Journal of Attention Disorders

Emerging research suggests that the Covid-19 pandemic has disproportionately and adversely affected children with Attention-Deficit/Hyperactivity Disorder (ADHD). The purpose of this meta-analysis is to consolidate the findings from studies that examined changes in ADHD symptoms from before to during the pandemic.

Database searches of PsycINFO, ERIC, PubMed, and ProQuest were used to identify relevant studies, theses, and dissertations.

A total of 18 studies met specific inclusion criteria and were coded based on various study characteristics. Twelve studies examined ADHD symptoms longitudinally and six studies assessed ADHD symptoms retroactively and during the pandemic. Data from 6,491 participants from 10 countries were included. Results indicated that many children and/or their caregivers reported an increase in child ADHD symptoms during the Covid-19 pandemic.

This review points to a global increase in ADHD symptoms and has implications for the prevalence and management of ADHD during the post-pandemic recovery.

While poorer pragmatic language skills have been found in attention-deficit/hyperactivity disorder (ADHD) populations, there has been no conclusive evidence of this. We aimed to conduct a meta-analysis of pragmatic language abilities in ADHD populations to definitively demonstrate the extent of pragmatic language deficits in these populations as compared to typically developing (TD) populations.

Studies were identified using the search terms ((attention deficit) OR (adhd)) AND (pragmatics), and those studies were screened and reviewed for inclusion criteria, descriptive information, and outcome variables in order to conduct a meta-analysis.

A total of 14 studies (5,772 participants) met the criteria for quantitative synthesis. Meta-analysis indicated that ADHD populations exhibited significantly poorer pragmatic language skills than TD populations, with a very large overall effect size of −1.55. These results indicate that pragmatic language is significantly impaired in ADHD populations.

It is suggested that pragmatic language skills may deserve greater surveillance considering the importance of pragmatic language in socio-emotional development, daily life, and academic success.

Global-local visuospatial processing has been widely investigated in both healthy and clinical populations. Recent studies indicated that individuals with ADHD lack a global processing bias. However, the extant literature regarding global-local processing style focuses solely on the visual modality.

ADHD (N = 21) and typically developed (TD) controls (N = 24) underwent an auditory global-local task, in which they had to decide whether the melody is ascending or descending in global or local conditions.

TD controls exhibited a classic global processing bias in the auditory task. The ADHD group exhibited no global processing bias, indicating similar processing for global and local dimensions, implying that individuals with ADHD are distracted by incongruent information in global and local conditions similarly, in both visual and auditory tasks.

A lack of global processing bias in ADHD is not limited to the visuospatial modality and likely reflects a broader and more general processing style.

Investigate diagnostic stability, daily life functioning and social situation in women diagnosed with ADHD and/or ASD in childhood.

Prospective 17 to 20-year follow-up study of 100 girls of whom 92 diagnosed in childhood with main DSM-IV ADHD or ASD, and 60 comparison girls. Ninety and 54 of these women were examined (M = 27, 4 years old) with semi-structured interviews and questionnaires, close relatives were interviewed.

At follow-up, 89% of women with ADHD or ASD in childhood still met the criteria for either of these diagnoses. Very few women were “in remission.” In 34% the main diagnosis shifted from ADHD to ASD. Women with ADHD and ASD had significantly more disability and unfavorable social situation than comparison women.

Women with ADHD and/or ASD in childhood had impairing problems 17 to 20 years later. Early ADHD changed to ASD in adulthood in some cases. Nearly all with ASD met criteria for ADHD as adults.

The purpose of this study was to explore how and why some low-income Black caregivers seek medication treatment for their children with ADHD.

Using a sequential exploratory mixed method design, Phase 1 comprised an indepth case study design of seven low-income Black caregivers of children receiving medication for ADHD. Based on findings from Phase 1, the second phase involved a secondary analysis of data on Black uninsured or publicly insured children age 6 to 17 with ADHD (n = 450).

Factors influencing medication decision-making included child safety and volatility, caregiver mental health, caregiver aggravation, family centered care (FCC), shared decision making (SDM), sole caregiver status, and school involvement. After adjusting for ADHD severity, previous receipt of special education services and experiences of FCC and SDM were independently associated with receipt of a medication for ADHD.

Clinicians and school personnel can intervene to decrease disparities in the treatment of ADHD.

Impaired attention and inhibitory control put children with ADHD at potentially high risk of injury—one of the leading causes of disability in the general pediatric population. Existing research has yet to examine this important health risk using nationally representative samples. This population-based study aimed to address this gap.

National estimates of injury occurrences were generated from 66,236 children in the Medical Expenditures Panel Survey 2010–2019 datasets. Multiple logistic regression models further examined the impact of injury type, age, race/ethnicity, sex, parental education, income, marital and insurance status on injury prevalence.

