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The aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing prementalization about children with disorders and thus increases the stress of parenting. [ABSTRACT FROM AUTHOR]

Background: Atopic dermatitis (AD) shares similarities with attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) regarding pathogenesis involving neuroinflammation and genetics. Nevertheless, evidence on the associations of AD with ADHD and/or ASD is inconclusive. This study aimed to systematically examine the existing evidence on the associations between AD, ADHD, and ASD. Methods: The Meta-Analysis of Observational Studies in Epidemiology guideline was followed. We searched MEDLINE, Embase, Cochrane Library, and Web of Science databases from their respective inceptions to March 4, 2022. Observational studies providing adjusted estimates and/or prevalences for ADHD and ASD in patients with AD were enrolled. A random-effects model meta-analysis was conducted to calculate pooled odds ratios (ORs) and confidence intervals (CIs). Subgroup analyses according to AD severity, age, geographic location, and study design were performed. Results: Overall, a total of 24 studies with 71,373,639 subjects were enrolled. Our meta-analysis demonstrated significant associations of AD with ADHD (pooled OR: 1.28; 95% CI: 1.18–1.40) and ASD (pooled OR: 1.87; 95% CI: 1.30–2.68). Subgroup analyses revealed that the associations for ADHD were the most prominent in studies evaluating severe AD patients as well as in studies focusing on school-age children and adolescents. Among patients with AD, the pooled prevalence of ADHD was 6.6%, and the respective prevalence of ASD was 1.6%. Conclusion: The evidence to date suggests significant associations of AD with ADHD and ASD. Psychiatric consultation and an interdisciplinary approach would benefit patients with AD presented with behavioral symptoms suggestive of ADHD or ASD. [ABSTRACT FROM AUTHOR]

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition which is underdiagnosed and undertreated in women. For decades, the ADHD field has called for more insight into femalespecific therapy. Preliminary findings postulate that changes in sex hormones during the menstrual cycle may influence the effectiveness of psychostimulant medication. Yet, pharmacotherapeutic interventions tailored to women with ADHD remain scarce. Previously, our group showed an increase in mood symptoms in the premenstrual week in women with ADHD. Premenstrual worsening of depressive and ADHD symptoms represent a treatment challenge. In our adult ADHD clinic, we noted several women describing exacerbation of their ADHD and depressive symptoms in the premenstrual week and/or insufficient effect of their established dosage of psychostimulant. We responded to the need expressed by these women by increasing their stimulant dosage in the premenstrual week, while monitoring the response and side effects. Methods: This community case study of nine consecutive women being treated for ADHD and co-occurring conditions (including depression and premenstrual dysphoric disorder), reports our local experience of increasing the individually prescribed psychostimulant dosage during the premenstrual period. We methodically monitored the effect of this increased dosage on ADHD symptoms, mood and somatic symptoms for the following 6-24 months. Results: With premenstrual dose elevation, all nine women experienced improved ADHD and mood symptoms with minimal adverse events. Premenstrual inattention, irritability and energy levels improved, and now resembled the other non-premenstrual weeks more closely. All women decided to continue with the elevated premenstrual pharmacotherapy. Discussion: Our preliminary results demonstrate potential benefits of increasing premenstrual psychostimulant dosage in women with ADHD, experiencing premenstrual worsening of ADHD and mood symptoms. The results concur with previous findings of diminished response to amphetamines in the late luteal phase. Increased dosage may help combat premenstrual worsening of cognitive and emotional symptoms in women with ADHD, with significant clinical implications. Better management of premenstrual ADHD and mood symptoms in vulnerable women can improve treatment outcome and meet an unmet need. However, implementation should be individually explored. Further investigation of luteal phase psychostimulant dose adjustment is required for safe, optimal and individualised treatment for women with ADHD. [ABSTRACT FROM AUTHOR]

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This study examined whether gaze shift of neutral and emotional faces triggers reflexive attention orienting in 45 adults with attention deficit/hyperactivity disorder (ADHD) and 45 age-, sex-, and intelligence quotient-matched typically developing (TD) adults. The cues changed from neutral to anger, fearful, or happy expressions under the emotional face condition. Participants were asked to detect a target that appeared to the left or right of the cue stimuli, as rapidly and accurately as possible. The results revealed a gaze-cueing effect, where the reaction time to the target was shorter under the "gaze-at-target" condition than under the "non-gaze-at-target" condition in both groups. Facial expressions did not modulate the gaze-cueing effect in either group. However, the magnitude of the gaze-cueing effect was smaller in the ADHD group than in the TD group. Contrary to our expectations, a larger gaze-cueing effect was observed in individuals with ADHD who exhibited more severe inattention. Our results suggest that adults with ADHD ineffectively orient their attention toward another's gaze. Moreover, difficulty with sustained and selective attention may be associated with a larger influence of gaze direction; this difficulty may play a role in social interaction problems. • The smaller gaze-cueing effect was found in the ADHD group. • Adults with ADHD ineffectively orient their attention toward another's gaze. • The larger gaze-cueing effect was associated with more severe inattention. • Difficulty with sustained/selective attention may induce a large influence of gaze direction. [ABSTRACT FROM AUTHOR]

Although heritability estimates suggest a role for genetic components, environmental risk factors have been described as relevant in the etiology of attention deficit/hyperactivity disorder (ADHD). Several studies have investigated the role of toxicological pollution, i.e., air pollution, heavy metals, POPs, and phthalates. Clear evidence for association of ADHD and environmental factors has not been provided yet. To answer this, we have assessed all available systematic reviews and meta-analyses that focused on the association between pollutant exposure and either ADHD diagnosis or symptoms. More than 1800 studies were screened of which 14 found eligible. We found evidence of a significant role for some pollutants, in particular heavy metals and phthalates, in the increased risk of developing ADHD symptoms. However, at the current stage, data from existing literature also do not allow to weight the role of the different environmental pollutants. We also offer a critical examination of the reviews/meta-analyses and provide indications for future studies in this field. PROSPERO registration: CRD42022341496 [ABSTRACT FROM AUTHOR]

Background: Adults with attention deficit/hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) face multiple challenges in obtaining and maintaining employment. Aims: To identify and describe how adults with ADHD or ASD experienced their ability to work and what factors affected their ability to find a sustainable work situation over time. Methods: Individual in-depth interviews were performed with 20 purposively sampled participants with ADHD/ASD. Data were analysed inductively using reflexive thematic analysis. Results: Three themes were identified, describing (1) one's own cognitive abilities and challenges, (2) enablement by flexibility and acceptance in the work environment, and (3) accumulated stress that makes the work situation unsustainable over time. Conclusions: Over time, a lack of continuity and predictability of support measures caused great stress and exhaustion, with severe consequences for working life and in life in general. Adaptations needed to be individually tailored and include nonoccupational factors. Significance: The study shows that adults with ADHD/ASD need long-term interventions that flexibly adapt to individual needs, as they vary over time. The findings suggest that occupational therapists and other health care providers, employers, employment services and other involved agencies should pay a greater deal of attention to stability and predictability over time. [ABSTRACT FROM AUTHOR]

ObjectivesOnline mindfulness-based program (MBP) for parents and families especially in clinical population is limited. Engagement and significant dropout are major issues in MBP implementation. This pilot study examined the effects of an online mindfulness-based program (MBP) on parents of children with Attention Deficit/Hyperactivity Disorder (ADHD).MethodsA mixed methods study was applied to evaluate the effects of the MBP. A total of 43 parents were recruited and were randomly assigned into intervention group and waitlist control group. The online MBP lasted for 28 days, including 20 psychoeducation videos, homework audio guidance, and four instructor-led online group meetings. Purposive sampling was used to recruit parents who completed the program to share their experiences and suggestions for improving the program in semi-structured online interviews.ResultsQuantitative data showed that participants from the online MBP reported a medium to large effect on the reduction of child ADHD symptoms. In semi-structured interviews, participants reported positive experiences in their help seeking intention, and personal changes, such as emotion regulation and quality attention to their children. Participants further made suggestions for improvement.ConclusionsThe effect of online MBP is promising, and the program should be conducted. A large scale randomized controlled trial should be conducted to investigate the effects of MBP in clinical populations.Clinical trial registrationClinicalTrials.gov NCT05480423.

