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In this review, we discuss the historic evolution of ADHD research up until the present, and explain the actual theoretical models of writing in relation to ADHD and attention. Given the characterization of writing as a recursive process, and in order to show its relationship with attention disorders, examples of applicable writing models are also described. These models contribute to a far better understanding of the findings from empirical studies. Additionally, a review of the empirical research on ADHD and writing conducted in the last decades is presented. The conclusions obtained from this analytical review suggest a lack of empirical studies concerning writing and ADHD. Specifically, this shortfall is even more obvious in those studies that have focused on the relationship among written composition, processes followed by ADHD students during tasks, and the written products they construct. Only a few studies have been carried out in this context, however, they have approached the combined problem in a superficial way without examining it in detail. A review and analysis of the association between ADHD and writing learning difficulties is the most novel and fundamental element with respect to the theoretical contribution we herein present.

Introduction: Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method: For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results: The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions: Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study.

(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of children's development, such as language. It exists an emerging idea that ADHD is characterised by the presence of language difficulties, which can be explained by the high comorbidity between ADHD and DLD. The aim of this review is to analyse the empirical evidence of language competence in children aged 6–17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO, and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating executive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory, they convincingly demonstrate there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: The differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation. [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: 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]

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]