ADHD

Question 1

atypical development

Answer 1

delay in the emergence of a behaviour or the child presents differently

Question 2

development disorder

Answer 2

one that begins in early years

can affect a single development area or multiple

Question 3

ADHD

Answer 3

hyperactive and/or impulsive

3.62% boys
0.85% girls
about 5% in total

diagnosed as children, only 15% retain full ADHD in adulthood (age 25)
65% either ADHD or partial remission

Question 4

classification of symptoms

Answer 4

inattentive, hyperactive or both

several inattentive or hyperactive impulsive symptoms before 12
present in more than one loacation
interfere with quality of life
symptoms not exclusive to another disorder

six (or more) symptoms have persisted 6 months to a degree that is inconsistent with development level and negatively impacts

Question 5

comorbidity

Answer 5

motor coordination - less coordinated (60%)
IQ - often perform less well
academic attainment - younger children less ready for school
sleep - more sleep disturbances (2 x more likely)
social issues - less likely to make friends

Question 6

causes

Answer 6

genes - highly heritable (2-8 x increase)

environment - link between environment and genes
atypical cortisol levels

parents - chaotic and disorganised parenting

diet - NO link to sugar

neuropsychology

• cognitive dysregulation (Nigg, 2001)
• delay aversion (Sonuga-Barke et al (1996)

Question 7

cognitive dysregulation

Answer 7

Nigg (2001)

behaviour stems from lack of planning, forethought and control

Question 8

delay aversion

Answer 8

Sonuga-Barke et al (1996)
when a child has control over the environment = minimise delay by being impulsive
when they don’t have control = hyperactive

Question 9

new forest parent program

Answer 9

Sonuga-Barke et al, 2001

designed to address core symptoms and target parenting skills

4 components: 
psycho education
parent child relationship
behaviour training and limit testing
attention training

Question 10

triple-p positive parenting program

Answer 10

Sanders et al (2000)
17 core child management strategies
10 = competence and development
7 = limit setting and managing disruptive behaviour

Question 11

teacher training

Answer 11

work with child, parents and teachers

positive reinforcement
concrete learning techniques (building on creativity)
speaking to child - addressing by name, making eye contact, saying what not to do and why, step by step instructions

Question 12

cognitive behavioural training

Answer 12

setting rules
clear commands
reward system
change disciplinary techniques with age
use system at home and school

Question 13

neuroscience explanation

Answer 13

dopamine (control)/norepinephrine (stress) levels
imbalance or lack of dopamine in the brain

Ritalin used to treat - stimulates CNS

Question 14

adult life

Answer 14

structure - need structure and guidance
jobs - creative jobs
decline in symptoms - could be due to addition of structure