{"title":"识别ADHD女孩同伴功能障碍的神经标志物。","authors":"Dara E Babinski, Autumn Kujawa","doi":"10.20900/jpbs.20210022","DOIUrl":null,"url":null,"abstract":"<p><p>Very little research has prioritized girls with ADHD, despite accumulating evidence showing that girls with ADHD experience broader and more severe peer dysfunction relative to boys with ADHD. Attention to identifying the neural mechanisms underlying the peer difficulties of girls with ADHD is critical in order to develop targeted intervention strategies to improve peer functioning. New efforts to address the peer dysfunction of girls with ADHD are discussed.</p>","PeriodicalId":73912,"journal":{"name":"Journal of psychiatry and brain science","volume":"6 ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8797169/pdf/","citationCount":"1","resultStr":"{\"title\":\"Identifying Neural Markers of Peer Dysfunction in Girls with ADHD.\",\"authors\":\"Dara E Babinski, Autumn Kujawa\",\"doi\":\"10.20900/jpbs.20210022\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Very little research has prioritized girls with ADHD, despite accumulating evidence showing that girls with ADHD experience broader and more severe peer dysfunction relative to boys with ADHD. Attention to identifying the neural mechanisms underlying the peer difficulties of girls with ADHD is critical in order to develop targeted intervention strategies to improve peer functioning. New efforts to address the peer dysfunction of girls with ADHD are discussed.</p>\",\"PeriodicalId\":73912,\"journal\":{\"name\":\"Journal of psychiatry and brain science\",\"volume\":\"6 \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8797169/pdf/\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of psychiatry and brain science\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20900/jpbs.20210022\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of psychiatry and brain science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20900/jpbs.20210022","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Identifying Neural Markers of Peer Dysfunction in Girls with ADHD.
Very little research has prioritized girls with ADHD, despite accumulating evidence showing that girls with ADHD experience broader and more severe peer dysfunction relative to boys with ADHD. Attention to identifying the neural mechanisms underlying the peer difficulties of girls with ADHD is critical in order to develop targeted intervention strategies to improve peer functioning. New efforts to address the peer dysfunction of girls with ADHD are discussed.
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