Comorbidity/Overlapping Between ADHD and PTSD in Relation to IQ Among Children of Traumatized/Non-Traumatized Parents

Daud, Atia; Rydelius, Per‐Anders

doi:10.1177/1087054708326271

Cited by 69 publications

(40 citation statements)

References 37 publications

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“…16,25,29,39,41 One study examined the prevalence of attention-deficit/hyperactivity disorder (ADHD), involving 80 Middle Eastern refugee children and adolescents in Sweden. 14 There was high prevalence of ADHD in students whose parents had experienced trauma (65% male, 30% female) but low prevalence in those whose parents had not (5% male, 10% female). 14 Most (90%) children with ADHD also met criteria for posttraumatic stress disorder (PTSD); and lower IQ was a risk factor for both ADHD and PTSD.…”

Section: Prevalence Of Learning Problemsmentioning

confidence: 92%

“…14 Most (90%) children with ADHD also met criteria for posttraumatic stress disorder (PTSD); and lower IQ was a risk factor for both ADHD and PTSD. 14 Two studies reported on the prevalence of oppositional defiant disorder/conduct disorder (ODD/ CD). 10,14 In the Swedish cohort of adolescent Iraqi refugees, the prevalence of ODD/CD was 7.5% in those whose parents had been exposed to trauma and 0% in those whose parents did not have trauma exposure.…”

Section: Prevalence Of Learning Problemsmentioning

confidence: 99%

“…14 Two studies reported on the prevalence of oppositional defiant disorder/conduct disorder (ODD/ CD). 10,14 In the Swedish cohort of adolescent Iraqi refugees, the prevalence of ODD/CD was 7.5% in those whose parents had been exposed to trauma and 0% in those whose parents did not have trauma exposure. 14 A US study of 144 Khmer adolescents found 30% had been reported at school for misconduct (eg, carrying a weapon, physical assault, swearing, stealing) and that misconduct was associated with higher exposure to trauma, male gender, and lower academic outcomes.…”

Section: Prevalence Of Learning Problemsmentioning

confidence: 99%

“…9,11,12,28,31,32,37 Parental support for education was identified as a protective factor for refugee adolescents. 28 However, although they valued education strongly, parental involvement in 10 (n = 144) 20 Mental health problems (from previous systematic reviews and meta-analysis) PTSD 11 (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17) (n = 260) 19-54 42 (n = 3003) 42 …”

Section: Individual Child and Home Environmentmentioning

confidence: 99%

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Learning Problems in Children of Refugee Background: A Systematic Review

2016

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CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE:To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. RESULTS:Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS:Studies are not generalizable to other cohorts. CONCLUSIONS:This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

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Section: Prevalence Of Learning Problemsmentioning

confidence: 92%

Section: Prevalence Of Learning Problemsmentioning

confidence: 99%

Section: Prevalence Of Learning Problemsmentioning

confidence: 99%

Section: Individual Child and Home Environmentmentioning

confidence: 99%

See 2 more Smart Citations

Learning Problems in Children of Refugee Background: A Systematic Review

2016

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“…The symptoms that reflect the overlap between ADHD and PTSD include irritability, excessive motor activity, learning disabilities, attention, the attentional shift and concentration difficulties, impulsive behavior, and exaggerated startle responses (Hervey et al, 2004; Daud and Rydelius, 2009), clearly demonstrating symptoms common to both disorders associated with EFs. Thus, alterations in the EFs due to ADHD may explain the high reporting of the disorder as a risk factor for developing PTSD, as suggested by several studies (Nigg et al, 2002; Martel and Nigg, 2006; Volkow et al, 2011).…”

