Journal of Attention Disorders最新文献

{"title":"Adverse Childhood Experiences and ADHD in College Students: Exploring the Role of Emotion Regulation and Self-Compassion.","authors":"Fikriye Eda Karaçul, Gökmen Arslan","doi":"10.1177/10870547251370427","DOIUrl":"https://doi.org/10.1177/10870547251370427","url":null,"abstract":"<p><p><b>Background:</b> Adverse childhood experiences (ACEs) are known to have several negative effects on mental health and well-being. However, few studies have examined the role of these events in the development of ADHD and the protective factors that could guide prevention and intervention strategies in college students. The aim of current study is to examine the potential role of self-compassion and emotion regulation in the relationship between ACEs and ADHD symptoms in college students. <b>Method:</b> The sample of the study consisted of 442 young adults (67.4% female; 32.6% male) aged between 18 and 29 years (<i>M</i> = 20.43, <i>SD</i> = 1.74) from a public university in Türkiye. Participants completed validated measures that were combined in a single battery with a web-based tool. <b>Results:</b> We found that ACEs were associated with lower levels of self-compassion (Cohen's <i>d</i> = 0.43) and emotion regulation (Cohen's <i>d</i> = 0.29), along with higher levels of attention deficit (Cohen's <i>d</i> = 0.47) and hyperactivity-impulsivity (Cohen's <i>d</i> = 0.46) symptoms. Further results indicated that ACEs were a significant positive predictor of attention deficit and hyperactivity-impulsivity symptoms and a negative predictor of self-compassion and emotion regulation. Additionally, self-compassion showed an indirect effect on the relationship between ACEs and emotion regulation, as well as the association between ACEs and attention-deficit/hyperactivity-impulsivity symptoms. Finally, we found that emotion regulation had an indirect effect on the association between self-compassion and attention-deficit/hyperactivity-impulsivity symptoms. <b>Conclusion:</b> These findings provide further evidence supporting the importance of self-compassion-based strategies to reduce attention-deficit/hyperactivity impulsivity by promoting emotion regulation skills in college students.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251370427"},"PeriodicalIF":2.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145137418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Trans-Diagnostic Investigation of Attention and Diverse Phenotypes of \"Auditory Hyperreactivity\" in Autism, ADHD, and the General Population.","authors":"Patrick Dwyer, Zachary J Williams, Wenn Lawson, Susan M Rivera","doi":"10.1177/10870547251361226","DOIUrl":"https://doi.org/10.1177/10870547251361226","url":null,"abstract":"<p><strong>Objective: </strong>Experiences of \"auditory hyper-reactivity\" and decreased sound tolerance, which can be separated into phenotypes such as hyperacusis and misophonia, are prevalent in autism and ADHD and impact quality of life and wellbeing. Furthermore, atypical patterns of attention regulations-including hyper-focus and inattention-are common in both autism and ADHD. Prior research also suggests sensory hyper-reactivity can cause anxiety, and anxiety can be associated with hyper-vigilance. It is currently unclear whether hyper-focusing on stimuli, having one's attention captured by them, or being hyper-vigilant toward them could lead to sensory hyper-reactivity. Therefore, this study investigates relationships among hyper-focus, inattention, hyper-vigilance, auditory hyper-reactivity, and anxiety.</p><p><strong>Method: </strong>Four hundred ninety-two adults (122 ADHD-only, 130 autistic-only, 141 autistic + ADHD, and 99 comparison) completed questionnaires indexing hyper-focus, inattention, and various forms of auditory hyper-reactivity; participants also completed a psychoacoustic measure by rating the pleasantness of misophonic trigger sounds.</p><p><strong>Result: </strong>Per questionnaires, auditory hyper-reactivity was markedly elevated in both autistic and ADHD participants relative to comparison participants (.46 ≤ Cliff's δ ≤ .84), whereas differences between autism and ADHD alone were small (.05 ≤ |Cliff's δ| ≤ .21) and not consistent in sensitivity analyses. Path analysis suggested hyper-vigilance, hyper-focus, and inattention were related to auditory hyper-reactivity, which was related to anxiety, which was related to hyper-vigilance, potentially reflecting a cyclic relationship. However, psychoacoustic misophonia was only modestly related to self-reported misophonia scores (.22 <i>≤</i> Spearman's ρ ≤ .31), and contributed little to the auditory hyper-reactivity composite included in the path analysis.