Interventions in School Settings for Students With ADHD

This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the MTA¿a study designed to compare the efficacy of behavioral treatment (BT), medical management (MM), combined treatment (BT and MM), and a routine community care control group¿are discussed. The MTA findings suggest that the most effective treatment for ADHD is a multimodal intervention that frequently includes concurrent medication in addition to parent training, school interventions, and child intervention

Evolución de los síntomas del TDAH y problemas asociados: efectos del tratamiento farmacológico

Introducción. El objetivo de esta investigación fue analizar los efectos del tratamiento con psicoestimulantes sobre la severidad de los síntomas de TDAH y problemas asociados. Método. 65 niños con TDAH fueron clasificados de acuerdo con su historial de medicación en tres grupos: Grupo-1: TDAH-MP (medicación prolongada; N=23), con medicación al menos durante tres años; Grupo-2: TDAH-MB (medicación breve; N=20), con medicación menos de tres años y Grupo-3: TDAH-SM (sin medicación; N=22). En la fase-1 y en la fase-2 de seguimiento los padres cumplimentaron la escala de Conners. Resultados. Las manifestaciones de inatención, hiperactividad e impulsividad y los problemas de conducta en general disminuyeron en el seguimiento en comparación con la primera fase. La ansiedad fue la única variable que mostró un aumento significativo en el tiempo. Respecto a la medicación, en las variables relacionadas con síntomas del TDAH se observó la misma tendencia, mostrando el grupo TDAH-MP puntuaciones significativamente superiores al grupo TDAH-SM. No aparecieron efectos de interacción de Tiempo X Medicación. Conclusiones. Los resultados evidencian la necesidad de análisis más complejos para valorar la respuesta a largo plazo de los fármacos en el tratamiento del TDAH.Introduction. The aim of this research was to analyze the effects of psychostimulant treatment on the severity of ADHD symptoms and associated problems. Method. 65 children with ADHD were classified into three groups according to their medication history: Group-1: ADHD-MP (long-term medication, N=23), under medication for at least three years; Group-2: ADHD-MB (short medication, N=20), under medication for less than three years and Group-3: ADHD-SM (without medication, N=22). In time 1 and time 2 (follow-up) parents filled out the Conners rating scale. Results. Generally, inattention, hyperactivity and impulsivity symptoms and behavioral problems decreased in the follow-up. Anxiety was the only variable that showed a significant increase over time. Moreover, the ADHD-MP group showed significantly higher scores than ADHD-SM group on variables related to ADHD symptoms. There were no interaction effects of Time x Medication. Conclusions. The results suggest the need for more complex analysis to assess the long-term response to medication in the treatment of ADHD

Testing Theoretical Models for the Higher-Order Moments of Dark Halo Distribution

Using high--resolution N--body simulations, we test two theoretical models, based either on spherical or on ellipsoidal collapse model, for the higher--order moments of the dark matter halo distribution in CDM models. We find that a theoretical model based on spherical collapse describes accurately the simulated counts--in--cells moments for haloes of several mass ranges. It appears that the model using ellipsoidal collapse instead of spherical collapse in defining dark haloes is unable to improve the models for the higher--order moments of halo distribution, for haloes much smaller than $M^*$ (the mass scale on which the fluctuation of the density field has a rms about 1). Both models are particularly accurate for the descendants of haloes selected at high redshift, and so are quite useful in interpreting the high--order moments of galaxies. As an application we use the theoretical model to predict the higher--order moments of the Lyman break galaxies observed at $z\approx 3$ and their descendants at lower redshifts.Comment: 10 pages, 9 figures, MN2e LaTex class, Accepted for publication in MNRAS, Major change

Diseño de un sistema de evaluación basada en un modelo de calidad total para fortalecer la gestión institucional de la UIGV - 2012

