Attention Deficit Hyperactivity Disorder (ADHD) among elementary students in rural China: Prevalence, correlates, and consequences

Pang, Xiaodong; Wang, Huan; Dill, Sarah‐Eve; Boswell, Matthew; Pang, Xiaopeng; Singh, Manpreet K.; Rozelle, Scott

doi:10.1016/j.jad.2021.06.014

Cited by 12 publications

(5 citation statements)

References 67 publications

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“…Previous studies showed that Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with childhood trauma and injury occurrence, including penetrating eye injury (14,15). Also, ADHD is a known risk factor for poor academic outcomes (15). Our results do not show a significant statistical difference in academic success between the time point before and after the eye injury, but frequency distribution showed a trend toward worsening academic success (worse academic success) with time (better academic success).…”

Section: Discussioncontrasting

confidence: 67%

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Association between paediatric eye injuries, later aca-demic success and social performance

Jovanović,

Peek-Asa,

Ling

et al. 2024

Medicinski Glasnik

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Aim To investigate an association between eye injury and later academic and social performance. Methods A retrospective longitudinal study of taking measurements multiple times was conducted including all severe eye injuries admitted during 2011-2017 at the main regional clinic to investigate changes in academic success and social inclusion before and after an injury. Parents/caregivers were surveyed asking questions on academic performance, and community/social involvement. In 2023 data on employment status were obtained. Kappa (ĸ) and non-parametric Wilcox-on signed-rank test for multiple comparisons were used. For association of employment status and post-injury visual acuity Fisher score was tested. Results The total sample for assessing social inclusion and academic success was 36 and 25 children, respectively. In the following academic year ĸ agreements decreased from 0.88 (p&lt;0.001) comparing pre-injury with a one-year post to 0.5106 (p&lt;.0001) in the second year and 0.4750 (p=0.003) in the third, suggesting a deteriorating trend. A comparison of academic success before injury to two and three years after injury showed the trend significantly worsening with time (p=0.005, and 0.003, respectively). No association between an eye injury and social inclusion, as well as between employment and final visual acuity was noticed.&nbsp; Conclusion Our findings suggest no association between social inclusion, employment, and eye trauma, while in later years academic success may be more impacted by the eye injury. Due to eye injury unpredictability in childhood age, both an informed and supportive climate environment at home and school is essential to minimize deleterious responses to eye trauma.

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Section: Discussioncontrasting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Association between paediatric eye injuries, later aca-demic success and social performance

Jovanović,

Peek-Asa,

Ling

et al. 2024

Medicinski Glasnik

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“…5 ADHD has a prevalence of 3%-5% in school-aged children in US and 5.95%-11.5% in China. 6,7 ADHD is a serious disorder that affects academic and vocational achievement, family and social functioning of children and is often associated CD. 70%-85% of children with ADHD have symptoms that persist into adolescence and, in some cases, into adulthood, with a tendency to develop antisocial personality, CD, substance use disorder, and substance abuse.…”

Section: Discussionmentioning

confidence: 99%

Breviscapine Ameliorates Fear Extinction and Anxiety in BALB/cJ Mice

Liang

Huang

et al. 2023

Psychiatry Investig

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Objective In this research, the influence of breviscapine on anxiety, fear elimination, and aggression and the potential mechanism was investigated.Methods Anxiety and locomotion were analyzed by elevated plus maze and open field test in mice. Bussey-Saksida Mouse Touch Screen Chambers were used to perform fear conditioning. Territorial aggression was assessed by resident intruder test. Protein levels were evaluated by Western blot. Breviscapine improved fear-extinction learning in BALB/cJ mice.Results Breviscapine at 20–100 mg/kg increased center cross number, total distance traveled, and velocity in a dose-dependent manner. On the other hand, breviscapine at 20–100 mg/kg decreased the immobility time in open field test. In addition, breviscapine at 20–100 mg/kg increased the ratio of time on the open arm, time on the distal parts of the open arm, and total distance traveled in elevated plus maze. Breviscapine at 100 mg/kg increased the average attack latency and decreased the number of attacks over the last 3 days of resident intruder test. In hippocampus, protein levels of postsynaptic density protein-95 and synaptophysin were elevated by breviscapine at these three doses.Conclusion The administration of breviscapine alleviates fear extinction, anxiety, and aggression, while increases locomotor in a dose-dependent manner, which might be associated with its influence on synaptic function.

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“…All 97 students fulfilled the full DSM-IV criteria for ADHD at the age of 10, which were included into this study. The DSM-IV home version is a caregiver-reported rating scale that has been widely used in ADHD studies of primary school children ( Roberts et al, 2019 ; Pang et al, 2021 ). The scale has strong discriminant validity both within the ADHD subtypes and between children with ADHD and without ADHD.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

et al. 2021

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This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities.

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Attention Deficit Hyperactivity Disorder (ADHD) among elementary students in rural China: Prevalence, correlates, and consequences

Cited by 12 publications

References 67 publications

Association between paediatric eye injuries, later aca-demic success and social performance

Association between paediatric eye injuries, later aca-demic success and social performance

Breviscapine Ameliorates Fear Extinction and Anxiety in BALB/cJ Mice

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

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