Attention deficit/hyperactivity disorder (ADHD) is a neuropsychological disorder that occurs in children and is characterized by inattention, impulsivity, and hyperactivity. Early and accurate diagnosis of ADHD is very important for effective intervention. The aim of this study is to develop a computer-aided approach to detecting ADHD using electroencephalogram (EEG) signals. Specifically, we explore a Gabor filter-based statistical features approach for the classification of EEG signals into ADHD and healthy control (HC). The EEG signal is processed by a bank of Gabor filters to obtain narrow-band signals. Subsequently, a set of statistical features is extracted. The computed features are then subjected to feature selection. Finally, the obtained feature vector is given to a classifier to detect ADHD and HC. Our approach achieves the highest classification accuracy of 96.4% on a publicly available dataset. Furthermore, our approach demonstrates better classification accuracy than the existing methods.

An efficient mode of evaluation for eye movements is the use of objective eye tracking systems combined with subjective tests (NSUCO or DEM), which are easily applicable across all age groups and in eye care clinical settings. The objective of this study was to characterize fixations during reading in two groups: a group of children with neurodevelopmental disorders (NDDG, 24 children, age: 6–12 years) and a group of children with oculomotor anomalies but without NDD (OAG, 24 children, age: 6–12 years). The results obtained were compared with those from a control group (CG, 20 children, age: 6–12 years). Specifically, the outcomes obtained with two subjective score systems, the Northeastern State University College of Optometry’s Oculomotor (NSUCO) test and the Developmental Eye Movement (DEM) test, were compared with the objective analysis obtained through a commercially available eye tracker (Tobii Eye X, Tobii, Stockholm, Sweden). Specialized analysis software, namely Clinical Eye Tracker 2020 (Thomson Software Solutions, Welham Green, UK), was used. It was found that children with NDD had impaired oculomotor skills. A higher number of regressions, more fixations, and longer durations of fixations appear to be characteristic signs of this population group. Additionally, children with NDD took longer to complete the DEM test, as well as exhibiting more errors. The use of objective videoculographic systems for eye tracking and subjective tests like the NSUCO or DEM are good tools to assess saccadic movements, allowing the detection of oculomotor abnormalities in children with NDD.

Background: Approximately 7.6% of children are diagnosed with attention deficit/hyperactivity disorder (ADHD), and sleep impairments affect 25–85%. There is a noticeable lack of research on girls and sex differences. The aim of this study was to examine sex differences in children with uncomplicated ADHD and sleep problems. Methods: Cross-sectional baseline data were retrieved from a randomized controlled trial with weighted blankets (55 boys and 41 girls, 6–14 years) on a cohort recently diagnosed with uncomplicated ADHD and sleep problems. Differences between boys and girls in ADHD symptoms, objectively and subjectively measured sleep, anxiety, and functioning were examined via parent- or self-reported validated instruments. Results: Girls reported significantly lower (worse) satisfaction with well-being, life overall, and school, but not for family. Parents reported more sleep anxiety and night-time wakings among boys, but no sex differences in other measures and also not in self-reported measures or objective sleep measures. Children who reported worry, sadness, or unhappiness had more sleep problems. Conclusions: Boys with ADHD and sleep problems may need support with sleep-related anxiety and night-time wakings, while girls may require support with overall functioning. Additionally, children who express feelings of worry, sadness, or unhappiness alongside their ADHD symptoms should have attention given to their sleep.

The goal of this study was to compare impulsivity and emotional lability in college student with ADHD symptoms with and without pornography and students without ADHD with pornography and normal people. The method was ex-post facto, cross-sectional design. The statistical population consisted of students from national universities in Tehran with and without ADHD with and without pornography and normal people. The research sample was 500 students who were selected on the bases of cutoff scores in 4 groups of 125 people: 1) with ADHD with pornography, 2) with ADHD without pornography, 3) without ADHD with pornography 4) normal group. To collect data, the World Health Organization ADHD Adult scales, Problematic Use of Pornography, Impulsivity, and Emotional Lability were used. Research data were analyzed through univariate and multivariate analysis of variance test. The results showed impulsivity and emotional lability in the group 1 is significantly higher than the group 2, also the groups 3 are more than group 4. It can be concluded impulsivity and emotional lability have important clinical implications in psychopathology, prevention and treatment of ADHD and pornography. Also, it is possible to reduce their impulsiveness and emotional lability.

Background: Cold executive functions, working memory and cognitive flexibility are among the main cognitive functions that play a role in attention deficit/hyperactivity disorder. Cognitive rehabilitation has been proposed as an efficacy and non-pharmacological treatment method in improving and promoting cognitive functions in a wide range of mental and behavioral disorders, but until now, the efficacy of cognitive rehabilitation of inhibitory control on the cold executive functions of children with attention deficit/hyperactivity disorder has been less studied despite the importance and necessity of improving and strengthening these structures. Aims: The purpose of this study was to investigating the efficacy of inhibitory control cognitive rehabilitation on cold executive functions such as working memory, cognitive flexibility in children with attention deficit/hyperactivity disorder. Methods: The research design was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of the study included male and female students of 7-12 years of elementary school in Tehran in the academic year 2020-2021 who were suffering from attention deficit/hyperactivity disorder. The statistical sample included 30 students who were selected by purposeful sampling, they were randomly assigned to the experimental and control groups. The SNAP Questionnaire (SNAP-IV, Swanson, Nolan and Pelham, 1980), the Computerized Previous Multiple Stimulus Test (N-BACK, Kirchner, 1958) and the Wisconsin Computerized Test (WSCT, Grant & Berg, 1948) were used to collect information. For data analysis, mixed variance analysis method with repeated measurements and SPSS24 software were used to analyze the data. Results: The results showed that there is a difference in the performance of the experimental group and the control group in the components of active memory and cognitive flexibility (P

ObjectiveAttention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition which is underdiagnosed and undertreated in women. For decades, the ADHD field has called for more insight into female-specific therapy. Preliminary findings postulate that changes in sex hormones during the menstrual cycle may influence the effectiveness of psychostimulant medication. Yet, pharmacotherapeutic interventions tailored to women with ADHD remain scarce. Previously, our group showed an increase in mood symptoms in the premenstrual week in women with ADHD. Premenstrual worsening of depressive and ADHD symptoms represent a treatment challenge. In our adult ADHD clinic, we noted several women describing exacerbation of their ADHD and depressive symptoms in the premenstrual week and/or insufficient effect of their established dosage of psychostimulant. We responded to the need expressed by these women by increasing their stimulant dosage in the premenstrual week, while monitoring the response and side effects.MethodsThis community case study of nine consecutive women being treated for ADHD and co-occurring conditions (including depression and premenstrual dysphoric disorder), reports our local experience of increasing the individually prescribed psychostimulant dosage during the premenstrual period. We methodically monitored the effect of this increased dosage on ADHD symptoms, mood and somatic symptoms for the following 6–24 months.ResultsWith premenstrual dose elevation, all nine women experienced improved ADHD and mood symptoms with minimal adverse events. Premenstrual inattention, irritability and energy levels improved, and now resembled the other non-premenstrual weeks more closely. All women decided to continue with the elevated premenstrual pharmacotherapy.DiscussionOur preliminary results demonstrate potential benefits of increasing premenstrual psychostimulant dosage in women with ADHD, experiencing premenstrual worsening of ADHD and mood symptoms. The results concur with previous findings of diminished response to amphetamines in the late luteal phase. Increased dosage may help combat premenstrual worsening of cognitive and emotional symptoms in women with ADHD, with significant clinical implications. Better management of premenstrual ADHD and mood symptoms in vulnerable women can improve treatment outcome and meet an unmet need. However, implementation should be individually explored. Further investigation of luteal phase psychostimulant dose adjustment is required for safe, optimal and individualised treatment for women with ADHD.

