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Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity. Individuals with ADHD often encounter heightened emotional and behavioral challenges. This study aims to conduct a meta-analysis of the efficacy of digital interventions in improving symptoms of ADHD. This study searched 6 databases for English articles from database construction until December 4, 2023. Randomized controlled trials employing digital interventions for ADHD were gathered. Following the Cochrane Collaboration criteria, Review Manager 5.3 software was utilized to evaluate the risk of bias present in the included papers. Mean differences for post-intervention and follow-up data were standardized using Stata 18.0 software. Subgroup analysis was employed to investigate the sources of heterogeneity. The study adhered to the PRISMA guidelines and was registered on the PROSPERO platform (CRD42024504134). This review included a total of 25 randomized controlled trials (RCTs). The combined study population comprised 1780 cases. In the digital intervention groups, there was a significant decrease in overall ADHD symptoms (SMD = −0.33; 95 % CI = [−0.51, −0.16]) compared to the control groups. Furthermore, there was a significant reduction in inattention symptoms (SMD = −0.31; 95 % CI = [−0.46, −0.15]) and hyperactivity/impulsivity symptoms (SMD = −0.15; 95 % CI = [−0.29, −0.02]) within the digital intervention groups. The digital interventions proved beneficial for individuals with ADHD by alleviating symptoms of ADHD, inattention, and hyperactivity/impulsivity. • Integrating results from multiple studies to explore the impact of digital interventions on ADHD. • Subgroup analyses were used to explore the effects of digital interventions on attention deficit hyperactivity disorder (ADHD) in different age groups, different intervention durations, and different control groups. • The results of the meta-analysis provide guidance for future research on digital interventions for attention deficit hyperactivity disorder (ADHD) and help researchers to better design digital interventions. [ABSTRACT FROM AUTHOR]

We evaluate whether professional forecasters incorporate valuable information from public discussions on social media. The study covers the case of inflation in Argentina for the period 2016–2022. We find solid evidence consistent with inattention. A simple indicator of attention to inflation on social media is shown to anticipate professional forecast errors. A one standard deviation increment in the indicator is followed by a rise of 0.4% in mean forecast errors in the subsequent month and by a cumulative increment of 0.7% over the next 6 months. Furthermore, social media content anticipates significant revisions in forecasts that target multiple months ahead inflation and calendar year inflation. These findings are different from previously documented forms of inattention. Consistent results are verified by implementing out‐of‐sample forecasts and using content from an alternative social network. The study has implications for the use of professional forecasts in the context of policymaking and sheds new evidence on the nature of imperfect information in macroeconomics. [ABSTRACT FROM AUTHOR]

Background: Problematic Internet use (i.e., Internet use that disrupts functioning in other important domains; PIU) is increasingly prevalent worldwide, particularly among youth. One form of PIU relates specifically to interpersonal interaction and communication, deemed social PIU. Social PIU has been linked to various forms of psychopathology, including attention-deficit/hyperactivity disorder (ADHD). Yet with limited longitudinal research, the direction of this association remains unclear. Moreover, little research investigates whether social PIU is linked to one or both symptom dimensions of ADHD (inattention vs. hyperactivity/impulsivity). Methods: The present study utilized data from the largest extant longitudinal study of girls with childhood-diagnosed ADHD (N = 228). Linear regression and structural equation models were used to analyze social PIU as both a prospective predictor and outcome of ADHD symptoms. Results: Inattentive ADHD symptoms were positively associated with concurrent social PIU in initial regression models but were non-significant in path analyses. Social PIU was only marginally significant in predicting subsequent inattention six years later. Symptoms of hyperactivity/impulsivity were unrelated to social PIU among girls at either time point. Conclusions: Inattentive ADHD symptoms were initially positively linked to concurrent problems with social Internet use, but bidirectional associations were non-significant in path analyses. Relations between PIU and ADHD in girls may be less robust than previously thought, although further longitudinal research with clinical samples is needed to clarify which groups of adolescents are particularly vulnerable to social PIU and its long-term effects. [ABSTRACT FROM AUTHOR]

This study compares police investigative interviews conducted in the presence of a service dog (n = 46) to those without (n = 45) to examine the effects of the presence of and interactions with a dog on children's stress and fatigue/inattention levels. The interviews were conducted with children aged 3 to 15 years and were coded for signs of children's stress and fatigue/inattention, dog-child physical interactions, and children's comments about the dog. Dog presence did not correlate with child stress and fatigue/inattention. Among children accompanied by a dog, the odds of expressing signs of stress and fatigue/inattention were significantly greater with increased frequency of verbal interactions and duration of dog-child physical interaction. The odds of children expressing signs of fatigue/inattention were significantly greater with increased frequency of dog-related verbalizations and dog-child physical interaction. Strengths, limitations, and future directions are discussed. [ABSTRACT FROM AUTHOR]

Careless and insufficient effort responding (C/IER) is a situation where participants respond to survey instruments without considering the item content. This phenomena adds noise to data leading to erroneous inference. There are multiple approaches to identifying and accounting for C/IER in survey settings, of these approaches the best performing are model based classification techniques. Classic approaches to accounting for C/IER treat it as a person level phenomena. They first use some method to identify participants who exhibit C/IER, then use list-wise deletion to remove them prior to analysis. We argue that C/IER is actually a state that participants may exhibit for a portion of a survey instrument. In other words, participants start a survey with the intention to follow instructions, but at some point transition to a C/IER state and no longer respond in line with item contents. Accounting for C/IER at the item level, as opposed to the person level preserves data resulting in increased power. In this article we present a Bayesian Dynamic Latent Class Structural Equation Modeling (DLCSEM) approach for simultaneously accounting for C/IER at the item level and estimating a model of interest. We use a simulation study to establish the approaches performance under empirically relevant conditions and to compare it to other methods. We then conducted an experimental validation in which we induce C/IER like responses from human subjects and investigate the approaches ability to identify the point in which participants transition to a C/IER state. We also compare the model to existing approaches. In both the simulation and experimental validation the DLCSEM outperforms the alternative approaches. We conclude that the approach should be used by applied researchers for the pragmatic benefits of the method. Conclusions, limitations, and future directions are discussed. [ABSTRACT FROM AUTHOR]

