Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Conduct Disorder01:28

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Reimagining Standardized Testing in a Prelicensure Nursing Program.

Nurse educator·2026
Same author

Exploring Treatment Mechanisms of the Resilient, Empowered, Active Living-Telehealth (REAL-T) Intervention.

Canadian journal of occupational therapy. Revue canadienne d'ergotherapie·2026
Same author

Physical and microbial root-zone factors underlying tomato wilt in long-term biofloc aquaponic systems.

PloS one·2026
Same author

Inhibition of NLRP3 Differentially Regulates Blood Pressure and Inflammation in Male versus Female DOCA-Salt Sprague Dawley Rats.

bioRxiv : the preprint server for biology·2026
Same author

Behavioral differences between infants at and not at elevated risk for autism during a contingency paradigm.

PloS one·2026
Same author

Integrating Wellness Into an End-of-Life Nursing Course.

Nurse educator·2025

Related Experiment Video

Updated: Jul 19, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

ADHD symptoms in children with FXS.

Kelly Sullivan1, Deborah Hatton, Julie Hammer

  • 1The University of North Carolina, Chapel Hill, North Carolina, USA.

American Journal of Medical Genetics. Part A
|October 6, 2006
PubMed
Summary

Boys with fragile X syndrome (FXS) show high rates of attention-deficit/hyperactivity disorder (ADHD) symptoms, with parents reporting inattentive symptoms more often than teachers. These ADHD symptoms are more prevalent in FXS compared to the general population.

More Related Videos

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Related Experiment Videos

Last Updated: Jul 19, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Neurodevelopmental Disorders
  • Genetics
  • Child Psychology

Background:

  • Fragile X syndrome (FXS) is a genetic disorder associated with intellectual disability and behavioral challenges.
  • Attention-deficit/hyperactivity disorder (ADHD) is frequently comorbid with FXS, but symptom presentation and diagnostic rates can vary.
  • Understanding ADHD symptom prevalence in FXS is crucial for accurate diagnosis and intervention.

Purpose of the Study:

  • To examine parent- and teacher-reported ADHD symptoms in children with FXS.
  • To compare ADHD symptom prevalence in FXS to a mental age-matched control group.
  • To investigate factors influencing ADHD diagnosis, such as rater and specific symptom subtypes.

Main Methods:

  • Utilized parent and teacher reports using problem behavior and DSM-IV symptom inventory questionnaires.
  • Included 63 boys with full mutation FXS and 56 MA-matched children without disabilities.
  • Analyzed data based on different scoring methods (continuous T-scores, categorical DSM-IV criteria) and symptom subtypes (inattentive, hyperactive).

Main Results:

  • 54-59% of boys with FXS met diagnostic criteria for ADHD (inattentive, hyperactive, or combined types).
  • Boys with FXS exhibited higher ADHD symptom scores and diagnostic rates than expected for the general population and MA-matched peers.
  • Parents reported higher ADHD-inattentive and hyperactive T-scores than teachers; parents were more likely to identify inattentive symptoms, while teachers were slightly more likely to identify hyperactive symptoms.

Conclusions:

  • ADHD symptoms are highly prevalent in boys with FXS, exceeding general population rates.
  • Discrepancies in parent and teacher ratings highlight the importance of multi-rater assessments for ADHD in FXS.
  • Lower FMRP levels correlated with teachers rating boys as meeting ADHD criteria, suggesting a biological link.