The Association Between the Impact of COVID-19 and Internalizing Problems Among Children and Adolescents with ADHD: The Moderating Role of Parental Anxiety.

Previous research has identified an increase in internalizing problems during the COVID-19 pandemic in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Additionally, it has been observed that parents of children with ADHD had elevated levels of anxiety during the pandemic. The current study aimed to longitudinally assess whether the impact of COVID-19 was associated with internalizing problems in children and adolescents with ADHD during the middle (Time 1-Spring 2021 [T1]) and end (Time 2-Fall/Winter 2022 [T2]) of the pandemic, and whether parental anxiety moderated this relationship over time.

The student-teacher relationship and ADHD symptomatology: A meta-analysis.

Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant academic and social impairments, including problem behaviors in the classroom. Existing research suggests students who present with ADHD symptoms are more likely to have relationships with their teachers that are low in closeness and high in conflict. However, research about the quality of relationships between teachers and students with ADHD symptoms remains quantitatively un-synthesized.

ADHD Symptoms Increased During the Covid-19 Pandemic: A Meta-Analysis.

Objective: 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.

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

The Impact of Internalizing Symptoms on Impairment for Children With ADHD: A Strength-Based Perspective.

Background/purpose: This study aims to investigate the influence of internalizing symptoms on functional impairment for children with ADHD, and whether child strengths and parenting strengths have moderating effects on this relationship.

Methods: Participants included 209 children with ADHD and their caregivers seeking mental health services between the ages of 5 and 11 years. To examine the moderating effects of parenting and child strengths, ordinary least squares regression models were tested using the PROCESS macro for SPSS (v3.

A cohort study examining the association between children's symptoms of inattention and hyperactivity, internalizing symptoms, and mindful parenting during the COVID-19 pandemic.

Objectives: Increased mental health difficulties have been reported in Canadian children as a result of the COVID-19 pandemic, and emerging research suggests that children with high levels of symptoms of inattention and hyperactivity have been disproportionately impacted. Accordingly, the pandemic has impacted families as well. The purpose of this study was the following: (1) to examine whether children's symptoms of inattention and hyperactivity at the beginning of the 2020 and 2021 academic year were associated with mindful parenting at the end of the academic year and (2) to examine whether children's depressive and anxiety symptoms at the end of the year moderated this relationship.

Examining daily parent involvement in caregivers of children with ADHD using electronic diaries.

Limited research has examined the associations between child ADHD symptoms and parent involvement and has generally relied on the use of parents' retrospective reports of parent involvement and ADHD symptoms. Using daily reports, the current study explored the pathways between child ADHD symptoms and home-based parental involvement beliefs and behaviors. Data were collected daily from 26 parent participants over a 2-week period for a total of 315 time points.

Event Perception and Social Skills in Undergraduates with ADHD Symptoms.

Background: Event perception provides a promising, novel approach for investigating underlying cognitive mechanisms of the social impairment associated with symptoms of ADHD.

Aims: The goal of this study was to establish the relationship among event perception, symptoms of ADHD, and social skills.

Methodology: Eighty-three undergraduates were recruited from the University of Ottawa first year psychology courses (38 with ADHD, 45 without ADHD).

Parents' and teachers' ratings of family engagement: Congruence and prediction of outcomes.

This study examined parent-teacher agreement regarding three forms of family engagement in kindergarten: home-school communication, school-based involvement, and parent-teacher trust, as well as whether parent-teacher agreement predicted children's behavioral and academic outcomes. Parent and teacher ratings of parent engagement and child internalizing and externalizing behavior were obtained for a sample of kindergarten students ( = 122). Academic outcomes were directly assessed.

Event Segmentation Deficits in ADHD.

Event segmentation is the automatic cognitive process of chunking ongoing information into meaningful events. Event segmentation theory (EST) proposes that event segmentation is a grouping process fundamental to normal, everyday perceptual processing, taking a central role in attention and action control. The neurocognitive deficits observed among individuals with ADHD overlap those involved in event segmentation, but to date no research has examined event segmentation in the context of ADHD.

The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis.

This meta-analysis examined group-design studies investigating the effectiveness of Daily Behavior Report Cards (DBRC) as a school-based intervention to manage the classroom behavior of students with ADHD. A search of three article databases (PsycINFO, ERIC and Medline) identified seven group design evaluations of DBRC interventions. This meta-analysis included a total of 272 participants, with an average age of 7.

A decade of viral mutations and associated drug resistance in a population of HIV-1+ Puerto Ricans: 2002-2011.

Puerto Rico has one of the highest rates of HIV/AIDS seen for any US state or territory, and antiretroviral therapy has been a mainstay of efforts to mitigate the HIV/AIDS public health burden on the island. We studied the evolutionary dynamics of HIV-1 mutation and antiretroviral drug resistance in Puerto Rico by monitoring the population frequency of resistance-associated mutations from 2002 to 2011. Whole blood samples from 4,475 patients were analyzed using the TRUGENE HIV-1 Genotyping Kit and OpenGene DNA Sequencing System in the Immunoretrovirus Research Laboratory at Universidad Central del Caribe.

Understanding the relationship between inattention and early literacy trajectories in kindergarten.

The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes.

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender.

Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes.

The Boy from Fez: A tale of five charities, and the global community, joining hands.

A case study in global cooperation between multiple charities and cardiac centers helped to save a 8-year-old Moroccan boy suffering a case of Laubry-Pezzi syndrome with severe aortic regurgitation and ventricular septal defect. His recuperation was aided by the support of communities in both Morocco and Qatar.

Friendship Characteristics of Children With ADHD.

Objective: This study explored the friendship characteristics of 8 to 12 year old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Friendship characteristics included number of nominated and corroborated friends, duration of friendships, amount of contact with friends, and the proportion of friends with learning and behavioral problems.

Method: The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 comparison children.

Age-related changes in visual and auditory sustained attention in preschool-aged children.

Objective: The development of sustained attention in the preschool years is not yet fully understood. Delineating age-related changes of attentional proficiencies and deficiencies is important for understanding atypical developmental trajectories, specifically in neurodevelopmental disorders that are characterized by attentional difficulties. The objective of the current study was to develop preschool-appropriate measures for assessing sustained attention and to chart developmental changes in attention in early childhood.

Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD).

This study investigated the role of inattention and working memory in predicting academic achievement in 145 adolescents aged 13 to 18 referred for attention deficit/hyperactivity disorder (ADHD). Path analysis was used to examine whether auditory-verbal and visual-spatial working memory would mediate the relationships between classroom inattention symptoms and achievement outcomes. Results provide support for the mediational model.

Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD).

The present study examined involvement in children's learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD, parents of children with ADHD reported lower self-efficacy in their ability to help their children, felt less welcome and supported by their children's schools and teachers, and perceived less time and energy for involvement in their children's academic lives. Mothers of children with and without ADHD reported similar types and levels of involvement behaviors in the home.

Empathy and social perspective taking in children with Attention-Deficit/Hyperactivity Disorder.

This study explored empathy and social perspective taking in 8 to 12 year old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 typically developing comparison children. Although children with ADHD were rated by their parents as less empathic than children without ADHD, this difference was accounted for by co-occurring oppositional and conduct problems among children in the ADHD sample.