Journal of Attention Disorders最新文献

{"title":"The Relationship Between ADHD Symptom Severity and Sleep Disturbance Using Accelerometer and the Subjective Sleep Disturbance Scale.","authors":"Bhargav Patel, Audrey Tyrka, William Lewis-de Los Angeles","doi":"10.1177/10870547261421667","DOIUrl":"10.1177/10870547261421667","url":null,"abstract":"<p><strong>Objective: </strong>There is limited evidence regarding the relationship between the severity of ADHD symptoms and the level of sleep disruption in early adolescent children. This study aimed to better understand this relationship by studying early adolescents from the Adolescent Brain Cognitive Development (ABCD) Study at the 2-year follow-up visit (mean age 12.0, <i>n</i> = 4,414).</p><p><strong>Methods: </strong>The \"Attention Problems\" scale of the Child Behavior Checklist (CBCL) was used to measure the severity of ADHD symptoms for study participants. Sleep was assessed both subjectively with the Sleep Disturbance Scale for Children (SDSC) via parent report and objectively by wrist-worn accelerometer assessment of sleep duration.</p><p><strong>Results: </strong>Total sleep disturbance showed a moderate positive correlation with ADHD symptoms (<i>r</i> = .41, <i>p</i> < .001). In contrast, there was only a very small negative correlation between accelerometer-measured sleep duration and ADHD symptoms (<i>r</i> = -.05, <i>p</i> < .001). Multivariate linear regression with total SDSC score as the dependent variable, adjusting for demographics, medication use, and puberty stage, showed a positive association of ADHD symptoms with total SDSC score (β = .41, 95% CI [0.38-0.44]; <i>p</i> < .001). A longitudinal linear mixed-effects model analysis with total SDSC score as the dependent variable also showed a positive association with ADHD symptoms with total SDSC score (β = .34, 95% CI [0.32-0.35]; <i>p</i> < .001). In contrast, multivariate linear regression with total sleep duration (in minutes) as the dependent variable showed only a very small negative association (β = -.03, 95% CI [-0.0-0.00]; <i>p</i> < .05).</p><p><strong>Conclusions: </strong>Our study shows that increased severity of ADHD symptoms is associated with worse sleep disturbance as measured by subjective parent reports; however, there is a very weak relationship between ADHD symptoms and objectively measured total sleep duration. The contrasting results are consistent with prior literature, and could be due to unmeasured variables such as deep sleep percentage or non-REM EEG delta wave power that are not captured by actigraphy. Alternatively, there is the possibility of mono-informant bias, as both the CBCL and SDSC are parent-reported, and parents may perceive relationship between worse ADHD symptoms and worse sleep disturbances, though the difference is objectively negligible.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1007-1018"},"PeriodicalIF":3.2,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13025734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147512281","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":"Social Skills and Emotion Recognition in Children With Elevated Cognitive Disengagement Syndrome Symptoms: A Comparative Study With Children Diagnosed With ADHD and Typically Developing Peers.","authors":"Utku Kaçmaz, Nagihan Cevher Binici, Eyüp Sabri Ercan, Fatma Sibel Durak, Ali Evren Tufan","doi":"10.1177/10870547251408128","DOIUrl":"10.1177/10870547251408128","url":null,"abstract":"<p><strong>Objective: </strong>Cognitive Disengagement Syndrome (CDS) is increasingly viewed as a distinct childhood condition. Although it overlaps with ADHD in some features, emerging evidence suggests a unique behavioral and cognitive profile. However, research examining social functioning and emotion recognition in children with pure CDS remains limited.</p><p><strong>Methods: </strong>This study compared social competence and facial emotion recognition abilities among children aged 8 to 12 years across three groups: those with elevated CDS symptoms (n = 43), those with ADHD (n = 40), and healthy controls (n = 43). Social functioning and peer relationships were evaluated using parent- and child-report social skills scales and peer interaction questionnaires. Emotion recognition was measured with the Reading the Mind in the Eyes Test (RMET).</p><p><strong>Results: </strong>Children with CDS showed significantly lower social skills and RMET scores than both ADHD and control groups (p < .001). Teachers reported fewer school friendships for the CDS group compared to ADHD and controls (p < .001), and CDS children also reported fewer out-of-school friendships than peers in the other groups (p = .035). Both child and teacher reports noted greater peer relationship difficulties in the CDS group compared to the other groups (p < .001). Teachers also observed more solitary behavior and lower group participation among CDS children (p < .001). Within the CDS group, social skills were negatively associated with oppositionality (r = -.347) and positively associated with inattention severity (r = .346). Regression analysis identified social skills scores as independent predictors of peer relationships across the full sample (p < .001).