Download or read book Attention deficit hyperactivity Disorder Symptoms as a Mediator of the Relation Between Social Perception and Social Skills and Adaptability in Preschoolers written by Brandi Michelle Ellis and published by . This book was released on 2016 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: ADHD symptoms have been linked empirically to both social perception deficits as well as impairments in social skills and adaptability. The current study built on existing literature by examining whether social perception abilities indirectly predicted social skills and adaptability through ADHD symptoms in preschool-aged children. The sample consisted of 3 to 6-year-old children attending Head Start Programs and private preschools (N = 76). It was expected that social perception abilities would positively relate to both social skills and adaptability. It was also expected that these relations would occur indirectly through ADHD symptoms. Specifically, social perception abilities would relate negatively to ADHD symptoms, which, in turn, would relate negatively to both social skills and adaptability. Although not all hypothesized relations in the model were supported, an indirect effect of social perception abilities on social skills and adaptability through ADHD symptoms was supported. Furthermore, for parent-report, the mediational model was most clear when attention problems were isolated as the mediator. These findings suggest that ADHD symptoms--particularly attention problems--are important to consider in the complex relation of social perception abilities and negative outcomes such as deficits in social skills and adaptability. The results also provide some support for social perception deficits as one of the underlying factors that contribute to the social difficulties often seen in children with ADHD. Finally, these findings also highlight a point of intervention (or even prevention in young children), given that minimizing ADHD symptoms may disrupt the indirect link of social perception deficits on these negative outcomes. --Page ii.

Download or read book Reader s Digest great illustrated dictionary written by and published by . This book was released on 1984 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceived Social Support by Children with Characteristics of Attention deficit Hyperactivity Disorder written by Michelle L. Kilpatrick Demaray and published by . This book was released on 1998 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Associations Between Preschool ADHD Symptom Levels and Social Functioning written by Allison Krasner and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the current study was to investigate whether three aspects of executive functioning (EF, i.e., inhibitory control, working memory, and cognitive flexibility) may help to explain the negative association between preschoolers' ADHD symptom levels and adaptive social functioning. Participants included a community-based sample of eighty-two preschoolers (54.9% male; Mage = 3.89, SDage = .77) and their parents/guardians. As part of a larger study visit, children completed performance-based EF tasks and an assessment of their knowledge of socially competent responses. Parents/guardians rated their child's ADHD symptom levels, EF problems, and prosocial behavior. After considering issues of power and a lack of associations between several EF and social functioning variables, four models were ultimately included in the study's primary analyses: one multiple mediator model examining the overall and specific indirect effects of ADHD symptom levels on prosocial behavior through parent ratings of EF problems, and three simple mediation models examining the specific indirect effects of ADHD symptom levels on prosocial behavior through each parent-rated EF indicator. In the context of the multiple mediation model, there was a significant total indirect effect through the set of EF indicators and a marginal specific indirect effect through cognitive flexibility problems. Further, the negative association between ADHD symptom levels and prosocial behavior was no longer significant. Simple mediation models examining each parent-rated EF indicator revealed a significant indirect effect of ADHD symptom levels on prosocial behavior through cognitive flexibility problems and marginal specific indirect effects through inhibitory control and working memory problems. Findings suggest that preschoolers' EF, particularly cognitive flexibility, may help to explain the negative association between preschool ADHD symptom levels and prosocial behavior. However, inconsistent associations between ADHD symptom levels, EF indicators, and social functioning indicators highlight the need for further research. Implications for early childhood interventions aimed at promoting EF are discussed, including their potential for promoting adaptive social functioning among young children with elevated ADHD symptoms.

Download or read book Attention Deficits and Hyperactivity in Children written by Stephen P. Hinshaw and published by SAGE. This book was released on 1994 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a concise, state-of-the-art synthesis of the vast amount of information related to attention deficits and hyperactivity in children. The author explores key issues such as: whether there is in fact a valid syndrome; which factors predict subsequent adolescent and adult functioning; and the most suitable assessment instruments. The volume encompasses a wide range of perspectives, including clinical, developmental, psychodiagnostic, psychobiological, environmental//familial and social cognitive.

