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

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

Published on: June 12, 2020

Inattention, hyperactivity, oppositional-defiant symptoms and school failure.

Maria Antonia Serra-Pinheiro¹, Paulo Mattos, Maria Angélica Regalla

¹Instituto de Psiquiatria, Universidade Federal do Rio de Janeiro, Rio de Janeiro RJ, Brasil. totasp@hotmail.com

Arquivos De Neuro-Psiquiatria

|December 23, 2008

Summary

Inattention, a core symptom of ADHD, strongly predicts school failure. Hyperactivity/impulsivity and oppositional defiant disorder symptoms do not significantly impact academic performance when inattention is considered.

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

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

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

Published on: April 1, 2018

Area of Science:

Child Psychology
Neurodevelopmental Disorders
Educational Psychology

Background:

Attention-deficit hyperactivity disorder (ADHD) is frequently linked to academic difficulties, with inattention (IN) being the primary suspected factor.
The role of oppositional-defiant disorder (ODD) in academic performance is less clear due to its high comorbidity with ADHD.

Purpose of the Study:

To investigate the independent contributions of inattention (IN), hyperactivity/impulsivity (H/I), and ODD to school failure.
To clarify the relationship between these ADHD-related symptoms and academic outcomes.

Main Methods:

SNAP-IV questionnaires were administered to parents and teachers of 241 sixth-grade students.
Statistical analyses were performed to assess the correlation between symptom scores (OP, H/I, IN) and school year failure.

Main Results:

Inattention (IN) demonstrated a significant positive correlation with school failure.
Hyperactivity/impulsivity (H/I) and oppositional defiant (OP) symptoms were not significantly associated with school failure after controlling for inattention.

Conclusions:

Oppositional defiant (OP) and hyperactivity/impulsivity (H/I) symptoms are not significant predictors of school failure when inattention is accounted for.
Inattention (IN) emerges as a robust, cross-culturally relevant predictor of school failure, underscoring its critical impact on academic success.