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Download full textEl Saied El Banna, Adel; Eissa Saad, Mourad Ali – International Journal of Psycho-Educational Sciences, 2019
Attention Deficit Hyperactivity Disorder is a common neurodevelopmental disorder. This article examines attention-deficit/hyperactivity disorder. The focus is on the Diagnostic Criteria in DSM-5, age of onset, gender differences diagnostic features, prevalence, differential diagnosis, risk and prognostic factors and comorbidity are discussed.
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Evaluation Criteria, Age Differences
Direct linkShea, Lynne C.; Hecker, Linda; Lalor, Adam R. – National Resource Center for the First-Year Experience and Students in Transition, 2019
Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students' academic and social adjustment, some students will choose not to identify as having a disability or request…
Descriptors: College Students, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Autism
El Saied El Banna, Adel; Eissa Saad, Mourad Ali – Online Submission, 2019
Attention Deficit Hyperactivity Disorder is a common neurodevelopmental disorder. This article examines attention-deficit/hyperactivity disorder. The focus is on the Diagnostic Criteria in DSM-5 ["Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition"], age of onset, gender differences diagnostic features, prevalence,…
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Evaluation Criteria, Age Differences
Peer reviewedMana, Adi; Saka, Noa; Dahan, Orit; Ben-Simon, Anat; Margalit, Malka – Learning Disability Quarterly, 2022
This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18-35 years) at 25 higher education institutions in Israel. Participants were…
Descriptors: Social Support Groups, Learning Problems, College Students, Students with Disabilities
Kwon, Soo Jin; Kim, Yoonjung; Kwak, Yeunhee – Journal of American College Health, 2022
Objective: This study examined the relationship between attention-deficit hyperactivity disorder ((ADHD)) symptoms, smartphone addiction, and poor sleep quality in university students, and identified factors affecting ADHD symptoms. Participants: Data were collected from 197 students from March to June 2017. Methods: We adopted a descriptive…
Descriptors: Attention Deficit Hyperactivity Disorder, Telecommunications, Handheld Devices, Addictive Behavior
Faja, Susan; Clarkson, Tessa; Gilbert, Rachel; Vaidyanathan, Akshita; Greco, Gabriella; Rueda, M. Rosario; Combita, Lina M.; Driscoll, Kate – Autism: The International Journal of Research and Practice, 2022
This randomized, controlled study examined the initial efficacy of an executive function training program for children with autism spectrum disorder. Seventy 7- to 11 year-olds with autism spectrum disorder and intelligence quotients [greater than or equal to]80 were randomly assigned to receive a web-based set of executive function training games…
Descriptors: Autism, Pervasive Developmental Disorders, Executive Function, Training
Relational Competence Regarding Students with ADHD -- An Intervention Study with In-Service Teachers
Ewe, Linda Plantin; Aspelin, Jonas – European Journal of Special Needs Education, 2022
Research suggests that supportive teacher-student relationships are a prerequisite for student development. Developing such relationships requires teachers to observe, interpret, and reflect on teacher-student interactions and on teachers' relational competence in practice. Although teacher-student relationships are especially challenging with…
Descriptors: Students with Disabilities, Attention Deficit Hyperactivity Disorder, Teacher Student Relationship, Interaction
Chadwick, Zoe; Edmondson, Amanda; McDonald, Sarah – Support for Learning, 2022
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12-15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative…
Descriptors: Animals, Intervention, Therapy, Mental Health
Lagacé-Leblanc, Jeanne; Massé, Line; Rousseau, Nadia – Journal of Postsecondary Education and Disability, 2022
Few qualitative studies have focused on the experiences of students with attention-deficit/hyperactivity disorder (ADHD) pursuing postsecondary education, and in particular, how their academic difficulties manifest themselves. This study provides a better understanding of how ADHD affects students in their studies. In-depth interviews were…
Descriptors: College Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Emotional Response
de Villiers, Zandra; Barnard, Elna – Perspectives in Education, 2022
South Africa's policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers'…
Descriptors: Grade 1, Elementary School Teachers, Teaching Experience, Students with Disabilities
Fabiano, Gregory A.; Naylor, Justin; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Wymbs, Frances; Garefino, Allison; Mazzant, Jessica Robb; Sastry, Amber L.; Tresco, Katy E.; Waschbusch, Daniel A.; Massetti, Greta M.; Waxmonsky, James – School Mental Health, 2022
Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Student Behavior, Summer Programs
Andrew E. Koepp; Elizabeth T. Gershoff – Society for Research on Educational Effectiveness, 2022
Teachers frequently rate boys as more hyperactive/impulsive than girls and Black children more than White children (DuPaul et al., 2016; Miller et al., 2009). Do these ratings reflect true differences in their behavior? Researchers have compared parent and teacher reports (Miller et al., 2009), but is hard to draw conclusions from such comparisons…
Descriptors: Teacher Attitudes, Parent Attitudes, Hyperactivity, Conceptual Tempo
Margaret H. Sibley; Mercedes Ortiz; Alexandria Rios-Davis; Courtney A. Zulauf-McCurdy; Paulo A. Graziano; Leonard Bickman – Administration and Policy in Mental Health and Mental Health Services Research, 2022
Community implementation of evidence-based practices (EBPs) for Attention Deficit/Hyperactivity Disorder (ADHD) is greatly lacking. A recent randomized community-based trial of an EBP for ADHD (Supporting Teens' Autonomy Daily; STAND) demonstrated suboptimal implementation and effectiveness outcomes. In the present study, we conducted an…
Descriptors: Stakeholders, Attention Deficit Hyperactivity Disorder, Evidence Based Practice, Barriers
Monteiro, Elissa M. – Psychology in the Schools, 2023
Teachers play an essential role in supporting children with attention-deficit hyperactivity disorder (ADHD) and are often responsible for implementing the classroom-based interventions designed to bolster the academic and behavioral success, and the socio-emotional development of children with ADHD in schools. Unfortunately, several studies…
Descriptors: Teacher Role, Attention Deficit Hyperactivity Disorder, Intervention, Social Emotional Learning
Jerry L. Pitts Jr. – ProQuest LLC, 2023
The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto's theory of student persistence, as it suggested the more…
Descriptors: Phenomenology, Academic Persistence, Online Courses, Doctoral Programs