Compared to children without ADHD, those with ADHD have significantly higher injury prevalence (OR = 1.20, 95% CI [1.07, 1.33]) across injury types and most sociodemographic subgroups.

Children with ADHD are more likely to experience injury. Future research should investigate mechanisms of injury disparities to inform future preventive efforts.

This study aimed to specify whether family communication and satisfaction are predictors of a child’s executive functions and whether attention deficit hyperactivity disorder (ADHD) severity lies in the pathway between these variables.

Two hundred Polish children with ADHD, aged 10 to 13, were tested using Conners 3, the PU1 Battery of Cognitive Tests and Stanford-Binet Intelligence Scale, Fifth Edition (SB5). Parents filled out the FACES IV-SOR questionnaire. Structural equation modeling (SEM) was used to test the hypotheses.

The quality of family communication and satisfaction did not predict executive functioning in children with ADHD, and ADHD severity did not play a mediating role neither in boys or in girls. Intelligent quotient was the only predictor of executive functioning in the group of boys.

These results contrast with those of previous studies that have shown the existence of similar associations in other cultural contexts.

This study aims that oxidative stress and inflammation status in children and adolescents with attention deficit hyperactivity disorder (ADHD) compared to their healthy peers.

Thirty ADHD and healthy controls were included in this study. ADHD diagnosis according to the DSM-V and Conners’ teacher and parent rating scale by a structured psychiatric interview. Total oxidant status (TOS), total antioxidant status (TAS), and total and native thiol levels were determined using photometric methods. Presepsin, Interleukin (IL) 1-ß, IL-6, and Tumor Necrosis Factor-alpha (TNF-α) levels were measured with commercial ELISA kits.

We showed that TOS and oxidative stress index were significantly higher in the ADHD group, and TAS was lower than in the control group (p<.001). Similarly, IL1-ß, IL-6, and TNF-α levels were statistically higher in the ADHD group. Backward LR regression analysis reveals that TOS and IL-6 predicted ADHD.

TOS and IL-6 levels may play a role in the pathogenesis of ADHD.

This study examined the role of academic, social, and family impairment in the pathway from externalizing psychopathology to depression among young adolescents with ADHD in a multiple mediation model.

The sample included adolescents with ADHD enrolled in an intervention trial. Parent ratings of externalizing psychopathology were measured at eligibility assessment, adolescent self-reported depressive symptoms were measured at eligibility and at the end of treatment, and parent-rated impairment was measured in the middle of treatment. A multiple mediation model was used to examine mediating effects of impairment types in the pathway from externalizing psychopathology to depression.

Parent-reported family impairment significantly mediated the association between externalizing psychopathology and depressive symptoms.

Results suggest family impairment mediates the association between externalizing psychopathology and depressive symptoms beyond academic and social impairment for youth with ADHD. Findings implicate the importance of targeting family functioning during early adolescence to prevent depression.

To test if inhibitory control was a significant predictor for arithmetic in children with ADHD and if the relationship between inhibitory control and arithmetic was mediated by working memory.

Eighty-four children (ADHD, n = 54; Non-ADHD, n = 30) were tested on their interference control, behavioral inhibition, working memory, and arithmetic. Regression analysis was used to test the predictive role of inhibitory control in arithmetic. Moreover, mediation analysis was done to test whether working memory mediated the relationship between inhibitory control and arithmetic memory.

Interference control but not behavioral inhibition was a significant predictor for arithmetic. In addition, interference control had direct and indirect effects via working memory on arithmetic.

Results demonstrated that inhibitory control contributed to arithmetic in children with ADHD. Furthermore, interference control had direct and indirect effects via working memory on arithmetic, suggesting interventions for arithmetic difficulties should involve training on both inhibition and working memory.

Self-determination theory suggests that the satisfaction and frustration of basic psychological needs—autonomy, competence, relatedness—are uniquely associated with overall well-being. Undergraduates with attention-deficit/hyperactivity disorder (ADHD) experience more academic-related impairment and are less likely to graduate. Thus, well-being is important to understand and aim to improve in these students.

Students at four universities (N = 2,197) completed a survey and reported previous diagnoses, ADHD symptoms, and psychological need satisfaction and frustration. Group differences were explored via t-tests; associations were explored via structural equation modeling.

The ADHD group reported lower satisfaction and higher frustration across all psychological needs. Inattention and hyperactivity/impulsivity were uniquely associated with aspects of need fulfillment beyond the impact of comorbid symptoms. Sex differences emerged such that women with ADHD had the lowest overall need satisfaction.

Addressing need fulfillment, both satisfaction and frustration, in interventions with undergraduates with clinical/subclinical levels of ADHD may optimize treatment effectiveness.