Attention Deficit/Hyperactivity Disorder in Children and Adolescents

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: 1 September 2025 | Viewed by 8977

Special Issue Editor

Special Issue Information

Dear Colleagues,

Attention-deficit/hyperactivity disorder (ADHD) in children and adolescents has long been a crucial health and social topic. Worldwide, 5-10% of children and adolescents experience ADHD. If untreated, ADHD severely influences their educational attainments and their potential to live fulfilling and productive lives. Children and adolescents with ADHD face major challenges with stigma, isolation, and discrimination, as well as lack of access to health care and education facilities, in violation of their fundamental human rights. This Special Issue is open to researchers to submit empirical studies associated with ADHD in children and adolescents, especially the diagnosis, etiology, pharmacological and psychological treatment, outcomes, parenting, stigma, and intervention programs for improving well-being. The studies on ADHD in children and adolescents can provide knowledge to diminish the scientific gaps in research in the 21st century.

Dr. Cheng-Fang Yen
Guest Editor

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Keywords

  • children
  • adolescents
  • attention-deficit/hyperactivity disorder
  • psychology
  • psychiatry

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Published Papers (4 papers)

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Research

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21 pages, 303 KiB  
Article
Neuropsychological and Academic Performance in Colombian Children with Attention-Deficit Hyperactivity Disorder: A Comparative Study with a Control Group
by Daniel Landínez-Martínez, Diana Montoya-Londoño, Lorena Aguirre-Aldana, Carmen Dussán-Lubert, Carolina Robledo-Castro and Antonio Partida-Gutierrez de Blume
Children 2025, 12(5), 561; https://doi.org/10.3390/children12050561 - 26 Apr 2025
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Abstract
Objective: This study aimed to determine the effect of ADHD on the neuropsychological and academic performance of a sample of Colombian children in primary and secondary education compared to a control group. Method: Quasi-experimental research design involving a sample of 194 children from [...] Read more.
Objective: This study aimed to determine the effect of ADHD on the neuropsychological and academic performance of a sample of Colombian children in primary and secondary education compared to a control group. Method: Quasi-experimental research design involving a sample of 194 children from Manizales, of whom 97 were diagnosed with ADHD and 97 were typically developing children. The study utilized tasks from the Child Neuropsychological Assessment (ENI) protocol to assess academic and neuropsychological performance. Results: Children with ADHD exhibited lower cognitive, linguistic, and attentional performance with greater variability than their neurotypical peers. They showed deficits in IQ, metalinguistic skills, reading, writing, memory, attention, and executive function, with increased errors and heterogeneity across tasks. Conclusions: For future research, it is necessary to address ADHD through mixed-methods studies that enrich quantitative findings with the lived experiences of children and families affected by ADHD. Additionally, further exploration is needed regarding functional impairment assessment in the Colombian and broader Ibero-American context, including its correlation with later academic performance in higher education. Full article
(This article belongs to the Special Issue Attention Deficit/Hyperactivity Disorder in Children and Adolescents)
22 pages, 1378 KiB  
Article
Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder
by Diana Montoya-Londoño, Daniel Landínez-Martínez, Lorena Aguirre-Aldana, Carmen Dussán-Lubert and Antonio Partida-Gutierrez de Blume
Children 2024, 11(11), 1309; https://doi.org/10.3390/children11111309 - 29 Oct 2024
Viewed by 1076
Abstract
Objective: This study aimed to examine metalinguistic skills and reading processes in children diagnosed with ADHD, compared to a matched control group. Method: An explanatory experimental design was employed, involving a sample of 194 children from Manizales, comprising 97 children diagnosed with ADHD [...] Read more.
Objective: This study aimed to examine metalinguistic skills and reading processes in children diagnosed with ADHD, compared to a matched control group. Method: An explanatory experimental design was employed, involving a sample of 194 children from Manizales, comprising 97 children diagnosed with ADHD and 97 controls. The study utilized tasks from the Children’s Neuropsychological Assessment (CNA) protocol to assess metalinguistic and reading abilities. Results: Children with ADHD exhibited significantly lower performance across all metalinguistic and reading tasks compared to the control group, except for spelling and silent reading comprehension tasks. Conclusions: These findings corroborate previous research conducted in Manizales, underscoring the specific challenges in metalinguistic and reading domains among children with ADHD. Future research should explore the influence of working memory on phonological awareness and its implications for metalinguistic skills and reading development. Full article
(This article belongs to the Special Issue Attention Deficit/Hyperactivity Disorder in Children and Adolescents)
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10 pages, 244 KiB  
Article
Online Sexual Risk Behaviors in Adolescents: Roles of Family Relationships, Impulsivity, and Attention-Deficit/Hyperactivity Disorder
by Wen-Jiun Chou, Tai-Ling Liu, Ray C. Hsiao and Cheng-Fang Yen
Children 2024, 11(10), 1199; https://doi.org/10.3390/children11101199 - 30 Sep 2024
Cited by 1 | Viewed by 4216
Abstract
Purpose: This study examined the associations of passive and active online sexual risk behaviors with perceived family relationships, impulsivity, and attention-deficit/hyperactivity disorder (ADHD). Participants and methods: A total of 176 adolescents with ADHD and 173 adolescents without ADHD participated in this study. The [...] Read more.
Purpose: This study examined the associations of passive and active online sexual risk behaviors with perceived family relationships, impulsivity, and attention-deficit/hyperactivity disorder (ADHD). Participants and methods: A total of 176 adolescents with ADHD and 173 adolescents without ADHD participated in this study. The participants’ parents rated their parenting style on the Parental Bonding Instrument. The adolescents self-reported their lifelong experiences of passive and active online sexual risk behaviors, perceived family relationship quality on the family domain of the Taiwanese Quality of Life Questionnaire for Adolescents, and three domains of impulsivity on the Barratt Impulsiveness Scale version 11. Multivariable logistic regression was used to examine the associations of online sexual risk behaviors with perceived family relationships, impulsivity, and ADHD. Results: Overall, 114 participants (32.7%) reported passive forms of online sexual risk behaviors, and 49 (14.0%) reported active online sexual risk behaviors. Lack of foresight and self-control was significantly associated with passive online sexual risk behaviors (p = 0.003). Good family relationship was significantly associated with a decreased risk of active online sexual risk behaviors (p = 0.011), whereas seeking novelty and making decisions hastily was significantly associated with an increased risk of active online sexual risk behaviors (p = 0.048). ADHD diagnosis and inability to plan were not significantly associated with online sexual risk behaviors (p > 0.05). Conclusion: A high proportion of Taiwanese adolescents reported exhibiting online sexual risk behaviors. The factors related to the manifestation of these behaviors should be considered when designing relevant intervention programs. Full article
(This article belongs to the Special Issue Attention Deficit/Hyperactivity Disorder in Children and Adolescents)

