Childhood Hyperactivity

Schachar, Russell

doi:10.1111/j.1469-7610.1991.tb00007.x

Cited by 128 publications

(91 citation statements)

References 191 publications

(248 reference statements)

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“…Por outro lado, a presença deste transtorno relaciona-se a risco futuro de delinqüência juvenil e comportamento anti-social, mas não de MDE, exceto se associado a TDAH. Lilienfeld e Waldman (1990), bem como Schachar (1991), já haviam chegado a resultados semelhantes.…”

Section: Desempenho Escolar E Tdahunclassified

Desempenho escolar e transtorno do déficit de atenção e hiperatividade

Pastura¹,

Mattos²,

Araujo³

2005

Rev. psiquiatr. clín.

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ResumoObjetivo: esta revisão visa fornecer aos pediatras, neurologistas infantis e psiquiatras infantis noções atualizadas sobre a relação entre desempenho escolar e transtorno do déficit de atenção e hiperatividade (TDAH). Fonte de dados: revisão abrangente não-sistemática da literatura médica sobre a relação entre desempenho escolar e TDAH. Síntese de dados: os dados da literatura demonstram que o TDAH, principalmente o tipo desatento está relacionado a mau desempenho escolar. Conclusões: crianças com TDAH estão sob risco de mau-desempenho escolar e devem receber cuidados especiais.Palavras-chave: Transtorno do déficit de atenção e hiperatividade, baixo rendimento escolar, criança, adolescente. AbstractObjective: This review aims at providing Pediatricians, Pediatric Neurologists and Psychiatrists an update on the relationship between scholar achievement and Attention Deficit Hyperactivity Disorder. Sources: Data was obtained by a comprehensive, non-systematic review of medical literature. Summary of the findings: Data obtained from literature shows that Attention Deficit Hyperactivity Disorder, specially inattentive subtype, is related to underachievement. Conclusions: Children with Attention Deficit Hyperactivity Disorder are at risk for underachievement and must receive special care. Key-words: Attention deficit hyperactivity disorder, underachievement, child, adolescent. School Achievement and Attention Deficit Hyperactivity DisorderIntrodução O transtorno do déficit de atenção e hiperatividade (TDAH) repercute na vida da criança e do adolescente levando a prejuízos em múltiplas áreas, como a adaptação ao ambiente acadêmico, relações interpessoais e desempenho escolar (Arnold e Jensen, 1995;Barkley, 1996). Estes são denominados sintomas não-cardinais do TDAH, ou seja, embora não imprescindíveis para o diagnóstico, freqüentemente, fazem parte das queixas do portador (Mercugliano 1999). As repercussões do mau desempenho escolar (MDE) na vida do aluno com TDAH,

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Section: Desempenho Escolar E Tdahunclassified

Desempenho escolar e transtorno do déficit de atenção e hiperatividade

Pastura¹,

Mattos²,

Araujo³

2005

Rev. psiquiatr. clín.

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“…It might be thought that the application of molecular genetic techniques to individual temperamental traits of uncertain meaning is premature and that it would be better to wait until psychopathologists have sorted out, for example, what is involved in sensation seeking (Zuckerman, 1994), which neuropsychological functions provide the basic deficit in ADHD (Barkley, 1997;Schachar, 1991;Schachar et al, 1993), and indeed how the diagnostic category itself should be conceptualized and measured Taylor et al, 1991). Certainly it is the case that the difficulties of phenotypic definition have been a major stumbling block in psychiatric genetic research.…”

Section: Questions Regarding Psychopathological Patternsmentioning

confidence: 99%

“…Traditionally, heterogeneity in the field of psychopathology has been considered primarily in terms of diagnostic boundaries. Thus, with respect to hyperkinetic and attention deficit disorders, the debates and disputes have focused on issues such as whether broad or narrow definitions are preferable, the role of impulsivity in diagnosis, and whether disorders characterized mainly by inattention are part of the same diagnostic concept (Bloomingdale & Sergeant, 1988;Schachar, 1991;Schachar, Tannock, & Logan, 1993;Taylor, Sandberg, Thorley, & Giles, 1991). Discussion has tended to concentrate on attempts to determine the one underlying deficit that integrates the multiple facets of the clinical syndrome (Barkley, 1997).…”

Section: Questions Regarding Psychopathological Patternsmentioning

confidence: 99%

Child Development, Molecular Genetics, and What to Do with Genes Once They Are Found

Plomin¹,

Rutter²

1998

Child Development

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Genes associated with behavioral dimensions and disorders are beginning to be identified. Although it is difficult and expensive to find genes associated with behavior, it is relatively easy and inexpensive to use genes that have already been identified. We describe how genes are found, but the main goal of this article is to outline what developmentalists can do with genes once they are found and, hence, to encourage the use of DNA markers in developmental research. We suggest that genes can be used to answer questions about developmental continuities, about psychopathological patterns, and about environmental risk mechanisms. Developmental questions include the causal mechanisms involved in heterotypic continuity. Questions on psychopathological patterns address heterogeneity (Do gene‐behavior associations apply to disorders or to separate components representing risk or protective factors?), comorbidity (Are gene‐behavior associations diagnosis‐specific?), and the links between normality and disorder (Does a gene‐behavior association for a disorder extend to related dimensions of normal variation and vice versa?). Questions about environmental risk mechanisms are informed by study of gene‐environment interaction (Are individuals who are at genetic risk more sensitive to specific psychosocial risks?) and gene‐environment correlation (Are individuals who are at genetic risk more likely to be exposed to psychosocial risk?).

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“…The efficacy of these drugs in alleviating the symptoms of ADHD in around 80% of cases has been well documented (Barkley, 1998;Campbell et al, 1989;Erickson, 1987;Jarman, 1996;Schachar, 1991;Solanto, 1998). They improve attention, concentration and self-control, while reducing impulsive behaviour, restlessness, motor overactivity and aggression (Barkley, 1995(Barkley, , 1998Campbell et al, 1989;Jarman, 1996;Wood, 1995).…”

mentioning

confidence: 91%

“…Most recently, disinhibition has come to be seen as a core deficit in ADHD (Barkley, 1996(Barkley, , 1997Pennington & Ozonoff, 1996;Quay, 1997;Schachar, 1991;Tannock, 1998), but there is disagreement about the precise nature of this deficit and several different inhibitory dysfunction models of ADHD have been proposed (Quay, 1988(Quay, , 1997Schachar et al, 1995;Schachar & Logan, 1990;Barkley, 1996Barkley, , 1997Sonuga-Barke, 1994;Sonuga-Barke et al, 1992a, 1992bVan der Meere, 1996). In each of these models, a primary deficit in inhibition is hypothesised to be responsible for the myriad of attentional and behavioural problems associated with ADHD.…”

mentioning

confidence: 96%