IntroductionDynamic functional connectivity (dFC), which can capture the abnormality of brain activity over time in resting-state functional magnetic resonance imaging (rs-fMRI) data, has a natural advantage in revealing the abnormal mechanism of brain activity in patients with Attention Deficit/Hyperactivity Disorder (ADHD). Several deep learning methods have been proposed to learn dynamic changes from rs-fMRI for FC analysis, and achieved superior performance than those using static FC. However, most existing methods only consider dependencies of two adjacent timestamps, which is limited when the change is related to the course of many timestamps.MethodsIn this paper, we propose a novel Temporal Dependence neural Network (TDNet) for FC representation learning and temporal-dependence relationship tracking from rs-fMRI time series for automated ADHD identification. Specifically, we first partition rs-fMRI time series into a sequence of consecutive and non-overlapping segments. For each segment, we design an FC generation module to learn more discriminative representations to construct dynamic FCs. Then, we employ the Temporal Convolutional Network (TCN) to efficiently capture long-range temporal patterns with dilated convolutions, followed by three fully connected layers for disease prediction.ResultsAs the results, we found that considering the dynamic characteristics of rs-fMRI time series data is beneficial to obtain better diagnostic performance. In addition, dynamic FC networks generated in a data-driven manner are more informative than those constructed by Pearson correlation coefficients.DiscussionWe validate the effectiveness of the proposed approach through extensive experiments on the public ADHD-200 database, and the results demonstrate the superiority of the proposed model over state-of-the-art methods in ADHD identification.

Parental mental health has a significant impact on adolescent well-being, including their engagement in problematic behaviors such as risky internet use. However, limited research has examined the association between parental mental health and risky internet use (RIU) in adolescents, particularly those with attentiondeficit/hyperactivity disorder (ADHD). To address this gap, this study investigated the relations between parental depression and anxiety symptoms and RIU in adolescents with ADHD. A sample of 100 participants (mean age = 13.6 years; 27% female) diagnosed with ADHD was included. Parental depression and anxiety symptoms were assessed using the Beck Depression and Beck Anxiety Inventories, while adolescents' RIU was measured using Young's Internet Addiction Scale. Participants with scores exceeding 50 on the scale were classified as having RIU. After controlling for adolescent gender, parental education levels, and income, the results revealed that both parental depressive (β = 0.09) and anxiety symptoms (β = 0.06) significantly predicted an elevated risk of RIU in adolescents with ADHD. These findings highlight the substantial role of parental depression and anxiety as risk factors for RIU in this population. Understanding these associations can inform the development of targeted interventions to mitigate the impact of parental mental health on adolescent RIU and promote better outcomes for individuals with ADHD. [ABSTRACT FROM AUTHOR]

Preterm birth is associated with an increased risk of neurodevelopmental and neurobehavioral impairments including attention-deficit/hyperactivity disorder (ADHD), the most common neurobehavioral disorder of childhood. In this narrative review, we examine the known associations between prematurity and ADHD and highlight the impact of both prematurity and ADHD on multiple domains across the pediatric life-course. We develop a framework for understanding the health services journey of individuals with ADHD to access appropriate services and treatments for ADHD, the "ADHD Care Cascade". We then discuss the many racial and ethnic inequities that affect the risk of preterm birth as well as the steps along the "ADHD Care Cascade". By using a life-course approach, we highlight the ways in which inequities are layered over time to magnify the neurodevelopmental impact of preterm birth on the most vulnerable children across the life-course. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this research is to compare the effectiveness of yoga exercises, drug therapy, and combined therapy in reducing symptoms of selective attention deficit and impulsivity in children with attention deficit/hyperactivity disorder (ADHD). Methods: The research method was semi-experimental with a pre-test-post-test design. Sixty children with attention deficit/hyperactivity disorder were identified through interviews with a psychiatrist and the Conners Parent Rating Scale, and randomly assigned to four groups: control, yoga exercises, drug therapy, and combined therapy. During the pre-test, questionnaires on attention deficit-hyperactivity disorder and impulsivity were completed by parents. During the intervention phase, the yoga exercises group engaged in yoga exercises for eight weeks, the drug therapy group received Ritalin, and the combined therapy group did both yoga exercises and received Ritalin. The control group did not receive any intervention. Finally, questionnaires were redistributed and collected for analysis using analysis of covariance (ANCOVA) test (P<0.05). Results: The results showed that while yoga exercises and drug therapy led to a reduction in symptoms of selective attention deficit and impulsivity in children with attention deficit/hyperactivity disorder, the effectiveness of combined therapy was greater (P<0.05). Conclusions: Based on our results, yoga exercises can be recommended as a complementary therapy to drug therapy in improving symptoms of attention deficit/hyperactivity. [ABSTRACT FROM AUTHOR]

The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attentiondeficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students. [ABSTRACT FROM AUTHOR]

Due to the existence of some characteristics of students with intellectual disabilities (ID) and the non-applicability of some diagnostic criteria to the symptoms of attention-deficit/hyperactivity disorder (ADHD) in these people, the diagnosis of ADHD in students with ID may not be considered or its prevalence may be estimated much lower than the actual rate. The purpose of the present study was to investigate the prevalence of symptoms of ADHD in students with ID and its relationship with mother’s compassion fatigue. The present research method was descriptive-analytical. The research sample consisted of 105 students with intellectual disabilities. To collect data, the child behavior checklist (Achenbach & Rescorla, 2001) and the compassion fatigue questionnaire (Abdollahzadeh Rafi et al., 2022) were used. The results showed that 11.55 of students with ID show signs of ADHD at the clinical level. Also, compassion fatigue had a positive relationship with the increase in the severity of symptoms of ADHD in students with ID (p<0.05). The high prevalence of ADHD symptoms in students with ID reminds us of the need to address this problem. Also, to reduce the symptoms of ADHD in students with ID, it is necessary to consider the compassion fatigue of their mothers. [ABSTRACT FROM AUTHOR]

Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed. [ABSTRACT FROM AUTHOR]

