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Peer reviewed
Direct linkHilario Blasco-Fontecilla; José Manuel Ramos; María Inés López-Ibor; Carlos Chiclana-Actis; Manuel Faraco; Joaquín González-Cabrera; Eduardo González-Fraile; Gemma Mestre-Bach; Héctor Pinargote-Celorio; Manuel Corpas; Lucía Gallego; Octavio Corral; Vicente Soriano – Journal of Attention Disorders, 2025
Background: Attention deficit hyperactive disorder (ADHD) is a leading mental disorder among adolescents globally and is associated with premature mortality. Knowing the trends and key determinants of ADHD in youth are critical for earlier diagnosis and interventions. Methods: We retrospectively examined all hospitalizations in patients aged 11 to…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Disorders, Trend Analysis, Hospitals
Çagla Çelikkol Sadiç; Aziz Kara; Hacer Gizem Gerçek; Yekta Özkan – Education and Information Technologies, 2024
This research aimed to compare the sleep quality and problematic internet use (PIU) of adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) compared to the group of healthy control. There were 53 ADHD-diagnosed individuals (19 ADHD- combined type, 34 ADHD- inattentive type) in the research population, ages 12 to 18, and 53…
Descriptors: Sleep, Academic Achievement, Parent Attitudes, Adolescents
Keetam D. F. Alkahtani – Journal of Emotional and Behavioral Disorders, 2024
Teachers should possess adequate knowledge of emotional and behavioral disorders (EBDs) to effectively meet the unique needs of students with EBDs. This study explored the implementation and outcomes of a professional development training program on EBDs. In addition, the study examined outcomes concerning the knowledge of in-service teachers…
Descriptors: Faculty Development, Behavior Disorders, Emotional Disturbances, Pedagogical Content Knowledge
Sevim Berrin Inci Izmir; Zekeriya Deniz Aktan; Eyüp Sabri Ercan – Journal of Attention Disorders, 2024
Objective: The study aims to examine family functionality, emotion regulation difficulties, preference for loneliness, social exclusion, internalizing and externalizing disorders, and executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD) and Cognitive Disengagement Syndrome (CDS) and compare with ADHD, and ADHD+…
Descriptors: Child Behavior, Children, Attention Deficit Hyperactivity Disorder, Comorbidity
Willcutt, Erik G.; Petrill, Stephen A. – Mind, Brain, and Education, 2023
To better understand the implications of comorbidity between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD), a sample of 225 participants with RD but without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school…
Descriptors: Reading Difficulties, Attention Deficit Hyperactivity Disorder, Comorbidity, Comparative Analysis
Cho, Minhae; Lee, Chi Hyun – Youth & Society, 2022
Juvenile recidivism is a serious public health concern. Using statewide administrative data, this study examined the independent predictive value of childhood maltreatment on repeat offending and compared risk factors for recidivism between 698 first-time juvenile offenders with maltreatment and their propensity score matched sample of 698 without…
Descriptors: Child Abuse, Correlation, Juvenile Justice, Comparative Analysis
Download full textMphahlele, Ramatladi Meriam; Pillay, Basil Joseph; Meyer, Anneke – South African Journal of Education, 2023
With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age…
Descriptors: Symptoms (Individual Disorders), Attention Deficit Hyperactivity Disorder, Behavior Disorders, Comparative Analysis
Rokeach, Alan; Wiener, Judith – School Mental Health, 2022
The purpose of this study was to identify predictors of friendship quality in adolescents with and without ADHD. The participants were 115 adolescents (61 ADHD, 54 non-ADHD), ages 13-18. The adolescents completed questionnaires assessing the quality of their relationships with their best friends, social perspective taking, anxiety and depression.…
Descriptors: Predictor Variables, Friendship, Clinical Diagnosis, Anxiety
Cooper, Kate; Russell, Ailsa; Calley, Steph; Chen, Huilin; Kramer, Jaxon; Verplanken, Bas – Autism: The International Journal of Research and Practice, 2022
Repetitive and restricted behaviours are a core feature of autism, and cognition in autistic individuals may also be repetitive and restricted. We aimed to investigate the relationship between repetitive behaviours and repetitive thinking. We predicted that autistic people would experience more repetitive, perseverative, visual and negative…
Descriptors: Autism, Pervasive Developmental Disorders, Correlation, Behavior Disorders
Paul Caldarella; Ross A. A. Larsen; Leslie Williams; Howard P. Wills – Journal of Positive Behavior Interventions, 2023
Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…
Descriptors: Teacher Student Relationship, Correlation, Prosocial Behavior, At Risk Students
Zachary G. Johnson; David Houchins; Kris Varjas; Eli Jimenez; Tracy McKinney – Education and Treatment of Children, 2024
Students with high incidence disabilities in the public school system often perform multiple grade levels below their typically developing peers in mathematics achievement. These students exhibit lower levels of on-task behavior that limits their access to effective instruction, thus requiring instructional interventions that personalize learning,…
Descriptors: Mathematics Achievement, Blended Learning, Students with Disabilities, Intervention
Siu, Michelle T.; Goodman, Sarah J.; Yellan, Isaac; Butcher, Darci T.; Jangjoo, Maryam; Grafodatskaya, Daria; Rajendram, Rageen; Lou, Youliang; Zhang, Rujun; Zhao, Chunhua; Nicolson, Rob; Georgiades, Stelios; Szatmari, Peter; Scherer, Stephen W.; Roberts, Wendy; Anagnostou, Evdokia; Weksberg, Rosanna – Journal of Autism and Developmental Disorders, 2021
Many neurodevelopmental disorders (NDDs) share common learning and behavioural impairments, as well as features such as dysregulation of the oxytocin hormone. Here, we examined DNA methylation (DNAm) in the 1st intron of the oxytocin receptor gene, "OXTR," in patients with autism spectrum (ASD), attention deficit and hyperactivity (ADHD)…
Descriptors: Genetics, Autism, Pervasive Developmental Disorders, Biochemistry
Naser, Shereen; Brown, Jeffery; Verlenden, Jorge – Contemporary School Psychology, 2018
A critical component of any school-based prevention program is early identification of student risk as reported by Lane et al. (Remedial and Special Education 32:39-54, 2011). While screening for academic risk has grown in the last decade, screening for behavioral risk has remained stagnant. Few schools systematically screen for behavioral and…
Descriptors: At Risk Students, Behavior Disorders, Emotional Disturbances, Screening Tests
Genachowski, Karen J.; Starin, Nina S.; Cummings, Colleen M.; Alvord, Mary K.; Rich, Brendan A. – Journal of Emotional and Behavioral Disorders, 2023
Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…
Descriptors: Educational Environment, Psychological Evaluation, Symptoms (Individual Disorders), Emotional Disturbances
Smith, Stephen W.; Poling, Daniel V.; Worth, Megan R.; Zhou, Sherry J.; Taylor, Gregory G. – Journal of Emotional and Behavioral Disorders, 2020
Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed…
Descriptors: Verbal Communication, Aggression, Grade 12, High School Teachers
