to focus on problem-solving skills to decrease learning disabilities and enhance social cognition in students diagnosed with attention deficit hyperactivity disorder.

Regarding the impact of sleep apnea on Attention-Deficit Hyperactivity Disorder (ADHD) manifestations in children and adolescents, the present study aimed to assess the prevalence of sleep apnea and sleep disturbances in children and adolescents with ADHD. 

The statistical population of this descriptive-correlational study consisted of all children and adolescents with ADHD who were referred to a clinic of child and adolescent psychiatrist and clinic of children and adolescents psychiatry in Ibn-e-Sina Psychiatric Hospital in Mashhad City, Iran, in 2022-2023. Among them, 20 cases were selected using the convenient sampling method. The parents fulfilled the demographic checklist and Children's Sleep Habits Questionnaire (CSHQ). We measured Body Mass Index (BMI) and evaluated obstructive sleep apnea using ApneaLink device. The data were analyzed using descriptive indexes, the Mann-Whitney test, Spearman's coefficient, the Chi-square test, and the Pearson coefficient. 

Finally, 12 patients with a mean age of 9.92 ± 2.23 years participated. The mean BMI was 20.42 ± 3.71. The mean score of the Children's Sleep Habits Questionnaire was 74.92. Also, 8 patients experienced different levels of obstructive sleep apnea. Only a significant correlation was seen between sleep disturbances and BMI (P= 0.007). Also, the correlations between obstructive sleep apnea and demographic variables were insignificant (P> 0.05). 

It seems that sleep apnea and sleep disturbances are prevalent in children and adolescents with ADHD, so the clinical diagnosis of sleep problems plays an important role in treating ADHD symptoms.

Attention-deficit/hyperactivity disorder affects approximately 5.3% of children globally, causing significant functional challenges. This study examined the relationship between parental stress-coping strategies and the quality of life in children with this disorder.

In this cross-sectional analysis, 220 children with attention-deficit/hyperactivity disorder (aged 8 to 12 years) and their parents were selected from medical centers affiliated with Babol University of Medical Sciences in 2023. Diagnoses were confirmed by a child and adolescent psychiatrist using DSM-5 criteria. Parents completed the Coping Inventory for Stressful Situations-Short Form, while the children's quality of life was assessed using the Pediatric QoL Inventory.

Children rated their quality of life and its specific aspects higher than their parents did. A significant difference was observed only in the emotional coping strategy within the emotional functioning domain, where children in the high-quality-of-life group reported better scores (p=0.017). Other dimensions and coping strategies did not show statistically significant differences (p>0.05). Furthermore, from the parents' perspective, no significant associations were found between stress-coping strategies and their children's quality of life across any dimension (p>0.05).

Parental coping strategies, particularly those involving emotional support, play a key role in shaping the emotional experiences of children with ADHD.

Introduction: 

This research intends to determine the occurrence of ADHD-related symptoms in children with Convergence Insufficiency (CI), a treatable visual issue that may be misconstrued as ADHD. It focuses on understanding how often these behaviors are noticed by parents and educators in various environments, such as home and school.

This was a case–control study and 108 children attended. Eye examinations were performed and the children were divided into the with CI and control groups. The Children Symptoms Inventory-4 (CSI-4) questionnaire was completed by teachers and parents. CSI-4 is a rating scale that screens for emotional and behavioral symptoms of childhood disorders. These questionnaires ask the parent and teachers to rate the frequency of behaviors observed: never, sometimes, fairly often, or most of the time.

A total of 108 school-aged children were evaluated by parents and 100 of them by the teachers. There were 51% girls in the CI group and 49% in the control group. Comparison of the mean scores of the parent questionnaire in CI group and control group in ADHD symptoms showed that these two groups did not have significant difference (P<0.05) in ADHD symptoms. The results of the teacher questionnaire indicated that these two groups had a significant difference (P<0.05) for inattention symptom.

The results from this study suggested that based on teacher information, CI children have a higher frequency of inattentive behaviors, compared to normal binocular children. ADHD may make diagnosis of CI difficult, exacerbate the symptoms of CI and vice versa. For children who have ADHD symptoms or other learning difficulties, a comprehensive visual examination can be useful for diagnosis of CI and other vision problems

Finding the factors that may affect performance of fine and gross motor skills in children with attention deficit hyperactivity disorder (ADHD) is of great importance. Therefore, the aim of this study was to examine the correlations between physical activity (PA) participation and anthropometric features with gross and fine motor skills in school children with ADHD. This was a descriptive-correlational study. The study participants were 320 students with ADHD (including 120 girls; mean age of 7.86±0.89 years) from Tehran, Iran, in 2023. To assess PA, anthropometric features and motor proficiency, the Rapid Assessment of Physical Activity (RAPA) scale (scores range from 0 to 7), standard tools such as a meter and scale, and the short form of the Bruininks-Oseretsky Test of Motor Proficiency (scores from 0-53, and 0-51 for gross and fine skills, respectively) were used. The data were analyzed using independent t-test and Pearson correlation test. The participants had a relatively low level of PA (mean=2.23±1.07). Moreover, boys exhibited significantly higher proficiency in gross motor skills compared with girls (t=6.282, P<0.001), while girls demonstrated significantly higher proficiency in fine motor skills (P<0.001). Also, PA was directly and significantly associated with both gross (r=0.593, P<0.001) and fine motor skills (r=0.478, P<0.001). Moreover, body mass index showed an inverse and significant correlation with gross motor skill (r=-0.681, P<0.001). These findings emphasized the importance of promoting more PA and height-to-weight matching processes for optimal motor growth in children with ADHD. Therefore, it is recommended to incorporate programs aimed at enhancing motor skills in children during physical education lessons.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmentaldisorder that usually begins in childhood. Inconsistent with one’s developmental stage, thiscondition is marked by attention deficit, impulsivity, and hyperactivity. The present studyaimed to investigate the effect of virtual reality intervention (VRI) on impulsivity, sustainedattention, and divided attention in children with ADHD. This is a quasi-experimental study with a pretest-posttest control group design. Thestudy population consisted of 103 boys and girls diagnosed with ADHD seeking treatmentat Baqiyatullah Hospital in Tehran in 2021. Thirty children who met the inclusion criteriawere purposefully selected and allocated to two groups: a control group (only taking Ritalin)and an intervention group (n=15 per group). The intervention group received VRI (twelve60-minute sessions held three times weekly). The research instrument included the integratedvisual and auditory continuous performance test. Data analysis was conducted using analysisof covariance (ANCOVA). The results revealed that VRI improved impulsivity, sustained attention, and dividedattention in children diagnosed with ADHD (P<0.001). Based on the findings, VRI can improve sustained attention, divided attention,and impulsivity in children with ADHD.