This study aims to evaluate the effect of employing infographics in higher education, specifically with regard to students' interactions and their perception of the meaning of transferred information. This evaluation was presented through lectures at Applied Sciences Private University in Jordan and two other selected colleges (one scientific and the other humanistic) to compare the two variables applied in this study. To achieve this object infographic materials were developed by researcher and guided by (ASSURE) instructional model to present the lectures to the two experimental groups by infographic method through two selected courses from Information Technology College and Business College. Meanwhile, two control groups were taking the same courses in deferent class by conventional method. In addition, the total of participants was (138 students) and that includes all students of the experimental and control groups. Furthermore, a post-test questionnaire was involved to experimental groups to measure their interaction and perception after presenting lectures by infographic materials. The findings of this study show that infographics have a positive and strong impact on students' interaction and perception. Furthermore, a comparison shows that the students of the scientific and humanistic colleges had different effect of interaction. However, infographics have a similar effect on perception in both colleges.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders. Several studies have confirmed the co-existence of other neuropsychiatric disorders with ADHD. Out of 106 individuals suspected to have ADHD, eight Saudi Arabian pediatric patients were diagnosed with ADHD using a dual assessment procedure based on highly significant scores from the international criteria for diagnosis; (full form DMS) DSM-5. Then, these patients were examined for the co-existence of autism and ADHD using different international diagnostic protocols. Four patients with combined ADHD and autism and four ADHD patients without autism were examined for the presence of genetic variants. Six variants (chr1:98165091, chr6:32029183, chr6:32035603, chr6:32064098, chr8:2909992, chr16:84213434) were identified in 75% of the patients with ADHD and autism, indicating that these genes may have a possible role in causing autism. Five variants (The chr2:116525960, chr15:68624396, chr15:91452595, chr15:92647645, and chr16:82673047) may increase to the severity of ADHD. This study recommends screening these eleven variants in ADHD cases and their relevant controls to confirm the prevalence in the Saudi population. It is recommended that future studies examine the 11 variants in detail.

Background: Attention-deficit hyperactivity disorder (ADHD) is a widespread and debilitating disorder with relatively high prevalence in Saudi Arabia. Neuropsychological and radiological investigations have revealed that there are some differences in the components of the brain regions in children with and without ADHD. In this study we have performed whole exome sequencing (WES) in four non-familial cases of ADHD from Makkah Region to identify the genetic polymorphisms associated with the disease in our Saudi population. Methods: Exome sequencing was carried out using Ion Proton with AmpliSeq Exome library methods, and the data were analysed by Ion Reporter 5.6 software. Results: A total of 33 variants were identified from 222 genes selected from the GWAS catalogue for ADHD associated genes. However, the SNPs we identified in these genes were not reported to be associated with ADHD in previous studies. We have identified 2 novel missense variants; one in c.