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Background: Attention deficit hyperactivity disorder (ADHD) is comprised of the triad of inattention, hyperactivity and impulsivity. It was hypothesized that ADHD children and adults have abnormalities not only in several late-developing fronto-striatal networks but also in temporal-parietal and fronto-cerebellar neural networks which mediate the c...
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... activity. The combined type showed 16 (57.1%) children with normal EEG, 11 (39.3%) children with abnormal non- epileptiform EEG and one (3.6%) child with epileptiform EEG activity. Hyperactive type showed one (33.3%) child with normal EEG, one (33.3%) child with abnormal non- epileptiform EEG and one (33.3%) child with epileptiform EEG activity (Fig. ...
Citations
... The assessment of ADHD was carried out by using the short form of SNAPIV, questionnaire, Thai version for parents and homeroom teachers. 21,22) This instrument consists of a total of 26 questions comprising attention deficit 9 questions (No. 1-9), hyperactiveimpulsive disorders 9 questions (No. [10][11][12][13][14][15][16][17][18], and oppositional defiant disorder (ODD) 8 questions (No. [19][20][21][22][23][24][25][26]. The scoring scale is as follows: 0 for none, 1 for low, 2 for mode rate, and 3 for high frequency of symptoms. ...
... Such results were in accord with the previous reports revealing that ADHD predominantly inattentive and ADHDcombined, but not ADHD predominantly hyperactiveimpulsive were associated with lower reading fluency, reading comprehension, and mathe matics ability as well as higher reading and writing errors. 17,25) It is likely because teachers observed the students in the classroom, where children with reading difficulties may struggle to sit still and find it challenging to focus on a lesson. For instance, these children, who might be restless and probably walk around the classroom, will undoubtedly be noticed by the teacher. ...
Background:
Reading disorder is the most common comorbid condition with attention-deficit/hyperactive-impulsive disorder (ADHD) in school-aged children.
Purpose:
This study compared symptoms of ADHD among children in grade 1 at risk of reading disorder with children not at risk.
Methods:
This cross-sectional study included 703 students in grade 1 aged 6-8 years from 8 schools in Pathumthani Province, Thailand, in 2019. Reading disorder was assessed using tools developed by Vibulpatanavong and Evans for Thai teachers, whereas the Thai parent and teacher versions of the Swanson, Nolan, and Pelham IV Rating Scale (SNAP-IV) was used to evaluate ADHD symptoms. Demographic data were collected from parents using a self-reported questionnaire.
Results:
Among the 703 students with almost equal number of male (n=350) and female (n=353), and the average age of 6.56±0.57 years, 95 (13.51%) were classified (significantly male) at risk of reading disorder. The mean SNAP-IV scores of children with reading disorder reported by parents and teachers (20.23±10.95 and 20.75±15.08, respectively) were significantly higher than those of neurotypical children (16.04 ±8.59 and 9.00±10.14, respectively, P<0.05). Of the 95 students with reading disorder reported by parents and teachers, 29 (30.53%) and 20 (21.05%) respectively, were defined as having ADHD according to the standard cutoff SNAP-IV scores, which were significantly higher than 608 neurotypical students at 108 (17.76%) and 20 (5.59%) (P<0.05). The odds ratios of children with reading disorder having ADHD symptoms according to teacher reports were 3.32 (95% confidence interval [CI], 1.14-9.67; P<0.05), 3.75 (95% CI, 1.60-8.79; P<0.05), and 4.41 (95% CI, 1.20-16.15; P<0.05) for inattentive, hyperactive, and combined presentations, respectively.
Conclusion:
Grade 1 students with reading disorder had a significantly higher prevalence of ADHD symptoms than neurotypical students. Therefore, children with reading disorders should undergo ADHD assessments and receive proactive intervention.
... Study findings are also mixed, with some reporting null associations and others reporting slower and even faster ABR latencies with ADHD. [25][26][27][28] A thorough and quantitatively based summary is needed to bring clarity to this literature. In addition, no study to date has directly compared ABR findings among TD, ADHD, and ASD groups. ...
... Seven papers met this criterion and were included in the meta-analysis (Fig. 1). [25][26][27][28][29][30][31] Because our analyses used published, aggregate-level data, our study is considered exempt by the Michigan State University Institutional Review Board. This meta-analysis was not preregistered. ...
Click-evoked auditory brainstem response (ABR) alterations are associated with autism spectrum disorder (ASD), but the specificity of these findings to the disorder is unclear. We therefore performed a meta-analysis on ABRs and attention-deficit/hyperactivity disorder (ADHD), a neurodevelopmental disorder that shares some etiologic and symptom overlap with ASD.
Seven papers compared ABR latency components (I, III, V, I–III, III–V, and I–V) between participants with and without ADHD. We used random-effects regression to generate component-specific estimates (Hedges’s g) that adjusted for study sample sizes and the number of studies contributing to each estimate. We compared these estimates to our recently published meta-analysis of ABRs and ASD.
All ADHD studies employed cross-sectional designs. ADHD was associated with longer latencies for waves III and V (g = 0.6, 95% confidence interval (CI) 0.3, 1.0 and g = 0.6, 95% CI 0.3, 0.9) and waves I–III and I–V (g = 0.7, 95% CI 0.2, 1.3 and g = 0.6, 95% CI 0.3, 1.0). Effect sizes from the ASD and ADHD meta-analyses did not differ from each other.
Similar patterns of ABR alterations are observed in ADHD and ASD. However, studies rarely screen for middle ear dysfunction or hearing loss and rely upon cross-sectional designs. Addressing these issues will inform the viability of ABRs as a prognostic and/or etiologic biomarker for these disorders.
Click-evoked ABR alterations are associated with ASD, but the specificity of these findings to the disorder is unclear. We therefore performed a meta-analysis of the association between ABRs and ADHD, a disorder that shares some etiologic and symptom overlap with ASD.
ADHD was associated with longer ABR latencies for several components. These components are identical to those implicated in ASD. Effect sizes were similar in magnitude across disorders.
The viability of ABRs as prognostic and/or etiologic biomarkers for neurodevelopmental risk requires addressing limitations in the literature (e.g., cross-sectional data, non-standardized ABR protocols, minimal characterization of symptom heterogeneity).