Carelessness or insufficient effort responding is a widespread problem in online research, with estimates ranging from 3% to almost 50% of participants in online surveys being inattentive. While detecting carelessness has been subject to multiple studies, the factors that reduce or prevent carelessness are not as well understood. Initial evidence suggests that warning statements prior to study participation may reduce carelessness, but there is a lack of conclusive high-powered studies. This preregistered randomized controlled experiment aimed to test the effectiveness of a warning statement and an improved implementation of a warning statement in reducing participant inattention. A study with 812 participants recruited on Amazon Mechanical Turk was conducted. Results suggest that presenting a warning statement is not effective in reducing carelessness. However, requiring participants to actively type the warning statement statistically significantly reduced carelessness as measured with self-reported diligence, even-odd consistency, psychometric synonyms and antonyms, and individual response variability. The active warning statements also led to statistically significantly more attrition and potentially deterred those who were likely to be careless from even participating in this study. We show that the current standard practice of implementing warning statements is ineffective and novel methods to prevent and deter carelessness are needed. [ABSTRACT FROM AUTHOR]

This paper investigates the incidence of limited attention in a high-stakes business setting: a bar owner may be unable to purge transitory shocks from noisy profit signals when deciding whether to exit. Combining a 24-year monthly panel on the alcohol revenues from every bar in Texas with weather data, we find suggestive evidence that inexperienced, distantly located owners may overreact to the transitory component of revenue relative to the persistent component. This apparent asymmetric response is muted under higher revenue fluctuations. We formulate and estimate a structural model to endogenize attention allocation by owners with different thinking cost. Under the assumptions of the model, we find that 3.9% bars make incorrect exit decisions due to limited attention. As exits are irreversible, permanent decisions, small mistakes at the margin interpreting profit signals can lead to large welfare losses for entrepreneurs. [ABSTRACT FROM AUTHOR]

Abstract Background Problematic Internet use (i.e., Internet use that disrupts functioning in other important domains; PIU) is increasingly prevalent worldwide, particularly among youth. One form of PIU relates specifically to interpersonal interaction and communication, deemed social PIU. Social PIU has been linked to various forms of psychopathology, including attention-deficit/hyperactivity disorder (ADHD). Yet with limited longitudinal research, the direction of this association remains unclear. Moreover, little research investigates whether social PIU is linked to one or both symptom dimensions of ADHD (inattention vs. hyperactivity/impulsivity). Methods The present study utilized data from the largest extant longitudinal study of girls with childhood-diagnosed ADHD (N = 228). Linear regression and structural equation models were used to analyze social PIU as both a prospective predictor and outcome of ADHD symptoms. Results Inattentive ADHD symptoms were positively associated with concurrent social PIU in initial regression models but were non-significant in path analyses. Social PIU was only marginally significant in predicting subsequent inattention six years later. Symptoms of hyperactivity/impulsivity were unrelated to social PIU among girls at either time point. Conclusions Inattentive ADHD symptoms were initially positively linked to concurrent problems with social Internet use, but bidirectional associations were non-significant in path analyses. Relations between PIU and ADHD in girls may be less robust than previously thought, although further longitudinal research with clinical samples is needed to clarify which groups of adolescents are particularly vulnerable to social PIU and its long-term effects.

Despite the well-known link between earlier children's emotional dysregulation and their high risk of developing later ADHD symptoms, few studies investigated the relationships between positive and negative emotion dysregulation, on the one hand, and ADHD symptoms, on the other one, via parent stress. This pilot study aimed to investigate the mediating role of parental stress on the relationship between children's positive and negative emotion dysregulation and ADHD risk indices. A sample of 62 children (Female = 38.2%; M = 65.90 months; SD = 3.8) was rated by one of their parents (i.e., mothers), using the subscales of the Italian Temperament Questionnaire (QUIT; i.e., positive and negative emotionality) and the subscales of Conners' Parent Rating Scale-Revised (CPRS; i.e., hyperactivity and inattentions deficit). Furthermore, parents reported their stress levels by completing the Parenting Stress Index—Short Form (PSI-SF) self-report. Findings show the mediating role of parental stress on the relationship between negative emotion dysregulation and both measures of ADHD symptoms (hyperactivity/impulsivity and inattention deficit). Highlights: Child's negative emotion dysregulation and ADHD symptoms are connected. Parent stress mediates the relationships between children's negative emotion dysregulation and hyperactivity/impulsivity symptoms. Parent stress mediates the relationships between children's negative emotion dysregulation and inattention deficit. [ABSTRACT FROM AUTHOR]

Previous reviews have often shown a link between digital media ADHD symptom levels. However, longitudinal studies are needed to find stronger evidence of a causal effect as well as to determine the direction of effects. The aim of the present review (PROSPERO CRD42021262695) was therefore to provide a systematic review of studies meeting the following inclusion criteria: (1) include longitudinal data investigating associations between digital media (i.e., gaming and social media) and later ADHD symptoms or vice versa, (2) be published within the past 10 years (i.e., 2011 until June 2021), (3) be published in a peer-reviewed journal in English, and (4) include children or adolescents (age 0–17 years). After a systematic search in the Web of Science and PsycInfo databases, we included 28 studies, all with adequate or high quality. Results showed support for reciprocal associations between digital media and ADHD symptoms, with associations being more consistent for problematic use of digital media than for screen time. Thus, children with ADHD symptoms appear more vulnerable to developing high or problematic use of digital media (i.e., selection effects), and digital media also have effects on later ADHD symptom levels, either because of specific characteristics of digital media or because of indirect effects on, for example, sleep and social relations (i.e., media effects). However, it should be emphasized that further studies investigating potential moderators and mediators are needed if we are to better understand the complex associations between digital media and ADHD symptom levels. [ABSTRACT FROM AUTHOR]

Objective: To assess the effect of iron supplementation on symptoms in children with attention deficit hyperactivity disease (ADHD). Method: A prospective single arm intervention study was conducted on children aged 4–12 years, newly diagnosed with ADHD, attending the child development clinic in a tertiary centre in Northern India. A baseline hemogram and serum ferritin levels were assessed in all children. ADHD symptom severity was assessed with age-appropriate neuropsychometric questionnaires, and objective tests of attention at baseline and after six weeks of oral iron therapy. Results: Out of 32 participants, 23 were found to be ferritin sufficient (serum ferritin > 30 ng/mL) at enrolment. There was no difference in the median scores of neuropsychometric tests at the baseline of ferritin sufficient and ferritin deficient children. A statistically significant change in median scores of inattention and hyperactivity subscale on Conner's Rating Scale (P = 0.036) as well as significant improvement on tests of attention; Children's Color Trails Test (CCTT) (P = 0.006) were observed after six weeks of iron therapy in all children. Conclusion: The study showed promising results of iron supplementation in the treatment of ADHD symptoms in children. [ABSTRACT FROM AUTHOR]

Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with pragmatic language impairments in children, but less is known about the communicative abilities of adults with ADHD, especially when using a second or third language. In this study, we developed a questionnaire to collect self-report measures of a set of pragmatic skills in a person’s first, second and third language, comparing adults with and without an ADHD diagnosis. One hundred seventy-nine multilingual adults with (N = 91) and without ADHD (N = 88) completed the survey. As predicted, adults with ADHD reported more pragmatic difficulties than the control group. More specifically, people with ADHD showed pronounced impairments in regulating their behaviour in spoken interactions in the form of excessive talking, frequently interrupting others, and speaking without thinking first. Notably, these types of hyperactive and impulsive behaviours were significantly reduced when people with ADHD communicated in a second or third language. For pragmatic difficulties related to inattention such as concentrating on a conversation, both groups tended to be more inattentive in their third language compared to their first and second language. The understanding of non-literal language was only affected by ADHD in the first language and was generally more taxing in a language with lower proficiency levels. Our study contributes to a more nuanced understanding of how ADHD affects different kinds of communicative abilities in multilingual adults. It also has implications for clinical practice, highlighting the importance of assessing symptoms of inattention, hyperactivity, and impulsivity in a person’s dominant language. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Symptoms of anxiety and attention‐deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD—inattention and hyperactivity‐impulsivity—are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown.Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N = 1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross‐lagged panel model, adjusting for all unobserved time‐invariant confounding effects.In girls, increased inattention, but not hyperactivity‐impulsivity, predicted increased anxiety 2 years later across all time‐points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity‐impulsivity. In boys, increased hyperactivity‐impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2 years later, whereas increased anxiety did not predict increased inattention or hyperactivity‐impulsivity.The two ADHD dimensions were differentially related to anxiety, and the relations were sex‐specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity‐impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time‐points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity‐impulsivity may reduce anxiety risk in boys during late childhood (at ages 8–10). [ABSTRACT FROM AUTHOR]

Simple Summary: Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder in humans, characterised by inattention, hyperactivity, and impulsivity. Evidence suggests that family dogs can exhibit behaviours similar to symptoms of ADHD seen in humans. While past research mainly used questionnaires to assess ADHD-like behaviours in dogs, we aimed to create a simple behavioural test battery covering key ADHD symptom dimensions: inattention, hyperactivity, and impulsivity. Using our previously validated questionnaire (Dog ADHD and Functionality Rating Scale–DAFRS; 2024) in a study involving 59 dogs, we correlated owner-rated DAFRS scores with behavioural test outcomes to further validate our questionnaire. In a subsample of 38 dogs, we also determined whether there is a difference in how owner- and trainer-rated ADHD scores are linked with the test variables. Our test battery included attention, plush dog, leash, and sit tests, all showing significant correlations with the relevant questionnaire scores in an expected direction. Both owner- and trainer-rated ADHD questionnaire factor scores showed correspondence with the relevant behavioural test variables. Dogs' training status only showed association with the sit test. The test battery proved to be consistent in time; test–retest analyses demonstrated moderate-to-excellent agreement across all tests. Our findings endorse the validity of our questionnaire and behavioural tests, providing valuable tools for assessing inattention, hyperactivity, and impulsivity in dogs. Family dogs exhibit neuropsychological deficits similar to attention-deficit/hyperactivity disorder (ADHD) symptoms in humans. Questionnaire methods have mostly been used to assess ADHD-like behaviours in dogs. In addition to our validated questionnaire (Dog ADHD and Functionality Rating Scale–DAFRS; 2024), we developed a simple behavioural test battery covering the ADHD symptom domains (i.e., inattention, hyperactivity, and impulsivity) in dogs. Our main aim was (i) to provide a final external validation step to the DAFRS by examining its associations with the test variables (N = 59); and (ii) to compare owner- and trainer-rated factor scores' associations with the test variables (n = 38). We developed four tests covering the ADHD symptom domains: the attention test (inattention), the plush dog test (impulsivity), the leash test, and the sit test (hyperactivity). All four behavioural variables correlated with their respective questionnaire scores, i.e., the strongest for hyperactivity, and the least strong for inattention. Both owner- and trainer-rated scores (n = 38) correlated with the relevant test variables in an expected direction. Dogs' training status was linked only to the sit test results. Test–retest analyses (n = 34) indicated moderate-to-excellent agreement across all behavioural variables. Our findings support the validity of our novel human-analogue questionnaire for dogs as the behavioural tests strongly correlate with the relevant questionnaire scores, indicating that the two constructs together can effectively assess inattention, hyperactivity, and impulsivity in dogs. [ABSTRACT FROM AUTHOR]

Research suggest that attention skills play distinct roles in children's acquisition of mathematics. Despite a growing number of mathematics interventions in general, little research has been devoted to mathematics interventions for students with attention/hyperactivity problems (ADHD). Extant literature suggests lower benefits of mathematics interventions for students with ADHD symptoms. This study aimed at investigating the influence of ADHD on the effectiveness of a mathematics intervention. In a single-case research design, a total of N = 10 students in Grades 2 and 4 with varying ADHD profiles were observed and trained in an ABAB-design with a computer-cased mathematics intervention. Intervention and progress monitoring were administered twice a week. The intervention showed heterogenous effects ranging from no to substantial learning progress during the intervention phases. Hierarchical piecewise regression models revealed lower learning progress for students with all ADHD symptoms as well as isolated attention difficulties. However, students with isolated hyperactivity but no attention difficulties did not respond less to the intervention. As a conclusion, mathematics interventions are supposed to address students with attention deficits more explicitly. [ABSTRACT FROM AUTHOR]

Attention deficit hyperactivity disorder (ADHD) is among the most prevalent disorders in children and is frequently linked with motor difficulties that can impact both daily motor tasks and overall developmental trajectories. The objective of this study was to analyse the association between gross motor skills and ADHD symptoms. Using a cross-sectional research design, data were collected from a sample of primary school children (N = 2677; mean age = 8.58 years, SD = 1.49 years). The Gross Motor Development-3 Test (TGMD-3) was employed to assess participants' gross motor skills, whereas the ADHD Rating Scale (SDAI), completed by teachers, evaluated ADHD symptoms through two subscales: inattention and impulsivity/hyperactivity. The results revealed an association between motor development and ADHD symptoms, with greater proficiency in gross motor skills correlating with lower symptoms reported on the SDAI. Logistic regression analyses indicated that the TGMD-3 was significantly associated with the risk of ADHD in matched samples of at-risk children and controls. The evaluation of gross motor development proves to be a useful tool for monitoring global development, paying attention to any critical issues, particularly in relation to the variables of inattention and hyperactivity. [ABSTRACT FROM AUTHOR]

