ADHD symptoms might be due to a multi-network unbalanced functioning hypothesis.

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Objectives: This article seeks to identify neuroanatomical differences in ADHD through an overview of systematic reviews that report encephalic differences compared to a control group in volume, area, activation likelihood or chemical composition. Methods: We conducted a systematic search using Cochrane guidelines and PRISMA criteria in PubMed, Scopus, Web of Science, Cochrane Database of Systematic Reviews and Database of Abstracts of Reviews of Effects. Results: Results revealed broad encephalic involvement that includes a functional frontal and cingulate hypoactivation and structural differences in corpus callosum, cerebellum and basal nuclei. Conclusions: ADHD symptoms might be due to a multi-network unbalanced functioning hypothesis. Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders (Polanczyk, Salum, Sugaya, Caye, & Rohde, 2015). Although no biomarkers have been linked, neuroanatomical differences have been one of the most investigated topics for several decades (Tannock, 1998), providing support for several, yet inconclusive large-scale brain network implications (Castellanos & Proal, 2012) and models (Kofler et al., 2013; Sonuga-Barke, 2005). Neuroimaging developments and new methods have increased our understanding of the underlying neurobiology of ADHD (Rubia, Alegria, & Brinson, 2014a). We have identified 94 reviews related to ADHD neuroanatomy: 54 qualitative reviews and 40 systematic reviews (26 with meta-analysis). Given this volume of scientific information, we aimed to identify the neuroanatomical differences in ADHD through an overview of systematic reviews that report encephalic differences in terms of volume, area, activation likelihood or chemical composition. Materials and methods This review was conducted following the guidelines from the Cochrane Handbook for Systematic Reviews of Interventions (The Cochrane Collaboration, 2011). Other suggestions were also considered (

Financial literacy has been recognised worldwide as a way to confront social inequalities in work access, own financial control and education, particularly among vulnerable groups. People with disabilities, especially those with intellectual and developmental disabilities, experience additional challenges accessing opportunities to learn financial-related competencies. There is an extensive bibliography on this subject that stretches for decades, but this does not translate into an extensive availability of science-based programmes. To our knowledge, no comprehensive search to find the gaps in this evidence has been conducted. We conducted a scoping review that sought to identify the core goals, contents, approaches, gaps and limitations of full financial education programmes for youths and adults with disabilities. Seven publications met the inclusion criteria, which included implementation of programmes that embrace a multidimensional set of skills. Selection and categorisation of the programmes’ contents were conducted independently by three researchers. Findings suggest that money and transactions is the content most consistently addressed in the programmes designed for persons with disabilities. A stronger focus on self-determination skills is needed to support financial-related decision-making and self-advocacy. The results indicate that the use of approaches based on Universal Design for Learning, problem-based learning and the combined use of simulated and community-based instruction are critical strategies to support access to financial competencies. Gaps and future orientations include the need to broaden the number of studies that implement and evaluate programmes considering the multidimensional nature of the financial competencies and its critical role for social inclusion of people with disabilities.