Attention-Deficit/Hyperactivity Disorder (ADHD) is a psychiatric disorder that is most often diagnosed in school-aged children. Many children with ADHD find it difficult to focus on tasks and follow instructions, and these characteristics can lead to problems in school and at home. How children with ADHD are diagnosed and treated is a topic of controversy, and many people, including scientists and nonscientists alike, hold strong beliefs about what ADHD is and how people with the disorder should be treated. This module will familiarize the reader with the scientific literature on ADHD. First, we will review how ADHD is diagnosed in children, with a focus on how mental health professionals distinguish between ADHD and normal behavior problems in childhood. Second, we will describe what is known about the causes of ADHD. Third, we will describe the treatments that are used to help children with ADHD and their families. The module will conclude with a brief discussion of how we expect that the diagnosis and treatment of ADHD will change over the coming decades.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Background Attention Deficit Hyperactivity Disorder (ADHD) is underdiagnosed in many European countries and the process of accessing care and diagnosis is complex and variable. In many countries, general practitioners (GPs) refer on to secondary care where individuals receive an assessment and, if appropriate, a diagnosis and access to care. It is therefore essential that GPs have a clear understanding of the disorder and its care pathways. While previous studies have highlighted potential barriers in GPs’ ADHD awareness, this qualitative study aims to further explore individual stakeholders’ experiences. Methods Semi-structured interviews explored the views of multiple stakeholders- GPs (n=5), healthcare specialists (n=5) and patients (adults with ADHD n=5), (parents n=5) and with experience of the presentation and management of ADHD in primary care. These interviews were analysed using thematic analyses and following principles of grounded theory..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Attention-deficit/hyperactivity disorder (ADHD) affects 3-5% of the global population While diagnosis is an important first step to accessing proper care ADHD often goes undiagnosed or undertreated, including in the UK To understand why that might be, researchers interviewed general practitioners (GPs) and patients across the country The team discovered several barriers, including the sheer complexity of pathways to care lack of services limited GP recognition and knowledge of ADHD and communication difficulties among GPs and patients The findings suggest that GPs might be ill equipped to identify and manage ADHD in primary care And they highlight areas of improvement specific to the UK healthcare system For their part, the team has devised an educational resource to enhance understanding of ADHD, accessible at www.adhdinfo.org..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Describe the symptoms, potential causes, and treatment of several examples of nervous system disorders

Student Primers, Instructional Strategies, Study Strategies and Recommended Apps, Games, Activities, etc. geared towards helping students develop skills for Focus and Attention. Optional links to thousands of teacher-reviewed resources. 

Open textbook on abnormal psychology. Includes sections on personality disorders, mood disorders, anxiety, schizophrenia, psychopathy, behavioral disorders, autism and disassociative disorders.

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

One in five students in the U.S. are estimated to have learning and attention issues. Specific learning disabilities can include dyslexia, dysgraphia, and dyscalculia, while attention deficit hyperactivity disorder (ADHD) centers on an individual's challenge with focus. Learning and attention issues often co-occur. These brain-based differences are not the result of low intelligence, poor vision, or hearing. Although young people will not ‘grow out’ of their learning or attention challenge, the appropriate, evidence-based programs and strategies can support a learner to become successful in school, work, and life.

It is particularly important that these interventions occur early on (ideally prior to third grade) to provide students the support they need at critical periods of learning and development. While learning and attention challenges affect all learners from every income level and across all races, genders, and ethnicities, students who are Indigenous, Black, Brown, living in poverty, or learning English are more often over- or under-identified with specific learning disability diagnoses.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Attention deficit hyperactivity disorder, or ADHD, is a neurological disorder that affects up to 5% of children and adults. Symptoms of undiagnosed and untreated ADHD can interfere with individuals’ health, education, and overall livelihood. That makes early diagnosis of ADHD critical. Unfortunately, limited knowledge and experience with ADHD among general practitioners (GPs) can create barriers to long-term care. To address this problem, researchers from the UK have developed an online resource to improve GPs’ awareness and understanding of ADHD. The resource consists of two 20-minute modules that combine text and interactive activities such as patient testimonies, drag-and-drop games, and specialist videos. The first module focuses on the science of ADHD and the different ways it can manifest in individuals. The second reviews the GP’s role in diagnosing and treating ADHD..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This is a parenting tool to be sent for support with reducing impulsive speech at home.

Objective To investigate the replication validity of biomedical association studies covered by newspapers. Methods We used a database of 4723 primary studies included in 306 meta-analysis articles. These studies associated a risk factor with a disease in three biomedical domains, psychiatry, neurology and four somatic diseases. They were classified into a lifestyle category (e.g. smoking) and a non-lifestyle category (e.g. genetic risk). Using the database Dow Jones Factiva, we investigated the newspaper coverage of each study. Their replication validity was assessed using a comparison with their corresponding meta-analyses. Results Among the 5029 articles of our database, 156 primary studies (of which 63 were lifestyle studies) and 5 meta-analysis articles were reported in 1561 newspaper articles. The percentage of covered studies and the number of newspaper articles per study strongly increased with the impact factor of the journal that published each scientific study. Newspapers almost equally covered initial (5/39 12.8%) and subsequent (58/600 9.7%) lifestyle studies. In contrast, initial non-lifestyle studies were covered more often (48/366 13.1%) than subsequent ones (45/3718 1.2%). Newspapers never covered initial studies reporting null findings and rarely reported subsequent null observations. Only 48.7% of the 156 studies reported by newspapers were confirmed by the corresponding meta-analyses. Initial non-lifestyle studies were less often confirmed (16/48) than subsequent ones (29/45) and than lifestyle studies (31/63). Psychiatric studies covered by newspapers were less often confirmed (10/38) than the neurological (26/41) or somatic (40/77) ones. This is correlated to an even larger coverage of initial studies in psychiatry. Whereas 234 newspaper articles covered the 35 initial studies that were later disconfirmed, only four press articles covered a subsequent null finding and mentioned the refutation of an initial claim. Conclusion Journalists preferentially cover initial findings although they are often contradicted by meta-analyses and rarely inform the public when they are disconfirmed.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Describe the nature and symptoms of attention deficit/hyperactivity disorder and autism spectrum disorderDiscuss the prevalence and factors that contribute to the development of these disorders