AbstractThe aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9-12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD.Extended abstractIntroductionAttention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often starts in childhood and continues into adulthood (Singh, Kumar, Kaur, Mandal & Kumar, 2022). Literature shows that children with ADHD overestimate their own competence (Varma & Wiener, 2020); for example, in this population, their self-perceptions are often inconsistent with objective measures of performance or parent and teacher ratings of competence. This may lead children with ADHD to have unrealistic self-perceptions (Hoza, Mrug, Gerdes, Hinshaw, Bukowski, Gold & et al., 2005). However, studies show that children with autism spectrum disorder (ASD) have less stable friendships compared to neurotypical children (Powell, Riglin, Ng-Knight, Frederickson, Woolf, McManus & et al., 2021) and tend to be more friendly with people who have a learning or behavioral problem (Marton, Wiener, Rogers & Moore, 2015). Current strategies for treating children with ADHD mainly focus on pharmacological treatments, but these treatments often do not meet children's and families' needs (Villodas, McBurnett, Kaiser, Rooney & Pfiffner, 2014), and have shown a limited effect (Swanson, Baler & Volkow, 2011). As such, the importance of psychological interventions, especially self-regulation interventions, is becoming increasingly important to reduce and even resolve these problems in individuals with ADHD. The use of self-regulation interventions, such as cognitive behavior therapy, is one of the most common and widely used interventions, and it can be very effective (Guderjahn, Gold, Stadler & Gawrilow, 2013).Research QuestionsDoes the child's self-regulation program effectively change the self-perception of children with ADHD?Does the child's self-regulation program effectively improve the quality of friendship in children with ADHD?" or "What is the impact of a self-regulation program on the quality of friendship for children with ADHD?Literature ReviewIn line with the effectiveness of self-regulation training, the results of Moradi, Hashemi, Farzad, Beyrami & Ketamati (2009) showed that teaching self-regulation strategies, motivational behaviors and verbal self-education have significant effects on reducing hyperactivity symptoms of students with ADHD. They are active. In another study, Ebrahimi & Taher (2019) found that self-regulation training is effective in increasing the social skills of students with mild mental retardation by improving the ability to plan, self-review and organize. The results of Abolghasemi, Barzegar & Rostamoghli (2015) also indicate the effectiveness of self-regulation training on improving students' self-efficacy and quality of life.MethodologyThe design of the research was semi-experimental with a pre-test-post-test design and follow-up with a control group. The sample consisted of female students aged 9 to 12 years with ADHD who were studying in schools in Tehran in 2022. The students were selected by education consultants who received a diagnosis of ADHD. For a more accurate diagnosis, a semi-structured clinical interview was conducted to these children. Finally, a sample of 30 students was selected based on the entry criteria and they were replaced in two experimental and control groups (15 experimental people, 15 control people). Both groups completed the Self-Perception Profile for Children (Harter, 2012) and the Friendship Quality Questionnaire (Hejazi & Zohrevand, 2001) as a pre-test. The experimental group then participated in 12 sessions of 45 minutes based on the child's self-regulation intervention, while the control group did not receive any intervention. Immediately after the end of the training sessions, the self-perception scale and the quality of friendship were assessed as a post-test for both groups. They were then followed up after 2 months.resultsThe results of this analysis show that there was a significant interaction between stages (pre-test, post-test, follow-up) and groups (experimental and control) for several of the research variables, including self-perception and quality of friendship. The Bonferroni test indicated that the experimental and control groups were significantly different from each other in terms of the research variables at all stages of the study, and that the improvement in self-perception and the quality of friendship observed in the experimental group was stable over time and still present at the follow-up phase. Overall, these results suggest that the child's self-regulation education was effective in improving the self-perception and quality of friendship of the children in the experimental group, and that this effect was sustained over time.

Guanru Chen,1,&ast; Wenfan Gao,2– 4,&ast; Yayun Xu,5 Huiying Chen,1 Heping Cai1 1Department of Clinical Pharmacy, Anhui Provincial Children’s Hospital, Hefei, Anhui, People’s Republic of China; 2Psychopharmacology Research Laboratory, Affiliated Psychological Hospital of Anhui Medical University, Hefei, Anhui, People’s Republic of China; 3Department of Pharmacy, Hefei Fourth People’s Hospital, Hefei, Anhui, People’s Republic of China; 4Anhui Clinical Research Center for Mental Disorders, Anhui Mental Health Center, Hefei, Anhui, People’s Republic of China; 5Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Guanru Chen, Department of Clinical Pharmacy, Anhui Provincial Children’s Hospital, 39 Wangjiang Road, Hefei, 230000, People’s Republic of China, Email albertandy@163.comObjective: Previous studies indicated that maternal thyroid dysfunction increase the offspring’s risk for attention deficit/hyperactivity disorder (ADHD). However, the relationship between thyroid function and symptoms in children with ADHD remains unclear.Methods: A total of 49 children with ADHD were enrolled. The Conners 3 scale was used to estimate the symptoms associated with ADHD. Correlation between thyroid hormones and the scores of the Conners 3 scale was evaluated by Pearson correlation analysis. Then, ADHD children were divided into two groups according to the hyperactivity index (HI) of the Conners 3 scale: ADHD children with hyperactivity behaviors (HB) (HI > 1.5) and ADHD children without HB (HI < 1.5). The demographic characteristics, thyroid hormones, and routine laboratory parameters between the two groups were collected. To distinguish HI-related factors, a univariate analysis and a binary logistic regression predictive model were used. The discriminative ability of thyroid stimulating hormone (TSH) in predicting ADHD children with HB from ADHD children without HB was investigated using the receiver operating characteristic (ROC) curve method.Results: The levels of TSH were positively correlated to the scores of the Conners 3 scale (r = 0.338, P = 0.033) and HI (r = 0.371, P = 0.019). Moreover, the levels of TSH, serum ferritin, and lactic acid were significantly increased in ADHD children with HB compared to ADHD children without HB (all P < 0.05). Furthermore, the results of binary logistic regression found that TSH (OR 2.243 (CL 1.052– 4.783)) and lactic acid (OR 1.018 (CI 1.003– 1.032)) were independently associated with HI. Additionally, ROC analysis indicated the potential diagnostic value of TSH in discriminating ADHD children with HB from ADHD children without HB with an AUC of 0.684.Conclusion: These results suggested that the serum TSH levels may be related to the HB in children with ADHD.Keywords: thyroid function, children, attention deficit/hyperactivity disorder, thyroid stimulating hormone, lactic acid, hyperactivity behaviors

This study aims to identify the sensory characteristics of children with both developmental disabilities such as ASD and ADHD and a history of child maltreatment (DM group), children with developmental disabilities (DD group), and typically developed children (TD group). The sensory characteristics of 24 children were assessed through virtual reality and self-administered questionnaires. The results elucidated that the duration of gazing at the “teacher” (60–75 s) was significantly different with the DM group’s gaze being shorter than the DD group’s gaze (p = 0.042). The duration of the “others” gaze (45–60 s) was also significantly different with the DM group’s gaze being longer than the DD and TD groups’ gaze (p = 0.018; p = 0.030). Additionally, the scores for tactile sensitivity, taste/smell sensitivity, under-responsive/seeks sensation, and the total short-term sensory profile were significantly different between the DM-DD and DD-TD groups. The scores of the heart rate perception test and Multidimensional Assessment of Interoceptive Awareness were significantly lower in the DM and DD groups. In conclusion, children who have experienced trauma and developmental disabilities may have different sensory characteristics than children with only developmental disabilities or none, implying the need for further research and tailored care.

