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Methylphenidate (Ritalin) given three times daily appears to be more effective than two times daily for children with a more severe attention deficit hyperactivity disorder (ADHD) without significantly more side effects. Four treatment strategies including twice daily, three times daily, gradual increase in concentration, or no treatment were compared for their effects on behavior among 25 boys with ADHD. Behavior was significantly improved with any treatment compared to no treatment. Parents and teachers rated the three times daily treatment better than the twice daily treatment., ABSTRACT. Objective. To evaluate the short-term efficacy and side effects associated with two methylphenidate hydrochloride (MPH) dosing patterns. Methods. Twenty-five boys with attention deficit hyperactivity disorder (ADHD) participated in a [...]

Adaptive functioning was below average for all three groups of children in a comparative study of attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), and pervasive developmental disorders or mild mental retardation (PDD/MR). The ADD and ADHD groups had significantly lower levels of adaptive functioning in relation to IQ for socialization, communication and daily living, although the PDD/MR group was lowest scoring. The Vineland Adaptive Behavior Scales were used in the study.

Hyperactivity and attention deficit disorder (ADD) are related, but distinct problems affecting the learning ability and behavior of children. Children referred to a child development center for evaluation of inattentive and hyperactive behavior were studied in order to relate their diagnosis to various emotional and learning problems. Of the 614 children evaluated during a six-year period, 422 (68.7 percent) were diagnosed with ADD and 192 (31.3 percent) were not diagnosed with this disorder. These two groups were then compared; it was noted that 66.8 percent of the ADD children were also diagnosed as hyperactive. Children with ADD had significantly higher IQs (intelligence quotients) and verbal test scores, and their parents had achieved a higher educational level. The ADD group also had more specific learning disabilities. There were significant differences between the two groups of children. Subjects in the group without ADD were more likely to have suffered child abuse or neglect and exhibit intellectual limitations. Their parents were more likely to show evidence of severe psychiatric illness. Factors that did not differ between the groups were depression in the children or parents, motor skill problems, language disorders, conduct disorders, and psychosomatic complaints. The previous use of medications to treat behavior problems in all the children was also investigated. Twenty-nine of the children without a diagnosis of ADD (4.7 percent) had been treated inappropriately with stimulant medication in the past, but in most of these cases the drug was discontinued as soon as it was noted to be ineffective. This does not suggest that stimulant drugs are being prescribed irresponsibly for a large number of children, as some critics of treatment for ADD and hyperactivity have claimed. (Consumer Summary produced by Reliance Medical Information, Inc.)

A group of 40 children was selected from a larger sample based on their performance on motor coordination, motor speed, and motor inhibition tasks. Twenty of the children were classified as Motor Dysfunctional (MD) and 20 were classified as Motor Normal (MN). The groups were compared on several neuropsychological measures. The results indicated the MD children were significantly lower on a number of measures, particularly those requiring sensory integration. There were not significant differences on several of the tasks, including those more complex in nature. The results are discussed in relation to developmental models of neuropsychological functioning. [ABSTRACT FROM PUBLISHER]

After a detailed behavioral and developmental history has been supplemented by the use of formal questionnaires, the diagnosis of an attentional disorder can be further clarified by the judicious selection of psychoeducational and pediatric physical and neurodevelopmental examinations. The most common difficulty in the interpretation of psychoeducational test subscores and profiles is the significant overlap between the patterns generated by attentional deficits and those associated with memory-based learning disabilities. Certain other medical and behavioral conditions need to receive careful consideration prior to finalizing the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). A thorough but focused general examination coupled with the pediatric neurodevelopmental examination can contribute to this differentiation. [ABSTRACT FROM AUTHOR]

Motor and tactile integration skills were sequentially assessed with academically average (N = 28) and academically disabled children (N = 17) over a 3-year period. The initial results demonstrated considerable differences between the groups. Analysis of variance and visual inspection of trends in the longitudinal data for the academically disabled group revealed a mixed pattern with catch-up in the motor areas and persistent delays in sensory areas. The results suggest different developmental patterns depending on the skill and group assessed. Right hand advantages were found across groups with motor speed whereas a left hand advantage was demonstrated on a stereognosis task. These right-left differences suggest an important developmental role for corpus callosum myelinization. The interpretation of soft neurological signs needs to be refined to allow for these sensory-motor, right-left parameters. [ABSTRACT FROM PUBLISHER]