Search Results (1,123)

Emotion dysregulation (ED), emotional responses that impair goal-directed behavior, have been argued to be a core characteristic of attention-deficit/hyperactivity disorder (ADHD), and are associated with functional impairment beyond the core symptoms of ADHD. Additionally, deficits in emotion regulation (ER), the ability to increase, decrease, or maintain the intensity, duration, and trajectory of emotions are common among children and adolescents with ADHD. Despite this, treatment efforts to improve such ER abilities and to decrease ED in youths with ADHD have been limited, particularly during the adolescent developmental period. Clinical knowledge was used to inform PsycInfo and Google Scholar searches to identify the relevant literature. This narrative review discusses transdiagnostic interventions (cognitive behavioral therapy, the Unified Protocol for Children/Adolescents, dialectical behavior therapy, acceptance and commitment therapy, and mindfulness-based interventions) that can be used to target ER in ADHD, and interventions for youths with ADHD that either have been found to improve ER outcomes or that directly target ER/ED for youths with ADHD and their families. We end our review by highlighting the gaps and limitations in the existing literature prior to drawing conclusions and making recommendations for future research in this important area. Full article

Objective and reproducible diagnosis of attention-deficit/hyperactivity disorder (ADHD) remains challenging because of the limited availability of reliable electroencephalography (EEG) biomarkers and the high variability of neural signals. This study proposes a computational framework for ADHD detection based on dynamic functional connectivity and network-index modeling. Multichannel EEG recordings were transformed into temporal connectivity graphs using sliding-window correlations of band-limited amplitude envelopes. Several network-index models were evaluated, including linear, graph-based, recurrent, and hybrid spatio-temporal approaches. The proposed Hybrid Spatio-Temporal Graph Transformer demonstrated moderate, yet reproducible, subject-level classification performance. On the independent test set, the model achieved an accuracy of 63.16%, a balanced accuracy of 62.22%, a sensitivity of 80.00%, a specificity of 44.44%, an F1-score of 69.57%, and an AUC-ROC of 0.7444. Additional analysis of the derived network index demonstrated moderate intergroup separability, with a mean index shift of 1.16, Cohen’s d = 0.73, Pearson’s r = 0.36, and distribution overlap = 0.72. These findings suggest that the proposed framework captures informative spatio-temporal EEG connectivity patterns associated with ADHD; however, the model’s diagnostic applicability should be considered preliminary and requires validation in larger independent cohorts. Full article

Research on sex-related differences in child and adolescent neurocognitive development has often been framed around whether boys and girls differ and which group performs better. This framing is increasingly inadequate because it treats developmental timing, observable phenotypes, and clinical recognition as interchangeable forms of evidence. Drawing on developmental neuroscience, cognitive development, research on gendered experience, and clinical studies of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), this integrative narrative review proposes a developmental-visibility framework. The framework interprets sex-related differences across three analytically distinct layers: developmental timing, phenotypic expression, and clinical recognition. Developmental timing refers to age-related trajectories, pubertal coupling, maturation tempo, and variability. Phenotypic expression refers to how developmental differences may appear in language, executive function, emotion, and social cognition under specific task and measurement conditions. Clinical recognition refers to how informants, referral thresholds, compensatory or camouflaging behavior, and diagnostic tools influence which difficulties are identified. ASD and ADHD illustrate the clinical-recognition layer because less externally disruptive or more compensated presentations may remain underrecognized despite meaningful developmental burden. The framework helps explain why modest average effects, inconsistent behavioral findings, and unequal clinical recognition can coexist. It shifts the field from asking whether sex-related differences exist to asking when, how, and under what social and clinical conditions they become visible. Full article

Background: Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental condition with psychosocial impact. Dietary carbohydrates, particularly added sugars, refined starches, and high-glycemic index/load (GI/GL) patterns, have been proposed as modifiable exposures that may relate to attention and behavioral regulation. This systematic review synthesized evidence linking carbohydrate quantity and quality to ADHD-related outcomes. Methods: Following PRISMA 2020, PubMed, Scopus, and Web of Science were searched for English-language studies published from January 2015 to December 2025. Eligible studies included observational and interventional designs in children, adolescents, or adults with a clinical ADHD diagnosis or validated symptom assessment. Risk of bias was assessed using NOS/NOS-adapted criteria, RoB 2, and ROBINS-I. Findings were synthesized narratively by exposure domain. Results: Of 1174 records identified, 48 studies were included: 38 observational and 10 interventional. Sugar-related exposures showed the most consistent pattern: 15 of 16 studies examining added sugars, sugar-sweetened beverages, sweets, candy, or sweet dietary patterns reported positive associations with ADHD diagnosis, symptom severity, hyperactivity, or less favorable ADHD-related outcomes. Findings for total carbohydrate intake were inconsistent. GI/GL-specific evidence was limited but generally adverse in direction. Among intervention studies, symptom improvement after modification was reported in 6 of 10 studies, whereas 4 studies showed mixed, preliminary, non-significant, or non-superior findings. Most observational studies showed moderate to high risk of bias, while interventional studies showed variable risk across domains. Conclusions: Poorer carbohydrate quality may be associated with greater ADHD-related symptom burden, whereas total carbohydrate intake showed inconsistent associations. Certainty remains limited by heterogeneity, residual confounding, risk of bias, and limited carbohydrate-specific intervention evidence. Full article

