Suchergebnisse

Supported by the Spanish Institute of Health Carlos III (Co-funded by European Regional Development Fund "A way to make Europe") (CP14/00108, PI16/00261, MS14/00108 [to J.J.]), the Agència de Gestió d'Ajuts Universitaris i de Recerca, Generalitat de Catalunya - Fons Social Europeu (2017 FI_B 00636 [to N.V-T.]), the Spanish Ministry of Science and Innovation (RYC-2012-10995 [to P.D.] and RYC-2011-08796 [to D.R.]), Obra Social Cajastur/Fundación Liberbank, Universidad de Oviedo, CIBERESP, Department of Health of the Basque Government, the Provincial Government of Gipuzkoa, the municipalities of the study area (Zumarraga, Urretxu, Legazpi, Azkoitia y Azpeitia y Beasain), Generalitat Valenciana, Generalitat de Catalunya, Fundació La marató de TV3, and the EU Commission. ISGlobal is a member of the CERCA Programme, Generalitat de Catalunya. ; López-Vicente, M., Ribas Fitó, N., Vilor-Tejedor, N., Garcia-Esteban, R., Fernández-Barrés, S., Dadvand, P., Murcia, M., Rebagliato, M., Ibarluzea, J., Lertxundi, A., Fernández-Somoano, A., Tardón, A., López-Sabater, M.C., Romaguera, D., Vrijheid, M., Sunyer, J., Julvez, J.

OBJECTIVE: The aim of this study was to explore teachers' knowledge about the ADHD, its origin, causes, and identify the main demographic variables affecting their knowledge. METHODS: The study was conducted among male school teachers of ten government primary schools that are found in different regions of Riyadh city, the Kingdom of Saudi Arabia. We used a stratified random sampling technique to collect our sample with inclusion criteria of being male teachers who currently working in male government primary school and are directly involved on teaching of students. Data analysis was performed using SPSS software statistical program version 21. RESULTS: We received 400 response for our questionnaire, mostly younger than 40 years old. Most of teachers in this sample had a bachelor's degree, only 6% had diploma while 8% had a higher degree, while most of them had experience more than 5 years in teaching (74.2%). only 8%of teachers admitted that they had not heard about ADHD before. 78% of teachers had read about ADHD at least once before. This knowledge was more from reading books (32.8%) followed by reading internet websites (28.7%), TV/Media (14.6%) while magazine and social media represent (23.9%). Most of the teachers showed that they had attended courses/training about ADHD (76.7%) however only 40.4% of them thought that they had the enough information about the disease. 51.5% of teachers showed that they had already asked before to assess a child who was suspected to have ADHD and 65.3% had taught a child with the disease. CONCLUSION: From the results of this study, it is concluded that the knowledge regarding ADHD among elementary school teachers is suboptimal. Some teachers had misunderstanding about ADHD symptoms and general information, which indicated the further needing for courses to enhance this knowledge.

AbstractThe most commonly diagnosed behavioral disorder in childhood, attention deficit hyperactivity disorder has a neurobiological and genetic basis and is responsive to treatment.

International audience ; Abstract: Inclusive education guides democratic schools that advocate for justice and equity, especially for those students with different needs (including children with ADHD). In this manuscript, the Making Socially Accepting Inclusive Classrooms model and peer mediation are reviewed as the most effective procedures for this purpose. ; La educación inclusiva rige unas escuelas democráticas que abogan por la justicia y la equidad, especialmente para aquel alumnado con necesidades diferentes (entre los que se encuentran los niños y niñas con TDAH). En este manuscrito se revisan el modelo Making Socially Accepting Inclusive Classrooms y la mediación entre iguales, como procedimientos más efectivos para este fin.

Inclusive education guides democratic schools that advocate for justice and equity, especially for those students with different needs (including children with ADHD). In this manuscript, the Making Socially Accepting Inclusive Classrooms model and peer mediation are reviewed as the most effective procedures for this purpose. ; La educación inclusiva rige unas escuelas democráticas que abogan por la justicia y la equidad, especialmente para aquel alumnado con necesidades diferentes (entre los que se encuentran los niños y niñas con TDAH). En este manuscrito se revisan el modelo Making Socially Accepting Inclusive Classroomsy la mediación entre iguales, como procedimientos más efectivos para este fin. ; A educação inclusiva governa as escolas democráticas que defendem a justiça e a eqüidade, especialmente para estudantes com necessidades diferentes (incluindo crianças com TDAH). Neste manuscrito, o modelo Tornar salas de aula inclusivas socialmente aceitas e a mediação entre pares são revisados como os procedimentos mais eficazes para esse fim.