</p><p><strong>Conclusion: </strong>These findings suggest that children with elevated CDS symptoms experience greater social difficulties and more pronounced emotion recognition impairments than both ADHD and typically developing peers, reflecting a distinct social-cognitive profile that extends beyond overlapping ADHD symptoms. The results underscore the importance of early recognition and targeted interventions.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"959-969"},"PeriodicalIF":3.2,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145933464","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":"Sex Differences in the Age at First Health Service Use for ADHD Among Australian Children.","authors":"Melissa Mei Yin Cheung, Tasmia Hai, Oliver J Watkeys, Kristin R Laurens, Vaughan J Carr, Melissa J Green","doi":"10.1177/10870547261474901","DOIUrl":"https://doi.org/10.1177/10870547261474901","url":null,"abstract":"<p><strong>Objective: </strong>There is evidence to suggest that girls with ADHD are less likely to be diagnosed with and receive treatment for ADHD in childhood compared to boys. However, it is unclear whether there are sex differences in first use health services for ADHD. This study compared the age at which girls and boys first accessed health services for ADHD.</p><p><strong>Methods: </strong>Participants were 89,587 children followed from birth to age ~18 years with linked administrative health records within a longitudinal population cohort study in New South Wales, Australia. The age at the first use of health services for ADHD was identified from records of subsidised medication prescriptions, ambulatory mental health service use, emergency department presentations and hospital admissions, and examined in relation to the child's sex assigned at birth.</p><p><strong>Results: </strong>In this population cohort, 7,402 (8.3%) children accessed health services for ADHD before their 18th birthday. The percentage of girls with a record of using health services for ADHD (5.5%) was approximately half that for boys (10.9%). Girls were older at their first use of health services for ADHD (median age 13.6 years, modal age 17 years) than boys (median age 9.4 years, modal age 7 years).</p><p><strong>Conclusion: </strong>Our findings emphasise the need to improve timely recognition and treatment of ADHD among girls.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261474901"},"PeriodicalIF":3.2,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148653835","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":"When Self and Others Disagree: Informant Discrepancies in ADHD and ASD and Psychosocial Outcomes.","authors":"Giulia Crisci, Irene Cristina Mammarella","doi":"10.1177/10870547261430420","DOIUrl":"10.1177/10870547261430420","url":null,"abstract":"<p><strong>Objective: </strong><i>Informant discrepances</i> are frequently observed in self- and proxy-report in dyads involving children with ADHD. However, it remains unclear whether these discrepances are specific to ADHD or are also present in other clinical groups, as Autism Spectrum Disorder (ASD). Moreover, it is not fully understood whether these children hold a fundamentally different perception of their own abilities, or whether they tend to underestimate the severity of their difficulties compared to their parents. Additionally, the relation between <i>informant discrepancies</i> and psychological outcomes remains underexplored. This research aimed to address these questions through two separate studies.</p><p><strong>Methods: </strong>Study 1 involved 50 children with ADHD, 49 ASD, and 121 non-diagnosed (ND) peers to investigate whether <i>informant discrepancies</i> is specific to ADHD. Based on its findings, Study 2 focused on 47 children with ADHD and 47 ND peers to analyze the psychological outcomes. In both studies, children and their parents completed parallel questionnaires assessing social abilities. Study 1 also assessed behavioral issues, while Study 2 examined self-confidence and internalizing/externalizing symptoms.</p><p><strong>Results: </strong>Study 1 revealed children with ADHD are aware of their social difficulties, but tend to underestimate their severity compared to their parent reports, whereas dyads involving autistic and ND children show full alignment between self- and proxy ratings. <i>Informant discrepancies</i> in ADHD were limited to social functioning and did not extend to behavioral issues. In Study 2, <i>informant discrepancies</i> were positively associated with self-confidence in children with ADHD and with externalizing behaviors.</p><p><strong>Conclusion: </strong>In conclusion, <i>informant discrepancies</i> seem specific to ADHD and limited to social functioning. The relation with psychological outcomes varies, indicating the need for consideration in clinical settings.