Download or read book Social Skills and Problem Behaviors in Preschool Children with ADHD Examining the Relationship Between Rating Scales and Direct Observations in Home and School written by Laura E. Rutherford and published by . This book was released on 2009 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Best practice assessment of social skills and problem behavior calls for a multi-method approach including direct observations and rating scales completed by parents and teachers. It is unclear, however, whether these two approaches provide distinct and unique information. This investigation examined the relationship between direct observations and rating scales of social skills and problem behavior in preschool age children with ADHD in both the home and school setting to determine their consistency. A large sample of preschool children with clinically significant symptoms of ADHD participated in the study. Results indicated that aggressive behavior and solitary play in the classroom and compliance and disruptive behavior at home showed small associations with social skills and behavior problems as rated by parents and teachers, respectively. Only social skills as rated by parents were predicted by observations of preschool children in the home. Findings from this study, combined with results from extant literature, suggest that best practice assessment would require that both rating scales from parents and teachers and observations be used in the assessment of social skills and problem behaviors in preschoolers with ADHD.

Download or read book Attention Deficit Hyperactivity Disorder written by Selda Ozdemir and published by VDM Publishing. This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Attention deficit/hyperactivity disorder (AD/HD) is the most commonly diagnosed childhood disorder, affecting an estimated 3 to 5 percent of the kindergarten and school-age children in the U.S. Symptoms with regard to AD/HD manifest as long-standing, pervasive, and developmentally severe difficulties in hyperactivity, impulsivity, and inattention. Secondary features associated with the disorder are also often quite problematic; such difficulties involve aggression, poor peer relations, academic underachievement, learning problems, low self-esteem and depressive symptoms. The considerable risks posed for children with early hyperactive-impulsive-inattentive behavior, when combined with early hostile, defiant behavior, clearly justify attempts at early intervention that may diminish or ward off these developmental risks. However, until recently, minimal research has been conducted to help practitioners in identifying and supporting young children at risk for this disorder. This book, therefore, analyzes groundbreaking findings from a dissertation study that provides a compelling evidence that implementing a multicomponent early intervention program, First Step to Success, can yield important benefits for children with AD/HD. This book addresses a wide range of issues produced by the disorder including social emotional problems, aggressive behaviors, and disruptive behaviors. With the synthesis of the current intervention programs designed to remediate social emotional and behavioral problems of children with ADHD, this work intended to be highly beneficial to any educators and investigators with an interest in resolving the problems of children with ADHD."--Publisher

Download or read book The Relationship Between the Affective Processing Capabilities and Social Skills Functioning of Children with Attention Deficit Hyperactivity Disorder written by Kathryn Hutchinson and published by . This book was released on 1998 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Social Empowerment of Children with Attention Deficit Hyperactivity Disorder written by ShawnaL. Hanson and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention deficit hyperactivity disorder is the most common childhood neurodevelopmental disorder, marked by symptoms of inattention, impulsivity, and hyperactivity. These symptoms contribute to difficulties with psychosocial functioning, often leading to feelings of inferiority. Several studies identify that those with attention deficit hyperactivity disorder have lower self-perceptions with risks for comorbidities and poor quality of life. However, few studies have attempted to provide interventions to increase the self-perceptions of children with attention deficit hyperactivity disorder. Most interventions for those with attention deficit hyperactivity disorder focus on giving medications and implementing behavioral modification techniques to externally control behaviors. However, this scholarly project focuses on an internal approach of a social empowerment support group to provide insight or pattern recognition to motivate change or pattern transformation, aligning with Newman's Health as Expanding Consciousness Theory. By developing higher levels of understanding and interactions, those with attention deficit hyperactivity disorder will increase the perception of their ability to successfully navigate more complex challenges. The preadolescent participants of this social empowerment support group demonstrated increased self-perception scores after attending. Since attention deficit hyperactivity disorder is considered a chronic disorder and level of functioning determines life satisfaction, this scholarly project creates awareness of the importance for practitioners to assess self-perception of functioning and provide interventions that promote self-efficacy for ongoing improvement of functioning.

