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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.
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;...
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.
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...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

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

Published on: June 12, 2020

Developmental and behavioral disorders grown up: attention deficit hyperactivity disorder.

Kevin M Antshel1, Russell Barkley

  • 1Department of Psychiatry and Behaviorial Sciences, State University of New York, Upstate Medical University, Syracuse, NY 13210, USA. AntshelK@upstate.edu

Journal of Developmental and Behavioral Pediatrics : JDBP
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Summary

This case study highlights the challenges faced by a college student with Attention Deficit Hyperactivity Disorder-Combined Type (ADHD-C). Inconsistent stimulant medication use impacts academic performance and social relationships.

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
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Published on: April 1, 2018

Area of Science:

  • Neurodevelopmental disorders
  • Clinical psychology
  • Adolescent and adult psychiatry

Background:

  • Attention Deficit Hyperactivity Disorder-Combined Type (ADHD-C) is a neurodevelopmental disorder.
  • Early diagnosis and treatment are crucial for managing ADHD symptoms.
  • Long-term outcomes in adults with ADHD-C require further investigation.

Observation:

  • The subject, a 22-year-old male college student, was diagnosed with ADHD-C in second grade.
  • He exhibits inconsistent stimulant medication adherence.
  • Academic performance is variable, with a 2.1 GPA in his first year of college.
  • He has a history of job instability and difficulties maintaining friendships.
  • Substance experimentation (alcohol, marijuana) began in adolescence.
  • An alcohol-related dormitory incident led to his departure.

Findings:

  • Inconsistent stimulant use correlates with academic challenges and social difficulties.
  • ADHD-C symptoms may persist into adulthood, affecting multiple life domains.
  • Comorbid behavioral issues and substance use can complicate ADHD management.

Implications:

  • This case underscores the importance of consistent ADHD treatment adherence in young adults.
  • Interventions addressing social skills and substance use may be beneficial.
  • Further research is needed on the long-term impact of ADHD-C on postsecondary education and career trajectories.