Attention-deficit hyperactivity disorder and posttraumatic stress disorder

Weinstein, Dan; Staffelbach, Darlene; Biaggio, Maryka

doi:10.1016/s0272-7358(98)00107-x

Cited by 178 publications

(123 citation statements)

References 46 publications

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“…Traumatic experiences may lead to ADHD symptoms [1,2], although it is difficult to distinguish ADHD from dissociative symptoms [3] and PTSD [4]. Consistent with these latter studies, we found that PTSD symptoms and dissociative symptoms were more common in adults with ADHD when compared with healthy controls.…”

Section: Discussionsupporting

confidence: 87%

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Childhood abuse and neglect in adult attention-deficit/hyperactivity disorder

Semiz

Öner

Çengiz

et al. 2017

Psychiatry and Clinical Psychopharmacology

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Objective: Although it has been suggested that attention-deficit/hyperactivity disorder (ADHD) is common in children who were abused and that ADHD can be a risk factor for abuse itself, there are very few studies which investigated whether adult ADHD is associated with childhood abuse and neglect. The aim of this study was to fill this gap in the literature. Method: Seventy adults with DSM-IV ADHD diagnosis and 70 healthy control subjects were included in the study. We used Adult ADHD Self Rating Scale (ASRS) and Wender Utah Rating Scale (WURS) to support the diagnosis. All subjects were assessed using Childhood Trauma Questionnaire (CTQ), Adverse Childhood Experiences (ACE) Scale, Post-traumatic Stress Disorder Checklist (PCL), Dissociative Experiences Scale (DES), and Symptom Checklist-90-Revised. Results: ADHD subjects had higher ASRS inattentiveness, hyperactivity/impulsivity, WURS, and Symptoms Checklist-90 (SCL-90) General Symptom Index scores than controls. ADHD group also had higher PCL, DES and ACE scores. In CTQ, ADHD subjects had higher emotional abuse and neglect scores than control subjects. ASRS and WURS scores were correlated with PCL, ACE, CTQ Emotional Abuse, and DES scores; WURS score was also correlated with CTQ Physical Abuse and Neglect scores. Regression analysis indicated that general level of psychopathology was most significantly associated with DES and PCL scores. Conclusions: Results suggested that ADHD cases were more commonly exposed to emotional abuse and neglect. They had significantly more dissociative experiences and reported Posttraumatic Stress Disorder (PTSD) symptoms more frequently. The results pointed to the importance of childhood traumatic and adverse experiences in adults with ADHD. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 87%

“…Several studies have suggested that Post-traumatic Stress Disorder (PTSD) symptoms and dissociative experiences are more common in individuals with ADHD. It has been shown that ADHD symptoms can emerge after traumatic experiences in children [1,2] although it is difficult to distinguish ADHD from dissociative symptoms [3] and PTSD [4].…”

Section: Introductionmentioning

confidence: 99%

Childhood abuse and neglect in adult attention-deficit/hyperactivity disorder

Semiz

Öner

Çengiz

et al. 2017

Psychiatry and Clinical Psychopharmacology

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“…These factors may interact and do not always imply causality. They range from divorce (Allen, 2010), poverty (Russell, Ford, Rosenberg, & Kelly, 2013), parenting styles (Johnston, Mash, Miller, & Ninowski, 2012), low maternal education, lone parenthood and reception of social welfare ((Hjern, Weitoft, & Lindblad, 2010), sexual abuse (Weinstein, Staffelbach, & Biaggio, 2000), lack of sleep (Thakkar, 2013), heritability (Larsson, Chang, D’Onofrio, & Lichtenstein, 2013) and perinatal issues (Schmitt & Romanos, 2012) to eczema (Schmitt, Buske-Kirschbaum, & Roessner, 2010), artificial food additives (McCann et al, 2007), mobile phone use (Byun et al, 2013) and growing up in areas with low solar intensity (Arns, van der Heijden, Arnold, & Kenemans, 2013). All these factors and more may play a role when a particular child exhibits impairing hyperactive and inattentive behaviours, and there is no conclusive cause of ADHD.…”

Section: There Is No Single Cause Of Adhdmentioning

confidence: 99%

ADHD: a critical update for educational professionals

Meerman

Batstra

Grietens

et al. 2017

International Journal of Qualitative Studies on Health and Well

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A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These “need to knows” show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also—and justifiably better—be framed as part of education’s primary mission of professionalized socialization.

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“…Besides, as regards second or foreign language learning, many researchers have been done in order to deal with language learning strategies (LLS).These researches had a feasible goal, was the identification of the ways of enhancing the language learner to become more self-directed, resourceful, effective, and flexible in their learning. Consequently, the invaluable importance of learning strategies has been emphasized as a rudimentary factor in order to overcome the difficulties of L2 learning (O'Malley & Chamott, 1990; Weinstein et al, 2000;Hall, 2000).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies and Vocabulary Size of Iranian EFL Learners

Ansarin¹,

Zohrabi²,

Zeynali³

2012

TPLS

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Abstract-The present study aimed to determine the relationship between language learning strategies and vocabulary size in Iranian EFL learners. Therefore, 150 Zoha English Language Learners were given Oxford university and Cambridge university placement test. Oxford strategies inventory for language learning (SILL) were used, as well. According to Brown (2000) taxonomy, three classification of strategies as metacognitive, cognitive, social/affective strategies were included in the present study. Besides, Vocabulary Size Test based on the Norbert Schmitt's test, to measure the vocabulary size by assessing the learners' basic knowledge of common meaning of words in order to the relationship between language learning strategies and vocabulary size would be distinguished. After the data have been elicited, the results were statistically analyzed by using SPSS software. The statistical study of the three proficiency levels manifest that the mean and standard deviation of metacognitive strategy is the most frequently used among others. It is also, understood that the employment of F-Test demonstrates that advanced proficiency level learners use the language learning strategies more than others. Furthermore, it is proved that advanced level learners have higher vocabulary size in relation to other proficiency levels. The findings of present study will be advantageous to English language teachers to develop effective vocabulary teaching and to provide learners with variety of successful language learning strategies.Index Terms-language learning strategy, vocabulary size I. BACKGROUND Learning a second or foreign language requires the manipulation of four main skills, namely, listening, reading, speaking, and writing which lead to effective communication. It is obvious that vocabulary is an indispensible part of any communication, so without a vocabulary, no meaningful communication can take place and meaningful communication relies heavily on vocabulary. One fundamental factor is the amount of vocabulary an individual possesses. Therefore, vocabulary forms the meaningful part of any language (McCarthy, 1988; as cited in Hamzah, Kafipour, & Kumar Abdullah, 2009).Vocabulary is the group of words that a person or a group of people knows how to use. Your vocabulary is all the words you know and use regularly. Vocabulary is a group or stock of words used in a particular way by a certain group of people regarding their language. It is important and it is vital to communicate with others and understand what one is reading. It is obvious that information, which is known as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, their surrogates, other adults, books or films use to guide them into contemplating known concepts in novel ways in order to learn something new.Second language (L2) acquisition depends crucially on the development of a strong vocabulary. In second language acquisition (SLA), a sub-discipline known as...

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Attention-deficit hyperactivity disorder and posttraumatic stress disorder

Cited by 178 publications

References 46 publications

Childhood abuse and neglect in adult attention-deficit/hyperactivity disorder

Childhood abuse and neglect in adult attention-deficit/hyperactivity disorder

ADHD: a critical update for educational professionals

Language Learning Strategies and Vocabulary Size of Iranian EFL Learners

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