Due to the existence of some characteristics of students with intellectual disabilities (ID) and the non-applicability of some diagnostic criteria to the symptoms of attention deficit/hyperactivity disorder (ADHD) in these people, the diagnosis of ADHD in students with ID may not be considered or its prevalence may be estimated much lower than the actual rate. The purpose of the present study was to investigate the prevalence of symptoms of ADHD in students with ID and its relationship with mother’s compassion fatigue. The present research method was descriptive-analytical. The research sample consisted of 105 students with intellectual disabilities. To collect data, child behavior checklist (Achenbach & Rescorla, 2001) and compassion fatigue questionnaire (Abdollahzadeh Rafi et al., 2022) were used. The results showed that 58.1% of students with ID show signs of ADHD at the clinical level. Also, compassion fatigue was a positive relationship with the increase in the severity of symptoms of ADHD in students with ID (p

Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) are associated with immune dysregulation. We aimed to estimate the pro- and anti-inflammatory activity/balance in ASD and ADHD patients at a little-studied adolescent age with respect to sex. We evaluated 20 ASD patients (5 girls, average age: 12.4 ± 1.9 y), 20 ADHD patients (5 girls, average age: 13.4 ± 1.8 y), and 20 age- and gender-matched controls (average age: 13.2 ± 1.9 y). The evaluated parameters included (1) white blood cells (WBCs), neutrophils, monocytes, lymphocytes, platelets, platelet distribution width (PDW), mean platelet volume, and derived ratios, as well as (2) cytokines—interferon-gamma, interleukin (IL)-1α, IL-1β, IL-2, IL-4, IL-6, IL-8, and IL-10, tumor necrosis factor-alpha (TNF-α), and derived profiles and ratios. ASD adolescents showed higher levels of WBC, monocytes, IL-1α, IL-1β, IL-2, IL-4, IL-6, IL-8, and IL-10, macrophages (M)1 profile, and anti-inflammatory profile than the controls, with ASD males showing higher monocytes, IL-6 and IL-10, anti-inflammatory profile, and a lower T-helper (Th)1/Th2+T-regulatory cell ratio than control males. The ADHD adolescents showed higher levels of PDW, IL-1β and IL-6, TNF-α, M1 profile, proinflammatory profile, and pro-/anti-inflammatory ratio than the controls, with ADHD females showing a higher TNF-α and pro-/anti-inflammatory ratio than the control females and ADHD males showing higher levels of IL-1β and IL-6, TNF-α, and M1 profile than the control males. Immune dysregulation appeared to be different for both neurodevelopmental disorders in adolescence. [ABSTRACT FROM AUTHOR]

This study investigated the effect of mandala coloring on the attention level of children with Attention Deficit/Hyperactivity Disorder (ADHD) in Iran. This research was a quasi-experimental pre–post study (N = 38) with a control group. The results showed that mandala coloring statistically increased the attention level of children with ADHD both when compared to the control group and within the intervention group. Mandala coloring, as a complementary therapy, might be effective in improving attention in children with ADHD. [ABSTRACT FROM AUTHOR]

Background: Cold executive functions, working memory and cognitive flexibility are among the main cognitive functions that play a role in attention deficit/hyperactivity disorder. Cognitive rehabilitation has been proposed as an efficacy and non-pharmacological treatment method in improving and promoting cognitive functions in a wide range of mental and behavioral disorders, but until now, the efficacy of cognitive rehabilitation of inhibitory control on the cold executive functions of children with attention deficit/hyperactivity disorder has been less studied despite the importance and necessity of improving and strengthening these structures. Aims: The purpose of this study was to investigating the efficacy of inhibitory control cognitive rehabilitation on cold executive functions such as working memory, cognitive flexibility in children with attention deficit/hyperactivity disorder. Methods: The research design was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of the study included male and female students of 7- 12 years of elementary school in Tehran in the academic year 2020-2021 who were suffering from attention deficit/hyperactivity disorder. The statistical sample included 30 students who were selected by purposeful sampling, they were randomly assigned to the experimental and control groups. The SNAP Questionnaire (SNAP-IV, Swanson, Nolan and Pelham, 1980), the Computerized Previous Multiple Stimulus Test (N-BACK, Kirchner, 1958) and the Wisconsin Computerized Test (WSCT, Grant & Berg, 1948) were used to collect information. For data analysis, mixed variance analysis method with repeated measurements and SPSS24 software were used to analyze the data. Results: The results showed that there is a difference in the performance of the experimental group and the control group in the components of active memory and cognitive flexibility (P<0.05). Conclusion: According to the obtained findings, it seems that structured tasks aimed at strengthening interference inhibition and response to improve cold executive functions, Working memory and cognitive flexibility help students with attention deficit/hyperactivity disorder. [ABSTRACT FROM AUTHOR]

Background: Attention-deficit/hyperactivity disorder (ADHD) is the most common psychiatric disorder in childhood. Concurrent anxiety disorders have turned into a challenging issue for psychiatrists. Numerous medications have been applied with controversial responses. Objectives: The current study aimed to compare the efficacy of the combination of methylphenidate (MPH) and fluoxetine (FLX) versus atomoxetine (ATX) in the symptoms and function of ADHD children with concurrent anxiety disorders. Methods: The current randomized clinical was conducted on 76 outpatient children with concurrent ADHD and anxiety disorder within 2020 - 2021. The patients were divided into two equal groups. The first group was treated with MPH (5 mg twice daily) plus FLX (10 - 20mgdaily); nevertheless, the second group received ATX with a dose of 1.4 mg/kg. The Conner's Parents Rating Scale (CPRS), Screen for Child Anxiety Related Emotional Disorders (SCARED), and Children's Anxiety Impact Scale-Child (CAIS-C) were applied to assess anxiety at the baseline and 1 month and 4 months after the interventions. Results: The mean age of the studied population was 9.26 ± 1.92 years (range: 6 - 12 years), and 46 subjects (57.89%) were male. The significant trends of improvement in both groups, regardless of the interventions in the assessments of all the scales, were noted (P < 0.001 for all the scales); however, the comparison of the groups revealed no differences in the CPRS (P = 0.397), SACRED (P = 0.663), and CAIS-C (P = 0.683). Conclusions: Based on the findings of this study, as ATX alone was as effective as MPH plus FLX for controlling anxiety disorders among ADHD children, ATX is preferred to apply fewer daily medications. [ABSTRACT FROM AUTHOR]

