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0.8–1.5% (2019, using DSM-IV-TR and ICD-10) [ 2] Attention deficit hyperactivity disorder ( ADHD) is a neurodevelopmental disorder characterised by executive dysfunction occasioning symptoms of inattention, hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and ...
5.1% (hypothesized [ 1]) Cognitive disengagement syndrome ( CDS) is a syndrome characterized by developmentally-inappropriate, impairing and persistent levels of decoupled attentional processing from the ongoing external context and resultant hypoactivity. Symptoms often manifest in difficulties with staring, mind blanking, withdrawal, mental ...
Attention deficit hyperactivity disorder predominantly inattentive (ADHD-PI or ADHD-I), [3] is one of the three presentations of attention deficit hyperactivity disorder (ADHD). [4] In 1987–1994, there were no subtypes or presentations and thus it was not distinguished from hyperactive ADHD in the Diagnostic and Statistical Manual (DSM-III-R).
v. t. e. The Vanderbilt ADHD Diagnostic Rating Scale ( VADRS) is a psychological assessment tool for attention deficit hyperactivity disorder (ADHD) symptoms and their effects on behavior and academic performance in children ages 6–12. This measure was developed by Mark L Wolraich at the Oklahoma Health Sciences Center [ 1] and includes items ...
In 1980, the DSM-III introduced the term "ADD (Attention-Deficit Disorder) with or without hyperactivity." That terminology (ADD) technically expired with the revision in 1987 to ADHD in the DSM-III-R. In the DSM-IV, published in 1994, ADHD with sub-types was presented. The DSM-IV-TR was released in 2000, primarily to correct factual errors and ...
Neurodevelopmental disorders are a group of mental conditions affecting the development of the nervous system, which includes the brain and spinal cord.According to the American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, published in 2013, these conditions generally appear in early childhood, usually before children start school, and can ...
Many checklists have similar versions for parents, teachers, and younger people old enough to read reasonably well (often 11 years and older) to complete. Examples include the Behavioral Assessment System for Children, and the Strengths and Difficulties Questionnaire. All of these have nationally representative norms, making it possible to ...
[49] [55] Offering new self-regulation strategies allow children to improve their executive functioning skills by practicing something new. It is also concluded that mindfulness practices are shown to be a significantly effective intervention for children to self-regulate. This includes biofeedback-enhanced relaxation.