Increased parasympathetic nervous system (PNS) activity is associated with attention‐deficit/hyperactivity disorder (ADHD) inattentive symptoms, but not hyperactive‐impulsive symptoms, and may contribute to inattentive subtype etiology. Guided by prior work linking infant rhinorrhea and watery eyes without a cold (RWWC) to PNS dysregulation, we examined associations between infant RWWC and childhood ADHD symptoms in a longitudinal cohort of Black and Latinx children living in the context of economic disadvantage (N = 301 youth: 158 females, 143 males). Infant RWWC predicted higher inattentive (relative risk [RR] 2.16, p <.001) but not hyperactive‐impulsive (RR 1.53, p =.065) ADHD symptoms (DuPaul scale), administered to caregivers at child age 8–14 years. Stratified analyses revealed that these associations were present in females but not males, who were three times more likely to have higher ADHD current total symptoms if they had infant RWWC than if they did not. Additionally, associations between RWWC and inattention symptoms were observed only in females. RWWC may thus serve as a novel risk marker of ADHD inattentive‐type symptoms, especially for females. [ABSTRACT FROM AUTHOR]

Background: Although many studies analyse gender differences in the clinical expression of Attention-Deficit Hyperactivity Disorder (ADHD) and prevalence studies show that girls with ADHD are underdiagnosed, there are no instruments that are sensitive to the detection of girls with ADHD. Objective: The objective of this study is to develop a self-report early detection instrument for boys and girls with ADHD aged 7 to 16, which includes the gender perspective and is sensitive to the detection of girls with ADHD. Methods: The scale was developed and the items that comprised it were created from the thematic analysis of ADHD and its evaluation in children based on the diagnostic criteria of the DSM-5-TR. A modified e-Delphi method involving a three-round web survey was used to establish a consensus on the content of the scale. Ten experts were recruited to form a professional panel. The panel members were asked to assess the differential symptomatology of ADHD in boys and girls, the dimensions to be evaluated, and the importance of scale items to evaluate the content. Results: A consensus was reached regarding 13 total items distributed in three dimensions: inattention; hyperactivity/impulsivity; and, a third dimension, internalisation, which includes symptoms most present in the expression of ADHD in girls. Conclusions: To the best of our knowledge, the development of this scale using the Delphi method is the first specific scale used for identifying ADHD that also addresses the gender perspective and the differential symptomatology between boys and girls. However, we must proceed to the analysis of psychometric properties, as the scale requires an exhaustive study of its reliability and validity. We can anticipate that this scale will provide relevant and reliable information that can be used for the identification of ADHD in both boys and girls. [ABSTRACT FROM AUTHOR]

Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children. Practitioner points: Recognize bias in assessing ADHD symptoms in children through parent, teacher, and self‐reports.Teachers provide more objective evaluation of ADHD symptoms when compared with objective measure.Distractibility is the primary factor for males, and movement is the main factor for females in ADHD assessment by teachers. [ABSTRACT FROM AUTHOR]

Background: Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways. Methods: The sample included 415 families from the Quebec Newborn Twin Study. Twins' hyperactivity and inattention were assessed in early childhood by parents and in primary school by teachers. The polygenic scores for ADHD (ADHD‐PGS) and educational attainment (EA‐PGS) were computed from twins' and parents' genotypes. A model of intergenerational transmission was developed to estimate (1) the contributions of parents' and children's PGS to the twins' ADHD symptoms and (2) whether these variances were explained by genetic transmission and/or genetic nurture. Results: ADHD‐PGS explained up to 1.6% of the variance of hyperactivity and inattention in early childhood and primary school. EA‐PGS predicted ADHD symptoms at both ages, explaining up to 1.6% of the variance in early childhood and up to 5.5% in primary school. Genetic transmission was the only significant transmission pathway of both PGS. The genetic nurture channeled through EA‐PGS explained up to 3.2% of the variance of inattention in primary school but this association was non‐significant. Conclusions: Genetic propensities to ADHD and education predicted ADHD symptoms in childhood, especially in primary school. Its intergenerational transmission was driven primarily by genetic variants passed to the child, rather than by environmentally mediated parental genetic effects. The model developed in this study can be leveraged in future research to investigate genetic transmission and genetic nurture while accounting for parental assortative mating. [ABSTRACT FROM AUTHOR]

Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder. A key challenge associated with this condition is achieving an early diagnosis. The current study seeks to anticipate and delineate the assessments offered by both parents and teachers concerning a child’s behavior and overall functioning with the Behavior Rating Inventory of Executive Function-2 (BRIEF-2). Mothers, fathers, and teachers of 59 children diagnosed or in the process of being assessed for ADHD participated in this study. The responses provided by 59 mothers, 59 fathers, and 57 teachers to the BRIEF-2 questionnaire were collected. The performance of various feature selection techniques, including Lasso, decision trees, random forest, extreme gradient boosting, and forward stepwise regression, was evaluated. The results indicate that Lasso stands out as the optimal method for our dataset, striking an ideal balance between accuracy and interpretability. A repeated validation analysis reveals an average positive correlation exceeding 0.5 between the inattention/hyperactivity scores reported by informants (mother, father, or teacher) and the predictions derived from Lasso. This performance is achieved using only approximately 18% of the BRIEF-2 items. These findings underscore the usefulness of variable selection techniques in accurately characterizing a patient’s condition while employing a small subset of assessment items. This efficiency is particularly valuable in time-constrained settings and contributes to improving the comprehension of ADHD.

ObjectivesWe investigated the prospective association between (a) ADHD symptom dimensions, including their persistence and (b) adult sleep quality in a female sample, covarying adult depressive symptoms.MethodsParticipants comprised four persistence groups (persisters, partials, desisters, and comparison) based on overall ADHD diagnosis and separate dimensions of inattention and hyperactivity/impulsivity (HI) in childhood, late adolescence, and early adulthood, featuring girls with (n = 140) and without (n = 88) carefully diagnosed ADHD.ResultsOnly persistence of inattention predicted lower adult sleep quality when covarying young-adult depression, which was also a significant predictor. When additionally covarying stimulant medication use in adulthood, inattention persistence lost significance, although depression maintained significance, with medication use predicting worse sleep quality.ConclusionsPersistence of inattentive (but not HI) symptoms was significantly related to adult sleep quality in the context of concurrent depression. Sleep quality is an important outcome for research on and treatment for ADHD.

