The ADHD report最新文献

英文中文

Prescription Stimulant Misuse: International Findings and Implications for Policy, Prevention, and Intervention 处方兴奋剂滥用:国际发现和政策、预防和干预的含义

The ADHD report

Pub Date : 2016-09-02 DOI: 10.1521/ADHD.2016.24.6.1

B. G. Gudmundsdottir, L. Weyandt, Bailey A. Munro

引用次数: 4

Is There an Adult Onset Type of ADHD? Issues in Establishing Persistence and Remission of ADHD from Childhood to Adulthood ADHD有成人发病类型吗?建立ADHD从儿童期到成年期持续和缓解的问题

The ADHD report

Pub Date : 2016-09-02 DOI: 10.1521/ADHD.2016.24.6.6

R. Barkley

引用次数: 1

Executive Function Coaching as a Tool for Transition to College for Students with ADHD 执行功能辅导作为ADHD学生过渡到大学的工具

The ADHD report

Pub Date : 2016-07-25 DOI: 10.1521/ADHD.2016.24.5.1

Shara B. Goudreau, M. Knight

引用次数: 3

Attending to the Needs of the Non–ADHD Partner: A New Paradigm for Clinicians and Coaches 关注非adhd伴侣的需求:临床医生和教练的新范式

The ADHD report

Pub Date : 2016-07-25 DOI: 10.1521/adhd.2016.24.5.5

Kimberly M. Nelson, S. Goldstein

引用次数: 0

Re-Examining ADHD as Corticostriatal Disorder: Implications for Understanding Common Comorbidities 重新审视ADHD作为皮质纹状体疾病:理解常见合并症的意义

The ADHD report

Pub Date : 2016-06-10 DOI: 10.1521/ADHD.2016.24.4.1

J. Wasserstein, G. Stefanatos

引用次数: 5

Opinion: A Response to the CDC Press Conference on Behavioral Parent Training and Treating ADHD in Young Children 观点:对疾病预防控制中心关于行为父母训练和治疗幼儿多动症的新闻发布会的回应

The ADHD report

Pub Date : 2016-06-10 DOI: 10.1521/ADHD.2016.24.4.11

R. Barkley

引用次数: 3

Cognitive-Behavioral Therapy for ADHD in College: Recommendations “Hot Off the Press” 大学ADHD的认知行为疗法:建议

The ADHD report

Pub Date : 2015-08-03 DOI: 10.1521/ADHD.2015.23.5.8

Laura E. Knouse

ADHD leads to impairment across the lifespan including during the college years. An increasing number of studies document the academic, social, and psychological impairments associated with the disorder in college (DuPaul, Wey-andt, O'Dell, & Varejao, 2009). Yet, until very recently, there were no published studies on cognitive-behavioral treatment approaches specifically tailored to college students with ADHD. Over the past year, however, four research groups have published work on skills-based cognitive-behavioral treatments for this population. My goal in this article is to briefly summarize these findings and to identify key recommendations for clinicians working with college students with the disorder that emerge across studies. In addition, I will integrate findings from basic research on ADHD and memory strategies that my colleagues and I have recently completed and make the case for inclusion of these strategies into skills-based ADHD treatments for college students. It is now fairly well established that skills-based, cognitive-behavioral treatment (CBT) approaches can be effica-cious for adults with ADHD (Knouse & Safren, 2014). Depending on one's interpretation of the American Psychological Association Division 12's criteria for empirically supported treatments, based in particular upon the studies conducted by Safren and colleagues (2010) and Solanto and colleagues (2010), CBT for adult ADHD meets criteria as at least a " probably efficacious treatment. " Across studies, teaching adults with ADHD to consistently use specific compensatory behavioral skills (e.g., organization and planning) and to recognize and cope with the thinking patterns that block the use of those skills has been shown to reduce the impact of symptoms. Likewise, specific training in the use of organization and planning skills has been shown to help the functioning of both children (Abikoff et al., 2013) and adolescents 2012) with ADHD in the academic setting. Yet only recently have studies of specific applications with college students been published, although the subject has been covered in the clinical practice literature (e.g., Ramsay & Rostain, 2006). Importantly, these recent studies are adaptations of existing skills-based CBT approaches for adults more generally. There are good reasons to predict that modifications to general adult protocols for ADHD treatment would be necessary to achieve optimal results, including the unique developmental context of emerging adulthood (see Fleming & McMahon, 2012, for a review) and the heavy cognitive and organizational load that students must carry. Each of these research groups has taken an independent course in adapting existing interventions, and thus examining these studies …

