OBJECTIVETo explore the attention characteristics of children with different clinical subtypes of attention deficit hyperactivity disorder (ADHD) and to provide a basis for clinical intervention.

METHODSA total of 345 children diagnosed with ADHD were selected and the subtypes were identified. Attention assessment was performed by the intermediate visual and auditory continuous performance test at diagnosis, and the visual and auditory attention characteristics were compared between children with different subtypes. A total of 122 normal children were recruited in the control group and their attention characteristics were compared with those of children with ADHD.

RESULTSThe scores of full scale attention quotient (AQ) and full scale response control quotient (RCQ) of children with all three subtypes of ADHD were significantly lower than those of normal children (P<0.01). The score of auditory RCQ was significantly lower than that of visual RCQ in children with ADHD-hyperactive/impulsive subtype (P<0.05). The scores of auditory AQ and speed quotient (SQ) were significantly higher than those of visual AQ and SQ in three subtypes of ADHD children (P<0.01), while the score of visual precaution quotient (PQ) was significantly higher than that of auditory PQ (P<0.01). No significant differences in auditory or visual AQ were observed between the three subtypes of ADHD.

CONCLUSIONSThe attention function of children with ADHD is worse than that of normal children, and the impairment of visual attention function is severer than that of auditory attention function. The degree of functional impairment of visual or auditory attention shows no significant differences between three subtypes of ADHD.

An increasing number of children who have ADHD are visiting pediatric clinics. In this study, we focused on the behavior of ADHD children in different situations.The behavior of ADHD children was evaluated with a specially designed checklist in a person-to-person situation in which the subject was face to face with the clinical psychologist at the counseling room and in a group situation in which the subject participated in an outdoor program organized by the Department of Pediatries of Enshu General Hospital.In the person-to-person context, all of the performance scores with respect to attention-deficit, impulsivity, hyperactivity and difficulty with communication were decreased after psychotherapy. This suggested the regular person-to-person therapy with medication could improve the behaviors and development of ADHD children. On the other hand, the hyperactivity score was increased in the group context because of a lot of stimulation. These findings suggested ADHD children’s behavior changes according to the situation, and that we should take care of them with this fact in mind.
Child ; Child attention deficit disorder ; Pulmonary evaluation ; seconds ; behavioral aspects

One of the most common psychiatric disorders in children is attention deficit hyperactivity disorder (ADHD). Its course and outcome are heterogeneous. Sensory processing problems impact the nature of response to daily events. ADHD and sensory problems may occur together and interact. No published review article about sensory processing problems in children with ADHD were found. A systematic search, conducted on Pub-Med (up to January 2010), and Google Scholar, yielded 255 abstracts on sensory processing problems in children including 11 studies about sensory problems in children with ADHD. Sensory processing problems in children with ADHD is not a well studied area. Sensory processing problems in children with ADHD are more common than in typically developing children. Findings do not support that ADHD subtypes are distinct disorders with regard to sensory processing problems. However, co-morbidity with oppositional defiant disorder and anxiety are predictors of more severe sensory processing problems in children with ADHD.
Anxiety ; Attention Deficit and Disruptive Behavior Disorders ; Attention Deficit Disorder with Hyperactivity ; Child ; Humans

OBJECTIVETo study the possible relationship between serum ferritin levels and susceptibility to attention deficit hyperactivity disorder (ADHD) in children.

METHODSThe papers relating to the relationship between serum ferritin levels and susceptibility to childhood ADHD were searched in the Database CBM, CNKI, VIP and PubMed. The Meta-analysis software RevMan 5.0 was used for the heterogeneity test and for the pooled OR calculation. Sensitivity and publication bias analysis were performed.

RESULTSFive control studies were included for the Meta analysis, including 258 cases of ADHD and 138 control cases. There was heterogeneity in the studies on the relationship between serum ferritin levels and susceptibility to childhood ADHD (P=0.003). So the studies were analyzed using the random-effect model. The pooled OR of serum ferritin levels and susceptibility to childhood ADHD was -23.09 (95%CI:-33.06-13.13; P<0.00001). The funnel plots did not indicate the existence of publication bias.

CONCLUSIONSThe results from present Meta analysis can prove that serum ferritin levels are associated with susceptibility to childhood ADHD.