Background & Aims: : In general, among the effective methods in improving academic resilience, academic resilience, and emotional self-awareness can be mentioned as educational methods that include cognition, behavior, affection, and interactions at the same time. Resilience is a kind of returning to the initial balance or reaching a higher level of balance in threatening conditions and provides the means for successful adaptation in life. In the field of people's resilience, two categories of risk factors and protective factors can be separated, the risk factor prevents the effective performance of the individual. However, the protective factor is the resources that help people avoid the effects of looking at the importance of the family in hardships and crises. Resilience is not a one-dimensional structure, but a multi-dimensional phenomenon, it is understood in its context and context, and a complex interactive model is needed to fully understand it. On the other hand, in students, academic resilience means achieving good educational results despite adverse conditions and challenges through changing existing behaviors or creating new behaviors, such as discipline, practice, or planning. The resilience process is not just a biological or psychological fact. But at the same time, it also has social dimensions and nature. In other words, students who are resilient in one situation may face problems in another situation. Students who have academic resilience, even in the presence of stressful events and conditions that can put them at risk of poor performance and eventually dropping out of school, have high motivation and good performance. In other words, resilient students maintain a high level of motivation and progress despite stressful events and conditions, which requires the acquisition of appropriate self-awareness in different cognitive, behavioral, and even emotional fields. The purpose of this research was to compare the effectiveness of teaching self-directed learning strategies and brain-based learning on the academic resilience of high school students. Methods: The research method was a semi-experimental pre-test-post-test type with an unequal control group. The statistical population of the current research is made up of all 387 female students of the first secondary school of the ninth grade of public schools in the city of Northern Swadkoh in the academic year of 2022-2023. A number of 45 people were selected based on the criteria for entering the research and were randomly replaced into two experimental groups of 15 people and a control group of 15 people. Samuels (2004) academic resilience questionnaire was used to collect data. The summary of self-directed learning strategies training sessions taken by Densero et al. (1979) in 8 60-minute sessions and the summary of brain-based learning training sessions taken by Cain et al. (2005) in 90-minute sessions were conducted on the experimental group. There was no intervention for the control group. Repeated measurement variance analysis was used with SPSS18 software to analyze the data. Results: The findings showed that teaching self-directed learning strategies and teaching brain-based learning affects the academic resilience of secondary school students. Brain-based learning training was more effective than brain-based learning training on academic resilience. The findings of this research can provide practical implications for consultants. Brain-based learning helps students learn about their brain function. This training shows them how the brain performs comprehension, memory, attention and critical thinking and how they can improve these functions. Brain-centered learning training gives students a better understanding of cognitive processes such as attention, memory, critical thinking, and problem solving compared to teaching self-directed learning strategies. This training helps students to be able to use these processes and perform better in learning and problem solving. Teaching brainbased learning helps students to strengthen their cognitive skills compared to teaching selfdirected learning strategies. In general, teaching brain-based learning to students is more effective than teaching self-directed learning strategies on academic resilience because it focuses on cognitive processes, increases motivation and willingness to learn, creates diversity in learning methods, brain-based learning education is more than education. Self-directed learning strategies can be more effective in students' academic resilience. The brain-centered method is a learning method that focuses on the principles and natural functions of the brain. This method is based on deep understanding and conscious attention to the learning process. Through direct communication with the brain, it directly helps to strengthen the mind and increase cognitive abilities. Conclusion: Brain-based learning helps students improve their cognitive skills. These skills include attention, memory, critical thinking, and problem-solving, which are effective in academic resilience and achieving better performance in various subjects. Teaching brainbased learning helps students strengthen their concentration power compared to teaching selfdirected learning strategies. This focus helps students in learning and problem-solving and increases academic resilience. The limitation of the research to the first secondary school students of the ninth grade limits the generalization of its findings to other students and other grades, therefore caution should be observed in generalization. Since the gender of the participants was female, generalization to male students is limited. The data collection tool was a questionnaire, and questionnaires, despite their usefulness, may cause the respondents to respond under the influence of social desirability. Because the research was conducted in the northern city of Swadekoh, it may be limited in generalizing its results to other places due to the specific socio-cultural context of this city. The brain-based learning teaching method is an effective method for improving academic resilience, and the findings of this research can provide practical implications in the field of improving the performance of psychological factors to academic advisors and teachers using the brain-based learning teaching method. According to the results of the article, the hypothesis that there is a difference between the effectiveness of self-directed learning strategies and brain-based learning on academic resilience in high school students was confirmed. However brain-based learning training was more effective than self-directed learning strategies on academic resilience. [ABSTRACT FROM AUTHOR]

Paracetamol is used by more than 50% of women worldwide during pregnancy; headache representing the most frequent indication. Several studies report that long-term exposure to paracetamol in utero is associated with adverse neurodevelopmental outcomes in children, indicating a dose-response effect. However, less or no risk is found to be associated with short-term exposure. Paracetamol most likely crosses the placenta through passive diffusion, and there are several possible mechanisms for how paracetamol might affect fetal brain development. Although the literature suggests an association between prenatal paracetamol exposure and neurodevelopmental outcomes, the role of confounders cannot be ruled out. Consequently, as a precaution, we believe that pregnant women should be recommended ideally to only use paracetamol to treat conditions that might harm the fetus, such as severe pain or a high fever. This Comment aims to put focus on the potential fetal risks of paracetamol exposure in utero. [ABSTRACT FROM AUTHOR]

Introduction: While poorer pragmatic language skills have been found in attention-deficit/hyperactivity disorder (ADHD) populations, there has been no conclusive evidence of this. We aimed to conduct a meta-analysis of pragmatic language abilities in ADHD populations to definitively demonstrate the extent of pragmatic language deficits in these populations as compared to typically developing (TD) populations. Methods: Studies were identified using the search terms ((attention deficit) OR (adhd)) AND (pragmatics), and those studies were screened and reviewed for inclusion criteria, descriptive information, and outcome variables in order to conduct a meta-analysis. Results: A total of 14 studies (5,772 participants) met the criteria for quantitative synthesis. Meta-analysis indicated that ADHD populations exhibited significantly poorer pragmatic language skills than TD populations, with a very large overall effect size of -1.55. These results indicate that pragmatic language is significantly impaired in ADHD populations. Conclusion: It is suggested that pragmatic language skills may deserve greater surveillance considering the importance of pragmatic language in socio-emotional development, daily life, and academic success. [ABSTRACT FROM AUTHOR]

The short version of the Conners' Adult ADHD Rating Scales (CAARS-S:S) is a self-report measure used to identify symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) during adulthood. However, its psychometric properties specifically in emerging adults, or the transitional age group between adolescence and adulthood, remain understudied. This study aimed to validate the factor structure of the CAARS-S:S in a sample of emerging adults. The CAARS-S:S measure was completed by adults (n = 591) aged 18 to 29 located in English-speaking countries, including Australia, Canada and the United States. Confirmatory factor analysis was used to test a four-factor model of Inattention/Memory Problems, Hyperactivity/Restlessness, Impulsivity/Emotional Lability and Problems with Self-Concept, as well as the model's invariance by sex. Sex was also included as a covariate in the model to examine differences in males' and females' scores on each factor. Overall, the four-factor structure fit the data and was invariant across males and females. All factors demonstrated high internal reliability (average ωt and α =.86). It was observed that males tended to score higher on Inattention/Memory Problems while females scored higher on Problems with Self-Concept. This research establishes the psychometric properties of the CAARS-S:S, placing greater confidence in using it to screen for ADHD symptoms in emerging adults living in a Westernized cultural context. The detailed findings of this research, implications for the use of the CAARS-S:S in this age group and potential future directions for examining the properties of the measure are discussed. [ABSTRACT FROM AUTHOR]

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in adulthood is one of the most complex disorders known in recent years, and the improvement of the symptoms of ADHD has been treated only by relying on medication. The lack of comprehensive and complete treatment with long)term effectiveness in this age is one of the weak points of the scientific field. But the question is, what are the problems of an adult with ADHD for which a suitable treatment can be found? Aims: The present study aimed to derive an intervention model for treating adult problems with ADHD. Methods: This qualitative study was conducted using the grounded theory approach. The study population was adults with ADHD, professionals, and all relevant scientific sources, who were selected based on purposive sampling. The primary data have been coded and then the codes were categorized and aggregated into more complete categories. Coding was done in three types including open, axial, and selective levels in the patient, expert, and resource directions. Results: Through the interviews with each participant, experts, and scientific texts, selection codes were obtained, respectively. Finally, by merging three categories of codes extracted from participants, experts, and scientific sources, the eight categories appeared as the main problem of adults with ADHD. Based on the identified problems, therapeutic strategies including cognitive rehabilitation, emotion regulation training, metacognition, motivational interviewing, correct social communication training, sleep/wake cycle regulation, and daily physical activity were eproposed intervention model. Conclusion: A multidimensional approach should be adopted for effective treatment in the field of ADHD in adults. The intervention model extracted in this study can be considered an effective treatment by researchers in the field of therapy. [ABSTRACT FROM AUTHOR]