Attention Deficit Hyperactivity Disorder (ADHD) is a heterogeneous neurodevelopmental disorder whose diagnosis is mainly based on behavioral assessment and is often delayed due to clinical complexity and limited availability of specialists. Resting-state functional magnetic resonance imaging (rs-fMRI) provides a valuable source of information for supporting automated and objective diagnosis. However, existing studies often do not fully capture the complex interactions of functional connectivity between different brain regions. To address this limitation, this work proposes a graph-based deep learning framework for ADHD classification from rs-fMRI that combines functional connectivity modeling with graph representation learning. The approach used Phase-Locking Value (PLV)-based connectivity estimation and Graph Sample and Aggregate (GraphSAGE) to jointly capture regional brain activity and inter-regional interactions in a scalable and efficient manner. GraphSAGE improves robustness to noise and inter-subject variability by aggregating information from stable local graph neighborhoods. This integration allows the model to learn discriminative connectivity-aware representations while remaining robust to signal variability and adaptable to multi-site data. The proposed framework was evaluated on the publicly available ADHD-200 dataset across multiple acquisition sites as well as on a combined multi-site dataset. The results indicate consistent performance across individual sites and on the combined dataset. The model achieved an Accuracy of 0.89, an AUC of 0.96, and a Specificity of 0.96 on the combined dataset, outperforming several existing methods in this setting. By integrating PLV-based connectivity with GraphSAGE learning, the approach provides an effective and scalable solution for automated ADHD classification from rs-fMRI data, contributing to data-driven approaches for the analysis of neurodevelopmental disorders. Full article

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental condition characterized by inattention, impulsivity, and executive dysfunction, which may influence both the risk and clinical course of sport-related concussion (SRC). This narrative review aimed to synthesize current evidence on the relationship between ADHD and SRC in athletic populations, with a focus on injury risk, symptom presentation, assessment challenges, and recovery trajectories. A targeted narrative review of the literature was conducted to synthesize current evidence on ADHD and sport-related concussion, with emphasis on literature published within the past 10 to 15 years. Studies were selected based on relevance to concussion risk, neurocognitive and symptom assessment, and recovery outcomes in athletes with ADHD, with priority given to methodologically rigorous research involving athletic populations. Available evidence suggests that athletes with ADHD are at an increased risk of SRC, with some studies reporting an approximately twofold increase, potentially due to impairments in inhibitory control and attention regulation. ADHD is also associated with elevated baseline symptom reporting, lower neurocognitive performance, and higher rates of invalid baseline testing, complicating post-injury assessment. Findings regarding recovery are mixed; however, emerging evidence indicates that ADHD may be associated with prolonged return-to-learn and return-to-sport timelines in some populations. Stimulant medication may influence risk and recovery, though results remain inconsistent. Overall, ADHD presents unique challenges in the clinical management of SRC, necessitating individualized, multidisciplinary approaches. Integrating neurocognitive and behavioral considerations into concussion protocols may improve diagnostic accuracy and optimize recovery in this population. Full article

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition frequently associated with psychiatric comorbidity, including disordered eating. Adult women remain under-recognized and underrepresented in ADHD research, and emerging evidence suggests that symptom expression may be shaped by gendered social factors, ovarian hormone fluctuations, and metabolic health. In this manuscript, we provide a gender-focused theoretical overview of the literature linking ADHD to binge eating symptoms in adult women, with attention to underdiagnosis, menstrual cycle-related symptom variability, and obesity-related metabolic risk, and empirically test the association between a self-reported ADHD diagnosis and binge eating symptoms in an online cross-sectional sample of adult women. Women reporting an ADHD diagnosis (n = 140) were compared with a random subsample of n = 140 women without ADHD drawn from the same survey; comparability between groups on age, education, and employment was formally verified; and binge eating symptoms were assessed with the Binge Eating Scale (BES) as a continuous outcome and as an ordered three-category variable. Women reporting an ADHD diagnosis showed significantly higher BES scores than controls (rank-biserial r = 0.28, 95% CI 0.15–0.41), and a higher proportion of severe binge eating symptomatology (BES ≥ 27; 22.1% vs. 11.4%; OR = 2.20, 95% CI 1.14–4.25) than controls. The association remained significant in a sensitivity analysis adjusting for age and BMI. Taken together, our findings support the need for routine, gender-sensitive screening for binge eating symptoms in women with ADHD, as well as ADHD screening in women presenting with binge eating and obesity. Full article