Attention Deficit Disorder with Hyperactivity ; epidemiology ; Child ; Comorbidity ; Humans

PURPOSE: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. METHODS: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. RESULTS: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. CONCLUSION: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.
Attention Deficit Disorder with Hyperactivity* ; Child* ; Humans ; Program Development

OBJECTIVE: The aim of the present study was to investigate the visual perception difference between ADHD children with and without sensory processing disorder, and the relationship between sensory processing and visual perception of the children with ADHD. METHODS: Participants were 47 outpatients, aged 6-8 years, diagnosed with ADHD. After excluding those who met exclusion criteria, 38 subjects were clustered into two groups, ADHD children with and without sensory processing disorder (SPD), using SSP reported by their parents, then subjects completed K-DTVP-2. Spearman correlation analysis was run to determine the relationship between sensory processing and visual perception, and Mann-Whitney-U test was conducted to compare the K-DTVP-2 score of two groups respectively. RESULTS: The ADHD children with SPD performed inferiorly to ADHD children without SPD in the on 3 quotients of K-DTVP-2. The GVP of K-DTVP-2 score was related to Movement Sensitivity section (r=0.368*) and Low Energy/Weak section of SSP (r=0.369*). CONCLUSION: The result of the present study suggests that among children with ADHD, the visual perception is lower in those children with co-morbid SPD. Also, visual perception may be related to sensory processing, especially in the reactions of vestibular and proprioceptive senses. Regarding academic performance, it is necessary to consider how sensory processing issues affect visual perception in children with ADHD.
Attention Deficit Disorder with Hyperactivity ; Child* ; Humans ; Outpatients ; Parents ; Visual Perception*

OBJECTIVES: The purpose of this study was to investigate the effects of attention level in normal children and Attention Deficit Hyperactivity Disorder(ADHD) children on Continuous Performance Test(CPT) and Wisconsin Card Sorting Test(WCST) performances. METHODS: For this survey, the ADHD children were classified into low, medium, and high attention groups according to the attention level. Normal group of children, chosen for their same attention level as that of high attention level group among ADHD groups, was compared in their CPT and WCST performances with ADHD groups. RESULTS: The findings of the study were as follows. 1) the ADHD groups distinguished by their attention level;in other words, the low, medium, and high attention level groups;showed no differences in CPT performances. This means the unique cognitive deficit of ADHD group is not the character of attention capacity limit. 2) the ADHD group showed lower performances on WCST than the normal group, regardless of attention level. CONCLUSION: ADHD group have a deficit in the ability of regulation strategy, adaptability of attention, and non appropriate response, which are needed for efficient division of prescribed information processing. These results imply that the cognitive deficit of ADHD is a character which shows that the execution deficit, which is a higher cognitive function, is a cognitive deficit of ADHD group, rather than simple attention deficit.
Attention Deficit Disorder with Hyperactivity* ; Automatic Data Processing ; Child ; Humans ; Wisconsin

OBJECTIVES: To investigate the characteristics of auditory processing (AP) in preschool children with attention deficit hyperactivity disorder (ADHD) using Preschool Auditory Processing Assessment Scale (hereafter referred to as "auditory processing scale"). METHODS: A total of 41 children with ADHD and 41 typically developing (TD) children were assessed using the auditory processing scale, SNAP-IV rating scale, and Conners' Kiddie Continuous Performance Test (K-CPT). The auditory processing scale score was compared between the TD and ADHD groups. The correlations of the score with SNAP-IV and K-CPT scores were assessed. RESULTS: Compared with the TD group, the ADHD group had significantly higher total score of the auditory processing scale and scores of all dimensions except visual attention (P<0.05). In the children with ADHD, the attention deficit dimension score of the SNAP-IV rating scale was positively correlated with the total score of the auditory processing scale (r_s30=0.531, P<0.05; r_s27=0.627, P<0.05) as well as the scores of its subdimensions, including auditory decoding (r_s=0.628, P<0.05), auditory attention (r_s=0.492, P<0.05), and communication (r_s=0.399, P<0.05). The hyperactivity-impulsivity dimension score of the SNAP-IV rating scale was positively correlated with the hyperactivity-impulsivity dimension score of the auditory processing scale (r_s=0.429, P<0.05). In the children with ADHD, the attention deficit dimension score of the K-CPT was positively correlated with the total score (r_s30=0.574, P<0.05; r_s27=0.485, P<0.05) and the hyperactivity-impulsivity dimension score (r_s=0.602, P<0.05) of the auditory processing scale. CONCLUSIONS Preschool children with ADHD have the risk of AP abnormalities, and the auditory processing scale should be used early for the screening and evaluation of AP abnormalities in children.
Child, Preschool ; Humans ; Attention Deficit Disorder with Hyperactivity ; Schools ; Auditory Perception

Attention Deficit Disorder with Hyperactivity ; Child ; Comorbidity ; Humans ; Tic Disorders/therapy*