Section: Post-traumatic Stress Disordermentioning

confidence: 99%

Executive Dysfunctions: The Role in Attention Deficit Hyperactivity and Post-traumatic Stress Neuropsychiatric Disorders

et al. 2016

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Executive functions (EFs) is an umbrella term for various cognitive processes controlled by a complex neural activity, which allow the production of different types of behaviors seeking to achieve specific objectives, one of them being inhibitory control. There is a wide consensus that clinical and behavioral alterations associated with EF, such as inhibitory control, are present in various neuropsychiatric disorders. This paper reviews the research literature on the relationship between executive dysfunction, frontalsubcortical neural circuit changes, and the psychopathological processes associated with attention deficit hyperactivity disorder (ADHD) and post-traumatic stress disorder (PTSD). A revision on the role of frontal-subcortical neural circuits and their presumable abnormal functioning and the high frequency of neuropsychiatric symptoms could explain the difficulties with putting effector mechanisms into action, giving individuals the necessary tools to act efficiently in their environment. Although, neuronal substrate data about ADHD and PTSD has been reported in the literature, it is isolated. Therefore, this review highlights the overlapping of neural substrates in the symptomatology of ADHD and PTSD disorders concerning EFs, especially in the inhibitory component. Thus, the changes related to impaired EF that accompany disorders like ADHD and PTSD could be explained by disturbances that have a direct or indirect impact on the functioning of these loops. Initially, the theoretical model of EF according to current neuropsychology will be presented, focusing on the inhibitory component. In a second stage, this component will be analyzed for each of the disorders of interest, considering the clinical aspects, the etiology and the neurobiological basis. Additionally, commonalities between the two neuropsychiatric conditions will be taken into consideration from the perspectives of cognitive and emotional inhibition. Finally, the implications and future prospects for research and interventions in the area will be outlined, with the intention of contributing scientific reference information that encompasses the knowledge and understanding of executive dysfunction and its relationship with these treated disorders.

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Attention Deficit Hyperactivity Disorder and Risk of Posttraumatic Stress and Related Disorders: A Prospective Longitudinal Evaluation in U.S. Army Soldiers

Howlett

Campbell‐Sills

Jain

et al. 2018

Journal of Traumatic Stress

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Cross-sectional associations between attention deficit hyperactivity disorder (ADHD) and posttraumatic stress disorder (PTSD) have been observed, but longitudinal studies assessing this association are lacking. This prospective study evaluated the association between predeployment ADHD and postdeployment PTSD among U.S. Army soldiers. Soldiers who deployed to Afghanistan were surveyed before deployment (T0) and approximately 1 month (T1), 3 months (T2), and 9 months (T3) after their return. Logistic regression was performed to estimate the association between predeployment ADHD and postdeployment (T2 or T3) PTSD among 4,612 soldiers with data at all waves and no record of stimulant medication treatment during the study. To evaluate specificity of the ADHD–PTSD association, we examined associations among predeployment ADHD, postdeployment major depressive episode (MDE), generalized anxiety disorder (GAD), and suicidal ideation. Weighted prevalence of ADHD predeployment was 6.1% (SE = 0.4%). Adjusting for other risk factors, predeployment ADHD was associated with risk of postdeployment PTSD, adjusted odds ratio (AOR) = 2.13, 95% CI [1.51, 3.00], p < .001, including incidence among soldiers with no predeployment history of PTSD, AOR = 2.50, 95% CI [1.69, 3.69], p < .001. ADHD was associated with postdeployment MDE, AOR = 2.80, 95% CI [2.01, 3.91], p < .001, and GAD, AOR = 3.04, 95% CI [2.10, 4.42], p < .001, but not suicidal ideation. Recognition of associations between predeployment ADHD and postdeployment PTSD, MDE, and GAD may inform targeted prevention efforts. Future research should examine whether treatment of ADHD is protective against PTSD and related disorders in trauma-exposed individuals.

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Comorbidity/Overlapping Between ADHD and PTSD in Relation to IQ Among Children of Traumatized/Non-Traumatized Parents

Cited by 69 publications

References 37 publications

Learning Problems in Children of Refugee Background: A Systematic Review

Learning Problems in Children of Refugee Background: A Systematic Review

Executive Dysfunctions: The Role in Attention Deficit Hyperactivity and Post-traumatic Stress Neuropsychiatric Disorders

Attention Deficit Hyperactivity Disorder and Risk of Posttraumatic Stress and Related Disorders: A Prospective Longitudinal Evaluation in U.S. Army Soldiers

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