Attention deficit hyperactivity disorder (ADHD) is a common and highly heterogeneous neurodevelopmental condition with complex biological underpinnings. Despite substantial progress in identifying genetic and neurobiological correlates, the cellular mechanisms linking genetic variation to functional brain alterations remain poorly understood. Human induced pluripotent stem cell (iPSC) technology provides a powerful platform to investigate these mechanisms by enabling the generation of patient-specific neural cell types and the direct interrogation of molecular, cellular, and network-level phenotypes. In this review, we summarise the current understanding of the neurobiological mechanisms underlying ADHD, including dopaminergic dysregulation, delayed neurodevelopmental maturation, and excitatory/inhibitory imbalance. We then discuss how iPSC-based models, combined with genome engineering and advanced functional assays, can be used to dissect gene-specific effects, study neural circuit development, and establish scalable platforms for therapeutic discovery. Finally, we outline key methodological considerations for designing robust iPSC-based models of ADHD. Together, these approaches provide new opportunities to bridge genetic risk with cellular function and accelerate the development of mechanistically informed therapeutic strategies. Full article

Background: Attention-Deficit Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder affecting executive functions such as impulse control, focus, and organization. This study addresses three research questions: current models and gaps in ADHD interventions, ways to enhance strengths and address weaknesses, and program recommendations for various ages. The aim is to develop a comprehensive framework to improve ADHD interventions, with a particular focus on youth and addressing existing gaps to enhance effectiveness. Methods: The current study systematically reviews the literature to answer these research questions. Sources were examined to identify existing intervention models, documented strengths and weaknesses, and recommendations relevant to different developmental stages. Results: Findings show that interventions for ADHD are varied and include psychological or behavioural therapy, family-school issues and parent involvement, school-based approaches, and medication. Key challenges include a lack of evidence-based practices, gaps in translational research, and insufficient teacher training. Notable strengths are family-school conference and family input, though there is less emphasis on building problem-solving capacity and family agency. Conclusions: Program recommendations highlighted in the literature include the need for family involvement, matching intervention intensity to individual needs, and ensuring professional education for special education. Addressing these gaps is essential for strengthening ADHD interventions and improving outcomes for children and youth. Full article

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in which dopaminergic dysfunction plays a central role. Beyond its neurotransmitter function, dopamine is a redox-active molecule capable of generating reactive oxygen species and toxic intermediates, particularly when cytosolic dopamine accumulates because of altered vesicular storage or transporter imbalance. This review examines whether dopamine-derived oxidative stress may represent a biologically plausible and testable framework for ADHD by integrating current evidence on dopamine metabolism, oxidative stress, and neuronal dysfunction, while distinguishing direct evidence from indirect and translational findings. A structured literature search was conducted in PubMed, Scopus, and Web of Science for relevant English-language studies published between January 2000 and March 2026. The available evidence suggests that dopamine-derived oxidative stress may help link disturbed dopamine handling to protein modification, lipid peroxidation, mitochondrial dysfunction, synaptic inefficiency, and circuit-level abnormalities in ADHD. Although direct in vivo evidence remains limited, this framework may help distinguish dopamine-derived oxidative stress from more general oxidative imbalance in ADHD and may guide future biomarker-based, experimental, and translational research. Full article

Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently associated with working-memory (WM) weaknesses that affect learning and everyday functioning. This systematic review examined the extent to which technology-delivered interventions improve WM in children and adolescents with ADHD, with primary emphasis on standardized objective WM outcomes and secondary consideration of rating-based or in-app measures. Following PRISMA 2020 guidelines, we searched PubMed, PsycINFO, Web of Science, Scopus, ERIC, and IEEE Xplore and identified 22 eligible studies spanning PC-based training, mobile interventions, AI-adaptive programs, wearables, and neurofeedback. Across modalities, the clearest near-transfer signal emerged from process-specific PC-based interventions and some AI-adaptive programs evaluated with standardized objective WM tests. Mobile and neurofeedback approaches appeared promising in some studies, but the evidence was more heterogeneous and was more often supported by ratings, in-app composites, or less rigorous designs. Overall, current evidence suggests that technology-assisted WM interventions are most promising when they are process-specific, adaptive, and delivered at a sufficient dose, although conclusions remain constrained by heterogeneity in study design, outcome type, and methodological rigor. Full article

