Measures of attention deficit. Part I: Questionnaires

Patterns of Sensory Processing in Children with Attention Deficit Hyperactivity Disorder

The researchers conducted this study to compare the sensory responses of children whose primary diagnosis was Attention Deficit Hyperactivity Disorder (ADHD) and children without disabilities on the Sensory Profile, a parent-reporting measure of children's sensory responses in daily life (Dunn, 1999). Parents of 70 children 3 to 15 years old with a primary diagnosis of ADHD and parents of children without disabilities matched by age and gender completed the Sensory Profile. Researchers completed a series of Multivariate Analyses of Variance (MANOVA) with post hoc testing to compare the performance of the two groups of children. Children with ADHD differed significantly from children without disabilities in their sensory responsiveness based on Sensory Profile results. The Sensory Profile can contribute to diagnostic and program planning processes and increase understanding of the nature of the disorder of ADHD.

Attention-deficit hyperactivity disorder on the frontlines: management in the primary care office

Attention-deficit hyperactivity disorder (ADHD) is a common, disabling pediatric psychiatric disorder. Diagnosis of this disorder requires systematic data collection from multiple sources. The preferred therapy for ADHD is a combination of behavioral modification, educational assistance, and stimulant medications.

Attention deficits in school-aged children and adolescents. Current issues and practice

Attention deficits in school-aged children and adolescents pose unique diagnostic and management challenges for the practitioner. While this symptom reflects a heterogeneous spectrum of disorders with varying etiologies, clinical manifestation, treatment needs, and outcomes, there are sufficient common attributes to enable identification and treatment. Accurate diagnosis relies on synthesis of information from history, rating scales, direct observations, and psychometric testing. Close attention must be paid to potential underlying or associated medical, processing, emotional, and psychosocial problems. Multimodal treatment is essential with close collaboration between the child, parents, and professionals. While there is a risk of negative outcomes if the symptoms are left unattended, many of these children also harbor strengths that need to be identified and nurtured.

Methylphenidate protocol: feasibility in a pediatric practice

This report examines the feasibility of double blind individual trials of methylphenidate versus placebo in a general pediatric practice to assess benefit of this medication in the treatment of attention deficit disorder. Children presenting with the diagnosis of attention deficit disorder were enrolled in a three-week protocol. The first week was a baseline week during which teachers and parents completed the Connors rating scales. During the second and third weeks of each trial, placebo or methylphenidate was given for a week each in an unknown order to parents, teachers or the investigator. Respective Connors rating scales were also completed for each of these weeks. At the end of the third week, the three parent questionnaires and the three teacher questionnaires were returned to the investigator for scoring and disclosure about findings. During a pilot period, 53% of the trials were improperly completed. Reasons for this were addressed and with simple measures the rate of successful completion was raised to 83%. During the study phase, 43% of the children were found to be hyperactive but they did not benefit from medication. In six trials there was disagreement between teachers and parents. The completed trials and many of the incompleted trials were helpful in the assessment of the children with attention deficit disorder and their response to medication. It is felt that this approach is suitable for a private general pediatric practice.

Complete evaluation of the child identified as a poor listener

With increasing awareness among educators of the importance of early identification of hearing impairment, growing numbers of children are being referred for evaluation when a teacher or day care supervisor perceives that a child is having difficulty listening. Some children who manifest difficulty listening in a pre-school play group or the classroom may have conductive or sensorineural hearing loss, while others have normal hearing with an underlying and yet-to-be-detected behavioral or psychoeducational disorder. This report presents suggestions for evaluation of the child referred for difficulty listening. The otologist should consider that a child may have an attention deficit disorder when results of initial audiologic assessment indicate there is no hearing loss or when the degree of hearing loss appears to be small in relation to the degree of inattentiveness that has been observed. The features of Attention-deficit Hyperactivity Disorder (ADHD) and Specific Developmental Disorder (SDD) are described, and illustrative case studies are presented. Clues to diagnosis are provided and a distinction between overlapping disorders is made.