多动症会导致整个生命周期的损害，包括在大学期间。越来越多的研究记录了大学期间与该障碍相关的学术、社会和心理障碍(DuPaul, Wey-andt, O'Dell， & Varejao, 2009)。然而，直到最近，还没有发表专门针对患有多动症的大学生的认知行为治疗方法的研究。然而，在过去的一年里，四个研究小组发表了针对这一人群的基于技能的认知行为治疗的研究成果。我在这篇文章中的目的是简要总结这些发现，并为临床医生在研究中出现的患有这种疾病的大学生提供关键建议。此外，我将整合我和我的同事最近完成的关于多动症和记忆策略的基础研究结果，并将这些策略纳入基于技能的大学生多动症治疗中。现在已经相当明确的是，基于技能的认知行为治疗(CBT)方法对患有多动症的成年人有效(Knouse & Safren, 2014)。根据美国心理协会第12分部的经验支持治疗标准的解释，特别是基于Safren及其同事(2010)和Solanto及其同事(2010)的研究，成人ADHD的CBT至少符合“可能有效治疗”的标准。研究表明，教育患有多动症的成年人持续使用特定的补偿性行为技能(例如，组织和计划)，并识别和应对阻碍这些技能使用的思维模式，可以减少症状的影响。同样，组织和计划技能的特殊训练也被证明有助于ADHD儿童(Abikoff et al.， 2013)和青少年(2012)在学术环境中的功能。尽管临床实践文献已经涵盖了这一主题(例如，Ramsay & Rostain, 2006)，但直到最近才发表了针对大学生的具体应用研究。重要的是，这些最近的研究是对现有的基于技能的认知行为疗法的适应，更普遍地适用于成年人。有充分的理由预测，为了达到最佳效果，对一般成人ADHD治疗方案的修改是必要的，包括刚成年期的独特发展背景(见Fleming & McMahon, 2012，回顾)，以及学生必须承担的沉重的认知和组织负担。这些研究小组中的每一个都采取了独立的课程，以适应现有的干预措施，从而检查这些研究……

{"title":"Cognitive-Behavioral Therapy for ADHD in College: Recommendations “Hot Off the Press”","authors":"Laura E. Knouse","doi":"10.1521/ADHD.2015.23.5.8","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.5.8","url":null,"abstract":"ADHD leads to impairment across the lifespan including during the college years. An increasing number of studies document the academic, social, and psychological impairments associated with the disorder in college (DuPaul, Wey-andt, O'Dell, & Varejao, 2009). Yet, until very recently, there were no published studies on cognitive-behavioral treatment approaches specifically tailored to college students with ADHD. Over the past year, however, four research groups have published work on skills-based cognitive-behavioral treatments for this population. My goal in this article is to briefly summarize these findings and to identify key recommendations for clinicians working with college students with the disorder that emerge across studies. In addition, I will integrate findings from basic research on ADHD and memory strategies that my colleagues and I have recently completed and make the case for inclusion of these strategies into skills-based ADHD treatments for college students. It is now fairly well established that skills-based, cognitive-behavioral treatment (CBT) approaches can be effica-cious for adults with ADHD (Knouse & Safren, 2014). Depending on one's interpretation of the American Psychological Association Division 12's criteria for empirically supported treatments, based in particular upon the studies conducted by Safren and colleagues (2010) and Solanto and colleagues (2010), CBT for adult ADHD meets criteria as at least a \" probably efficacious treatment. \" Across studies, teaching adults with ADHD to consistently use specific compensatory behavioral skills (e.g., organization and planning) and to recognize and cope with the thinking patterns that block the use of those skills has been shown to reduce the impact of symptoms. Likewise, specific training in the use of organization and planning skills has been shown to help the functioning of both children (Abikoff et al., 2013) and adolescents 2012) with ADHD in the academic setting. Yet only recently have studies of specific applications with college students been published, although the subject has been covered in the clinical practice literature (e.g., Ramsay & Rostain, 2006). Importantly, these recent studies are adaptations of existing skills-based CBT approaches for adults more generally. There are good reasons to predict that modifications to general adult protocols for ADHD treatment would be necessary to achieve optimal results, including the unique developmental context of emerging adulthood (see Fleming & McMahon, 2012, for a review) and the heavy cognitive and organizational load that students must carry. Each of these research groups has taken an independent course in adapting existing interventions, and thus examining these studies …","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"12 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2015-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86944450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

