Attention deficit and hyperactivity disorder/learning disabilities (ADHD/LD): parental characterization and perception

Brook, U; Boaz, Mona

doi:10.1016/j.pec.2004.03.018

Cited by 20 publications

(19 citation statements)

References 42 publications

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“…Thus, more positive affectionate parenting attitudes and non‐co‐morbid status were directly associated with higher self‐esteem in children with ADHD. This finding is consistent with previous research that has focused on the direct relationship between parenting attitude and self‐esteem of children (Brook & Boaz 2005). More specifically, the affectionate parenting attitude was a stronger predictor of self‐esteem.…”

Section: Discussionsupporting

confidence: 93%

“…Even though children with ADHD do not continue to meet the diagnostic criteria in adolescence and adulthood, it still causes socio-emotional maladjustment (Bagwell et al 2001). Some studies report that a key developmental characteristic of adolescents with ADHD was low self-esteem in contrast to non-problem children (Slomkowski et al 1995, Brook & Boaz 2005. These studies concluded that the most efficacious intervention is to improve the self-esteem of children with ADHD and, as a result, diminish their negative characteristics.…”

Section: Introductionmentioning

confidence: 99%

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Parenting of children with ADHD in South Korea: the role of socio‐emotional development of children with ADHD

Park

Suk

et al. 2012

Journal of Clinical Nursing

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Parenting attitude is the most important factor to contribute to the healthy socio-emotional development in children with attention deficit hyperactivity disorder. Health care providers need to develop and apply a parenting skills improvement program to improve positive parenting attitudes, which will benefit self-esteem and social competence in children with attention deficit hyperactivity disorder.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Parenting of children with ADHD in South Korea: the role of socio‐emotional development of children with ADHD

Park

Suk

et al. 2012

Journal of Clinical Nursing

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“…In order to construct new concepts, a learner with ADHD should refer back into his/her long-term memory to find out any connections between the new concept and the prior knowledge and pull these out to the short-term memory [23]. This requires a high level of focus and concentration by a learner on the task.…”

Section: A Active Learningmentioning

confidence: 99%

A Tentative Model of the Link between Constructivist Learning Approach and Attention-Deficit/Hyperactivity Disorder

Sajadi

2015

Int. J. Emerg. Technol. Learn.

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Abstract-This paper examines whether a ConstructivistLearning Approach could be used to help learners with Attention-Deficit Hyperactivity Disorder (ADHD). Preliminary work is discussed here, in which the author seeks to determine the reason why Constructivist-learning is difficult for learners with ADHD. Results based on literature analysis lead to recommendations of two stages: (1) why we think ADHD learners might find it difficult to engage in a constructivist learning environment, (2) how ADHD learners could benefit from a constructivist approach, for instance through the managed use of a pedagogy model. A tentative model of the link between constructivist principles and ADHD is presented, which is married to positive aspects of having ADHD.

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“…Health‐care professionals (HCPs) are an important source of reliable information which can assist parents during treatment decision making . However, parental satisfaction with ADHD‐related information obtained during clinical consultations can be improved . Parents have reported problems communicating with HCPs including difficulty obtaining information from the clinician, receiving insufficient information and/or receiving excessive information which is not in line with their specific concerns and is difficult to absorb in the short consultation time .…”

Section: Introductionmentioning

confidence: 99%

“…14 However, parental satisfaction with ADHD-related information obtained during clinical consultations can be improved. 15,16 Parents have reported problems communicating with HCPs including difficulty obtaining information from the clinician, receiving insufficient information and/or receiving excessive information which is not in line with their specific concerns and is difficult to absorb in the short consultation time. 17,18 These problems can ultimately lead to misconceptions about the child's condition, an inability to express treatment preferences and poor adherence to treatment regimens.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a question prompt list for parents of children with attention‐deficit/hyperactivity disorder: a Delphi study

Ahmed

McCaffery

Aslani

2015

Health Expectations

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Objectives Question prompt lists (QPLs) are structured lists of disease and treatment-specific questions intended to encourage patient question-asking during consultations with clinicians. The aim of this study was to develop a QPL intended for use by parents of children affected by attention-deficit/hyperactivity disorder (ADHD).Methods The QPL content (111 questions) was derived through thematic analysis of existing ADHD-and QPL-related resources. A modified Delphi method, involving a three-round web-based survey, was used to reach consensus about the QPL content. Thirty-six experts were recruited into either a professional [paediatricians, child and adolescent psychiatrists, psychologists, researchers (n =28)] or non-professional panel [parents of children diagnosed with ADHD, ADHD consumer advocates (n = 8)]. Panel members were asked to rate the importance of the QPL content using a five-point scale ranging from 'Essential' to 'Should not be included'.Results A total of 122 questions, including 11 new questions suggested by panellists, were rated by both panels. Of these, 88 (72%) were accepted for inclusion in the QPL. Of the accepted questions, 39 were re-rated during two follow-up survey rounds and 29 (74%) were subsequently accepted for inclusion. The questions covered key topics including diagnosis, understanding ADHD, treatment, health-care team, monitoring ADHD, managing ADHD, future expectations and support and information.Conclusions To our knowledge, this is the first ADHD-specific QPL to be developed and the first use of the Delphi method to validate the content of any QPL. It is anticipated that the QPL will assist parents in obtaining relevant, reliable information and empowering their treatment decisions by enhancing the potential for shared decision making with clinicians.

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Attention deficit and hyperactivity disorder/learning disabilities (ADHD/LD): parental characterization and perception

Cited by 20 publications

References 42 publications

Parenting of children with ADHD in South Korea: the role of socio‐emotional development of children with ADHD

Parenting of children with ADHD in South Korea: the role of socio‐emotional development of children with ADHD

A Tentative Model of the Link between Constructivist Learning Approach and Attention-Deficit/Hyperactivity Disorder

Development and validation of a question prompt list for parents of children with attention‐deficit/hyperactivity disorder: a Delphi study

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