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1053-1066"},"PeriodicalIF":3.2,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147574138","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":"Peer Functioning Among Children With ADHD in Early Childhood: The Role of Emotion Dysregulation.","authors":"Eva L Goldhagen, Anthony S Dick, Paulo A Graziano","doi":"10.1177/10870547261469627","DOIUrl":"https://doi.org/10.1177/10870547261469627","url":null,"abstract":"<p><strong>Objective: </strong>The goal of this study was to (a) identify which dimensions of emotion dysregulation (i.e., emotion recognition/understanding, emotion regulation, emotion reactivity/lability, callous-unemotional behaviors) are most strongly associated with peer functioning for young children with ADHD only and with comorbid disruptive behavior disorders (ADHD + DBD) as compared to typically developing (TD) children and (b) assess whether improvements in children's peer functioning are linked to changes in emotion regulation.</p><p><strong>Method: </strong>The sample included 323 children (68.7% boys; <i>M</i>^age = 5.47, <i>SD</i> = 0.77, 81.4% Hispanic) with ADHD only (<i>n</i> = 46), ADHD + DBD (<i>n</i> = 129), and TD (<i>n</i> = 148). Domains of emotion dysregulation were measured via parent/teacher report and behavioral observation. Peer functioning was examined via teacher report and sociometric measures administered in a summer camp setting.</p><p><strong>Results: </strong>Analyses of Covariance revealed significant differences in peer functioning and emotion dysregulation across diagnostic groups (Cohen's <i>d</i> range from = -0.47 to 0.39). Multiple linear regressions indicated significant associations between all subdomains of emotion dysregulation and peer functioning outcomes (β range = -2.68 to 1.71), though emotional reactivity/lability most consistently predicted peer functioning across informants. Improvements in some aspects of emotion dysregulation were associated with improvements in peer functioning outcomes, mainly prosocial behavior.</p><p><strong>Conclusions: </strong>Findings contribute to our understanding of the underlying processes that impact the social functioning of young children with ADHD and DBDs and, specifically, how impairments in peer functioning may be attenuated by better emotion regulation. Tailoring interventions to address emotional reactivity may promote improved peer relationships in young children with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261469627"},"PeriodicalIF":3.2,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148620230","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 Women's Experiences of a Late ADHD Diagnosis: Unveiling a Personal Superpower Through Reflexive Thematic Analysis.","authors":"Tracy Kelly, Brandon May, Cody Normitta Porter, Marek Palace","doi":"10.1177/10870547261469625","DOIUrl":"https://doi.org/10.1177/10870547261469625","url":null,"abstract":"<p><strong>Objective: </strong>Attention-deficit/hyperactivity disorder (ADHD) remains underdiagnosed in women, with many receiving a diagnosis later in life. This qualitative study explored the lived experiences of women who received an ADHD diagnosis in adulthood, addressing a limited gap in the current literature.</p><p><strong>Method: </strong>Twelve women aged 45 to 58 participated in semi-structured interviews, which were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Three key themes were identified: <i>Discovering ADHD: Revealing the Hidden Struggles</i>, <i>Battling the Emotional Storms of ADHD</i>, and <i>Living with ADHD</i>. Participants described years of misdiagnosis, internalised stigma, and emotional dysregulation, often compounded by hormonal fluctuations that impacted symptom severity and medication efficacy. Despite these challenges, many women reframed aspects of their ADHD, particularly hyperfocus, as a functional strength and described their diagnosis as profoundly validating.</p><p><strong>Conclusion: </strong>The study highlights the need for improved gender-sensitive diagnostic practices, clinician awareness of ADHD symptom presentation across the female lifespan, and tailored treatment approaches that account for hormonal changes. Findings suggest that the benefit of a timely diagnosis and supportive clinical engagement can facilitate psychological adjustment and enhance the quality of life for women with ADHD. This research contributes to the growing call for more inclusive, gender-informed ADHD assessment and management strategies.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261469625"},"PeriodicalIF":3.2,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148591567","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":"Relative Bioavailability of Once-Daily Clonidine XR Oral Suspension Versus Twice-Daily XR Tablets in Healthy Volunteers.","authors":"Rakesh Jain, Eman Rafla, Joseph C Grieco, Matthew Witkovic, Jennifer Horng, Jim Potenziano","doi":"10.1177/10870547261463433","DOIUrl":"10.1177/10870547261463433","url":null,"abstract":"<p><strong>Purpose: </strong>To assess the bioequivalence of once-daily clonidine extended-release (XR) oral suspension (OS) to twice-daily clonidine XR tablets (TABs), which are approved for attention-deficit/hyperactivity disorder (ADHD).