ADHD: New Approaches to Subtyping and Nosology ADHD:亚型和分类学的新方法

The ADHD report

Pub Date : 2015-03-09 DOI: 10.1521/ADHD.2015.23.2.6

J. Nigg

A perennial and seemingly intractable nosological problem for ADHD has been whether to consider this condition as a single, unitary disorder or as comprising important subtypes—or even sub-disorders. Up until 1980, there was only one disorder in the nosology (variously named minimal brain damage; hyperkinetic reaction of childhood, and other terms). However, in 1980 DSM-III (American Psychiatric Association, 1980) introduced ADHD with and without hyperactivity. ADHD without hyperactivity was not operationally defined, but the implication was that those children could be impulsive, but not hyperactive. This was conceivable at that time because under DSM-III, ADHD had three behavioral dimensions. However, in 1987, after extensive factor analyses, DSM-III-R (American Psychiatric Association, 1987) abandoned the three-dimensional structure and any mention of subtypes. It was left to DSM-IV (American Psychiatric Association, 1994) to propose a revised picture with three subtypes based on a rational division of a two-factor structure (inattention and hyperactivityimpulsivity). The predominantly inattentive type was similar to the DSM-III ADHD without hyperactivity, except that these children were expected to be below threshold on a single hyperactivity-impulsivity dimension, rather than on hyperactivity. Crucially, they were not defined as being “without” hyperactivity (or hyperactivity-impulsivity) but only as being below the threshold for the combined subtype—meaning they could have up to 5 symptoms of hyperactivity-impulsivity. This led to substantial dissatisfaction among critics who noted that normative hyperactivity-impulsivity in children was well below 5 symptoms, so that some children in this group were still more hyperactive-impulsive than normal. Further problems arose with the recognition that the subtypes were not temporally stable, and their biological distinctions were faint (reviewed in detail by Willcutt et al., 2012). However, in the absence of a compelling body of data supporting an alternative structure, and in view of the need to convey heterogeneity in some fashion, DSM5 (American Psychiatric Association, 2013) opted only to soften the subtype definitions by repositioning them as presentations, leaving it to future editions to replace this nosological structure with a superior description of ADHD’s heterogeneity. An additional problem, alluded to by Willcutt and colleagues (Willcutt et al., 2012), is that the pattern of results in many cognitive, neuropsychological, and biological studies of the DSM-IV ADHD subtypes has been one consistent with a severity model. That is, if we assume that ADHD is a continuous dimension or two continuous dimensions, then arbitrarily cutting these into “types” will simply create a mild and a severe group. One of my objections to many findings about ADHD subtypes was that on measures of neuropsychological functioning, a consistent picture was that the ADHD combined type performed significantly worse