</p><p><strong>Conclusion: </strong>These findings generally support the idea that attention may be connected to many neurodivergent people's auditory hyper-reactivity, but also emphasize the need for improved measurement of sensory experiences.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251361226"},"PeriodicalIF":2.2,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145080858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep Variability and Negative Alcohol-Related Consequences in College Students: Dynamic Associations With ADHD.","authors":"Nicholas P Marsh, Lauren E Oddo, Kelsey K Wiggs, James G Murphy, Andrea Chronis-Tuscano","doi":"10.1177/10870547251376065","DOIUrl":"https://doi.org/10.1177/10870547251376065","url":null,"abstract":"<p><strong>Background: </strong>College students often engage in heavy alcohol use and experience poor sleep. These risks are exacerbated among students with ADHD, who are especially vulnerable to both poor sleep and alcohol-related negative consequences. Although prior research has often focused on average sleep patterns, the impact of variability in sleep (i.e., bedtime, duration, and waketime) remains understudied. This variability may be particularly important for individuals with ADHD, given the self-regulation challenges that underline both sleep and alcohol use. Therefore, we examined ADHD-related differences in sleep variability and tested whether sleep variability predicts alcohol-related negative consequences.</p><p><strong>Methods: </strong>Utilizing 2-week daily diaries in a sample engaging in heavy drinking (<i>N</i> = 101; ADHD = 51, without ADHD = 50), Dynamic Structural Equation Models (DSEM) were applied to examine ADHD group differences in sleep variability and sleep averages (bedtime, waketime, and duration) and alcohol-related negative consequences, and test if sleep variability predicted negative consequences.</p><p><strong>Results: </strong>ADHD group status was significantly associated with later average waketimes, but not in average bedtimes or average sleep duration. However, students with ADHD did report significantly greater <i>variability</i> in their bedtimes, waketimes and sleep duration, as well as greater alcohol-related negative consequences, compared to controls. Notably, ADHD was not a significant covariate in any adjusted models; instead, greater sleep duration variability significantly predicted increased negative consequences independent of ADHD status.</p><p><strong>Conclusion: </strong>These findings highlight the importance of considering sleep variability for those with ADHD and more generally as a risk mechanism associated with alcohol-related negative consequences in college students who report heavy drinking.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251376065"},"PeriodicalIF":2.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ADHD Symptoms, Resilience, and Quality of Life in Emerging Adults: The Roles of Diagnostic Status and Current Symptomatology.","authors":"Allison K R Macht, Laura J Holt","doi":"10.1177/10870547251369679","DOIUrl":"https://doi.org/10.1177/10870547251369679","url":null,"abstract":"<p><p><b>Background:</b> Research on college students with ADHD largely has focused on impairments associated with this condition, as opposed to how resilience might buffer ADHD-related challenges. The present study examined potential differences in quality of life (QoL), resilience, and sociodemographic characteristics by students' ADHD diagnostic/symptom status and whether diagnostic/symptom group differences in QoL were more/less pronounced at different levels of resilience. <b>Method:</b> Using data from an online survey distributed at six US colleges/universities, participants (<i>N</i> = 4,897; 74% female; 60% White) reported on current ADHD symptomatology and diagnostic status; personal, social, and familial resilience; and physical, psychological, social, environmental, and global QoL. <b>Results:</b> Compared to students who were <i>undiagnosed and asymptomatic</i> or <i>diagnosed and asymptomatic</i>, participants who were symptomatic (diagnosed and undiagnosed) evidenced lower resilience and QoL across all domains. There were significant interactions between ADHD group and resilience for global QoL and environmental QoL. Global QoL among <i>undiagnosed and symptomatic</i> participants was consistently lower than the reference group (<i>undiagnosed and asymptomatic)</i>, particularly at lower levels of resilience. For environmental QoL, the slopes for both <i>diagnosed</i> groups were less steep compared to the reference group, suggesting resilience was less closely associated with environmental QoL. <b>Conclusion:</b> Findings suggest that current ADHD symptomatology, as opposed to a formal ADHD diagnosis, is a better predictor of psychosocial impairment. Helping students with an ADHD diagnosis to continue developing resilience ultimately may benefit QoL; however, students who are currently symptomatic - particularly those who are undiagnosed - likely need additional support to experience the protective benefits of resilience.