</p><p><strong>Methods: </strong>Study 1 (<i>n</i> = 20) evaluated an equivalent daily dose of clonidine XR OS versus TABs and clonidine XR OS under fed versus fasted conditions. Outcomes included the maximum plasma concentration (C_max), the area under the analyte versus time curve (AUC) from 0 to the last analyte concentration (AUC_t) and to infinity (AUC_inf), and the half-life (T_half). Study 2 (<i>n</i> = 19) evaluated AUC, C_max, and the minimum concentration (C_min) at steady state (SS). The ratios of geometric means and corresponding 90% CIs of pharmacokinetic parameters for each treatment were compared to the US Food and Drug Administration definition of bioequivalence (80%-125%).</p><p><strong>Results: </strong>In Study 1 (mean [<i>SD</i>] age, 42 [11] years; 30% female; 10% Asian, 25% Black or African American, 5% Multiracial, 60% White; 40% Hispanic or Latino), the ratios (90% CIs) of clonidine XR OS to TABs were within the bioequivalence range accepted by the FDA for C_max (95.6 [89.8, 101.8]), AUC_t (97.2 [91.6, 103.1]) and AUC_inf (96.1 [89.4, 103.4]); similar results were observed for clonidine XR OS under fed versus fasting conditions. The median (range) T_half was 12.8 (8-24) hours. In study 2 (mean [<i>SD</i>] age, 43 [11] years; 42% female; 47% Asian, 26% Black or African American, 0% Multiracial, 26% White; 0% Hispanic or Latino), AUC_t,ss and C_max,ss were both within the acceptable range (97.7 [93.4, 102.1] and 107.9 [103.8, 112.2], respectively). The C_min,ss for clonidine XR OS was ~26% lower than clonidine XR TABs (74.0 [69.3, 79.0]) but this difference was not considered clinically meaningful by the FDA.</p><p><strong>Conclusion: </strong>These results demonstrate that clonidine XR OS is bioequivalent to clonidine XR TABs and could fulfill a treatment gap as a liquid, once-daily, non-stimulant ADHD treatment option.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261463433"},"PeriodicalIF":3.2,"publicationDate":"2026-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148591615","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 Examination of Factors Contributing to Delays in Obtaining a Driver's License for Youth With Attention-Deficit/Hyperactivity Disorder.","authors":"Morgan L Jusko, Michelle G Bubnik-Harrison, Nicholas Albino, Larry W Hawk, Stefany Coxe, Nicole K Schatz, Karen L Hulme, Rebecca K Vujnovic, Kevin F Hulme, William E Pelham, Gregory A Fabiano","doi":"10.1177/10870547261470140","DOIUrl":"https://doi.org/10.1177/10870547261470140","url":null,"abstract":"<p><strong>Background: </strong>Youth with attention-deficit/hyperactivity disorder (ADHD) are more likely to experience delays in obtaining their driver's license relative to their same-aged peers. However, despite these delays, there is no evidence of improved driving outcomes for these youth. Additionally, graduated driver's licensing laws typically terminate around the age of 18, giving some youth less structure prior to independently transitioning to the road. To date, no study has examined the cognitive and parenting factors that are related to delays in licensure for adolescents with ADHD within the context of an intervention (i.e., Supporting a Teen's Effective Entry to the Roadway; STEER). The current study utilized logistic regression analyses to determine if teen cognitive functioning, parenting, and the intervention were related to licensure status at 12-month follow-up.</p><p><strong>Method: </strong>Baseline cognition (i.e., reaction time variability, working memory, inhibitory control), baseline parental monitoring, baseline negative parenting, and licensure status were collected on 172 adolescents with ADHD enrolled in a randomized, controlled trial.</p><p><strong>Results: </strong>There was a significant interaction between reaction time variability and the intervention on licensure status (<i>p</i> = .007), and a marginal interaction between negative parenting and the intervention on licensure status (<i>p</i> = .05). Those in the STEER group with <i>more</i> reaction time variability were more likely to be licensed at the 12-month follow-up. Although not statistically significant, those in the STEER group tended to have higher rates of licensure when negative parenting was lower.</p><p><strong>Conclusions: </strong>These findings indicate that the STEER intervention may have uniquely benefitted those adolescents who had more difficulties with reaction time prior to the intervention and, to some extent, provided additional support to parents that already had lower levels of negative parenting.