ADHD的一个长期且看似棘手的分类学问题是，是否将这种情况视为单一的、单一的疾病，还是包括重要的亚型，甚至是亚障碍。直到1980年，在疾病分类学中只有一种疾病(不同的名称为轻微脑损伤;儿童多动反应，以及其他术语)。然而，在1980年DSM-III(美国精神病学协会，1980)中引入了多动症伴和不伴多动。没有多动的ADHD在手术上没有定义，但这意味着这些孩子可能是冲动的，但不是多动的。这在当时是可以想象的，因为在DSM-III中，ADHD有三个行为维度。然而，在1987年，经过广泛的因素分析，DSM-III-R(美国精神病学协会，1987)放弃了三维结构和任何亚型的提及。直到DSM-IV(美国精神病学协会，1994年)才提出了一种基于两因素结构(注意力不集中和多动冲动)的合理划分的三种亚型的修订图景。主要的注意力不集中类型与无多动的DSM-III型ADHD相似，除了这些儿童在单一多动-冲动维度上低于阈值，而不是在多动维度上。至关重要的是，他们没有被定义为“没有”多动症(或多动症-冲动性)，而只是低于综合亚型的阈值，这意味着他们可能有多达5种多动症-冲动性的症状。这引起了批评人士的极大不满，他们指出，儿童的标准多动冲动远低于5个症状，因此，这一组中的一些儿童仍然比正常儿童更多动冲动。进一步的问题出现在认识到亚型不是暂时稳定的，它们的生物学区别是微弱的(Willcutt et al.， 2012详细回顾)。然而，由于缺乏令人信服的数据体来支持另一种结构，并且考虑到以某种方式传达异质性的需要，dsm(美国精神病学协会，2013)只选择通过将其重新定位为演示来软化亚型定义，将其留给未来的版本，以更好地描述ADHD的异质性来取代这种分类学结构。Willcutt及其同事(Willcutt et al.， 2012)提到的另一个问题是，DSM-IV ADHD亚型的许多认知、神经心理学和生物学研究的结果模式与严重程度模型是一致的。也就是说，如果我们假设ADHD是一个连续维度或两个连续维度，那么任意地将其划分为“类型”，只会产生轻度和重度组。我反对许多关于多动症亚型的发现之一是，在神经心理功能的测量中，一致的结果是多动症合并型比多动症注意力不集中型表现得明显更差，而注意力不集中型又比对照组表现得更差。在我们最近的一份报告(Nikolas & Nigg, 2013)的数据中可以看到这种典型的图片。图1以示意图的方式说明了这个问题。A组(严重程度)显示了一个典型的发现:ADHD注意力不集中类型得分介于对照组和ADHD混合型之间。与许多出版物的结论相反，这不是有效亚型的证据。相反，它是一种连续的严重程度的证据，这种严重程度被任意地划分为不同的亚型。这是因为混合型多动症比注意力不集中型多动症有更多的症状。结论一个有明显更多症状的群体有明显更多的神经心理问题(讽刺地说，明显更多的症状)接近于同义反复或微不足道。在我看来，需要证据证明症状较少的组在验证器上的表现较差——这将真正证明表征真正亚型的结构变化，而不是简单地重新获得在真实维度上任意切割所提供的通信便利。组B(组形)说明了这种假设的情况——在一些生物探针上，假定的ADHD症状较少的亚型表现更差。如果两种类型的多动症有相似数量的症状，但在一组探针上有不同的弱点，也会取得同样的成功。我们小组同时从两个方向着手解决这个问题。在第一种方法中，我们使用神经生理学测量来尝试评估临床建议，例如“纯粹的注意力不集中”组或冷酷无情组。在第二种方法中，我们使用经验聚类方法，然后使用生理和临床测量交叉验证来评估其有效性。在这篇报告中，我总结了最近的一些重要发现，这些发现可能会刺激临床思考、研究和讨论。