Review

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29 pages, 977 KiB  
Review
The Role of Physical Activity in ADHD Management: Diagnostic, Digital and Non-Digital Interventions, and Lifespan Considerations
by Alexandra Martín-Rodríguez, Silvia Herrero-Roldán and Vicente Javier Clemente-Suárez
Children 2025, 12(3), 338; https://doi.org/10.3390/children12030338 - 7 Mar 2025
Viewed by 2858
Abstract
Background: Attention Deficit Hyperactivity Disorder (ADHD) has been described as a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity affecting cognitive, emotional, and social functioning. While pharmacological and behavioral treatments remain primary, physical activity (PA) (digital and non-digital versions) has emerged as a [...] Read more.
Background: Attention Deficit Hyperactivity Disorder (ADHD) has been described as a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity affecting cognitive, emotional, and social functioning. While pharmacological and behavioral treatments remain primary, physical activity (PA) (digital and non-digital versions) has emerged as a great complementary intervention due to its potential impact on executive functions, emotional regulation, and neurobiological markers. Objectives: This study aimed to assess the effects of PA on ADHD symptoms, executive function, and emotional regulation, exploring its potential impact and new practical applications in digital and non-digital treatment. Methods: This narrative review assessed 132 studies published between 1 January 2010 and January 2025, ensuring the inclusion of the most recent and relevant findings. The review was conducted in Scopus, PubMed, and Web of Science, using a predefined combination of terms related to ADHD, physical activity, executive function, neuroplasticity, and emotional regulation. Results: Regular PA improves executive functions, attention, inhibitory control, and cognitive flexibility in ADHD. Aerobic exercise enhances sustained attention, high-intensity training improves impulse control, and coordinative activities boost cognitive flexibility. Non-digital and digital innovations, such as exergaming and wearable fitness trackers, offer promising solutions to improve adherence to PA regimens, reinforcing their role as a key intervention in ADHD management. Conclusions: PA could be a valuable complementary intervention for ADHD through a hybrid approach that may improve cognitive and emotional functioning while addressing comorbidities. Full article
(This article belongs to the Special Issue Attention Deficit/Hyperactivity Disorder in Children and Adolescents)
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