Electroencephalographic and Psychometric Differences Between Boys with and Without Attention-Deficit/Hyperactivity Disorder (ADHD): A Pilot Study (original) (raw)
Related papers
2006
This article will review the use of electroencephalographic (EEG) data in children with Attention Deficit/Hyperactivity Disorder (ADHD) or symptoms indicative of ADHD, both in research directed at determining the pathophysiology of ADHD, as well as research attempting to use the EEG as a diagnostic tool. In addition, we briefly review concepts important in quantitative analysis of EEG data. Overall, although some studies show enhancement of certain frequency bands relative to others within groups of ADHD children compared to normal controls, to date neither traditional nor quantitative EEG has revealed pervasive or consistent patterns of EEG abnormalities with sufficient specificity or sensitivity to separate children with ADHD from normal subjects. An exciting and promising recent development in this area of research involves advanced quantitative EEG analysis that has revealed an index shown, in small preliminary studies, to clearly and reliably differentiate ADHD from non-ADHD males. The use of EEG as a diagnostic tool for ADHD warrants further study, including additional large studies to help determine and clarify the specificity and sensitivity of the multiple EEG measures in differentiating ADHD and its subtypes from non-ADHD and other medical and psychiatric disorders.
Neuropsychology and electroencephalography to study attention deficit hyperactivity disorder
Revista de la Facultad de Medicina, 2016
Introduction: In a previous study carried out with children from first to third grade in an elementary school, the authors of this research evidenced that different profiles of neuropsychological difficulties and functional status of brain structures exist at subcortical and cortical levels. Such results differ from those obtained in preschool children.Objective: To correlate data obtained through neuropsychological assessment and EEG in Mexican children from fourth grade through sixth grade in an elementary school diagnosed with ADHD.Materials and methods: A qualitative syndromic analysis was used to establish predominant neuropsychological mechanisms. A qualitative analysis of EEG was conducted to determine functional and maturational aspects of children’s development.Results: Findings of correlations between neuropsychological and electrophysiological data showed diversity of neuropsychological difficulties and specific EEG patterns. The possibility of high correlation between da...
School Psychology Quarterly, 1992
Reviewed 39 empirical studies in which direct observational methods were used to assess children in whom attention deficit hyperactivity disorder (ADHD) had been diagnosed. Classroom studies distinguished ADHD children from comparison groups better than laboratory studies. Behaviors that most consistently distinguished ADHD children from comparison groups included measures of attention, activity, and vocalization. Suggests ways to improve the efficiency and reliability of observational research. Recommendations made regarding the importance of classroom observations in the evaluation of ADHD children. Attention deficit hyperactivity disorder (ADHD), a multifaceted condition involving chronic inattention, impulsivity, and heightened motor activity (Barkley, 1988b; Campbell, 1985), is the most frequently diagnosed childhood psychiatric disorder (Barkley, 1988a). These children frequently are referred because of a history of academic and classroom behavior difficulties that are believed to result from problems with attention. Social skills deficits often accompany a diagnosis of ADHD and may include disruptive and aggressive behaviors that alienate peers, parents, and teachers (
Journal of Abnormal Child Psychology, 1995
One hundred six clinic-referred boys meeting criteria for DSM-III-R attention-deficit hyperactivity disorder (ADHD) (mean age 9.4 years) were assessed annually for 4 years using structured interviews of multiple informants. Hyperactivity-impulsivity symptoms declined with increasing age, but inattention symptoms did not. Rather, inattention declined only from the first to the second assessment and remained stable thereafter in boys of all ages. The rate of decline in hyperactivity-impulsivity symptoms was independent of the amount and type of treatment received. Boys who still met criteria for ADHD in Years 3 and 4 were significantly younger, more hyperactive-impulsivg and more likely to erhibit conduct disorder in Year I than boys who no longer met criteria in Years 3 and 4. Attention-deficit hyperactivity disorder (ADHD) has been studied using prospective longitudinal designs more than any other disorder arising in childhood (
An Analysis of Attention Deficit/Hyperactivity Disorder in children
The main purpose of this study of development the Attention-deficit / Hyperactivity Disorder in childhood, adolescent and adulthood. ADHD is a disorder of childhood that tends to develop before the age of 12. ADHD, often referred to as hyperactivity, is characterized by difficulties that interfere with, effective task-oriented behavior in children particularly impulsivity, excessive or exaggerated motor activity, such as aimless or haphazard running or fidgeting, and difficulties in sustaining attention (Nigg et al 2005; see DSM-5 criteria for ADHD). Longitudinal research involves studying and collecting baseline information on specific group of interest (patients with a given disorder, high-risk children, etc) and then following up with them at a future date (e.g. 1,5 or even 20 years later) to determine the changes that have occurred over the Intervening period. Uses of some medications and drugs to reduce ADHD. Some authorities prefer using psychological interventions in conjunctions with medications (Mariano & Levin 2007). The use of behavioural treatment methods for ADHD has reportedly been quite successful, at least for short-term gains. The use of psychological treatment of ADHD has also shown positive results (Pelham &Fabiano,2008; Cor coran 2011). ADHD consist of a pattern of behavior that is present in multiple setting where it gives rise to social, educational or work performance difficulties.