{"title":"ADHD: New Approaches to Subtyping and Nosology","authors":"J. Nigg","doi":"10.1521/ADHD.2015.23.2.6","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.2.6","url":null,"abstract":"A perennial and seemingly intractable nosological problem for ADHD has been whether to consider this condition as a single, unitary disorder or as comprising important subtypes—or even sub-disorders. Up until 1980, there was only one disorder in the nosology (variously named minimal brain damage; hyperkinetic reaction of childhood, and other terms). However, in 1980 DSM-III (American Psychiatric Association, 1980) introduced ADHD with and without hyperactivity. ADHD without hyperactivity was not operationally defined, but the implication was that those children could be impulsive, but not hyperactive. This was conceivable at that time because under DSM-III, ADHD had three behavioral dimensions. However, in 1987, after extensive factor analyses, DSM-III-R (American Psychiatric Association, 1987) abandoned the three-dimensional structure and any mention of subtypes. It was left to DSM-IV (American Psychiatric Association, 1994) to propose a revised picture with three subtypes based on a rational division of a two-factor structure (inattention and hyperactivityimpulsivity). The predominantly inattentive type was similar to the DSM-III ADHD without hyperactivity, except that these children were expected to be below threshold on a single hyperactivity-impulsivity dimension, rather than on hyperactivity. Crucially, they were not defined as being “without” hyperactivity (or hyperactivity-impulsivity) but only as being below the threshold for the combined subtype—meaning they could have up to 5 symptoms of hyperactivity-impulsivity. This led to substantial dissatisfaction among critics who noted that normative hyperactivity-impulsivity in children was well below 5 symptoms, so that some children in this group were still more hyperactive-impulsive than normal. Further problems arose with the recognition that the subtypes were not temporally stable, and their biological distinctions were faint (reviewed in detail by Willcutt et al., 2012). However, in the absence of a compelling body of data supporting an alternative structure, and in view of the need to convey heterogeneity in some fashion, DSM5 (American Psychiatric Association, 2013) opted only to soften the subtype definitions by repositioning them as presentations, leaving it to future editions to replace this nosological structure with a superior description of ADHD’s heterogeneity. An additional problem, alluded to by Willcutt and colleagues (Willcutt et al., 2012), is that the pattern of results in many cognitive, neuropsychological, and biological studies of the DSM-IV ADHD subtypes has been one consistent with a severity model. That is, if we assume that ADHD is a continuous dimension or two continuous dimensions, then arbitrarily cutting these into “types” will simply create a mild and a severe group. One of my objections to many findings about ADHD subtypes was that on measures of neuropsychological functioning, a consistent picture was that the ADHD combined type performed significantly worse ","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83146250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Is Aerobic Physical Activity a Viable Management Strategy for ADHD 有氧运动是ADHD的一种可行的管理策略吗

The ADHD report

Pub Date : 2015-03-09 DOI: 10.1521/ADHD.2015.23.2.1

B. Hoza, Alan L. Smith

For the past couple decades, the recommended evidence-based treatments for attention-deficit/hyperactivity disorder (ADHD) have remained largely consistent: medication, behavior therapy, and their combination (American Academy of Pediatrics’ Subcommittee on ADHD, Steering Committee on Quality Improvement and Management, 2011; MTA Cooperative Group, 1999). Although important new pharmaceutical preparations have emerged, as well as variations on behavioral intervention strategies, the basic approach to treating the disorder has remained largely the same. Yet, medication is considered unpalatable or unworkable (e.g., due to side effects) for some families (Halperin & Healey, 2011) and behavior therapy is considered cumbersome to others (Benner-Davis & Heaton, 2007). Further, with both treatments, as well as their combination, symptoms generally return upon treatment cessation (Jensen et al., 2007). In the past decade, our understanding of the life course of the disorder has advanced, making clear that in a majority of cases, impairment associated with ADHD persists into adulthood (Barkley, Fischer, Smallish, & Fletcher, 2002; Biederman, Petty, Clarke, Lomedico, & Faraone, 2011; Hinshaw et al., 2012). Given the chronic nature of ADHD, sustainable lifestyle changes should be explored that enable a proactive, chronic approach to its treatment, much like the approach taken to manage chronic medical disorders (Hoza et al., 2014) such as heart disease. One relatively unexplored approach to managing ADHD symptoms over the long term is the use of chronic aerobic physical activity (PA). To our knowledge, only one large-scale randomized clinical trial has applied aerobic PA to management of ADHD symptoms and impairments in young children (Hoza, et al., 2014), and we are unaware of any well-controlled randomized trials applying aerobic PA to older children or adolescents with ADHD. A handful of smaller sample studies, however, are present in the literature. Although forms of PA and methods of measuring outcomes vary widely across these extant studies, the emerging message from this small body of work is that PA may be a promising strategy for managing ADHD symptoms and impairments both in the short and long term (see Berwid & Halperin, 2012, and Halperin, Berwid, & O’Neill, 2014, for reviews).