Adults with attention deficit/hyperactivity disorder (ADHD) often present psychiatric comorbidities and, in particular, substance use disorder (SUD). ADHD-SUD comorbidity is characterized by greater severity of both disorders, earlier age of onset, higher likelihood of polydrug-abuse and suicidal behaviors, more hospitalizations, and lower treatment adherence. At the present stage, research focused on the pharmacological management of ADHD with comorbid SUD in both adolescents and adults is still lacking. Furthermore, while the short-term effects of stimulants are well studied, less is known about the chronic effects of these drugs on dopamine signaling. Current available evidence is consistent in reporting that high doses of stimulant medications in ADHD-SUD subjects have a mild to moderate efficacy on ADHD symptoms. Some data suggest that pharmacological treatment with stimulants may be beneficial for both ADHD symptoms and comorbid cocaine or amphetamine use. However, in the long run, stimulant medications may have a potential risk for misuse. For the absence of potential misuse, atomoxetine is often recommended for ADHD with comorbid cocaine or amphetamine use disorder. However, its efficacy in reducing addictive behavior is not demonstrated. In subjects with other subtypes of SUD, both atomoxetine and stimulant drugs seem to have scarce impact on addictive behavior, despite the improvement in ADHD symptomatology. In this population, ADHD treatment should be combined with SUD-specific strategies. [ABSTRACT FROM AUTHOR]

Objective: To explore the temperament characteristics of children with attention deficit hyperactivity disorder (ADHD) and to understand its predictive value in children with ADHD. Methods: 183 children with ADHD, 45 children with ADHD and treated regularly for half a year and 45 normal controls were selected. They were measured by BSQ\MCTQ. At the same time, Weiss functional defect assessment scale was filled in for ADHD children before and after the treatment. Results: In terms of temperament type composition, there was a statistically significant difference among the three groups of ADHD children before and after the treatment, as well as the control group (P < 0.001). In further analysis, there was a statistically significant difference between the easy type before and after the treatment, and the normal group (P < 0.05), but there was no statistically significant difference between the treated and normal groups (P > 0.05); The difference between the difficult type before the treatment and the normal group was statistically significant (P < 0.05). After six months of the treatment, the proportion of difficult type decreased, while the proportion of easy type increased. After six months of the treatment, the easy type was the main type compared to the normal group, and the difference was not statistically significant (P > 0.05). In terms of temperament dimensions, there were statistically significant differences between pre treatment and post treatment in seven dimensions: activity level, rhythm, avoidance, adaptability, reaction intensity, emotional essence, and persistence (P < 0.05). Before the treatment, there were statistically significant differences between the control group and the control group in six dimensions of activity level, rhythm, adaptability, emotional essence, persistence, and attention Dispersity (P < 0.05).The correlation coefficient between the dimensions of the Temperament scale and WFIRS-P was 0.156～0.428 (P < 0.05). The multiple linear regression prediction model showed that the adaptability, reaction intensity, persistence, activity level, and emotional essence of the temperament scale had predictive effects on the functions of the WFIRS-P (P < 0.05). Conclusion: The temperament dimension and type composition of children with attention deficit hyperactivity disorder are significantly different from those of normal children of the same age. After half a year of the treatment, the temperament dimension and type composition change significantly, and each dimension of temperament can predict the functional damage of ADHD children. [ABSTRACT FROM AUTHOR]

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Executive dysfunction is an underlying characteristic of Attention Deficit/Hyperactivity Disorder (ADHD). Therefore, this study explored which measures of executive functions (EF) may lead to a better diagnostic prediction and evaluated whether participants were adequately assigned to the ADHD group based on the identified predictors. Seventeen 6- to 10-year-old children with ADHD were matched with 17 typically developing peers (TD) by age, gender, and non-verbal intelligence. Performance-based measures and behavior ratings of ‘cool’ and ‘hot’ EF were used. As expected, there was a significant group effect on the linear combination of measures, indicating that children with ADHD showed significant difficulties with EF compared to the TD group. In fact, significant differences were found in measures of short-term and working memory, planning, delay aversion, and EF-related behaviors, as reported by parents and teachers. However, the discriminant function analysis only revealed three significant predictors: the General Executive Composite of the Behavior Rating Inventory of Executive Function (Parent and Teacher Forms) and the Delay of Gratification Task, with 97.1% correct classifications. These findings highlight the importance and contribution of both behavioral ratings and ‘hot’ measures of EF for the characterization of ADHD in children.

Abstract Background Attention deficit/hyperactivity disorder (ADHD) entails inattention, impulsivity, and restlessness at a disabling level. The pharmacological treatment of ADHD rests on the use of centrally acting stimulants, such as methylphenidate and D-amphetamine. In some patients, these drugs cause side effects that preclude their use. Case presentation We present three adult male, Caucasian, ADHD patients (24, 37, and 43 years old) whose ADHD symptoms improved during treatment with testosterone. The first patient experienced loss of libido during treatment with methylphenidate; for this, he was offered a trial of testosterone. Unexpectedly, his ADHD symptoms improved with testosterone treatment, and this effect continued with testosterone as monotherapy. The two other patients, who also had side effects from centrally acting stimulants, received testosterone monotherapy with similar results. The effect has now continued for 4.5–5 years at the same doses: 10–60 mg testosterone/day, administered as a skin gel. Prior to testosterone treatment, the patients had serum levels of testosterone in the low–normal range: 12–16 nmol/L (age-specific reference range: 10.4–32.6 nmol/L). The testosterone/sex hormone-binding globulin ratio was low in two patients (0.32 and 0.34; age-specific reference range: 0.38–1.1), suggesting low free serum levels of testosterone. Serum testosterone levels and testosterone/sex hormone-binding globulin ratios increased with testosterone treatment in all patients, but remained within reference values. Conclusion These cases suggest that a moderately reduced serum level of free testosterone may contribute to the ADHD symptoms of some adult male ADHD patients, and that testosterone treatment may be of value for these patients.

Abstract Background Loss of control eating (LOC-E) in youth predicts the later development of full-syndrome binge-eating disorder (BED), and therefore, could be a relevant target for prevention treatments. To develop these treatments, it is important to understand the underlying disease processes and mechanisms. Based on the putative role of neurocognitive impairments in the pathogenesis of LOC-E, treatments that modulate these neurocognitive factors warrant further exploration. For instance, stimulants are an effective treatment for impulsivity in youth with attention deficit/hyperactivity disorder (ADHD) and have been shown to improve symptoms of BED in adults. Notably, stimulants have not been examined as a treatment for LOC-E in youth. To explore this gap, we aim to measure change in LOC-E episodes and secondary outcomes in youth with comorbid ADHD and LOC-E who are being started on stimulants. Methods We will collect prospective observational data on forty 8-to-13-year-old youth diagnosed with comorbid ADHD and LOC-E who are initiating a stimulant for ADHD. Prior to stimulant initiation, participants will complete baseline measures including LOC-E episode frequency in the last 3 months (primary outcome), and secondary outcomes including disordered eating cognitions, emotions and behaviors, ADHD symptom severity, parental LOC-E, impulsivity and reward sensitivity, and anxiety/mood severity. Outcome measurements will be gathered again at 3-months after initiating the stimulant. Within-patient standardized effect sizes with 95% confidence intervals will be calculated from baseline to 3-month follow-up for all outcomes. Discussion Many individuals with LOC-E or binge eating do not fully remit over the course of psychotherapy. Whereas psychotherapy may address psychological and sociocultural domains associated with LOC-E, some individuals with neurocognitive impairments (e.g., ADHD) and neurobiological deficits (e.g., low intrasynaptic dopamine or norepinephrine) may benefit from adjunctive treatment that targets those factors. This will be the first study to provide pilot data for future studies that could examine both the effect of stimulants on LOC-E in youth and underlying mechanisms. Trial registration Trial registration number: NCT05592119