Abstract Attention allows us to focus on relevant information while ignoring distractions. Effective suppression of distracting information is crucial for efficient visual search. Recent studies have developed two paradigms to investigate attentional suppression: cued-suppression which is based on top-down control, and learned-suppression which is based on selection history. While both types of suppression reportedly engage proactive control, it remains unclear whether they rely on shared mechanisms. This study aimed to determine the relationship between cued- and learned-suppression. In a within-subjects design, 54 participants performed a cued-suppression task where pre-cues indicated upcoming target or distractor colors, and a learned-suppression task where a salient color distractor was present or absent. No significant correlation emerged between performance in the two tasks, suggesting distinct suppression mechanisms. Cued-suppression correlated with visual working memory capacity, indicating reliance on explicit control. In contrast, learned-suppression correlated with everyday distractibility, suggesting implicit control based on regularities. These results provide evidence for heterogeneous proactive control mechanisms underlying cued- and learned-suppression. While both engage inhibition, cued-suppression relies on deliberate top-down control modulated by working memory, whereas learned-suppression involves implicit suppression shaped by selection history and distractibility traits.

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. [ABSTRACT FROM AUTHOR]

The intensity of attention-deficit/hyperactivity disorder (ADHD) symptoms in children not diagnosed with ADHD has been associated with low self-esteem. This study examined gender-based self-esteem differences in elementary school children and analyzed the relationships among inattention, hyperactivity/impulsivity symptoms, academic achievement, school experience, and perceived social support on self-esteem.The participants were 150 fifth- and sixth-grade Japanese elementary school children (70 boys and 80 girls), paired with a parent. Parents described their children’s inattention, hyperactivity/impulsivity symptoms, and academic achievement, while children self-rated their self-esteem, school experiences, and perceived social support from parents, teachers, and friends. The t-test results indicated significant differences between boys and girls in hyperactivity/impulsivity symptoms, friend-related experiences, and perceived social support from teachers and friends. Perceived social support from friends was strong for girls, and that from teachers was strong for boys. The correlation analyses showed that self-esteem linked to academic skills was significantly correlated with academic achievement and academic-related experience for both genders. Academic achievement was a strong predictor of self-esteem concerning academic skills for girls and boys, respectively. Additionally, in boys, inattention and hyperactivity/impulsivity symptoms had greater power than academic achievement in predicting self-esteem regarding athletic skills. Therefore, the findings suggested that academic achievement played an essential role in self-esteem regarding academic skills. Our results showed that academic-related experiences and perceived support were also important factors. In the future, we would like to examine these subjective indicators in light of their impact on objective indicators such as academic achievement.

The triple pathway model suggests that different neuropsychological factors underlie symptoms of inattention (i.e., time, cognition and/or motivation problems). However, screening instruments asking individuals to judge the link between these neuropsychological factors and inattention are lacking. The recently developed screening questionnaire, PASSC, aims to examine these factors possibly causing inattention by asking parents to indicate to what extent their child experiences inattention symptoms and to what extent different neuropsychological factors explain this inattention. The present study extends prior validation research of the PASSC by examining associations between PASSC inattention explained by time, cognition, and/or motivation and children's performance on tests measuring these same three constructs. Results indicated positive correlations between PASSC inattention explained by time and less accurate performance on a time discrimination test, and between PASSC inattention explained by cognition and more working memory errors as well as higher attention switching costs. Furthermore, children whose parents indicated that their inattention was best explained by cognition showed higher switching costs than children whose inattention was best explained by motivation. This support for construct validity of the PASSC is limited to two PASSC explanations (i.e., time, cognition) and a subset of tests (i.e., time discrimination, attention switching, memory span). Future research should focus on integrating PASSC and performance test results to differentiate between children with attention problems but different underlying neuropsychological problems. Concluding, the PASSC can be a promising screening tool to identify inattention in children and the underlying explanation indicated by parents. [ABSTRACT FROM AUTHOR]

Attention allows us to focus on relevant information while ignoring distractions. Effective suppression of distracting information is crucial for efficient visual search. Recent studies have developed two paradigms to investigate attentional suppression: cued-suppression which is based on top-down control, and learned-suppression which is based on selection history. While both types of suppression reportedly engage proactive control, it remains unclear whether they rely on shared mechanisms. This study aimed to determine the relationship between cued- and learned-suppression. In a within-subjects design, 54 participants performed a cued-suppression task where pre-cues indicated upcoming target or distractor colors, and a learned-suppression task where a salient color distractor was present or absent. No significant correlation emerged between performance in the two tasks, suggesting distinct suppression mechanisms. Cued-suppression correlated with visual working memory capacity, indicating reliance on explicit control. In contrast, learned-suppression correlated with everyday distractibility, suggesting implicit control based on regularities. These results provide evidence for heterogeneous proactive control mechanisms underlying cued- and learned-suppression. While both engage inhibition, cued-suppression relies on deliberate top-down control modulated by working memory, whereas learned-suppression involves implicit suppression shaped by selection history and distractibility traits. [ABSTRACT FROM AUTHOR]

It is known that the Metronome Response Task (MRT)—one of the most used mind-wandering sampling paradigms, struggles to differentiate between spontaneous mind-wandering (wherein one's attention is uncontrollably shifted away from the task at hand) and deliberate mind-wandering (wherein one's attention is purposefully shifted away). Thus, we endeavoured to design and test a new mind-wandering measure, called the In Sync Task (IST), that can achieve such differentiation more readily. Unlike the MRT, which involves having participants click in sync (using a mouse) with rhythmically presented, auditory monotones, the IST requires participants to (1) click in sync with tone triplets that increase incrementally in loudness and (2) modulate their clicking force to the presented tone's loudness. Here, we measured (1) participants' variabilities in their rhythmic response times (as is the MRT) and (2) their consistency in appropriately modulating their clicking force. Across two separate samples of university students (n = 119 and n = 121) collected between June 2022 to February 2023, we showed performance differences between the mind-wandering subtypes. Specifically, participants were better able to modulate their clicking force during epochs of spontaneous, compared with deliberate, mind-wandering, whereas the MRT was unable to differentiate between these conditions. In sum, we show that there appear to be greater costs to performance when one deliberately mind-wanders, as opposed to spontaneously mind-wandering. [ABSTRACT FROM AUTHOR]

