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Although many studies have analyzed the effectiveness of novel Continuous Performance Tests (CPTs) in diagnosing ADHD, very few studies have examined how cultural factors influence that effectiveness. The present study aimed to analyze performance in a Virtual-Reality CPT in a sample of children resident in Spain and Argentina. 138 students participated in this study. They were aged between 6 and 16 years old, with a mean age of 10.38 (SD = 2.46) and had been diagnosed with ADHD. Commissions was the only significant variable in both discriminant models. In the Spanish population, the commissions variable was shown to correctly classify 49.4 % of the three types of ADHD presentation. However, in the Argentine population, the commissions variable correctly classified 68.3 %. These results may have been biased by the severity of the different types of presentation. In fact, it seems reasonable to think that the greater the severity, the better Aula Nesplora would predict the three types of presentation of ADHD. These results emphasize the need to consider other variables with a notable impact on daily life as children develop. • The Argentine sample presented more acute ADHD symptoms than the Spanish sample. • Commission error was the only significant variable in the prediction of ADHD. • Commission error has a greater predictive power in the Argentine population. • Cultural aspects are essential in the evaluation protocol of the ADHD. [ABSTRACT FROM AUTHOR]

This study aims to analyze knowledge and attitudes toward attention‐deficit/hyperactivity disorder (ADHD) in university students (infant education, primary education, teaching, and psychology students) and teachers (elementary, primary and secondary school teachers, and university teachers). A total of 417 university students and 170 teachers took part in the study. All of the participants completed the Questionnaire for the Evaluation of Teachers' Knowledge of ADHD and a scale about specific attitudes toward ADHD. The results indicated differences in knowledge between the teachers and the university students but no differences in attitudes. Teachers had deeper knowledge about ADHD than the university students, with greater knowledge in the dimensions of Treatment and Symptoms/Diagnosis. Furthermore, the levels of knowledge predicted attitudes, reflecting the importance of more educational training programs (for students and professionals) providing information about ADHD. Highlights: Teachers showed deeper knowledge of ADHD than the university students.There are not differences in the attitudes between university students and teachers.The levels of knowledge significantly predicted attitudes towards ADHD.The results revealed the necessity of promoting educational training programs about ADHD. [ABSTRACT FROM AUTHOR]

Background: Only a few months before starting university, more than 50% of Spanish high-school students do not know what course to choose. Data from the Ministry of Education show that dropout rates reach 40% in some Spanish communities. This study aims to analyse the most important reasons behind students’ choices of degree course and the sources of information they use to help them choose depending on the type of the school and the field of study chosen. Method: A sample of 2,254 students from all over Spain completed two previously validated questionnaires. Results: The results showed that in general terms, intrinsic motives were more highly valued. The sources of information that students used most and rated more highly were university websites and family advice. Students from private schools rated guidance activities organized by universities more highly than students from state schools. Mann-Whitney U and Kruskal-Wallis statistics showed that the intrinsic component was more highly valued by students who wanted to study degrees in the fields of Arts and Humanities or Services. Conclusions: These findings provide quality information that may be used to improve the effectiveness of guidance counselling activities. [ABSTRACT FROM AUTHOR]

Background: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. Method: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability). Results: Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills. Conclusions: The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills. [ABSTRACT FROM AUTHOR]

Background: Students commonly struggle with mathematics and mathematical problem‐solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics. Aim: This study attempts to analyse the influence of initial levels of mathematics competency with respect to the benefits of a specific intervention known as the Integrated Dynamic Representation (IDR). Sample: Participants were 288 students (aged 6–8 years) who were divided according to their levels of mathematics competency (low–medium–high). Methods: Students were assigned to the two primary intervention groups, experimental group (EG; students who received the IDR intervention) and control group (CG; students who followed the traditional instructional methods). All participants completed the Test of Early Mathematics Abilities (TEMA‐3) both before and after the intervention. Results and conclusions: Although all the three competency levels of the EG improved, the progression was different for each level. Results showed that students with low competency level improved substantially more than the students with medium and/or high baseline competency level. [ABSTRACT FROM AUTHOR]