The goal of this study was to compare the effectiveness of parisa and pars cognitive rehabilitation programs on the inhibitory control of students with attention deficit/hyperactivity disorder. The research method was a semi-experimental type of pre-test, post-test with a control group and follow-up period of 45days. 33male students aged 9to12 years, with attention deficit/hyperactivity disorder were selected purposive sampling method and placed in three groups of 11peers (2experimental and 1control). In each experimental group one of the cognitive rehabilitation programs of Parisa or Pars was implemented in 14sessions of 45minutes, and the control group did not receive any intervention. Data for the inhibitory control variable were collected by Stroop and go-no go tests in three stages. The results of multivariate, univariate of covariance analysis and Bonferroni's post hoc test of the data showed that both programs were effective in improving inhibitory control and most of its components. The results of the follow-up test showed that the effectiveness of the rehabilitation programs was stable in most of the variables. Therefore, according to the results, it is suggested to use two programs in improving the inhibition control, considering the computer and internet facilities.

Abstract Background Attention deficit/hyperactivity disorder (ADHD) is the most common chronic mental and behavioral disorder among children. Some studies showed the lower levels of vitamin D in patients with ADHD compared with the healthy people. Few clinical trials were conducted in this field. The present study will be performed to examine the effect of vitamin D supplementation in children with ADHD. Methods We will conduct a double-blind, randomized controlled clinical trial to investigate the effect of vitamin D supplementation on brain waves, behavioral performance, serum nitric oxide, malondialdehyde, and high-sensitivity C-reactive protein in 50 patients with ADHD. The intervention group will receive one capsule 50,000 IU vitamin D every week, for 8 weeks. The control group will receive one placebo capsule containing 1000 mg olive oil every week. Electroencephalography will be performed for 10 min using Brain Master Discovery from 19 scalp sites both before the first intervention and the 10 sessions of the therapy. The artifact-free periods of 1-min electroencephalography data will be analyzed for quantitative electroencephalography measures. Discussion For the first time, this clinical trial will evaluate the effect of vitamin D supplementation on brain waves, serum nitric oxide, malondialdehyde, and high-sensitivity C-reactive protein in patients with ADHD. The results of the present clinical trial will provide a better vision about the vitamin D efficacy in patients with ADHD. Trial registration Registered on 5 November 2020 at Iranian Registry of Clinical Trials with code number IRCT20200922048802N1 ( https://www.irct.ir/trial/51410 ).

Abstract Background Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattentiveness, hyperactivity and impulsivity, which may affect one’s cognitive and psychosocial functioning. This review gives an overview of ADHD, particularly from an aetiological and clinical perspective. It also critically examines current evidence on the role of inflammation in ADHD and consolidates key findings in this area of research. Results The exact cause of ADHD remains unknown, and the aetiology of the disorder is believed to be multifactorial. Numerous genetic and environmental factors have been linked to the development of ADHD. Like many psychiatric disorders, ADHD has been associated with inflammation that occurs locally and peripherally. A growing body of evidence shows that maternal inflammatory status during pregnancy is associated with diagnosis of ADHD in the offspring, whereas oxidative stress, inflammatory biochemical markers and immune-mediated diseases have been observed in individuals with ADHD. Conclusions The underlying inflammatory processes and mechanisms in ADHD are not clearly understood. Therefore, further exploration is warranted in future research. This has clinical implications as inflammation may be a potential target in the treatment of ADHD.

Introduction: The Barratt Impulsiveness Scale (BIS) is a self-administered instrument designed to assess the personality/behavioural construct of impulsiveness. Impulsiveness has been associated with several psychiatric disorders, including attention-deficit/hyperactivity disorder (ADHD). This study assesses the progression of impulsive behaviour in children with ADHD after an 8-week dietary intervention with the Mediterranean diet and/or omega-3 fatty acid supplementation, by using a version of the 11-item BIS adapted for children (BIS-11c). Methods: This cross-sectional study includes 60 children with ADHD from the region of Madrid, Spain. Participants were divided into 4 groups, with one control group and 3 intervention groups (Mediterranean diet; omega-3 supplementation; and Mediterranean diet plus omega-3 supplementation). A personalised Mediterranean diet was designed for members of groups 2 and 4. The BIS-11c was administered to determine the level of impulsiveness, and the KIDMED test was used to assess adherence to the Mediterranean diet. Results: The supplementation group showed a fairly significant decrease in the total BIS-11c (P = .049). Total cognitive score slightly decreased in the diet and supplementation groups. Only the control group showed a considerable decrease in the total motor score. Total nonplanning scores were lower in all groups after the intervention. Baseline and final BIS-11c scores were positively correlated with treatments (r > 0.9). Conclusion: An intake of 550 mg EPA fatty acid and 225 mg DHA fatty acid per day for 8 weeks is associated with less marked impulsive behaviour in children with ADHD. A Mediterranean diet may improve BIS scores, although our results are not conclusive in this population. Resumen: Introducción: La Escala de Impulsividad de Barratt (BIS) es un instrumento de autoinforme diseñado para evaluar la construcción de personalidad y comportamiento de la impulsividad. La impulsividad se ha asociado con varios trastornos psiquiátricos, como el trastorno por déficit de atención e hiperactividad (TDAH). Este estudio evalúa el progreso de la conducta de impulsividad en niños con TDAH después de una intervención dietética de 8 semanas con dieta mediterránea y/o suplemento de ácidos grasos omega-3, mediante el uso de la BIS-11 adaptada para niños (BIS-11c). Métodos: Este estudio transversal incluyó a 60 niños españoles con TDAH de la provincia de Madrid, España. Los participantes se dividieron en 4 grupos, un grupo de control (G1) y 3 grupos de intervención (dieta mediterránea [G2], suplemento de omega-3 [G3] y dieta mediterránea + suplemento de omega-3 [G4]). Se diseñó una dieta mediterránea personalizada para los grupos 2 y 4. Se administró BIS-11c para determinar los niveles de impulsividad y se usó el KIDMED para evaluar la adherencia a la dieta mediterránea. Resultados: El grupo Suplemento mostró una caída bastante significativa (p = 0.049) en la puntuación total de Barratt después del seguimiento. La puntuación cognitiva total disminuyó ligeramente en los grupos de Dieta y Suplemento. Solo el grupo Control tuvo una disminución notable con respecto a la puntuación total de la impulsividad motora. Las puntuaciones totales de ‘falta de planificación’ fueron menores en todos los grupos tras la intervención. Las asociaciones entre las puntuaciones iniciales y finales del BIS-11c y los tratamientos presentaron una correlación positiva (r > 0,9). Conclusión: Una ingesta de 550 mg de EPA y 225 mg de DHA por día durante 8 semanas se asocia con niveles más bajos de conductas impulsivas en niños con TDAH. Un patrón dietético mediterráneo podría mejorar las puntuaciones de la Escala de Impulsividad de Barratt, pero los resultados de este estudio no son concluyentes en esta población.

The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9- 12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD. [ABSTRACT FROM AUTHOR]