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Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Psychology of Sustainability and Sustainable Development".

Deadline for manuscript submissions: closed (30 June 2021) | Viewed by 23561

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Special Issue Editors

Dr. Trinidad García

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Guest Editor

Department of Psychology, University of Oviedo, Spain
Interests: ADHD; executive functions; learning disabilities; metacognition; creativity

Dr. Celestino Rodriguez

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Guest Editor

Department of Psychology, University of Oviedo, Oviedo, Spain
Interests: learning disabilities; ADHD; neurodevelopmental disorders; intervention; literacy skills
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Special Issue Information

Dear Colleagues,

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common conditions in childhood, but it also persists into adolescence and adulthood. This disorder commonly causes a significant impairment in important areas of daily life, such as family, school, the workplace, and social relationships. In this sense, together with having valid and reliable assessment and identification procedures, it is also necessary to have effective interventions, not just to temporarily deal with the main symptoms of the disorder, but aimed to produce a sustained change, an improvement, in the symptoms and quality of life. Likewise, it has been suggested that some personal and contextual variables, such as educational, psychosocial, affective–motivational, and family-related components, have much to do with the progression of the disorder and the sustained effect of the interventions.

This Special Issue has two aims: First, to provide the scenario for presenting and discussing current advances in intervention procedures, from traditional approaches such as psychotherapy or pharmacotherapy, to new techniques like neurofeedback or the use of new technologies (serious games and virtual/augmented reality), from the perspective of their effectiveness and durability; and second, to invite authors to present their findings on the role of personal and contextual variables on the effectiveness of such interventions and the progression of the disorder across the lifespan. This Special Issue will be open to proposals dealing with ADHD in samples of children, adolescents, and adults, from both cross-sectional and longitudinal perspectives. In this way, we seek to delve deep into the current research on this topic as well as to provide new directions to promote educational and clinical resources to achieve a sustained change and improvement in ADHD symptoms and the quality of life of this population.

Dr. Trinidad García
Dr. Celestino Rodriguez
Guest Editors

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Keywords

ADHD
effective interventions
contextual variables
personal variables
quality of life

Published Papers (7 papers)

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Editorial

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3 pages, 205 KiB

Open AccessEditorial

Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life

by Trinidad García and Celestino Rodríguez

Sustainability 2021, 13(24), 13721; https://doi.org/10.3390/su132413721 - 13 Dec 2021

Cited by 2 | Viewed by 1771

Abstract

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common conditions in childhood, but it also persists into adolescence and adulthood, showing prevalence rates from 5 [...] Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

Research

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15 pages, 862 KiB

Open AccessArticle

ADHD and Sluggish Cognitive Tempo: Comparing Executive Functioning Response Patterns

by Joshua Collado-Valero, Ignasi Navarro-Soria, Beatriz Delgado-Domenech, Marta Real-Fernández, Borja Costa-López, Isabel Mazón-Esquiva and Rocío Lavigne-Cerván

Sustainability 2021, 13(19), 10506; https://doi.org/10.3390/su131910506 - 22 Sep 2021

Cited by 3 | Viewed by 2856

Abstract

The aim of the present study was to describe and compare the specific profiles of Attention Deficit Hyperactivity Disorder (ADHD) and Sluggish Cognitive Tempo (SCT) through the Hybrid Model of Executive Functioning (HMEF). The total sample of 1049 subjects, aged 6 to 18 years (M = 10.75; SD = 3.20), were classified into a non-pathologic group, an ADHD group and an SCT group, and assessed using the short version of the Barkley Deficit in Executive Functions Scale for Children and Adolescents (BDEFS-CA). The results revealed significant differences between the three groups in all executive domains (non-pathologic < SCT < ADHD). While the ADHD group demonstrated a consistently high profile of difficulties in each subscale, the SCT group showed an irregular profile of difficulties, with middle and low scores, depending on the executive function. Although the SCT group’s score was far away from the ADHD group’s score for Self-Motivation, Emotions Self-Regulation and Self-Restraint and Inhibition, the two groups’ scores were very close for Time Self-Management and Self-Organization and Problem Solving. Accordingly, through logistic regression analyses, the SCT group was exclusively related to these last two executive domains; however, the ADHD group was strongly associated with almost every executive function. The findings suggest that the short version of the BDEFS-CA discriminates between both disorders, supporting psycho-pedagogical assessment and differential diagnosis. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

