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Tertiary education is particularly demanding for students with attention-deficit hyperactivity disorder (ADHD), who often struggle with emotion regulation and are at greater risk of internalising disorders compared to their peers. Self-compassion is a skill associated with positive mental health and adaptive emotion regulation that might support students in managing the emotional challenges of studying with ADHD.
The present study aims to investigate the association between an early history of recurrent otitis media (OM) with or without ventilation tube insertion and later behavioural problems in childhood and adolescence.
A comparison of parents’ experiences of getting a diagnosis for their child with autism, attention deficit hyperactivity disorder (ADHD) and both diagnoses can inform our understanding of common and unique themes across these neurodevelopmental conditions.
Dysfunctional glutamatergic neurotransmission has been implicated in the underlying pathogenesis of Attention Deficit Hyperactivity Disorder (ADHD). The psychostimulant methylphenidate (MPH), which is used as a first line treatment for ADHD, has been shown to have both acute and chronic effects on prefrontal cortex glutamatergic afferents. Animal studies have also identified an effect of MPH and glutamate in prefrontal areas. Despite this there are ongoing questions as to the extent and direction of this effect, as well as its impact on other neurobiological processes.
Parents of children with attention-deficit/hyperactivity disorder (ADHD) often make disclosure decisions about their child's ADHD on their behalf. While disclosure can facilitate access to support, it risks stigma. Despite ADHD being one of the most common neurodevelopmental conditions, little is known about parent's experiences in relating information about their child's ADHD diagnosis or medication use, to others.
Harmonizing the scores obtained by different instruments that measure the same construct enable researchers to combine them in one analysis. An important step in harmonization is checking whether there is measurement invariance across populations.
This study aimed to understand how parents describe the most challenging behaviors exhibited by their children diagnosed with autism and/or ADHD, how those behaviours impact their family, and whether challenges are directly related to the core characteristics of these conditions.
The number of words children produce (expressive vocabulary) and understand (receptive vocabulary) changes rapidly during early development, partially due to genetic factors. Here, we performed a meta-genome-wide association study of vocabulary acquisition and investigated polygenic overlap with literacy, cognition, developmental phenotypes, and neurodevelopmental conditions, including attention-deficit/hyperactivity disorder.
Approximately 8% of all children experience developmental and mental health conditions. Similarities in characteristics across neurodevelopmental conditions-such as difficulties in communication and language, social interaction, motor coordination, attention, activity regulation, behavior, mood, and sleep-make it challenging to attribute these characteristics exclusively to specific diagnoses and assessments. The purpose of this study was to identify symptomatic domains across neurodevelopmental conditions in children and to explore dimension reduction for transdiagnostic assessment.
Attention-Deficit/Hyperactivity Disorder (ADHD)/Hyperkinetic Disorder (HD) is linked to increased risks of morbidity, comorbidity and mortality, with higher prevalence in clinical populations. The differential prevalence of ADHD/HD across adult and pediatric clinical populations, influenced by factors such as time trends, sex, age, geographic regions, and comorbidities, has not been systematically assessed.