(1) Background: Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistent difficulties related to inattention, hyperactivity, and impulsivity, which significantly impair daily functioning. The primary objective of this study is to examine the utility of intra-individual metrics as indicators of dynamic cognitive regulation during the intervention with a serious video game (The Secret Trail of Moon, MOON). (2) Methods: Performance data were collected from participants with ADHD enrolled in a randomized clinical trial. Within the MOON group, intra-individual metrics were derived from repeated gameplay sessions of a continuous performance task. For each participant, simple linear regression models were used to estimate the slope of performance across repeated exposures to the task. Slopes were interpreted as indicators of intra-individual change over time. The within-subject standard deviation was also calculated to observe how much a person’s performance fluctuates between sessions. (3) Results: A total of 76 patients with ADHD participated in the clinical trial and were randomized in a 1:1 ratio (MOON: n = 38, 50% and control: n = 38, 50%). The mean performance index of the MOON group (M = 0.88, SD = 0.09) indicates a generally high level of response accuracy, with moderate inter-individual variability across participants. Notably, moderate intra-individual variability (e.g., RT variability, lapse-related indices) was observed, suggesting fluctuations in attentional control despite stable average performance. The absence of linear improvement should not be interpreted as a lack of intervention effect, but rather as evidence of rapid task familiarization and ceiling effects. (4) Conclusions: Intra-individual variability may be a key metric for understanding attentional control in ecological, game-based environments. In this context, performance variability and attentional stability emerge as more sensitive indicators of cognitive regulation than mean-level changes. Full article

Children with attention deficit/hyperactivity disorder (ADHD) often exhibit deficits in executive functions (EFs), which are crucial for self-regulation and academic performance. Physical activity (PA) has emerged as a promising non-pharmacological approach to support EF development in this population. This scoping review, guided by the PRISMA-ScR framework, examined PA interventions aimed at improving EFs in children aged 6–12 diagnosed with ADHD. Evidence was synthesized narratively by categorizing interventions according to PA modality, intensity, and the specific EF domains targeted, whilst describing the methodological characteristics of existing studies. A systematic search of PubMed, Cochrane Library, Web of Science, Scopus, and PsycINFO up to the end of 2024 yielded 55 peer-reviewed empirical studies involving 3863 participants. Both acute and chronic PA interventions were associated with improvements in EFs, with inhibitory control most commonly enhanced, followed by working memory and cognitive flexibility. Structured sports such as swimming and football, as well as multimodal interventions including physical–cognitive training and exergames, demonstrated positive effects. Intervention efficacy was influenced by factors such as intensity, duration, cognitive engagement, and context. However, variability in study designs, small sample sizes, and lack of standardization limited comparability. These findings suggest that PA interventions can support EF development in children with ADHD, particularly when activities are cognitively engaging. Future research should address methodological limitations and explore mediators and moderators in ecologically valid and theory-driven designs. Full article

Objectives: Attention-deficit hyperactivity disorder (ADHD) is the most prevalent neurodevelopmental disorder diagnosed during childhood, primarily characterized by continuous symptoms of inattention, hyperactivity, and impulsivity. The present study aimed to investigate the genetic association between polymorphisms in the serotonergic system-related genes, HTR1B and HTR2A, and the susceptibility to ADHD in a Korean sample. Methods: The study cohort consisted of 234 children diagnosed with ADHD and 1686 healthy controls. Clinical diagnosis was established based on the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) criteria. Genetic analysis focused on single nucleotide polymorphisms (SNPs) within the serotonergic pathway: rs6296 in HTR1B, and three SNPs (rs6311, rs6313, and rs9534495) in HTR2A. Genotype and allele frequencies were analyzed using Chi-square tests. Risk estimates were calculated as odds ratios (OR) with 95% confidence intervals (CI) across dominant, recessive, and additive inheritance models. Results: A statistically significant association was observed between the HTR2A rs9534495 polymorphism and ADHD. Specifically, significant associations were identified under the dominant (OR 0.67, 95% CI 0.48–0.93, p = 0.017), recessive (OR 0.67, 95% CI 0.48–0.93, p = 0.016), and additive (OR 0.80, 95% CI 0.65–1.00, p = 0.046) models. However, these significant findings did not persist after applying the Bonferroni correction for multiple comparisons. Conversely, no significant associations were detected for the HTR1B (rs6296) and the other HTR2A (rs6311, rs6313) polymorphisms. Conclusions: These findings suggest that genetic variations in the serotonergic system, particularly within the HTR2A gene, may contribute to the genetic susceptibility to ADHD. This study confirmed gene SNIPs associated with the serotonergic system in the pathophysiology of ADHD. Future research involving large-scale multi-ethnic cohorts, functional assays, and gene–environment interaction analyses is warranted to further elucidate the underlying mechanisms of serotonergic genes. Full article