Journal of Consulting and Clinical Psychology, 1997
Attention deficit-hyperactivity disorder (ADHD) is known to have neuropsychological consequences that are evident from psychological tests and measures of school failure. However, most available data are based on studies of preadolescent children. For a developmental perspective, older (> or = 15 years) and younger (< 15 years) children with ADHD were assessed. Participants were 118 male participants, ages 9 to 22 years, with ADHD and 99 male controls. Younger and older probands with ADHD were significantly impaired on the Wisconsin Card Sorting Test (WCST), the Stroop test, and the Rey-Osterrieth Complex Figure, regardless of various psychiatric and cognitive comorbidities. Longitudinal research is needed to test the hypothesis that neuropsychological dysfunctions persist in ADHD into adulthood.
NeuroQuantology, 2017
Attention deficit-hyperactivity disorder (ADHD) is one of the most common psychiatric disorders among children. It is associated with adverse complications for the children, their families, and the society in both short and long runs; therefore, finding solutions to correctly and timely diagnose the disease brings about numerous benefits. In this regard, the present study was carried out in order to examine the mean scores of neurological soft signs as a tool for more accurate and faster diagnosis among children with ADHD and compare them with healthy children. The present study was a descriptive analytical cross-sectional investigation that was carried out in Child and Adolescent Psychiatry Clinic, Imam Hussein Hospital. Twenty-five children aging 7-12 with ADHD were examined using attention deficit-hyperactivity checklist of DSM-IV, Conners Test, and 28-item Neurological Evaluation Scale (NES) (to examine neurological soft signs). Afterwards, the results were compared with those of 25 children without the disorder. The children with ADHD were all treated with Ritalin. The total scores in NES in the experimental group and the control group were respectively 11.4±4.14 and 5.6±79.2, and this difference was completely significant (P>0.0001). The experimental group obtained higher scores in glabellar reflex, quick alternative movements, and right-left separation compared to the control group. Given the significant difference between the children with ADHD and the healthy ones, these signs can probably be used to early diagnose the disorder and take faster steps toward preventing and treating it.
Evidence-Based Assessment of Attention-Deficit/Hyperactivity Disorder
Journal of The American Academy of Child and Adolescent Psychiatry, 2006
This article examines evidence-based assessment practices for attention deficit hyperactivity disorder (ADHD). The nature, symptoms, associated features, and comorbidity of ADHD are briefly described, followed by a selective review of the literature on the reliability and validity of ADHD assessment methods. It is concluded that symptom rating scales based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV]; American Psychiatric Association, 1994), empirically and rationally derived ADHD rating scales, structured interviews, global impairment measures, and behavioral observations are evidence-based ADHD assessment methods. The most efficient assessment method is obtaining information through parent and teacher rating scales; both parent and teacher ratings are needed for clinical purposes. Brief, non-DSM based rating scales are highly correlated with DSM scales but are much more efficient and just as effective at diagnosing ADHD. No incremental validity or utility is conferred by structured interviews when parent and teacher ratings are utilized. Observational procedures are empirically valid but not practical for clinical use. However, individualized assessments of specific target behaviors approximate observations and have both validity and treatment utility. Measures of impairment that report functioning in key domains (peer, family, school) as well as globally have more treatment utility than nonspecific global measures of impairment. DSM diagnosis per se has not been demonstrated to have treatment utility, so the diagnostic phase of assessment should be completed with minimal time and expense so that resources can be focused on other aspects of assessment, particularly treatment planning. We argue that the main focus of assessment should be on target behavior selection, contextual factors, functional analyses, treatment planning, and outcome monitoring.
Neurología, 2017
Introduction: Attention deficit hyperactivity disorder (ADHD) is a neuropsychiatric disorder originating from multiple factors. The aim of this study is to determine the percentage of patients with ADHD out of all patients referred to our clinic for assessment, and to explore the epidemiological and clinical factors linked to this diagnosis. Patients and methods: Retrospective analytical study of a sample of patients under 15 years old sent to the paediatric neurology clinic for suspected ADHD. DSM-IV criteria were used for diagnosis. We completed a binary logistic regression analysis to determine which risk factors were associated with the diagnosis. Results: Of the 280 selected patients, 224 were male (male/female ratio 4:1); mean age (SD) was 8.4 (3.08) years. Almost half (49%) of the patients were referred by their schools and 64.9% were born in the second half of the year, but this tendency was more marked in girls than in boys. Assessment according to DSM-IV criteria resulted in diagnosis of 139 subjects (49.7%). The risk factors linked to diagnosis were male sex, parents with ADHD, associated sleep disorders, tics, and absence of neurodevelopmental delay. Conclusion: Only half of the children referred for suspected ADHD were diagnosed with that condition, and most were among the youngest in their classes, which suggests that suspected ADHD is overestimated. An exhaustive clinical interview investigating the family's psychological disorders and the patient's sleep disorders and tics is needed to improve the diagnostic process.