Download or read book The Relationship Between the Affective Processing Capabilities and Social Skills Functioning of Children with Attention Deficit Hyperactivity Disorder written by Kathryn Therese Hutchinson and published by . This book was released on 1998 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attention Deficit Hyperactivity Disorder written by and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: OBJECTIVES: (1) Compare effectiveness and adverse events of interventions (pharmacological, psychosocial, or behavioral, and the combination of pharmacological and psychosocial or behavioral interventions) for preschoolers at high risk for attention deficit hyperactivity disorder (ADHD); (2) compare long-term effectiveness and adverse events of interventions for ADHD among persons of all ages; and (3) describe how identification and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics, compared with endemic prevalence. DATA SOURCES: MEDLINE(r), Cochrane CENTRAL, EMBASE, PsycInfo, and ERIC (Education Resources Information Center) were searched from 1980 to May 31, 2010. Reference lists of included studies and gray literature were searched manually. REVIEW METHODS: Reviewers applied preset criteria to screen all citations. Decisions required agreement between two independent reviewers, with disagreements regarding inclusion or exclusion resolved by a third. The Effective Public Health Practice Project (EPHPP) process was used to evaluate internal validity of publications regarding interventions for preschoolers at high risk of ADHD and long-term outcomes following interventions for ADHD in persons of all ages. Overall strength of the evidence (SOE) was assessed using the GRADE approach, accounting for risk of bias and study design, consistency of results, directness of evidence, and degree of certainty regarding outcomes of interest. RESULTS: Of included studies, only a subset could be pooled statistically using meta-analytic techniques. For the first objective, we rated as "good" quality eight studies of parent behavior training (PBT) with 424 participants. These demonstrated high SOE for improving child behavior (standardized mean difference [SMD] = 0.68; 95-percent confidence interval [CI], 0.88 to 0.47). A single "good" quality study of methylphenidate (MPH) with 114 preschool children provided low SOE for improving child behavior (SMD = -0.83; 95-percent CI, -1.21 to -0.44). Adverse effects were present for preschool children treated with MPH; adverse effects were not mentioned for PBT. For the second objective, the majority of studies were open extension trials without continuation of untreated comparison groups. Evidence from the single "good" quality study of MPH demonstrated low SOE for reduction of symptoms, with SMD = 0.54 (95-percent CI, 0.79 to 0.29). Evidence from the single "good" quality study of atomoxetine demonstrated low SOE for reduction of symptoms, with SMD = 0.40 (95-percent CI, 0.61 to 0.18). Evidence from the single "good" quality study of combined psychostimulant medication with behavioral/psychosocial interventions provided low SOE, with SMD = 0.70 (95-percent CI, 0.95 to 0.46). Safety reports for pharmacological interventions derived from observational studies on uncontrolled extensions of clinical trials, as well as from administrative databases, provided inconclusive evidence for growth, cerebrovascular, and cardiac adverse effects. Evidence that psychostimulant use in childhood improves long-term outcomes was inconclusive. For the third objective, a discussion of contextual issues and factors relating to underlying prevalence and rates of diagnosis and treatment was included. Population-based data were relatively scarce and lacked uniform methods and settings, which interfered with interpretation. The available evidence suggested that underlying prevalence of ADHD varies less than rates of diagnosis and treatment. Patterns of diagnosis and treatment appeared to be associated with such factors as locale, time period, and patient or provider characteristics. CONCLUSIONS: The SOE for PBT as the first-line intervention for improved behavior among preschoolers at risk for ADHD was high, while the SOE for methylphenidate for improved behavior among preschoolers was low. Evidence regarding long-term outcomes following interventions for ADHD was sparse among persons of all ages, and therefore inconclusive, with one exception. Primary school-age children, mostly boys with ADHD combined type, showed improvements in symptomatic behavior maintained for 12 to 14 months using pharmacological agents, specifically methylphenidate medication management or atomoxetine. Other subgroups, interventions, and long-term outcomes were under-researched. Evidence regarding large-scale patterns of diagnosis and treatment compared with endemic rates of disorder was inconclusive.

Download or read book Social Competence of Children with Attention Deficit Hyperactivity Disorder written by Kevin M. Antshel and published by . This book was released on 1999 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Attention deficit Hyperactivity Disorder and Adverse Experiences in Childhood written by Rachael Meryl Mayne and published by . This book was released on 2012 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is currently the most commonly diagnosed psychiatric disorder among school aged children. Various studies have found an association between ADHD and adversive childhood experiences. However, there are many conflicting hypotheses about the nature and direction of this relationship. The first aim of the study was to establish whether there is a relationship between adversive childhood experiences and the symptoms, and diagnoses, of ADHD, Conduct Disorder (CD), Oppositional Defiant Disorder (ODD), and Post Traumatic Stress Disorder (PTSD). Secondly, the study aimed to determine whether there is a group of children/adolescents with symptoms of ADHD that constitute a 'complicated ADHD' group. The study aimed to investigate whether this 'complicated ADHD' group had higher rates of adversive childhood experiences, higher rates of diagnostic co-morbidity, and more serious externalizing symptoms. Methodology: The clinical records of 217 consecutively admitted clients of a New Zealand Child and Adolescent Mental Health Service (CAMHS) were read in their entirety. Information regarding diagnoses, symptomology, and adversive childhood experiences was recorded and analysed. Latent class analysis was used to group children and adolescents into homogenous groups based on their profiles of ADHD, ODD and CD symptoms. Results: The study found significant associations between adversive childhood experiences and the symptoms of ADHD, PTSD, and other disruptive behavioural disorders. Latent class analysis revealed a group of children and adolescents who had more serious externalizing symptoms (a high number of ADHD, ODD and CD symptoms) and a high rate of diagnostic co-morbidity. This group had a higher average rate of adversive childhood events, physical abuse, and exposure to domestic violence, compared to the other children and adolescents with symptoms of ADHD. Conclusions: The findings from this study confirm other findings that early adversive childhood experiences place children and adolescents at significant risk of developing ongoing issues with inattentiveness, hyperactivity and impulsivity. Furthermore, the study provides tentative evidence that early adversive experiences may create a more complicated profile of ADHD symptoms and perhaps impact the way that ADHD symptoms manifest".