A major focus of the Youth at Risk Initiative is the provision of appropriate community based mental health services to help prevent unnecessary residential placement of troubled youth and thereby reduce the risk of troubled youth becoming criminal offenders. Yet, inexplicably, one of the major factors contributing to the risk of criminal offending has received scant attention. That factor is Attention Deficit Hyperactivity Disorder (ADHD). This article established the widespread prevalence of ADHD among troubled youth and hence, the critical importance of identifying and treating ADHD as an essential component for any best practices model for the Family Court. It also examined the major mechanisms whereby ADHD increases the risk for criminal offending.

ABSTRACTThe purpose of this study was to determine the relationship between attention‐deficit/hyperactivity disorder (ADHD) and traumatic dental injuries in children. A total of 194 children aged 7–15 years participated in this study. Fifty‐seven traumatic injuries to permanent teeth were observed in 33 children. Although a statistically significant difference was not found (p= .848), the rate of incidence was higher in the group with ADHD (17.5%) than in the control group (16.5%). The maxillary right central incisors accounted for nearly half of all injured teeth, while the maxillary central incisors represented the most frequently injured teeth. Enamel fracture was the most common type of dental injury observed. The incidence of enamel fracture was higher in the control group (66.7%) than in the subjects with ADHD (43.3%). There was a significant association between the occurrence of traumatic dental injury and the presence of an overjet greater than 3 mm (p= .020).

Drawing on both poststructural discourse analysis and feminist standpoint theory, Malacrida makes a critical contribution to qualitative methodologies by developing a feminist discursive ethnography of the construction of AD(H)D in two divergent cultures

Attention-deficit/ hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are both highly heritable neurodevelopmental disorders. Evidence indicates both disorders co-occur with a high frequency, in 20–50% of children with ADHD meeting criteria for ASD and in 30-80% of ASD children meeting criteria for ADHD. This review will provide an overview on all available studies [family based, twin, candidate gene, linkage, and genome wide association (GWA) studies] shedding light on the role of shared genetic underpinnings of ADHD and ASD. It is concluded that family and twin studies do provide support for the hypothesis that ADHD and ASD originate from partly similar familial/ genetic factors. Only a few candidate gene studies, linkage studies and GWA studies have specifically addressed this co-occurrence, pinpointing to some promising pleiotropic genes, loci and single nucleotide polymorphisms (SNPs), but the research field is in urgent need for better designed and powered studies to tackle this complex issue. We propose that future studies examining shared familial etiological factors for ADHD and ASD use a family-based design in which the same phenotypic (ADHD and ASD), candidate endophenotypic, and environmental measurements are obtained from all family members. Multivariate multi-level models are probably best suited for the statistical analysis.

Abstract Attention deficit hyperactivity disorder (ADHD), a serious neurodevelopmental disorder that is associated with deterioration in various domains of major life activities. However, various exceptional cases with the disorder may be observed functioning well in some areas of life (e.g., Michael Phelps and swimming, Ty Pennington and destroying and rebuilding houses, Glenn Beck and political commentary, etc.), they probably have conflicts with other areas of functioning (DWIs, managing money, social relationships, etc.) But even if well-altered, these exceptional success stories do not represent the more typical reactions of children with ADHD followed to adulthood. It is one of the most difficult diagnoses to classify as evident from changing definition norm observed in the revisions of Diagnostic and statistical manual (APA 1980, APA 1987, APA 1994). ADHD is reportedly the most pervasive disorder of childhood influencing approximately 3% to 5% of school-aged children with prevalence rates increasing significantly over the past two decades. Children with ADHD struggle with symptoms of inattention, hyperactivity, or impulsivity above and beyond what is developmentally appropriate. ADHA is diagnosed in childhood, most of the children diagnosed with ADHD exhibit symptoms that persist into adolescence and adulthood. Link: http://aeirc-edu.com/ojs14/index.php/app/article/view/234/408