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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.
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To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the recognition that people have...
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.
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Conduct Disorder01:28

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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;...
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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.
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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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Published on: June 12, 2020

Diagnosing ADHD in adolescence.

Margaret H Sibley1, William E Pelham1, Brooke S G Molina2

  • 1Department of Psychology, Center for Children and Families, Florida International University.

Journal of Consulting and Clinical Psychology
|December 14, 2011
PubMed
Summary
This summary is machine-generated.

Diagnosing attention-deficit/hyperactivity disorder (ADHD) in adolescents requires focusing on impairment over symptom thresholds. Combined parent and teacher reports are most effective for accurate ADHD diagnosis in this age group.

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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)

Published on: March 12, 2020

Area of Science:

  • Child and Adolescent Psychiatry
  • Neurodevelopmental Disorders
  • Clinical Psychology

Background:

  • Current practice parameters for diagnosing attention-deficit/hyperactivity disorder (ADHD) present practical challenges when applied to adolescents.
  • Adolescent-specific issues in diagnosis include self- versus informant ratings, diagnostic thresholds, and retrospective symptom reporting.

Purpose of the Study:

  • To examine adolescent-specific practical problems in current ADHD diagnostic parameters.
  • To inform recommendations for improving the diagnosis of ADHD in adolescents.

Main Methods:

  • Utilized data from the Pittsburgh ADHD Longitudinal Study (PALS).
  • Examined parent, teacher, and self-reports of symptoms and impairment in 164 adolescents with childhood ADHD and 119 demographically similar controls.
  • Analyzed diagnostic criteria adherence, symptom reporting, and impairment levels.

Main Results:

  • 70% of childhood ADHD cases met adolescent diagnostic criteria; 17% had impairment without meeting criteria.
  • Combined parent and academic teacher reports were the optimal information source.
  • Adolescents with ADHD showed few hyperactivity/impulsivity symptoms, suggesting a need to revise diagnostic thresholds.
  • Emphasis on impairment over symptom threshold improved identification of persistent ADHD.

Conclusions:

  • Findings support revised recommendations for diagnosing ADHD in adolescents.
  • Clinical practice should consider impairment and utilize combined informant reports for accurate diagnosis.