Download or read book Social Skills Training and Children with Attention Deficit Hyperactivity Disorder written by Kathleen E. Cordes and published by . This book was released on 2012 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Parents Perceptions of Social Skills Development in Children with Attention Deficit hyperactivity Disorder AD HD Through Participation in the Summer Camp Program at Camp Kirk written by Zoe Lyla Guettel and published by . This book was released on 1999 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Future Research Needs for Attention Deficit Hyperactivity Disorder Effectiveness of Treatment in At risk Preschoolers Long term Effectiveness in All Ages and Variability in Prevalence Diagnosis and Treatment written by U. S. Department of Health and Human Services and published by CreateSpace. This book was released on 2013-04-04 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Future Research Needs (FRN) report is based on a draft Agency for Healthcare Research and Quality (AHRQ) comparative effectiveness review, “Attention Deficit Hyperactivity Disorder: Effectiveness of Treatment in At-risk Preschoolers; Long-Term Effectiveness in All Ages; and Variability in Prevalence, Diagnosis, and Treatment.” The Key Questions (KQs) were: KQ 1: Among children less than 6 years of age with Attention Deficit Hyperactivity Disorder or Disruptive Behavior Disorder, what are the effectiveness and adverse event outcomes following treatment? KQ 2: Among people ages 6 years or older with Attention Deficit Hyperactivity Disorder, what are the effectiveness and adverse event outcomes following 12 months or more of any combination of followup or treatment, including, but not limited to, 12 months or more of continuous treatment? KQ 3: How do (a) underlying prevalence of ADHD, and (b) rates of diagnosis (clinical identification) and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics? Findings in the draft review for KQ 1 supported the use of parent behavior training in preschoolers both for oppositional behaviors and for ADHD symptoms, with no adverse events reported. For preschoolers, psychostimulant medications are also generally safe and efficacious for improving behavior and can provide benefits in addition to parent training. However, adverse events, especially irritability and moodiness, can lead to discontinuation, and use for several months to a year slightly affects growth rate. For KQ 2, long-term effectiveness and safety studies of several psychostimulants in children over the age of 6 years and adolescents found they are efficacious for control of inattention and overactivity for extended periods of time. Few serious adverse events were noted. Publications from the Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (MTA) study provide the best data for long-term outcomes. By 3 years, no single intervention group showed superior benefit, which is likely because of individuals obtaining a complex range of interventions in the community. The findings for KQ 3 included results from a systematic review and meta-regression that estimated the prevalence of ADHD among those ages 18 or younger at 5.29 percent, with more boys than girls identified and the highest rates of disorder occurring in 5- to 10-year-olds. Primary sources of variability were identified as methodological rather than geographic. Fewer studies are available that document prevalence in adult, adolescent, or preschool age groups. In this project, we worked with a group of stakeholders to refine 29 identified research gaps and transform them into eight highest-priority research needs in the field of ADHD. These highest-level needs included a broad range of issues cutting across age range (above and below 6 years of age), key clinical issues, and epidemiological and measurement concerns. Within this group of eight, clear themes emerged: the need for improved measurement tools, more generalizable study populations and settings, longer follow-up periods, more understanding of patient-level predictors of response, and more comparative evaluation of psychopharmacologic, psychosocial, and combination interventions across age ranges. PICOTS construction aided our consideration of study design issues and our sample power analyses demonstrated the clear pragmatic barriers that many of the potential designs will present. Advanced secondary data analysis methods may allow some of these complex questions to be addressed in a more cost effective manner but will not be able to fully replace the need for new large, long-term trials to evaluate these complex research needs in ADHD.

Download or read book The Role of Affect Decoding and Encoding in the Social Relationships of Children with Attention Deficit Hyperactivity Disorder written by Norma Fortier Ingram and published by . This book was released on 1995 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: