Journal of Attention Disorders最新文献

{"title":"Self-Reported ADHD Diagnosis and Illicit Drug Use and Prescription Medication Misuse Among U.S. Working-Age Adults.","authors":"Andrew S London, Kevin M Antshel, Joshua Grove, Iliya Gutin, Shannon M Monnat","doi":"10.1177/10870547251365677","DOIUrl":"10.1177/10870547251365677","url":null,"abstract":"<p><strong>Objective: </strong>To estimate differences by self-reported lifetime ADHD diagnosis status in the percentage of U.S. working-age (18- to 64-year-old) adults in 2023 who report lifetime and past-year use or misuse of 11 different categories of illicit drugs and prescription medications, overall and among those without a self-reported drug use disorder (DUD).</p><p><strong>Method: </strong>We analyze data from the 2023 National Wellbeing Survey (total sample unweighted <i>N</i> = 7,044; no DUD sample unweighted <i>N</i> = 6,484) to estimate lifetime and past-year use of seven illicit drugs (marijuana, powder cocaine, crack cocaine, methamphetamine, heroin, fentanyl, and hallucinogens) and misuse of four prescription medications (opioids, tranquilizers, sedatives, and stimulants) among working-age adults, by self-reported lifetime ADHD diagnosis status, sex, age, race/ethnicity, nativity, education, and rural-urban residence. Weighted descriptive and multivariable logistic regression model estimates are obtained for the total population and for the subpopulation without a self-reported DUD.</p><p><strong>Results: </strong>In 2023, lifetime and past-year use or misuse of all 11 categories of drugs and medications was significantly higher among working-age adults with ADHD than among those without ADHD. Statistically significant differences by self-reported ADHD status persisted in multivariable models that controlled for demographic characteristics, with adjusted odds ratios (AORs) ranging from 1.77 for lifetime misuse of prescription sedatives to 3.08 for lifetime misuse of prescription stimulants, and from 1.63 for past-year use of crack cocaine to 3.33 for past-year misuse of prescription stimulants. Among those with no DUD, results indicated significantly higher lifetime use or misuse among persons with ADHD than among persons without ADHD for all 11 categories of drugs and mediations, with AORs ranging from 1.69 for misuse of prescription opioids to 2.87 for prescription stimulants. Past-year use or misuse among working-age adults never diagnosed with a DUD was significantly higher for 7 of 11 categories of drugs and medications among persons with ADHD relative to persons without ADHD, with statistically significant AORs ranging from 1.54 for use of heroin to 3.48 for misuse of prescription stimulants.</p><p><strong>Conclusion: </strong>Results suggest that ADHD is a risk factor for higher illicit drug use and prescription medication misuse among U.S. working-age adults, even in the absence of a DUD. Clinicians working with adults with ADHD should assess use and misuse of a broad range of drugs and medications regardless of whether the person with ADHD has a co-occurring DUD diagnosis, and engage in therapeutic interventions when appropriate. Future national data collection efforts that include measures of drug use and medication misuse (e.g., NSDUH, NHIS, and BRFSS) should include measures of lifetime and current ADHD diagnosis, sym","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251365677"},"PeriodicalIF":2.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12444879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144955638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilization of Mental Health Care Services Among Children and Adolescents with ADHD in Germany: Treatment Satisfaction and Factors Influencing Access.","authors":"Anne Kaman, Martha Gilbert, Janine Devine, Sophie Möller, Robert Schlack, Ann-Kristin Beyer, Marcel Romanos, Thomas Jans, Annalena Berner, Sophia Weyrich, Ulrike Ravens-Sieberer","doi":"10.1177/10870547251357756","DOIUrl":"https://doi.org/10.1177/10870547251357756","url":null,"abstract":"<p><strong>Background: </strong>ADHD is one of the most common mental disorders in children and adolescents. While international research on health service utilization, barriers to care, and treatment satisfaction is growing, evidence from Germany remains limited. This study aimed to examine the utilization of mental health care services in a sample of German children and adolescents with an administrative ADHD diagnosis registered with their health insurance company. Treatment satisfaction, belief in treatment efficacy and factors influencing mental health care utilization were examined.</p><p><strong>Methods: </strong>As part of the consortium project INTEGRATE-ADHD, data from 4,948 children and adolescents were analyzed. Parents of 7- to 17-year-olds participated in an online survey answering questions about their child's ADHD health care utilization, treatment satisfaction and efficacy, and factors influencing utilization using established instruments. Sociodemographic factors, geographic characteristics, ADHD symptom severity, and parental psychopathology were also assessed. Descriptive analyses and multivariate logistic regressions were conducted.</p><p><strong>Results: </strong>Approximately 40% of the children and adolescents with an administrative ADHD diagnosis were currently receiving ADHD treatment. The majority of parents (76%) were satisfied with the treatment, and 85% considered the treatment effective. Children with more severe ADHD symptoms had a threefold higher likelihood of receiving treatment, while youths with a migration background were less likely to receive mental health care. The most common reasons for not utilizing mental health care included the treatment having already ended, a lack of available treatment options, long waiting times, a lack of motivation among children, or the inability to continue treatment due to the COVID-19 pandemic.</p><p><strong>Conclusions: </strong>To overcome the identified barriers in ADHD treatment, we recommend improving access to evidence-based ADHD treatment and expanding its implementation to prevent undertreatment and the associated individual suffering and societal costs.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251357756"},"PeriodicalIF":2.2,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144835211","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":"Marginalized Identities and Intersectionalities that Contribute to College Students' Mental Health Challenges and Use of Psychological Services.","authors":"Sohyun An Kim, Laura V Rhinehart","doi":"10.1177/10870547251358674","DOIUrl":"https://doi.org/10.1177/10870547251358674","url":null,"abstract":"<p><strong>Objective: </strong>The rates of college students experiencing mental health challenges are increasing. Students with marginalized identities such as women, first generation college students (FGCS), or students with disabilities may be more at risk, and having multiple marginalized identities can impose added challenges. This study examined students' identities that contribute to college students with psychological disorders': (1) severity of mental health challenges, and (2) use of on-campus psychological services.</p><p><strong>Methods: </strong>A nationwide survey was used to draw a sample of college students with psychological disorders (<i>N</i> = 5,120).</p><p><strong>Results: </strong>For students with psychological disorders, being a woman was associated with heightened mental health challenges, even when other identities were accounted for (i.e., FGCS status, disability status, dual identities). Having ADHD was also associated with heightened mental health challenges when dual identities were not accounted for. Additionally, when students with ADHD's dual identity as a FGCS was accounted for, students with psychological disorders and ADHD who are also FGCS were found to experience heightened psychological challenges. Moreover, FGCS were less likely to utilize mental health services on campus, even when other identities were accounted for.</p><p><strong>Conclusion: </strong>Findings highlight the role marginalized identities play for college students with psychological disorders and the importance of considering students' intersectionality when it comes to mental health and seeking professional support.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251358674"},"PeriodicalIF":2.2,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144816752","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":"Mechanisms of Learning in Adults With ADHD During an Ecologically-Valid Visual Discrimination Task.","authors":"Elizaveta Kuznetsova, Tuisku Tammi, Natalia Postnova, Jussi Palomäki, Benjamin Ultan Cowley","doi":"10.1177/10870547251356744","DOIUrl":"https://doi.org/10.1177/10870547251356744","url":null,"abstract":"<p><strong>Objective: </strong>Learning unfolds in distinct stages-acquisition, consolidation, and maintenance-shaped by cognitive mechanisms such as saliency processing, interference control, and sustained attention. ADHD in adults is associated with deficits in these cognitive processes, which in turn might lead to learning difficulties.</p><p><strong>Method: </strong>Using a novel protocol that incorporates a visual attention task with gestalt-image targets and primer distractors, we investigated these cognitive mechanisms across different stages of learning in 53 adults diagnosed with ADHD and 18 neurotypical Controls.</p><p><strong>Results: </strong>Our findings reveal that adults with ADHD exhibit reduced neural activations in the occipital and parietal areas, indicating diminished bottom-up visual processing and challenges in handling distractions. Nevertheless, individuals with ADHD demonstrate increased frontal activity in the late stages of visual processing, suggesting compensatory mechanisms employed by the group. Behaviorally, both groups achieve comparable performance, though ADHD participants do so at the expense of greater variability and attentional lapses. Furthermore, while Controls reach the plateau already after the acquisition phase, the ADHD group is gradually improving its performance throughout the experiment.</p><p><strong>Conclusion: </strong>These findings demonstrate that adults with ADHD can acquire and retain new skills but do so through different-and usually more effortful-pathways. By mapping neural and behavioral dynamics onto learning stages, this study offers a more nuanced framework for learning in ADHD and supports the development of phase-specific intervention strategies.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251356744"},"PeriodicalIF":2.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144799210","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":"Multinutrients Decrease Oxidative Stress in Children With ADHD: Mediation/Moderation Analysis of Randomized Controlled Trial Data.","authors":"Lisa M Robinette, Irene E Hatsu, Olorunfemi Adetona, Chieh-Ming Wu, Jeanette M Johnstone, Alisha M Bruton, Hayleigh K Ast, James B Odei, Ouliana Ziouzenkova, Brenda M Y Leung, L Eugene Arnold","doi":"10.1177/10870547251355998","DOIUrl":"10.1177/10870547251355998","url":null,"abstract":"<p><strong>Background: </strong>ADHD is associated with oxidative stress (OS), possibly stemming from deficiencies in essential nutrients. Previous randomized controlled trials (RCTs), including Micronutrients for ADHD in Youth (MADDY), demonstrated improved symptoms in response to treatment with multinutrients compared to placebo. It remains unknown whether multinutrient supplementation influences antioxidant status and OS, and if these factors contributed to improvements observed in children with ADHD in the MADDY RCT.</p><p><strong>Objectives: </strong>Utilizing samples from the MADDY RCT, (1) compare the change in antioxidant (AO) and OS biomarkers after 8 weeks of multinutrient supplementation vs placebo, and (2) evaluate these biomarkers at baseline, and their change after 8 weeks, as moderators/mediators of treatment response.</p><p><strong>Methods: </strong>Activity of glutathione peroxidase (GPx) and glutathione reductase (GR) enzymes, plus oxidative stress index (OSI) based on ratio of reactive oxygen metabolites (ROM) to biological antioxidant potential (BAP), were measured in plasma at baseline and week 8. Differences between groups were determined using two-sample <i>t</i>-test or Mann-Whitney <i>U</i>-test. Logistic regression models assessed AO/OS biomarkers for mediation/moderation of treatment response.</p><p><strong>Results: </strong>Plasma from 77 children (aged 9.9 ± 1.7 years; 71% male) treated with multinutrients (<i>n</i> = 45) or placebo (<i>n</i> = 32) was analyzed. After 8 weeks, ROM decreased with multinutrients and increased with placebo (-14.3 vs. +26.8 Carratelli units, <i>p</i> = .017); but no significant differences in OSI, BAP, GPx, and GR between groups. None of the baseline AO/OS biomarker levels were moderators of treatment response. Eight-week change in both OSI and ROM trended toward mediation of treatment response (OR = 0.00058, 95% CI [0.000, 2.30], <i>p</i> = .078 and OR = 0.985, 95% CI [0.968, 1.002], <i>p</i> = 0.086, respectively) but did not reach significance.</p><p><strong>Conclusions: </strong>Eight weeks of multinutrient supplementation in children with ADHD reduced ROM without significant change in antioxidant status, suggesting decrease in oxidative stress. Given the preliminary signals associating a decrease in OS with symptom improvement following multinutrient supplementation, future research is warranted to understand OS in ADHD pathogenesis.</p><p><strong>Clinical trial registry: </strong>NCT03252522.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547251355998"},"PeriodicalIF":2.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12419555/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-Service Teachers Lack Knowledge of ADHD, But Report Optimism for Supporting Students With ADHD.","authors":"Anna Catherine Henley, Summer S Braun","doi":"10.1177/10870547251340740","DOIUrl":"10.1177/10870547251340740","url":null,"abstract":"<p><strong>Objective: </strong>Reports estimate at least one child in every general education classroom in the U.S. has ADHD. Thus, teachers should enter the classroom with an accurate working knowledge of ADHD and the skills to respond effectively to support the development of these students. The present study tested the following research questions (RQs): (RQ1) How knowledgeable are preservice teachers about ADHD? (RQ2) What are pre-service teachers' naturalistic responses to students with ADHD? Are pre-service teachers' (RQ3) knowledge of ADHD, (RQ4) stress, and (RQ5) mindfulness skills associated with three types of responses to working with students with ADHD: evaluation of social/behavioral problems, emotional distress, and investment in treatment and classroom practices? (RQ6) Does mindfulness moderate the association between stress and teachers' responses to students with ADHD?</p><p><strong>Method: </strong>Participants were 101 education majors in a teacher education program at a large Southeastern university in the United States. Multivariate regressions were employed to assess RQs 3-6.</p><p><strong>Results: </strong>Pre-service teachers correctly answered 52% of items (<i>SD</i> = 0.15) measuring knowledge of ADHD. There were no significant associations between knowledge of ADHD, stress, and mindfulness skills and pre-service teachers' responses to students with ADHD, nor did mindfulness moderate the association between stress and outcomes. However, pre-service teachers with previous experience teaching students with ADHD perceived students' behavioral challenges as more serious than those without experience.</p><p><strong>Conclusion: </strong>Results indicated that pre-service teachers lacked comprehensive knowledge of ADHD but responded to students with ADHD in a supportive manner. Notably, these findings indicate that teachers entering the workforce within the next two years are willing to implement supportive practices for students with ADHD. Implications for research and practice are discussed.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"848-863"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191856","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":"The Importance of Physical Activity Variability and Its Relation with Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children.","authors":"Hannah Scott, Erin K Shoulberg, Allison Krasner, Marissa Dennis, Connie L Tompkins, Alan L Smith, Betsy Hoza","doi":"10.1177/10870547251335436","DOIUrl":"10.1177/10870547251335436","url":null,"abstract":"<p><strong>Objectives: </strong>There is a need to examine the utility of objective measures of attention-deficit/hyperactivity disorder (ADHD) symptoms in children. Objective measures of ADHD symptoms, such as physical activity, may provide a more nuanced assessment of behavior that can be used to augment traditional cross-informant ratings of ADHD symptoms by parents and teachers. The most widely used and researched technique for objectively capturing children's physical activity is accelerometry (i.e., the use of small devices that measure gravitational acceleration). The current study examined the unique and interactive effects of mean levels of physical activity (physical activity volume) and intra-individual variability in physical activity (physical activity variability), as measured by accelerometry, on teacher-reported ADHD symptoms (hyperactivity/impulsivity and inattention examined separately).</p><p><strong>Method: </strong>One hundred seventy-six early elementary school students (<i>M</i>_age = 6.83, <i>SD</i> = 0.96, 53% male) from four midwestern schools and four northeastern schools were included. All were participants in a before-school intervention study involving physical activity or a sedentary classroom program. Data were collected using accelerometry during the intervention period and ADHD symptoms were reported by teachers following the intervention. Multiple regression models were used to examine the unique and interactive effects of physical activity volume and physical activity variability on ADHD symptoms.</p><p><strong>Results: </strong>Results demonstrated that physical activity volume was positively associated with hyperactive/impulsive symptoms, whereas physical activity variability was negatively associated with hyperactive/impulsive and inattentive symptoms. Additionally, when both physical activity variables were in the same model, only physical activity variability uniquely predicted ADHD symptoms after accounting for physical activity volume. Specifically, higher physical activity variability was linked with lower hyperactive/impulsive and inattentive symptoms.</p><p><strong>Conclusion: </strong>Objective measures of physical activity volume and physical activity variability may enhance our understanding of physical activity patterns as they relate to ADHD symptoms. Future research should continue to investigate the usability of objective measures of physical activity, and especially physical activity variability, as a screener to identify children at risk for ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"817-831"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143967475","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":"Exploring the Association Between ADHD, Sleep, and Homework Problems: The Role of Behavioral Indicators of Neuropsychological Functioning.","authors":"Liv Smets, Finja Marten, Lena Keuppens, Dieter Baeyens, Bianca E Boyer, Saskia Van der Oord","doi":"10.1177/10870547251329772","DOIUrl":"10.1177/10870547251329772","url":null,"abstract":"<p><strong>Objective: </strong>Around 70% of adolescents with ADHD experience sleep and/or homework problems. Both impairments have been previously associated with neuropsychological deficits but have not been simultaneously examined in adolescents with ADHD and clinical sleep problems. Therefore, this study investigated how sleep problems are associated with homework problems and how parent-rated behavioral indicators of neuropsychological functioning are part of this association in adolescents with ADHD.</p><p><strong>Method: </strong>Parental ratings of homework problems (HPC) and behavioral indicators of neuropsychological functioning (CAMEL) of adolescents with ADHD and comorbid sleep problems (ADHD/sleep; <i>n</i> = 53), adolescents with ADHD only (<i>n</i> = 24), and neurotypical adolescents (NT; <i>n</i> = 53) were collected. Homework problems and behavioral indicators of neuropsychological functioning were compared between the three groups. A path analysis was performed to investigate whether the behavioral indicators of neuropsychological functioning are part of the relation between sleep problems in ADHD and homework problems.</p><p><strong>Results: </strong>We found no differences for either homework problems or behavioral indicators of neuropsychological functioning between the ADHD/sleep and ADHD only groups, except for a small significant difference in arousal regulation, but both ADHD groups showed more homework problems and behavioral indicators of weaker neuropsychological functioning compared to the NT group. Behavioral indicators of weaker neuropsychological functioning were related to the increased homework problems experienced in the ADHD/sleep and ADHD only groups compared to NT.