Group items tagged

Latent variable analysis was used to determine that activity level associated with the central executive was significantly greater in the ADHD group.

This study is the first to demonstrate a functional relationship between ADHD-related activity and working memory demands, particularly on the central executive, in adults. Results are consistent with findings in children and refute the notion that excessive activity is a ubiquitous feature of ADHD unrelated to task demands.

Childhood ADHD cases scored from 3 to 5 grade equivalents lower on all academic tests compared to referents, with mean (SD) standard scores of 95.7 (8.4) versus 101.8 (8.1) in Basic Reading; 95.0 (9.3) versus 101.9 (8.5) in Letter-Word Identification; 98.2 (8.6) versus 103.2 (9.2) in Passage Comprehension; 95.7 (9.1) versus 100.9 (9.0) in Word Attack; and 87.8 (12.9) versus 98.0 (12.0) in Arithmetic

This is the first prospective, population-based study of adult academic outcomes of childhood ADHD. Our data provide evidence that childhood onset ADHD is associated with long term underachievement in reading and math that may negatively impact ultimate educational attainment and occupational functioning in adulthood.

Sleep problems in children diagnosed with attention-deficit/hyperactivity disorder are treated with a variety of medications, many off label for sleep and unstudied for safety and effectiveness in children, a study of Medicaid prescriptions has found.

The topographical similarity of excessive motor activity seen in both ADHD and anxiety disorders, as well as similar WM deficits, may indicate a common relationship between WM deficits and increased motor activity across psychopathology. However, to date, no studies have examined the possible relationship between WM deficits and objectively measured motor activity associated with anxiety. Consequently, the current study examined objectively measured motor activity associated with the WM system in adults with ADHD, adults with GAD, and healthy control (HC) adults.

These results suggest that clinical measures of EF may differ among children with ADHD and controls at average IQ levels, but there is poorer discriminatory power for these measures among children with above average IQ.

with visuospatial tasks is the most valid measure of working memory between groups. The current study offers explanation for why previous studies did not find working memory deficits in children with ADHD and lends further support for working memory as a core deficit of the disorder.

Luria's concept of three functional units (blocks) of the brain (Luria, 1973) permits an understanding of the many problems associated with abnormal child development. The last unit that is maturated is the brain, providing the control and voluntary regulation of activities, later called executive function. The voluntary regulation of mental activity includes the following: (i) an objective setting, in accordance with motivation and the purpose of actual or planned activity, (ii) planning a program and the best ways to achieve a goal, (iii) monitoring the implementation of the program and the timely correction of inadequate actions and associations, and (iv) comparisons of objectives with intermediate and final results.

Broadly defined, executive function refers to a complex set of cognitive abilities that underlie adaptive, goal-directed behaviors and enable individuals to override more automatic or established thoughts and responses (Garon, Bryson, & Smith, 2008; Diamond, 2013). At a more fine-grained level, a set of cognitive control skills (e.g., attention, inhibitory control, self-monitoring, and flexibility) is defined as specific interrelated information-processing abilities that are involved in the control and coordination of information in the service of goal-directed actions and has been studied in the cognitive development literature

Results for Male middle school students Attention span

Similar to the male elementary group, male middle school students started with a baseline Attention Span of 8 minutes. After wearing Revibe for one week, this group saw an impressive jump to an average Attention Span of 12 minutes (50% improvement over baseline). At the three week mark this group saw another increase to an Attention Span of 14 minutes (75% gain over baseline).