Background: Prior research has shown smaller cortical and subcortical gray matter volumes among individuals with attention‐deficit/hyperactivity disorder (ADHD). However, neuroimaging studies often do not differentiate between inattention and hyperactivity/impulsivity, which are distinct core features of ADHD. The present study uses an approach to disentangle overlapping variance to examine the neurostructural heterogeneity of inattention and hyperactivity/impulsivity dimensions. Methods: We analyzed data from 10,692 9‐ to 10‐year‐old children from the Adolescent Brain Cognitive Development (ABCD) Study. Confirmatory factor analysis was used to derive factors representing inattentive and hyperactive/impulsive traits. We employed structural equation modeling to examine these factors' associations with gray matter volume while controlling for the shared variance between factors. Results: Greater endorsement of inattentive traits was associated with smaller bilateral caudal anterior cingulate and left parahippocampal volumes. Greater endorsement of hyperactivity/impulsivity traits was associated with smaller bilateral caudate and left parahippocampal volumes. The results were similar when accounting for socioeconomic status, medication, and in‐scanner motion. The magnitude of these findings increased when accounting for overall volume and intracranial volume, supporting a focal effect in our results. Conclusions: Inattentive and hyperactivity/impulsivity traits show common volume deficits in regions associated with visuospatial processing and memory while at the same time showing dissociable differences, with inattention showing differences in areas associated with attention and emotion regulation and hyperactivity/impulsivity associated with volume differences in motor activity regions. Uncovering such biological underpinnings within the broader disorder of ADHD allows us to refine our understanding of ADHD presentations. [ABSTRACT FROM AUTHOR]

The role of mind-wandering– periods of internally-directed distractibility – among patients with attention-deficit/hyperactivity disorder (ADHD) has recently garnered attention, though few studies have assessed mind-wandering using thought probes during a sustained attention to response task (SART) or examined the possible role of cognitive disengagement syndrome (CDS) symptoms. We examined whether parent- and/or teacher-reported ADHD-inattentive (ADHD-IN) or CDS symptoms were independently associated with probe-caught mind-wandering. Fifty-four children (ages 9–12; 35.2% female) completed a SART with thought probes inquiring about various on- and off-task thoughts, including mind-wandering and distraction. Questionnaires provided information on demographics, medication treatment, and parent- and teacher-reported ADHD-IN and CDS symptoms. Regression models were estimated separately by informant to examine whether ADHD-IN or CDS symptoms were uniquely associated with mind-wandering or distraction frequency during the SART. Higher teacher-reported CDS ratings, but not ADHD-IN ratings, were uniquely associated with more probe-caught mind-wandering. No significant findings related to parent-reported symptoms or probe-caught distraction were observed. These preliminary findings add to an emerging body of work pointing to CDS as more consistently or strongly associated than ADHD-IN with mind-wandering. Theoretical and clinical implications are discussed. [ABSTRACT FROM AUTHOR]

Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the "real world", many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities — inattention, hyperactivity, language difficulties — experience more anxiety than children with dyslexia without these comorbidities; and (2) if any type of comorbidity is related to a certain type of anxiety (reading, social, generalised, or separation). The data of 82 children with dyslexia (mean age = 9 years and 4 months; 25 girls) were analysed using Fisher exact tests, which revealed that those with inattention (40.54%) or hyperactivity (42.30%) were statistically significantly more likely to experience elevated anxiety than children with dyslexia without these comorbidities (8.11 and 14.28%, respectively). This was not the case for language difficulties (24.5% versus 30%). Spearman ρ correlations (α =.05) indicated significant moderate relationships between inattention and reading anxiety (.27), social anxiety (.37), and generalised anxiety (.24); and between hyperactivity and social anxiety (.24) and generalised anxiety (.28). There were no significant correlations between language and anxiety. Examination of highly inter-correlated variables suggested a specific relationship between one type of comorbidity (inattention) and one type of anxiety (reading anxiety). [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An increasing number of studies have reported the existence of ADHD symptoms to be risk factors for technology addictions among young adults. In contrast to previous studies, the aim of the present study was to examine different dimensions of technology addiction in a community sample of adults and to examine their association with the individual trait-level ADHD symptoms of inattention and hyperactivity-impulsivity. A community sample of one hundred and fifty adults were recruited to participate in this study via convenience sampling. Participants completed the Adult ADHD Self-Report Scale Symptom Checklist, the Bergen Social Media Addiction Scale, the Smartphone Addiction Scale, Young's Internet Addiction Test, the Compulsive Online Shopping Scale, and a Demographic Information Form. Composite ADHD score, inattention and hyperactivity/impulsivity were positively associated with technology addictions (internet, social media, smartphone, and online shopping addiction). Hierarchical regression analysis revealed inattention and hyperactivity-impulsivity were predictors of social media addiction and smartphone addiction, whereas they were not for online shopping addiction. Furthermore, inattention was the only predictor of internet addiction. People with non-clinical, trait-level ADHD, especially those showing a preponderance of inattention symptoms appear to be more vulnerable to developing some forms of technology addiction. [ABSTRACT FROM AUTHOR]

Although earlier research has shown that individual differences on the spectrum of attention deficit hyperactivity disorder (ADHD) are highly heritable, emerging evidence suggests that symptoms are associated with complex interactions between genes and environmental influences. This study investigated whether a genetic predisposition [Note that the term 'genetic predisposition' was used in this manuscript to refer to an estimate based on twin modeling (an individual's score on the latent trait that resembles additive genetic influences) in the particular population being examined.] for the symptom dimensions hyperactivity and inattention determines the extent to which unique-environmental influences explain variability in these symptoms. To this purpose, we analysed a sample drawn from the Twins Early Development Study (TEDS) that consisted of item-level scores of 2168 16-year-old twin pairs who completed both the Strengths and Difficulties Questionnaire (SDQ; Goodman, in J Child Psychol Psychiatry 38:581–586, 1997) and the Strength and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN; Swanson, in Paper presented at the meeting of the American Psychological Association, Los Angeles, 1981) questionnaire. To maximize the psychometric information to measure ADHD symptoms, psychometric analyses were performed to investigate whether the items from the two questionnaires could be combined to form two longer subscales. In the estimation of genotype-environment interaction, we corrected for error variance heterogeneity in the measurement of ADHD symptoms through the application of item response theory (IRT) measurement models. A positive interaction was found for both hyperactivity (e.g., β 1 = 2.20 with 95% highest posterior density interval equal to [1.79;2.65] and effect size equal to 3.00) and inattention (e.g., β 1 = 2.16 with 95% highest posterior density interval equal to [1.56;2.79] and effect size equal to 3.07). These results indicate that unique-environmental influences were more important in creating individual differences in both hyperactivity and inattention for twins with a genetic predisposition for these symptoms than for twins without such a predisposition. [ABSTRACT FROM AUTHOR]

Objective: To explore the ADHD diagnostic performance of a screening instrument, and which DSM-5 ADHD number of symptoms (criterion A) was best associated with impairment in a sample of students from 106 primary schools in Nampula, Mozambique. Methods: A random sample of 748 students were assessed using SNAP-IV and 152 youths (76 positive and 76 negative screeners) were invited for psychiatric diagnostic confirmation. Results: The performance of the screening instrument for predicting ADHD diagnosis was poor (all AUCs < 0.53). No other cut-off worked best in predicting impairment than the six symptoms cutoff suggested by DSM-5 for both inattention (AUC = 0.78; 95% CI [0.69, 0.86]) and hyperactivity/impulsivity (AUC = 0.75; 95% CI [0.67, 0.84]). Conclusion: Our findings highlight the adequacy of the DSM-5 ADHD criterion A in an African culture but indicate low diagnostic performance of a screening instruments only based in parent or teacher reports on symptoms to predict ADHD diagnosis. [ABSTRACT FROM AUTHOR]

Research suggest that attention skills play distinct roles in children's acquisition of mathematics. Despite a growing number of mathematics interventions in general, little research has been devoted to mathematics interventions for students with attention/hyperactivity problems (ADHD). Extant literature suggests lower benefits of mathematics interventions for students with ADHD symptoms. This study aimed at investigating the influence of ADHD on the effectiveness of a mathematics intervention. In a single-case research design, a total of N = 10 students in Grades 2 and 4 with varying ADHD profiles were observed and trained in an ABAB-design with a computer-cased mathematics intervention. Intervention and progress monitoring were administered twice a week. The intervention showed heterogenous effects ranging from no to substantial learning progress during the intervention phases. Hierarchical piecewise regression models revealed lower learning progress for students with all ADHD symptoms as well as isolated attention difficulties. However, students with isolated hyperactivity but no attention difficulties did not respond less to the intervention. As a conclusion, mathematics interventions are supposed to address students with attention deficits more explicitly.

Abstract Background Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways. Methods The sample included 415 families from the Quebec Newborn Twin Study. Twins' hyperactivity and inattention were assessed in early childhood by parents and in primary school by teachers. The polygenic scores for ADHD (ADHD‐PGS) and educational attainment (EA‐PGS) were computed from twins' and parents' genotypes. A model of intergenerational transmission was developed to estimate (1) the contributions of parents' and children's PGS to the twins' ADHD symptoms and (2) whether these variances were explained by genetic transmission and/or genetic nurture. Results ADHD‐PGS explained up to 1.6% of the variance of hyperactivity and inattention in early childhood and primary school. EA‐PGS predicted ADHD symptoms at both ages, explaining up to 1.6% of the variance in early childhood and up to 5.5% in primary school. Genetic transmission was the only significant transmission pathway of both PGS. The genetic nurture channeled through EA‐PGS explained up to 3.2% of the variance of inattention in primary school but this association was non‐significant. Conclusions Genetic propensities to ADHD and education predicted ADHD symptoms in childhood, especially in primary school. Its intergenerational transmission was driven primarily by genetic variants passed to the child, rather than by environmentally mediated parental genetic effects. The model developed in this study can be leveraged in future research to investigate genetic transmission and genetic nurture while accounting for parental assortative mating.

Credit card minimum payments are designed to ensure that individuals pay down their debt over time, and scheduling minimum automatic repayments helps people avoid forgetting to repay. Yet minimum payments have additional, unintended psychological default effects by drawing attention away from the card balance due. First, once individuals set the minimum automatic repayment as the default, they then neglect to make the occasional larger repayments they made previously. As a result, individuals incur considerably more credit card interest than late payment fees avoided. Using detailed transaction data, the authors show that approximately 8% of all of the interest ever paid is due to this effect. Second, manual credit card payments are lower when individuals are prompted with minimum payment information. In an experiment, the authors test two new interventions to mitigate this effect—a prompt for full repayment and a prompt asking those repaying little to pay more—yielding large counter effects. Thus, shrouding the minimum payment option for automatic and manual payments and directing attention to the full balance may remedy the unintended effects of default minimum payments. [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) is a childhood-onset disorder characterized by pharmacological and non-pharmacological interventions. Despite the available treatment options and prevention measures, conventional treatments have several limitations. Digital therapeutics (DTx) like EndeavorRx® is an emerging alternative to overcome these limitations. EndeavorRx® is the first FDA-approved, game-based DTx approved for the treatment of pediatric ADHD. We investigated the effects of game-based DTx in randomised controlled trials (RCTs) on children and adolescents with ADHD. In this systematic review and meta-analysis, we searched PubMed, Embase, and PsycINFO databases up to January 2022. The protocol was registered (CRD42022299866). The assessor was defined as parents and teachers. The primary outcome was differences in inattention reported by the assessor, and the secondary outcome was differences in hyperactivity and hyperactivity/impulsivity reported by the assessor and the relative comparisons between game-based DTx, medicine, and control with indirect meta-analysis. Game-based DTx improved inattention more than the control upon assessment by assessors (standard mean difference (SMD) 0.28, 95% confidence interval (CI) 0.14–0.41; SMD 0.21, 95% CI 0.03–0.39, respectively), while medication improved inattention more than game-based DTx (SMD − 0·62, 95% CI − 1·04 to − 0·20) upon assessment by the teacher. Game-based DTx improved hyperactivity/impulsivity than the control upon assessment by assessors (SMD 0.28, 95% CI 0.03–0.53; SMD 0.30, 95% CI 0.05–0.55, respectively), and medication improved hyperactivity/impulsivity significantly than game-based DTx upon assessment by the teacher. Hyperactivity has not been reported extensively. As a result, game-based DTx had a more significant effect than the control, however medication was more effective. [ABSTRACT FROM AUTHOR]

The primary aim of this study was to characterize Cognitive Disengagement Syndrome (CDS) symptomatology in youth with spina bifida (SB). One hundred and sixty-nine patients aged 5–19 years old were drawn from clinical cases seen through a multidisciplinary outpatient SB clinic at a children's hospital between 2017 and 2019. Parent-reported CDS and inattention were measured using Penny's Sluggish Cognitive Tempo Scale and the Vanderbilt ADHD Rating Scale. Self-reported internalizing symptoms were measured with the 25-item Revised Children's Anxiety and Depression Scale (RCADS-25). We replicated Penny's proposed 3-factor structure of CDS with slow, sleepy, and daydreamer components. The slow component of CDS overlapped heavily with inattention, while the sleepy and daydreamer components were distinct from inattention and internalizing symptoms. Eighteen percent (22 of 122) of the full sample met criteria for elevated CDS, and 39% (9 of 22) of those patients did not meet criteria for elevated inattention. Diagnosis of myelomeningocele and presence of a shunt were associated with greater CDS symptoms. CDS can be measured reliably in youth with SB and can be discriminated from inattention and internalizing symptoms in this population. ADHD rating scale measures fail to identify a substantial portion of the SB population with attention-related challenges. Standard screening for CDS symptoms in SB clinics may be important to help identify clinically impairing symptoms and design targeted treatment plans. [ABSTRACT FROM AUTHOR]

Summary: Attention‐deficit/hyperactivity disorder and an evening chronotype are both common among college students, and there is growing interest in understanding the possible link between attention‐deficit/hyperactivity disorder and circadian function. However, mixed findings have been reported, and many of the existing studies have used small samples that were unable to examine chronotype across attention‐deficit/hyperactivity disorder presentations. Participants were 4751 students (73% female; 80% White), aged 18–29 years (M = 19.28, SD = 1.50), from five universities who completed measures assessing attention‐deficit/hyperactivity disorder, depressive and anxiety symptoms, as well as the Morningness–Eveningness Questionnaire to assess chronotype (categorical) and circadian preference (dimensional). Participants with either attention‐deficit/hyperactivity disorder predominantly inattentive presentation or attention‐deficit/hyperactivity disorder combined presentation had higher rates of being an evening type (47.2% and 41.5%, respectively) than participants without elevated attention‐deficit/hyperactivity disorder (28.5%), and participants with attention‐deficit/hyperactivity disorder predominantly inattentive presentation also had higher rates of being an evening type than participants with attention‐deficit/hyperactivity disorder predominantly hyperactive–impulsive presentation (30.7%). Dimensional analyses indicated that attention‐deficit/hyperactivity disorder inattentive symptoms were more strongly associated than hyperactive–impulsive symptoms with eveningness preference. Finally, greater eveningness preference strengthened the association between attention‐deficit/hyperactivity disorder inattention and depressive symptoms but not anxiety symptoms. This is the largest study to document that college students with elevated attention‐deficit/hyperactivity disorder symptoms are more likely to be evening types than other college students, and inattentive symptoms in particular are associated with later circadian preference. [ABSTRACT FROM AUTHOR]

Introduction: Tattoos and piercings are associated with impulsive and risk-taking personality traits, which are also common along the ADHD continuum. However, studies on ADHD and body modification are lacking. Thus, this study aimed to assess the association between bodymodification and subclinical ADHD symptom severity and to investigate if body modification can serve as an indication for ADHD examination. Methods: A total of 762 adults (529 women and 233 men) without a diagnosis of ADHD completed the adult ADHD Self-Report Scale (ASRS) and answered questions concerning body modification. Two different ASRS versions were utilized: the 18-item ASRS Symptom Checklist and the 6-item ASRS Screener. Three categorizations of body modifications were analyzed: (i) having at least one tattoo, (ii) having at least one piercing other than ear piercing, and (iii) the combination of simultaneously having at least one tattoo and one piercing. Mean 18-item ASRS total and subscale scores and the proportion of positive results on the 6-item ASRS Screener were compared between those with and those without body modifications while adjusting for covariates age and sex. Additional analyses were performed for ≥2 and ≥3 body modifications. Results: In our cohort, 26% had a tattoo, 14% had a piercing other than ear piercing, and 8% had a combination of tattoo and piercing. Having any kind of body modification was associated withmore pronounced symptoms of ADHD and with a cutoff score on the ASRS screener indicating ADHD. Whereas, the effect sizes were small for tattoos, medium to large effect sizes were seen for ≥2 piercings in the ASRS. Moreover, moderately strong associations emerged for ≥1 piercing and a positive ASRS screening result. Conclusion: Our results suggest that acquiring a body modification, especially a tattoo, is entering the mainstream in Sweden. Correspondingly, differences in subclinical ADHD symptomatology between non-clinical adults with and without bodymodifications are subtle. Having ≥2 piercings other than ear piercings, on the other hand, is associated with clinically relevant differences in ADHD symptoms. Moreover, piercing status may serve as an indicator, among others, for further ADHD assessments. However, more research is needed to ascertain the possible signaling functions of body modifications in clinical settings. [ABSTRACT FROM AUTHOR]

• Distracted and inattentive driving are problematic among teenaged drivers. • May be exacerbated by issues with sleep, inattention or cognitive disengagement syndrome (CDS). • We surveyed 365 teenage drivers aged 16–18 years living in New Zealand. • Inattention and CDS mediated the relationship between insomnia and unfocused driving. • Daytime sleepiness mediated the relationship with distraction, but only for unsupervised drivers. Road crashes are a leading cause of death and disability in adolescence. Various factors can contribute to these crashes including overt risk-taking but also distracted, inattentive, and unfocused driving. Adolescent drivers are likely to be more susceptible to these issues if they experience sleep issues or have symptoms associated with inattention (e.g., ADHD) or cognitive disengagement syndrome (CDS; formerly termed sluggish cognitive tempo). In this study we surveyed 365 teenage drivers aged 16–18 years living in New Zealand. The survey included measures of distracted and unfocused driving, self-reported sleep issues, inattention and CDS. Smartphone use while driving was significantly associated with sleep issues, inattention and CDS symptoms among teens who drive unsupervised, but not those who only drive under supervision (i.e., Learners), whereas unfocused driving was correlated with inattention, CDS and to a lesser extent sleep issues in both groups. Modelling revealed that daytime sleepiness mediated the association between sleep issues and distracted driving for unsupervised drivers, but not supervised learners. In contrast, both inattention and CDS mediated the association between sleep issues and unfocused driving, and these effects were not moderated by unsupervised driving status. However, unsupervised teen drivers reported significantly higher rates of all forms of aberrant driving behaviour than supervised teens. These results highlight that sleep issues are a key risk factor for distracted and inattentive driving among young drivers, and that inattention and CDS symptoms influence unfocused driving. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)