</p><p><strong>Conclusion: </strong>In adolescents with ADHD, sleep problems were not associated with more homework problems by weaker behavioral indicators of neuropsychological functioning. However, regardless of sleep problems, the behavioral indicators of neuropsychological functioning relate to the homework problems in adolescents with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"787-802"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143752876","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":"Examining How Students With ADHD Use an Extended Time Accommodation on a Low-Stakes Math Assessment.","authors":"Jordan L Bernard, Sara E Witmer","doi":"10.1177/10870547251332046","DOIUrl":"10.1177/10870547251332046","url":null,"abstract":"<p><strong>Objective: </strong>Students with ADHD are often provided with an extended testing time accommodation due to various skill deficits. However, little empirical work has examined the ways in which students use their extra time, if at all, and how use relates to overall performance. Further understanding of how students use this accommodation in practice can help to inform accommodation decision-making procedures so that students with disabilities recieve the appropiate support to be able to demonstrate their underlying knowledge and skills on tests.</p><p><strong>Method: </strong>The current study utilized the National Assessment of Educational Progress (NAEP) 2017 eighth-grade process data to examine the use and nonuse of extended time accommodations among students with ADHD as well as among comparison groups.</p><p><strong>Results: </strong>Less than half of students with ADHD who were eligible for an extended time accommodation used it. Access to the accommodation, rather than actual use, corresponded to higher rates of test completion. Those students who spent more time on the final five items of the test performed better overall when compared to their peers.</p><p><strong>Conclusion: </strong>Findings raise questions about the underlying needs of students with ADHD during testing and whether mere access to extended time sufficiently addresses those needs. Additional critical analysis of the provision and use of extended time for students with attention problems appears warranted. Implications for future research and practice are offered.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"803-816"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143968670","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":"Social Skill Profiles in ADHD and Comorbid Disorders.","authors":"Caroline E Miller, L Eugene Arnold, Andrea Chronis-Tuscano, Lily Hechtman, Stephen P Hinshaw, Michael J Kofler, Brooke S G Molina, Sébastien Normand, Linda J Pfiffner, Amori Yee Mikami","doi":"10.1177/10870547251344711","DOIUrl":"10.1177/10870547251344711","url":null,"abstract":"<p><strong>Background: </strong>Many children with attention-deficit/hyperactivity disorder (ADHD) demonstrate impairment in social skills. However, ADHD rarely occurs in isolation, with approximately one-third of children with ADHD having one additional disorder, and another third having two or three comorbidities. Few studies have considered the global and specific patterns of social skill performance based on comorbidity status.</p><p><strong>Method: </strong>Using a large dataset containing 1400 carefully phenotyped children with ADHD (ages 7-12; 28% girls) in the United States and Canada, we characterized social skill deficit profiles associated with the presence of internalizing comorbidity (depression and/or anxiety), externalizing comorbidity (oppositional defiant or conduct disorder), and both internalizing + externalizing comorbidities. All children had parent and teacher ratings of social skills on a consistent measure, and we took a nuanced approach that considered both global social skills and specific subdomains of skills.</p><p><strong>Results: </strong>Parent ratings indicated main and interaction effects of each comorbidity on lower social skill performance in a varied pattern. Both comorbidities were associated with poorer global social skills, responsibility, and self-control. In addition, internalizing was associated with poorer assertion, while externalizing was associated with poorer communication, cooperation, and empathy. Interaction effects suggested that the impact of externalizing overshadowed internalizing for poor responsibility and self-control; however, internalizing comorbidity attenuated the negative association between externalizing comorbidity and empathy. On teacher ratings, only externalizing comorbidity was associated with poorer global social skills, communication, cooperation, assertion, responsibility, empathy, and self-control. In addition, girls and younger children tended to have poorer global social skills (using a gender-normed standard score), while girls and older children showed better specific social skills (using a raw, not gender-normed score).</p><p><strong>Conclusion: </strong>Children with ADHD and these comorbidities had poorer social skills relative to children with ADHD only, as perceived by parents and teachers. There also may be different social skill profiles depending on the comorbid condition and informant. These findings may inform more personalized social skill interventions for children with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"879-895"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144475407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}