196 research outputs found
The impact of idle time in the classroom: differential effects on children with ADHD
No full textObjective: Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings. Method: This study investigated the differential impact of classroom “idle time”—periods when students are not actively engaged or waiting for a task—on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days. Results: Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates (p < .05). Conclusion: Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children
Altered circadian profiles in attention-deficit/hyperactivity disorder: an integrative review and theoretical framework for future studies
No full textAbstract: Disruptions in the sleep-wake cycle and the circadian system have been found in a wide range of psychiatric disorders and are generally correlated with clinical severity and diminished quality of life. Emerging evidence suggests similar disturbances may be found in attention-deficit/hyperactivity disorder (ADHD). Here we review the available literature on across the day fluctuations in ADHD-related processes in terms of; (i) time of day effects on behavior and activity; (ii) morningness-eveningness chronotypology; (iii) sleep/wake rhythms; and (iv) rhythmicity in neuroendocrine and neurophysiological responsiveness. On this basis, we propose a neurobiological framework to guide future study, which sees circadian effects in ADHD, along with other aspects of ADHD arousal-related deficits (e.g., cognitive energetic deficits), as being the result of dysregulated locus coeruleus function. Based on this perspective specific recommendations for future research are presented. (C) 2012 Elsevier Ltd. All rights reserved
The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates
No full textClassroom inattentiveness is an important reason for clinical referral of children with ADHD and a strong predictor of their educational achievement. This study investigates classroom on-task behavior of Flemish children with ADHD withdrawn from medication as a function of instructional context. Thirty-one pairs of children (one with ADHD and one age- and sex-matched control; 25 boys and 6 girls 6 to 12 years of age) were observed in their classroom environment during two consecutive school days. On-task behavior (time on-task and on-task span) of ADHD and non-ADHD individuals was compared in different class contexts (i.e., different class structures and academic content types). Individualized teacher supervision was simultaneously assessed. Generalized estimation equation analyses showed that children with ADHD were significantly less on-task than controls during individual work and whole class group teaching, but not during small group work, and had significantly shorter on-task span during academic tasks (mathematics, language, and sciences) and instructional transitions between tasks, but not during music and arts. These effects persisted even after controlling for the higher levels of teacher supervision observed for ADHD pupils (7%) across all contexts (vs. 4% in controls). Findings suggest that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them. This finding may have initial implications for classroom interventions in this population
A state-of-the-art metagenomic view on the virome of honey bees (Apis mellifera) in Belgium
No full textSpoedeisende psychiatrische hulp voor kinderen en adolescenten
No full textX, 177p.ill.Steeds meer kinderen en jongeren hebben dringende psychiatrische hulp nodig. Deze hulp kan het beste worden gegeven via een geïntegreerde aanpak,en niet door aparte afdelingen, stelt het Federaal Kenniscentrum voor de Gezondheidszorg (KCE). Het KCE onderzocht samen met Universiteit Antwerpen de problematiek. België heeft behoefte aan 15 geïntegreerde functies, minstens 1 per provincie. De noodhulp moet op elk moment beschikbaar zijn en wordt bij voorkeur gegeven binnen de leefomgeving van de minderjarige
Een state-of-the-art metagenomische kijk op het viroom in honing bijen (Apis mellifera) in België
No full textstatus: Publishe
- …