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261470140"},"PeriodicalIF":3.2,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148591825","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 Mixed Methods Study of Treatment Acceptability and Intervention Preference Among College Students with ADHD.","authors":"Erin L Girio-Herrera, Minha Asif","doi":"10.1177/10870547261468105","DOIUrl":"https://doi.org/10.1177/10870547261468105","url":null,"abstract":"<p><strong>Objective: </strong>Accommodations are the most common support for college students with ADHD; however, they are not a treatment and emerging evidence suggests they may not lead to performance improvement. As evidence accumulates for efficacious treatments for college students with ADHD it is increasingly important to assess their intervention preferences and treatment acceptability.</p><p><strong>Method: </strong>This mixed methods study was conducted in the context of a needs assessment of college students with ADHD conducted by advanced undergraduate service learning students. A diverse sample of 40 college students with ADHD completed the Abbreviated Acceptability Rating Profile (AARP) to rate the acceptability of treatment components with accumulating evidence of efficacy among college students with ADHD and completed a semi-structured interview to report preferences for campus intervention.</p><p><strong>Results: </strong>All treatment components met at least the minimum threshold of acceptability. Significant differences emerged such that the behavioral component was rated significantly higher than cognitive, medication, psychoeducation, and emotional but was not significantly different than organizational. Emotional was significantly lower than all treatments except medication. Thematic analysis revealed the following intervention preferences themes: (1) psychoeducation, (2) awareness and education for campus community, (3) community building, (4) \"help me help myself,\" (5) check-ins, (6) ADHD specific supports, and (7) one size does not fit all.</p><p><strong>Conclusion: </strong>Findings have implications for intervention and treatment development and implementation, as well as ADHD education, support, and advocacy on campuses.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261468105"},"PeriodicalIF":3.2,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148549188","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":"Mapping the Landscape of ADHD Research in Girls and Women: A Scoping Review and Network Analysis.","authors":"Sohyeon Ryu, Sunjoong Kim, Lidia Zylowska, Joohee Seo","doi":"10.1177/10870547261468155","DOIUrl":"https://doi.org/10.1177/10870547261468155","url":null,"abstract":"<p><strong>Purpose: </strong>Attention-deficit/hyperactivity disorder (ADHD) has long been viewed as more prevalent in boys, yet growing attention is directed toward the distinct clinical needs of girls and women. This study aimed to map the development of research on ADHD in girls and women and identify major gaps by visualizing changes in research topics over time.</p><p><strong>Methods: </strong>Following PRISMA-ScR guidelines, PubMed, Embase, APA PsycINFO, Cochrane Library, and Google Scholar were searched through July 2025, identifying studies published between 1989 and 2024. Peer-reviewed studies explicitly identifying female participants, including quantitative, qualitative, mixed-methods, and review designs, were included. Of 1,838 records screened, 487 met inclusion criteria after removing duplications. Studies were categorized by type and mapped according to their geographic origin. Keywords were extracted using a TF-IDF approach, and co-occurrence network analysis with the Louvain algorithm was used to identify thematic clusters. Time-series analysis detected emerging topics.</p><p><strong>Results: </strong>From 1989 to 2024, publications volume increased approximately six-fold. Observational studies comprised most studies (71.9%), while qualitative studies and systematic reviews expanded in recent years. Most studies originated from North America (53.0%) and Europe (33.3%), with lower representation from Asia (9.4%). Louvain analysis (modularity = 0.131) identified six thematic clusters, including behavioral and social interactions, sex-related differences and comorbidities, life-cycle and family impact, developmental outcomes, pregnancy/birth and pharmacotherapy, and cognitive & executive functions. Emerging topics included pregnancy, medication, stimulants, borderline personality disorder, and autism spectrum disorder.</p><p><strong>Conclusions: </strong>Research on ADHD in girls and women is increasingly addressing life-course factors, psychiatric comorbidities, pregnancy and medication, and cognitive/emotional functioning beyond childhood behavioral presentations. However, important methodological limitations and content gaps remain such as a need for well-powered, controlled trials and research into later adult life stages, Asian and other underrepresented populations, maternal experiences during pregnancy, and the distinction between sex and gender. Future research should address these gaps across the life course of girls and women with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261468155"},"PeriodicalIF":3.2,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536092","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}