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11 pages, 254 KiB

Open AccessArticle

Perceptual-Motor Skills Reconstruction Program Improves Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder

by Sakineh Soltani Kouhbanani and Aribert Rothenberger

Sustainability 2021, 13(11), 6210; https://doi.org/10.3390/su13116210 - 31 May 2021

Cited by 3 | Viewed by 2629

Abstract

Objective: Many children suffering from attention-deficit/hyperactivity disorder (ADHD) show problems in executive functions (EF), which reflect neuronal pathways from perception to controlled action. Treatment approaches that improve executive functions may prevent a negative cycle of failures in students. Hence, this research aims to study the efficacy of the perceptual-motor skills reconstruction program on EF in children with ADHD while considering cognitive flexibility, abstract verbal skills, response inhibition, and working memory. Also, its effect on clinical ADHD symptoms should be considered. Method: The research design included pretest, posttest, and a follow-up after six months. The sample included third-grade school children with ADHD (50 students, aged 8–10 years, boys and girls) who were referred to the Child Psychology Clinic, Iran, Mashhad 2018–2019. After clinical assessment for ADHD, children were randomly assigned to an experimental (n = 25) and a waiting control (n = 25) group. The experimental group received the perceptual-motor skills reconstruction program for 16 sessions (three times per week, i.e., five weeks and one session in the sixth week). Delis–Kaplan executive function system (D-KEFS) was applied at three measurement points (M1–3) in order to test for changes over time. Results: Data analysis (analysis of covariance (ANCOVA) with post-hoc-testing) showed that there was a significantly better performance of experimental versus waiting control group at posttest (M2) and follow-up (M3) for cognitive flexibility (t(24) = 4.9, df = 14, p < 0.0001), abstract verbal skills (t(24) = 3.5, df = 14, p < 0.004), response inhibition (t(24) = 7.54, df = 14, p < 0.0001) and working memory (t(24) = 12.69, df = 14, p < 0.004). Further, Conners-Scales-Score improved for the experimental group. Conclusions: Training with perceptual-motor skills reconstruction program clearly improved the trained variables (i.e., cognitive flexibility, abstract verbal skills, response inhibition, and working memory) and clinical symptoms of the children with ADHD. The obtained training may lead in practice to better preconditions for successfully handling daily tasks at school and in society. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

16 pages, 335 KiB

Open AccessArticle

The Role of Self- and Informant-Reports on Symptoms and Impairments in the Clinical Evaluation of Adult ADHD

by Nana Guo, Anselm B. M. Fuermaier, Janneke Koerts, Bernhard W. Mueller, Christian Mette, Lara Tucha, Norbert Scherbaum and Oliver Tucha

Sustainability 2021, 13(8), 4564; https://doi.org/10.3390/su13084564 - 20 Apr 2021

Cited by 2 | Viewed by 3287

Abstract

Little is known about which clinical features may aid the differentiation between attention deficit hyperactivity disorder (ADHD) and other clinical conditions. This study seeks to determine the role of self- and informant reports on symptoms and impairments in the clinical evaluation of adult ADHD and explore their association with objective neuropsychological test performance by examining data of 169 outpatients referred for a diagnostic evaluation of adult ADHD. Participants were assigned either to an ADHD group (ADHD, n = 73) or one of two clinical comparison groups, depending on whether they show indications (Clinical Comparison Group, CCG, n = 53) or no indications (Clinical Comparison Group—Not Diagnosed, CCG-ND, n = 43) of psychiatric disorders other than ADHD. All participants and their informants completed a set of questionnaires. Compared to the CCG-ND, the ADHD group obtained significantly higher scores on ADHD symptoms, impulsivity, cognitive deficits, and anxiety. Compared to the CCG, the ADHD group scored significantly higher on ADHD symptoms but lower on depression. Further regression analyses revealed that self- and informant reports failed to predict neuropsychological test performance. Self- and informant reported information may be distinct features and do not correspond to results of objective neuropsychological testing. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

17 pages, 8632 KiB

Open AccessArticle

Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD

by Ignasi Navarro-Soria, Marta Real-Fernández, Rocío Juárez-Ruiz de Mier, Borja Costa-López, Marta Sánchez and Rocío Lavigne