Entendemos como universidad, un centro de enseñanza en el cual se formen científica, técnica y moralmente los profesionales del mañana, con una noble misión descrita en leyes y reglamentos: constituirse en el centro generador del conocimiento que deberá ser divulgado y difundido a través de la enseñanza y proyectado al entorno social. El siguiente proyecto tiene como propósito proponer un sistema de evaluación institucional basado en parámetros de calidad total para el fortalecimiento de la gestión institucional denla Universidad Inca Garcilaso de la Vega. Este modelo tendrá su origen en los sentidos y significados dados por los integrantes de la organización con relación a la calidad de los procesos y a las necesidades de los clientes, los alumnos. Se utilizó la técnica de la encuesta. Se concluye que los miembros de la organización, gerentes y gerenciados, en su práctica, evidencian la necesidad de un modelo de un modelo de intervención social para guiar el cambio a partir de los significados de los individuos, ajustado a sus potencialidades y limitaciones. Palabras Claves

Analysis of personal and family factors in the persistence of attention deficit hyperactivity disorder: results of a prospective follow-up study in childhood

Objectives To study the course of ADHD during childhood and analyze possible personal and family predictor variables of the results. Method Sixty-one children with ADHD who were between 6 and 12 years old at the baseline assessment were evaluated 30 months later (mean age at baseline: 8.70 ± 1.97; mean age at follow-up: 10.98 ± 2.19). Status of ADHD in follow-up was identified as persistent (met DSM-IV-TR criteria according to parents’ and teachers’ ratings), contextually persistent (met ADHD criteria according to one informant, and there was functional impairment) and remitted ADHD (with subthreshold clinical symptomatology). Associated psychological disorders of the three groups were analyzed in the follow-up with the Conners' Rating Scales. The groups were compared on ADHD characteristics (symptoms of ADHD and impairment), child psychopathology, executive functioning (EF; inhibition, working memory) and parenting characteristics (parental stress and discipline styles) at baseline. Results At the follow-up, 55.7% of the children continued to meet the DSM-IV-TR criteria for ADHD, 29.5% showed contextual persistence, and 14.8% presented remission of the disorder. The persistent and contextually persistent ADHD groups showed more associated psychological disorders. Inattention, oppositional problems, cognitive problems and impairment at baseline distinguished the remitted ADHD children from the persistent and contextually persistent ADHD children. Moreover, the persistent groups had significantly more emotional liability and higher parental stress than the group in remission, while no differences in EF where found among the groups. Conclusions ADHD children continue to present symptoms, as well as comorbid psychological problems, during adolescence and early adulthood. These findings confirm that persistence of ADHD is associated with child psychopathology, parental stress and impairment in childhood.MICINN (Ministerio de Educacion y Ciencia, Spain) EDU2009-0767

Children with autism spectrum disorder and comorbid attention deficit hyperactivity disorder. Relationships between symptoms and executive function, social cognition, and behavioral problems

Numerous studies have mentioned the importance of discovering the mechanisms underlying the association between autism spectrum disorder (ASD) and comorbid attention deficit hyperactivity disorder (ADHD), with executive function (EF) deficits and theory of mind (ToM) being the most widely investigated cognitive processes. The present study proposed, first, to analyze the executive profile and social cognition processes in children with ASD, ASD+ADHD, ADHD, and typical development (TD). A second objective was to explore the relationship between ASD and ADHD symptoms and EF, ToM, and behavioral problems in children with ASD+ADHD. Participants were 124 children between 7 and 11 years old, distributed in four groups: 37 TD, 35 ADHD, 30 ASD, and 22 ASD+ADHD, matched on age and IQ. The teachers evaluated the EF with the BRIEF, and the parents assessed the application of ToM skills and the behavioral problems. In addition, a subscale of the NEPSY-II battery was administered to measure performance on emotion recognition. The results showed a similar profile of executive deficits in the ASD+ADHD and ADHD groups, whereas the difficulties in ToM skills in the group with ASD+ADHD were similar to those of the group with ASD. Finally, in children with ASD+ADHD, inattention symptoms were significantly associated with metacognitive deficits and ToM difficulties, and ASD symptoms were associated with behavioral problems. These findings support the need to take inattention symptoms into account and provide training in communication strategies when designing treatments for children with ASD

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.This work is supported by the Spanish State Research Agency (Agencia Española de Investigación, AEI) and the European Regional Development Fund (Fondo Europeo de Desarrollo Regional, FEDER) through the Project PSI2016-78109 (AEI/FEDER, UE) and by the University of Valencia (UV-INVPREDOC15- 265889)