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251369679"},"PeriodicalIF":2.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145074985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trajectory Moderators of Functional Outcomes and ADHD Symptoms in Children With ADHD.","authors":"Margaret Fletcher, Susan Silva, Wei Pan, Karin Reuter-Rice","doi":"10.1177/10870547251367284","DOIUrl":"https://doi.org/10.1177/10870547251367284","url":null,"abstract":"<p><strong>Objective: </strong>ADHD can impair children's functioning. Socioeconomic and sociodemographic factors present barriers to treatment access and lead to disparate outcomes in children with ADHD. The purpose of this study was to describe trajectories of functional outcomes and ADHD symptom counts across 3 years and explore the moderating effects of income and race/ethnicity on these trajectories among U.S. children with ADHD.</p><p><strong>Method: </strong>This longitudinal study of children currently and/or previously meeting diagnostic criteria for ADHD (<i>N</i> = 1,587, age = 9-10 years at baseline) used data from the Adolescent Brain Cognitive Development (ABCD) Study^®. Outcomes were child-reported functional outcome measures (family conflict, prosocial behavior, and school experiences) and parent-reported inattentive and hyperactive symptom counts across 3 years. Multi-level, mixed-effects models for longitudinal data were used to characterize each outcome trajectory and examine the moderating effects of baseline household income and race/ethnicity.</p><p><strong>Results: </strong>The sample was 68% male and 54% White, with 53% meeting diagnostic criteria for past-only ADHD, 12% current-only ADHD, and 35% both past and current ADHD. Significant changes in family conflict, school experiences, inattentive symptom counts, and hyperactive symptom counts were demonstrated across 3 years (trajectories, <i>p</i> < .05). Income significantly moderated prosocial behavior trajectories, while race/ethnicity significantly moderated family conflict and prosocial behavior trajectories (time interaction, <i>p</i> < .05).</p><p><strong>Conclusions: </strong>The findings suggest that factors related to income and race/ethnicity influence trajectories of change in family conflict and prosocial behavior outcomes in children with a history of ADHD. Future studies should explore these disparities and identify targets for intervention, such as increased access to diagnosis and treatment for individuals at risk of poorer functional outcomes.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251367284"},"PeriodicalIF":2.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145033438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Investigation of Attentional Networks, the Locus Coeruleus - Norepinephrine System, and Autism and ADHD Traits.","authors":"Yesol Kim, Darryl W Schneider, Brandon Keehn","doi":"10.1177/10870547251365031","DOIUrl":"https://doi.org/10.1177/10870547251365031","url":null,"abstract":"<p><strong>Purpose: </strong>Attention is proposed to consist of three discrete neurofunctional networks, though evidence suggests that two of these - the alerting and cognitive control networks - are interdependent. The neural mechanism(s) underlying this interdependence have not been identified; however, the locus coeruleus - norepinephrine (LC-NE) system may provide a potential explanation for this interaction. Further, both alerting-cognitive control interdependence and LC-NE activity may be altered in autistic individuals, and thus may provide a unique window into the relationship between the LC-NE system and network interdependence. The objective of the current study was to utilize electrophysiological and pupillary indices of LC-NE activity to examine the associations between attentional network interdependence, LC-NE activity, and autism and ADHD traits.</p><p><strong>Methods: </strong>A total of 77 neurotypical undergraduate students completed two tasks: (1) a resting eye-tracking task to measure pupil diameter (tonic LC activity), and (2) a cued-flanker task to measure cue-related pupil diameter response (cue PDR; phasic LC activity) and attentional network interdependence using behavioral, electrophysiological, and pupillometric indices. Autistic and ADHD traits were measured by self-reported questionnaires.</p><p><strong>Results: </strong>Consistent with prior reports, our behavioral and electrophysiological results support network interdependence. Phasic LC activity was positively related to alerting-cognitive control interdependence. Finally, the tonic and phasic LC-NE indices were linked to distinct ADHD subscales but not to autistic traits.</p><p><strong>Conclusion: </strong>These findings expand our understanding of neurofunctional mechanism associated with alerting-cognitive control interdependence and demonstrate that LC-NE activation may be associated with ADHD rather than with autistic traits.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251365031"},"PeriodicalIF":2.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145033436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of Visual Illusions in Children and Teenagers With ADHD.","authors":"Valeria Montiel, Vania Navarrete, Ana M González-Pérez, Carolina Vázquez de Alba, Ricardo Díaz-Sánchez, Péter Szenczi, Marcos Rosetti, Rosa E Ulloa, Oxána Bánszegi","doi":"10.1177/10870547251369665","DOIUrl":"https://doi.org/10.1177/10870547251369665","url":null,"abstract":"<p><strong>Objective: </strong>Susceptibility to visual illusions is a consequence of the adaptation of the visual system, however, their perception or lack of it reflects differences in more general, global cognitive processes. Few studies have focussed on the susceptibility of individuals with attention-deficit/hyperactivity disorder (ADHD), even though visual impairment and percept differences have been thoroughly documented.</p><p><strong>Method: </strong>The present study evaluated 75 children (ages 6.09-12.99 years, 72% male) and 37 teenagers (ages 13-16.95 years, 62% male) with ADHD, and a sex-and-age matched sample of typically developing peers. They were tested with 103 pairs of illusory and control images spanning five illusion types.</p><p><strong>Results: </strong>We found increased susceptibility to the Müller-Lyer and Kanizsa Subjective Contour and decreased susceptibility to the Ebbinghaus illusion among children with ADHD when compared to typically developing controls. No differences were found for susceptibility to the Simultaneous Contrast and Moving Snake illusions. As for reaction times, we did not find differences between participants with ADHD and their control peers when judging illusions; however, in general participants give answers faster in the illusory trials than in control trials with the same magnitude of difficulties which also confirm the susceptibility of the illusions.</p><p><strong>Conclusion: </strong>Our findings point to small but important perceptual alterations, such as slightly reduced or delayed top-down or global processing ability in children with ADHD. Further research can focus on how these alterations may be useful to detect developmental alterations and understand perceptual difficulties in children with neuropathology.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251369665"},"PeriodicalIF":2.2,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparison of Commercially Available Parent and Teacher Rating Forms in the Concurrent Prediction of Executive Functioning Performance in Children.","authors":"Christina O Hlutkowsky, Katherine E All, Alexandra L Roule, Tyler A Warner, Cynthia Huang-Pollock","doi":"10.1177/10870547251365393","DOIUrl":"https://doi.org/10.1177/10870547251365393","url":null,"abstract":"<p><strong>Objective: </strong>It is often argued that executive functioning (EF) tasks and EF questionnaires measure the same construct at different levels of analysis. However, item content on EF questionnaires varies by publisher/rater, indicating a striking lack of consensus on what EF represents when measured via questionnaires. In two separate samples spanning early and middle childhood, and utilizing a multi-method multi-rater approach, we systematically compare the concurrent validity of different questionnaire-based conceptualizations of EF.</p><p><strong>Methods: </strong>Parents and teachers of children aged 8 to 12 years (<i>N</i> = 226) and 5 to 7 years (<i>N</i> = 152) completed indices marketed as EF on the Behavioral Rating Inventory of Executive Function (BRIEF); Conners' Rating Scale; and the Behavior Assessment System for Children (BASC). Their associations with performance on tasks of working memory (WM) and inhibition were compared against established indices of inattention, impulsivity, and academic underachievement on the same forms.</p><p><strong>Results: </strong>Across samples, parent and teacher ratings of academic difficulty were most strongly associated with performance, particularly for WM. EF indices were no better (and were sometimes worse) at predicting concurrent EF than established indices of inattention/impulsivity.</p><p><strong>Conclusions: </strong>Developers of EF scales must either improve the divergent validity of their scales against established indices of attention/impulsivity or improve the convergent validity with tests of EF. Otherwise, the clinical utility of questionnaire-based EF remains questionable. Implications for theory development and research are discussed.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251365393"},"PeriodicalIF":2.2,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-Based Social Skills Interventions for Youth With ADHD: A Systematic Review and Meta-Analysis.","authors":"Gabriella Bussanich, Judith R Harrison, Corey Peltier, Aayushi Patel, Paulomi Mehta, Kashees Patel","doi":"10.1177/10870547251364578","DOIUrl":"10.1177/10870547251364578","url":null,"abstract":"<p><p>ObjectiveChildren and adolescents frequently struggle with social skills performance in academic settings, which can negatively impact quality of life. As such, social skills training is frequently recommended; however, the effectiveness of school-based social skills training has not been synthesized. As such, the purpose of the current study was to evaluate the empirical evidence pertaining to both stand-alone and multimodal school-based social skills programs for students with ADHD, and to assess the effects of potential moderating variables.</p><p><strong>Method: </strong>A systematic review and meta-analysis was conducted of studies between the years of 1975 and 2023 following the recommendations of the Cochrane Foundation and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).</p><p><strong>Results: </strong>Seventeen studies, single-case, within group, and between-group designs met the established inclusion criteria, with 10 included in the meta-analysis. The findings revealed small to large effects; however, the overall meta-analytic effect size was negligible (ES = 0.09). The differences in social skills approaches, intensity, parent involvement, and setting did not moderate the effects.</p><p><strong>Conclusion: </strong>These findings underscore the necessity for ongoing exploration and refinement of social skills interventions tailored for youth with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251364578"},"PeriodicalIF":2.2,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144992678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy and Safety of Jingling Oral Liquid for Children With ADHD: A Multicenter, Randomized, Double-Blind, Placebo-Controlled Clinical Trial.","authors":"Yanjie Qi, Xiangsheng Luo, Yuxin Liu, Jie Zhang, Xu Chen, Yi Zheng","doi":"10.1177/10870547251365676","DOIUrl":"https://doi.org/10.1177/10870547251365676","url":null,"abstract":"<p><strong>Objective: </strong>This study aims to verify the therapeutic efficacy and safety of a traditional Chinese medicine, Jingling Oral Liquid, in treating ADHD through a multicenter, randomized, double-blind, placebo-controlled trial (ChiCTR-IPR-17012293).</p><p><strong>Method: </strong>Eighty-five children with ADHD underwent 8 weeks of strictly monitored treatment. Forty children (8.2 ± 2.1 years old, nine girls) were randomly assigned to be treated with Jingling Oral Liquid (Liaoning Dongfangren Pharmaceutical Co., Ltd.), and 41 children (8.6 ± 2.5 years old, six girls) received placebo treatment.</p><p><strong>Results: </strong>Significant improvement was observed in the total score of ADHD rating scale (-4.8, 95% CI [-8.4, -1.1], <i>p</i> = .011) and in the hyperactivity/impulsivity score (-3.0, 95% CI [-4.8, -1.1], <i>p</i> = 0.002) for the Medicine group compared with the Placebo group, but not for inattention score (-1.9, 95% CI [-4.0, 0.2], <i>p</i> = 0.078). No significant changes were observed in the physiological indicators of the children pre- and post-treatment, and no definite drug-related adverse reactions were reported.</p><p><strong>Conclusion: </strong>Jingling Oral Liquid has shown efficacy in managing ADHD, specifically targeting hyperactivity and impulsivity symptoms, and maintaining a favorable safety profile.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251365676"},"PeriodicalIF":2.2,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144992753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}