Sustainability 2021, 13(5), 2487; https://doi.org/10.3390/su13052487 - 25 Feb 2021

Cited by 17 | Viewed by 4086

Abstract

The outbreak and the quick expansion of SARS-CoV-2, from December 2019 to today, has forced countries around the world to resolve virus containment measures in order to slow down the contagion curve. Between these measures, the situation of lockdown, and the isolation or limitation of social contact between the citizens, there has been an unknown psychological impact. Certain groups (the elderly, children and teenagers, and the clinical population, for instance) arouse serious fears among professionals due to their greater vulnerability and ignorance regarding the short- and long-term consequences. The main purposes of this work are first of all to evaluate the consequences of the lockdown in children and teenagers diagnosed with attention deficit hyperactivity disorder (ADHD), sleep-related problems, and problems with executive functions. Secondly, we aim to compare the effects produced with respect to the previously mentioned variables with normotypic subjects; that is to say, between a group that was subject to lockdown and another group that was not confined. The findings show that the clinic confined group had high levels of state anxiety and problems with sleep and executive functions; differences could also be seen between the two groups, with the confined ADHD group being more negatively affected in all measured variables. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

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14 pages, 311 KiB

Open AccessArticle

Contribution of Family, Behavioral, and Neuropsychological Factors to Long-Term Functional Outcomes in Young Adults with ADHD: A 12-Year Follow-Up Study

by Ana Miranda, Carmen Berenguer, Belen Rosello, José Martínez-Raga and Fernando Mulas

Sustainability 2021, 13(2), 814; https://doi.org/10.3390/su13020814 - 15 Jan 2021

Cited by 3 | Viewed by 2593

Abstract

The persistent nature of attention deficit hyperactivity disorder (ADHD) and the role of behavioral factors in its continuity have been widely documented in the literature. However, less is known about the role of early family and neuropsychological factors in predicting later adaptive functioning and quality of life in individuals with ADHD. This study aimed to analyze the contribution of early family, behavioral, and neuropsychological factors to long-term functional outcomes in young adults with ADHD. Family (parental mood disorders, family risk index, parenting stress, coherence), behavioral (oppositionism, inattention, emotional lability, hyperactivity), and cognitive factors were examined at baseline. Twelve years later, daily life functioning, quality of life, and executive and behavioral functioning were also evaluated in 61 young adults with a childhood diagnosis of ADHD. Results revealed significant correlations between most of the family and behavioral factors at baseline and the long-term functional outcomes. Specifically, multiple regressions showed that mothers’ depression and laxness predicted later quality of life, executive functioning, and the hyperactivity index, and mothers’ depression and parenting stress at baseline also significantly predicted the hyperactivity index. Oppositionism behavior and inhibition were also significant predictors of the hyperactivity index. Therefore, understanding the family, behavioral, and neuropsychological factors that can contribute to later quality of life, daily functioning, and behavioral and executive functions is a particularly critical issue in detecting and planning efficacious ADHD interventions. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

Review

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16 pages, 2187 KiB

Open AccessReview

Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?

by Martina Dort, Anna Enrica Strelow, Blandine French, Madeleine Groom, Marjolein Luman, Lisa B. Thorell, Guido Biele and Hanna Christiansen

Sustainability 2020, 12(17), 6826; https://doi.org/10.3390/su12176826 - 22 Aug 2020

Cited by 8 | Viewed by 5207

Abstract

Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science–practitioner gap might be due to a lack of shared knowledge between the scientific fields of psychology/psychiatry and education. This review uses science mapping to explore the basis of the current stock of knowledge in each of the two scientific fields, compares current approaches, and examines whether implementation methods and related barriers are investigated topics. We conducted a systematic search of the literature to identify articles on CMS in ADHD. We then conducted co-citation analyses and bibliographic coupling analysis. The former revealed six clusters of psychology/psychiatry and five clusters of education. Bibliographic coupling analysis resulted in eight clusters, with literature from both fields. The majority of the research is conducted in the field of psychology/psychiatry; teachers’ perspectives are focused only in the field of education. The number of studies on implementation and potential barriers is small. There was thus relatively little communication between the sciences, but the scientific fields have seemed to converge recently. Connecting the scientific fields more and concentrating on implementation methods and barriers is strongly needed to close the science–practitioner gap. Full article

(This article belongs to the Special Issue Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life)

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