在过去的几十年里，针对注意力缺陷/多动障碍(ADHD)推荐的循证治疗方法在很大程度上保持一致:药物治疗，行为治疗，以及它们的结合(美国儿科学会ADHD小组委员会，质量改进和管理指导委员会，2011;MTA合作小组，1999)。尽管出现了重要的新药物制剂，以及行为干预策略的变化，但治疗这种疾病的基本方法在很大程度上仍保持不变。然而，对于一些家庭来说，药物治疗被认为是令人不快的或不可行的(例如，由于副作用)(Halperin & Healey, 2011)，而行为治疗被认为是繁琐的(Benner-Davis & Heaton, 2007)。此外，使用两种治疗或联合治疗，症状通常会在治疗停止后复发(Jensen et al.， 2007)。在过去的十年里，我们对这种障碍的生命过程的理解有了进步，清楚地表明，在大多数情况下，与ADHD相关的损害持续到成年(Barkley, Fischer, Smallish， & Fletcher, 2002;比德曼、佩蒂、克拉克、洛梅迪科和法罗内，2011;Hinshaw等人，2012)。考虑到多动症的慢性本质，应该探索可持续的生活方式改变，使其能够积极、慢性地治疗，就像治疗慢性疾病(Hoza et al.， 2014)如心脏病的方法一样。长期控制ADHD症状的一种相对未被探索的方法是使用慢性有氧运动(PA)。据我们所知，只有一项大规模随机临床试验将有氧PA应用于幼儿ADHD症状和损伤的管理(Hoza等，2014)，我们不知道有任何对照良好的随机试验将有氧PA应用于年龄较大的ADHD儿童或青少年。然而，文献中也有一些较小的样本研究。尽管PA的形式和测量结果的方法在现有的研究中差异很大，但从这一小部分工作中得出的新信息是，PA可能是短期和长期治疗ADHD症状和损伤的一种有希望的策略(参见Berwid & Halperin, 2012，以及Halperin, Berwid， & O 'Neill, 2014，综述)。

{"title":"Is Aerobic Physical Activity a Viable Management Strategy for ADHD","authors":"B. Hoza, Alan L. Smith","doi":"10.1521/ADHD.2015.23.2.1","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.2.1","url":null,"abstract":"For the past couple decades, the recommended evidence-based treatments for attention-deficit/hyperactivity disorder (ADHD) have remained largely consistent: medication, behavior therapy, and their combination (American Academy of Pediatrics’ Subcommittee on ADHD, Steering Committee on Quality Improvement and Management, 2011; MTA Cooperative Group, 1999). Although important new pharmaceutical preparations have emerged, as well as variations on behavioral intervention strategies, the basic approach to treating the disorder has remained largely the same. Yet, medication is considered unpalatable or unworkable (e.g., due to side effects) for some families (Halperin & Healey, 2011) and behavior therapy is considered cumbersome to others (Benner-Davis & Heaton, 2007). Further, with both treatments, as well as their combination, symptoms generally return upon treatment cessation (Jensen et al., 2007). In the past decade, our understanding of the life course of the disorder has advanced, making clear that in a majority of cases, impairment associated with ADHD persists into adulthood (Barkley, Fischer, Smallish, & Fletcher, 2002; Biederman, Petty, Clarke, Lomedico, & Faraone, 2011; Hinshaw et al., 2012). Given the chronic nature of ADHD, sustainable lifestyle changes should be explored that enable a proactive, chronic approach to its treatment, much like the approach taken to manage chronic medical disorders (Hoza et al., 2014) such as heart disease. One relatively unexplored approach to managing ADHD symptoms over the long term is the use of chronic aerobic physical activity (PA). To our knowledge, only one large-scale randomized clinical trial has applied aerobic PA to management of ADHD symptoms and impairments in young children (Hoza, et al., 2014), and we are unaware of any well-controlled randomized trials applying aerobic PA to older children or adolescents with ADHD. A handful of smaller sample studies, however, are present in the literature. Although forms of PA and methods of measuring outcomes vary widely across these extant studies, the emerging message from this small body of work is that PA may be a promising strategy for managing ADHD symptoms and impairments both in the short and long term (see Berwid & Halperin, 2012, and Halperin, Berwid, & O’Neill, 2014, for reviews).","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"38 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2015-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76998849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Teacher-to-Teacher Consultation: Facilitating Consistent School Support Across Grade Levels 教师对教师咨询:促进跨年级一致的学校支持

The ADHD report

Pub Date : 2015-02-06 DOI: 10.1521/ADHD.2015.23.1.9

M. Gormley, G. DuPaul

引用次数: 1

首页上一页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

The ADHD report

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