Changing the Paradigm from Neurochemical to Neuroelectrical Models
Hanno W. Kirk in Restoring the Brain, 2020
The first traditional 4-Hz band is the delta frequency from 0.5 to 4Hz. Delta waves are predominant during sleep, which is a restorative rest state for the brain. However, if excessively present during waking states, delta can interfere with cognitive and emotional processing. The theta frequency band extends from 4 to 8Hz. It is dominant when we enter into the pre-sleep hypnogogic, dream-like state. We can also enter into this trance-like state while daydreaming or undergoing hypnotherapy. It is the default resting frequency for the prefrontal cortex. Problems arise when there is too high theta (and delta) amplitude pre-frontally. This condition can give rise to distractibility, an inability to focus or pay attention, and poor inhibitory control – all characteristics most often associated with attention deficit disorder (ADHD).
Learning, attention, and developmental coordination disorders
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize in Developmental and Adapted Physical Education, 2019
Another type of disorder closely linked to SLD is attention-deficit disorder (ADD) without hyperactivity and attention-deficit/hyperactivity disorder (ADHD). The term ADD is often used to describe what physicians and clinicians call ADHD, predominantly inattentive type. This calmer exposition of attention-deficit disorder is commonly associated with symptoms of inattention, distractibility, poor working memory, and poor executive function. Attention-deficit disorder is more common among females and is not associated with hyperactivity. The term ADHD is the more common term used to describe what physicians and clinicians call ADHD, predominantly hyperactive type. The symptoms associated with this diagnosis align more closely with the stereotypical understanding of ADHD; that is a hyperkinetic, impulsive person (usually a child) bursting with energy who has difficulty controlling behavior that is not appropriate for his/her age. Although ADHD causes impairment, many children with ADHD do have a good attention span for tasks they find interesting. Strictly speaking, ADD is no longer a medical diagnosis. As of the mid-1990s, doctors and clinicians have been using the term ADHD to describe both the hyperactive and inattentive subtypes (Banaschewski, 2018).
The future
Anne McFadyen in Special care babies and their developing relationships, 2019
Neligan et al. (1976), reporting the outcome for infants who were born 'too small' or born 'too soon', concluded that within certain parameters, the small-for-dates baby was at much greater risk of behavioural and intellectual problems than the premature baby. Children born between thirty-six and forty-four weeks who suffered from intrauterine growth retardation, and whose weight was below the fifth centile were studied at age five to seven years. Adverse social and environmental factors were correlated with a poor outcome. In a subsequent study, one of the original authors, Kolvin, has revisited this topic (Hawdon et al., 1990). A group of boys born later, whose weight was below the second centile, were followed up at age ten to eleven years, and compared with closely matched controls. This matching included social class. They had a much better outcome than the children in the previous study; in particular, there were no differences in intelligence and school achievement. However, there was a significant association 'with a pattern of abnormal features representative of the attention deficit disorder, i.e. distractibility, poor attention and high activity' (Hawdon et al., 1990: 950). The generally improved outcome seems likely to be attributable to earlier detection of intrauterine growth retardation, and good neonatal care which included attention to hypoglycaemia. However, the authors also speculated that early impairments might have resolved with age, or that better controlling for social class might have led to more representational results.
Pre-school mental health disorders: a review
Published in International Review of Psychiatry, 2020
Attention Deficit Hyperactivity. ADHD is the most commonly diagnosed psychiatric disorder in children, with estimates ranging from about 5 to 10% (Danielson et al., 2018; Gilliam, 2005). About 30% of children with ADHD receive the diagnosis before the age of 6. Primary care providers most commonly make the diagnosis (53%), psychologists account for 14%, leaving less than a third who are diagnosed by psychiatrists (Gilliam, 2005). ADHD can be diagnosed and treated if a child presents with symptoms of developmentally inappropriate levels of inattention or hyperactivity/impulsivity that are impairing and have been present for more than 6 months across multiple settings. Additionally, the history and physical examination should not point to another diagnosis (Wolraich et al., 2011).
Associations between Childhood and Adolescent Emotional and Behavioral Characteristics and Screen Time of Adolescents
Published in Issues in Mental Health Nursing, 2020
Niko Männikkö, Heidi Ruotsalainen, Jouko Miettunen, Maria Kääriäinen
Attention problems, hyperactivity and impulsivity (also referred to as Attention-Deficit/Hyperactivity Disorder [ADHD]) are a group of behavioral problem characteristics that often appear for the first time in childhood (American Psychiatric Association, 2000). ADHD symptoms tend to progress as a chronic course (Barbaresi et al., 2013) and young males are more prone than females to the condition (e.g. Visser et al., 2014). Children with ADHD symptoms may face functional challenges across life areas (e.g., peer problems, academic performance, etc.) (see Visser et al., 2014). The changes that have occurred in ADHD diagnosis rates in the past two decades (Visser et al., 2014) have resulted in concern among some experts that digital screen exposure might have influenced this trend (Christakis, 2009; Sigman, 2007). In this study, emotional and behavioral problem characteristics are conceptualized as a dimensional approach where the symptoms may vary from minor to major conditions.
Current and future occupational performance priorities of adolescents with learning difficulties and their parents
Published in Journal of Occupational Science, 2023
Loani Marx, Denise Franzsen, Matty van Niekerk
Learning difficulties (LD), including specific learning difficulties (SLD) and attention deficit and hyperactivity disorder (ADHD), have been reported to negatively affect adolescents’ occupational performance and development (Fouché & Wegner, 2014; Green, 2009; Levanon-Erez et al., 2017). For these adolescents, development towards greater independence and the establishment of adult roles are disrupted (Stein et al., 2011). It may be deduced that the presence of LD will change how adolescents subjectively experience their occupations, affecting the occupations they choose and deem to be priorities for meeting their occupational needs (Doble & Santha, 2008). The inquiry presented here endeavoured to add to research on the contribution of LD to adverse adolescent occupational development and adds a unique view based on OPPs.
Related Knowledge Centers
- Attention
- Developmental Psychology
- Diagnostic & Statistical Manual of Mental Disorders
- Emotional Dysregulation
- Executive Dysfunction
- Impulsivity
- Neurodevelopmental Disorder
- Mental Disorder
- Hyperfocus
- Diagnostic & Statistical Manual of Mental Disorders
- Adult Attention Deficit Hyperactivity Disorder