This study aimed to describe and compare naming speed abilities in children diagnosed with either Reading Learning Difficulties (RLD) or Attention Deficit/Hyperactivity Disorder (ADHD), or comorbidity for both (ADHD+RLD). To examine the explanatory power of naming speed and ADHD symptomatology in predicting group associations (while controlling for gender and age), the “Rapid Automatized Naming and Rapid Alternating Stimulus Tests” (RAN/RAS) were utilized. A sample of 101 children (age range = 5-16 years) was divided into four groups: RLD (n = 14), ADHD (n = 28), comorbid (n = 19), and control (n = 40). There were statistically significant differences in RAN/RAS results among the diagnostic groups. Moreover, discriminant analysis revealed that naming speed tasks significantly predicted reading and attentional problems, especially at earlier ages. These results demonstrate the potential usefulness of RAN/RAS in the diagnosis of reading and attentional problems, particularly if the children are aged from 5 to 9. [ABSTRACT FROM AUTHOR]

In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. The present study aimed to compare the cognitive variables (working memory and processing speed) and the attentional profiles of a sample of students with and without ADHD, using scales from the WISC-IV, and the virtual reality-based attentional test known as ‘Aula Nesplora’; and determine the extent to which the aforementioned variables may predict student group membership. A total of 88 students took part in this study (66 males and 22 females), aged from 6 to 16 years (M = 10.20; SD = 2.79). The sample was divided into two groups: an ADHD group (n = 50) and a Control group (n = 38). Students in the ADHD group obtained lower scores in working memory and in processing speed, as well as demonstrating poorer performance in Aula Nesplora than did their peers. Working memory, and the number of omissions, were both shown to be reliable predictors of group membership. This study revealed the importance of obtaining data from attentional variables differentiated by modality when considering cognitive variables, in order to better characterize the difficulties experienced by individuals diagnosed with ADHD. [ABSTRACT FROM AUTHOR]

While naming speed, which is usually assessed with tests such as RAN / RAS, has proven to be useful in predicting certain reading errors and attentional difficulties, the variables that predict performance in the test have not been examined before now. The objective of this study is to test the explanatory power of certain reading and attentional variables over naming speed performance depending on diagnosis. A sample of 132 students, divided into four groups (Control, n=34; Reading difficulties, n= 22; ADHD, n=4t; and ADHD+Reading Difficulties, n=35) was used. The results show: 1) without any difficulties, naming speed is explained by IQ, age and gender; 2) in the presence of reading difficulties, reading errors are the variables with more explanatory power; 3) in the presence of attentional difficulties, certain attentional variables such as those provided by the TOVA test were shown to be more significant. [ABSTRACT FROM AUTHOR]

Introduction: Searching for information is a necessary step for young people to decide what to study and prevent school drop-out. The aim of this study is to identify the main sources of information used by students in choosing a university career and to assess the degree of usefulness of these sources. Method: A new measuring instrument to assess the use and usefulness of the information sources used in choosing university studies was developed. 2,005 high school students aged 17 to 24 (M = 17.56, SD = .77) participated in the study, representing 44.95 % of the total of school centers of the Principality of Asturias (Spain). Results: The new instrument has adequate psychometric properties and shows that the information from parents and web pages by universities are the most used and most useful information sources for pre-university students. Conclusions: Obtaining this type of information is very important, as it encourages investing in those activities or resources that are important for pre-university students. [ABSTRACT FROM AUTHOR]

The three types of presentations of ADHD often co-occur with other disorders, anxiety being one of the most prevalent. For this reason and because there are few studies that have examined the influence of anxiety on attentional activities, this study aims to determine how internalizing difficulties (anxiety levels) can influence performance in a virtual reality continuous performance test. The study used a non-probabilistic clinical sample comprising 68 boys (66%) and 35 girls (34%) aged between 6 and 16 (M = 12.24; SD = 2.45) who had been referred to clinical services for the evaluation of ADHD symptoms. Once informed consent was given, the children were administered the STAI-C scale and a virtual reality continuous performance test by expert researchers. Hierarchical regression models showed that only state anxiety demonstrated significant explanatory power over attentional variables. These findings confirm how important it is for children to feel relaxed when they undergo psychological evaluation tests, as otherwise the individual's intervention design would be based on biased data. Similarly, the findings also suggested an effect of IQ in the interpretation of continuous performance scores. [ABSTRACT FROM AUTHOR]

Despite the persistence of attention deficit hyperactivity disorder (ADHD) into adulthood and adolescence, there are few objective, reliable instruments (based on patient performance) that have been shown to be able to predict current and retrospective ADHD symptoms. The present study aimed to explore whether a validated VR test called Nesplora Aquarium is able to predict ADHD symptoms in adults and adolescents, based on both current and retrospective self-reports. A non-clinical sample of 156 adults and adolescents (70 women and 86 men) between 16 and 54 years of age (M = 21.23, SD = 8.04) took part in the study. Virtual reality (VR) variables such as the number of correct answers, omission and commission errors, among others, were used to predict current and retrospective self-reported symptoms of ADHD using multiple regression models. Correct answers and omission errors in the VR test significantly predicted both current and retrospective ADHD symptoms. However, only the number of perseveration errors and gender were able to significantly predict retrospective ADHD symptoms. These findings suggest that inattention problems tend to remain after adolescence, while perseveration errors (which have been related to impulsive behavior) and gender differences tend to diminish. [ABSTRACT FROM AUTHOR]

Learning to read is a complex challenge during childhood, so being aware of the processes that facilitate it is essential. Decoding skills, naming speed and their relationship to reading difficulties are part of these processes. This study aims to ascertain whether there is a relationship between naming speed, cognitive variables (processing speed and working memory) and decoding skills. The sample was made up of 42 students in the first, second, third and fourth years of primary education (62% males and 38% females) between the ages of six and 10. Hierarchical regression models showed that naming times significantly predict reading pseudo-words, while no significant relationship was found with cognitive variables. The usefulness of naming tasks is shown to be a good early predictor of reading, while no direct relationship between naming times and cognitive variables is detected. [ABSTRACT FROM AUTHOR]

People who suffer from ADHD in their childhood are more likely to be involved in criminal acts in late adolescence and adulthood. This study analyses the association between retrospective ADHD symptoms and associated problems (somatic and learning difficulties), and current symptoms in a sample of adults from imprisoned and clinical populations. Four hundred and fifty‐seven participants, aged between 17 and 69 years, were divided into four groups: ADHD prison group without clinical history of symptoms (n = 61), prison group (n = 162), ADHD clinical group (n = 176) and clinical group (n = 58). The ADHD‐IV scale and Wender Utah Rating Scale (WURS) were administered to the four groups and demonstrated high rates of persistence of ADHD symptoms into adulthood. ADHD groups reported significantly higher impairment both during childhood (symptoms, somatic and learning difficulties) and at present, with the ADHD clinical group being the most severely impaired. Finally, current symptoms of ADHD, along with childhood ADHD symptoms and learning difficulties, significantly predicted current impairments, but only in the clinical group. These findings represent some initial steps into the identification of predictors of ADHD symptomatology in adulthood in order to elucidate its etiopathogenesis and better identify high‐risk groups for targeted prevention. [ABSTRACT FROM AUTHOR]

Background: Attention-deficit hyperactivity disorder (ADHD) is a complex disorder in terms of etiology, clinical presentation, and treatment outcome. Pharmacological and psychological interventions are recommended as primary treatments in ADHD; however, other nonpharmacological intervention such as a dietary supplementation with omega-3 polyunsaturated fatty acids (ω-3 PUFAs) has emerged as an attractive option. Purpose: The objective of the present study was to assess whether dietary supplementation with highly concentrated ω-3 docosahexaenoic acid (DHA) triglyceride may improve symptoms in ADHD. Method: A 6-month prospective double-blind placebo-controlled randomized clinical trial was designed in 66 patients with ADHD, aged between 6 and 18 years. Participants in the experimental group received a combination of ω-3 fatty acids (DHA 1,000 mg, eicosapentaenoic acid 90 mg, and docosapentaenoic acid 150 mg). Instruments included d2-test, AULA Nesplora, EDAH scales, and abbreviated Conner's Rating Scale. Results: In the cognitive test, between-group differences were not found, but within-group differences were of a greater magnitude in the DHA group. Between-group differences in favor of the DHA arm were observed in behavioral measures, which were already detected after 3 months of treatment. Results were not changed when adjusted by ADHD medication. Conclusions: This study provides further evidence of the beneficial effect of supplementation with ω-3 DHA in the management of ADHD. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the psychometric properties of a brief questionnaire for the assessment of executive functioning in children and adolescents, which takes the form of a behavior rating scale, and designed to be answered by families. After a validation pilot study, the Executive Functioning Scale for Families (EFE-F in Spanish) was tested with the families of 1019 students aged 8-18, from 41 schools in Asturias (Spain). Confirmatory factor analyses showed that the model that best fits the data is composed by nine factors: Inhibition, Hyperactivity, Emotional Control, Concentration, Focus, Planning, Organization, Functional Memory and Flexibility. Reliability was high for the whole scale and moderate for its factors. [ABSTRACT FROM AUTHOR]

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6-9 years), who were classified into three groups: ADHD ( n = 72), MLD ( n = 82), ADHD and MLD ( n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD-only group benefiting the most at posttest. [ABSTRACT FROM AUTHOR]

Attentional and working memory (WM) processes undergo significant changes during different stages of development. However, currently there are not many continuous performance tools based on virtual reality (VR) for measuring attentional capacity in adults. The present study aimed to obtain normative data for the Nesplora Aquarium VR test in a Spanish population, looking at sex and age variables. In addition, this study also aimed to analyze the psychometric properties of the tool such as scale, internal consistency, and item difficulty and discrimination indices. A total of 1,469 participants from different regions of Spain (57.6% female) with ages ranging from 16 to 90 years old took part in this normative study. Nesplora Aquarium was developed in order to support clinicians in the assessment of attentional processes and WM in adults over 16 years old. It is an 18-minute individual test performed through a VR system. The system provides better visual and auditory immersion in the task than computerized CPTs. This study revealed that the new VR tool, designed to measure adult attention and working memory levels, exhibited good psychometric properties related to reliability and internal consistency. In addition, item difficulty and discrimination values were also acceptable. [ABSTRACT FROM AUTHOR]

Understanding ADHD requires a comprehensive view that considers how emotional symptomatology courses with the core symptoms of the disorder. The present study aimed to analyze the differences according to sex in anxiety and self-concept (academic, emotional, social and physical) in a clinical sample of boys and girls with ADHD; and to study the predictor power of academic, emotional, social and Physical self-concept of the trait anxiety levels in boys and girls. Participants were 276 students between 9 and 16 years old (181 were boys and 95 girls) participated in the study. The trait anxiety of the participants and the academic, emotional, social and physical self-concept were assessed. The results of the univariate and multivariate analyzes of variance showed that girls had higher levels of anxiety (statistically significant) and lower levels in each of the self-concept components (although these results were not statistically significant). The regression analysis reflected that emotional self-concept predicted trait anxiety levels for both sexes, and social self-concept was a significant predictor of trait anxiety levels in boys. Finally, we propose the importance of deepening the emotional component that accompanies ADHD. [ABSTRACT FROM AUTHOR]

Attention deficit and hyperactivity disorder (ADHD) is commonly associated with disordered or disturbed sleep and the association of sleep problems with ADHD is complex and multidirectional. The purpose of this study was to analyze the relationship between sleep and academic performance, comparing children with ADHD and a control group without ADHD. Academic performance in Spanish, mathematics, and a foreign language (English) was evaluated. Different presentations of ADHD were considered as well as the potential difference between weekday and weekend sleep habits. The sample consisted of 75 children aged 6–12 in primary education. Accelerometry was used to study sleep, and school grades were used to gather information about academic performance. The results showed that ADHD influenced the amount of sleep during weekends, the time getting up at the weekends, weekday sleep efficiency, as well as academic performance. Given the effects that were seen in the variables linked to the weekend, it is necessary to consider a longitudinal design with which to determine if there is a cause and effect relationship. [ABSTRACT FROM AUTHOR]