• The Journal of Korean Academy of Sensory Integration
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• v.12 no.1
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• pp.39-50
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• 2014

Objective : The purpose of this study was to provide for the intervention and outcome measurement tools of children with Attention Deficit Hyperactivity Disorder (ADHD) through ICF model. Methods : The systematic review methods were used. Papers published in the journal between January, 2000 and July, 2014 were searched through MEDLINE/PubMed, Sciencedirect, Ovid. The main terms searched were 'ADHD, Children, intervention, outcome measure', and 8 papers were analyzed. Results : 1. The subjects of ADHD were pure ADHD (75.8%), ADHD with dyslexia (9.1%), ADHD with conduct disorder (5.8%), ADHD with tic disorder (3.8%), ADHD with DCD (3.0%), ADHD with emotional disorder (2.5%). 2. The nonpharmacologic intervention of ADHD were functioning and disability (80%) and contextual factors (20%). Most frequently used intervention were body function and structure (60%). 3. The outcome measurement tools of ADHD were functioning and disability (80.5%) and contextual factors (19.5%). Most frequently used outcome measurement tools were body function and structure (70.8%). Conclusion : This study can provide information on the intervention and outcome measurement tools of ADHD.

• Journal of Oriental Neuropsychiatry
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• v.15 no.1
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• pp.239-246
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• 2004

Attention Deficit Hyperactivity Disorder(ADHD) is a common disease in children. This study is clinical case reports of 3 ADHD Children treated with acupuncture and herbal medicine. Two boys-one was 10 years old and the other was 8, and one girl-8 years old were treated with acupuncture and herbal medicine from March 2003 to May 2004. Acupoints-CV20(百會) CV24(上星) L7(列缺) LI4(合谷) Liv3(太衝) K3(太谿) was used and herbal medicine-Yukmijihwangtang(六味地黃湯) and Guibitang(歸脾湯) was used. T-score in ADS test(Continuous Performance Tests) checked after these treatments was lowered to the normal range, Conners' parent rating scale and Home Situations Questionaire score were lowered compared with those checked bfore treatment. These result suggest that acupuncture and herbal medicine could be one of helpful treatment to the ADHD children.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.125-140
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• 2011

This study examined the effects of social skills training combined with social stories and movement activities designed to change the social behaviors of children with ADHD. Six first-grade children with ADHD participated in the training program, which was composed of 15 sessions over 2 months. Our results indicated that：(1) Children's problematic behaviors were reduced after the training. Anxiety was reduced by a statistically significant level. Depression, delinquency, and hyperactivity were also reduced, but these did not reach a statistically significant level. (2) Children's social skills were improved after the training. Self-assertion and self-control were increased by a statistically significant level. Cooperation was also improved, but it did not reach a statistically significant level. (3) Children's social behaviors became more prosocial after participation in the training program. Children were also found to be able to express positive feeling more often, recognize social rules, and explain their ideas regarding friendship.

• The Korean Journal of Nuclear Medicine
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• v.37 no.4
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• pp.235-244
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• 2003

Purpose: Attention deficit hyperactivity disorder (ADHD) has been known as psychiatric disorder in childhood associated with dopamine dysregulation. In present study, we investigated changes in dopamine transporter (DAT) density of the basal ganglias using I-123 N-(3-iodopropen-2-yl) -2-carbomethoxy-3beta-(4-chlorophenyl) tropane [I-123 IPT] SPECT in children with ADHD before and after methylphenidate treatment. Materials and Method: Nine drug-naive children with ADHD and seven normal children were included in the study. We peformed brain SPECT two hours after the intravenous administration of I-123 IPT and made both quantitative and qualitative analyses using the obtained SPECT data, which were reconstructed for the assessment of soecific/nonspecific DAT binding ratios in the basal ganglia. All children with ADHD reperformed [123I]IPT SPECT after treatment with methylphenidate(0.7mg/kg/d) during about 8 weeks. SPECT data reconstructed for the assessment of specific/nonspecific DAT binding ratio of the basal ganglia were compared between before and after treatment methylphenidate. We investigated correlation between the change of ADHD symptom severity assessed with ADHD rating scale-IV and specific/nonspecific DAT binding ratio of basal ganglia. Results: Children with ADHD had a significantly greater specificinonspecific DAT binding ratio of the basal ganglia comparing to normal children(Right : z = 2.057, p = 0.041 : Left : z : 2.096, p = 0.032). Under treatment with methylphenidate in all children with ADHD, specificinonspecific DAT binding ratio of both basal ganglia decreased significantly greater than before treatment with methylphenidate (Right : t = 3.239, p = 0.018 ; Left : t = 3.133, p = 0.020). However, no significant correlation between the change of ADHD symptom severity scores and specific/nonspecific DAT binding ratio of the basal ganglia were found. Conclusions: These findings support the complex dysregulation of the dopaminergic neurotransmitter system in children with ADHD.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.83-103
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• 2021

Objective: This study aimed to develop a longitudinal predictive model that identifies first-grade children who are at risk for ADHD and to investigate the factors that predict the probability of belonging to the at-risk group for ADHD by using machine learning. Methods: The data of 1,445 first-grade children from the 1st, 3rd, 6th, 7th, and 8th waves of the Korean Children's Panel were analyzed. The output factors were the at-risk and non-risk group for ADHD divided by the CBCL DSM-ADHD scale. Prenatal as well as developmental factors during infancy and early childhood were used as input factors. Results: The model that best classifies the at-risk and the non-risk group for ADHD was the LASSO model. The input factors which increased the probability of being in the at-risk group for ADHD were temperament of negative emotionality, communication abilities, gross motor skills, social competences, and academic readiness. Conclusion/Implications: The outcomes indicate that children who showed specific risk indicators during infancy and early childhood are likely to be classified as being at risk for ADHD when entering elementary schools. The results may enable parents and clinicians to identify children with ADHD early by observing early signs and thus provide interventions as early as possible.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.79-93
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• 2001

Objectives：The children with ADHD have some deficits in social skills including the peer relationship. There are several approaches to teaching social skills to children with ADHD, and many are combined in comprehensive programs to maximize treatment effects. We conducted this study to explore the direct effects of social skills training program applied to children with ADHD. Method：Five children and their mothers who were diagnosed to Attention Deficit-Hyperactivity Disorder(ADHD) in Y elementary school survey participated to the study. We performed the 8-session program with the modified the Pfiffner and McBurnett's program(1997), and assessed the social skills, problem behaviors, peer acceptance, parenting behaviors, and parenting stress. Results：Parent's reports were some different from teacher's reports；teacher reported improvement in social skills and peer acceptance, but parent notified decrement in problem behaviors. And also, there were no changes in maternal behaviors, but significant reducing effects in parenting stress. Conclusion：The stimulants are mainstream in treatment of children with ADHD. The social skills training programs are combined in comprehensive treatment programs in children with ADHD to maximize treatment effects.

• (The) Korean Journal of Educational Psychology
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• v.26 no.4
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• pp.1225-1248
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• 2012

The present study explored how ADHD assessment, identification, and diagnosis were conducted in research through an overview of research papers on ADHD in the last 10 years. The collected studies were categorized and analyzed by topics including data collection settings, assessment and identification, coexistence with other disabilities, considerable variables throughout evaluation, and biological basis. They were categorized and analyzed according to the identification methods, the number of assessment(s) and the number of informant(s). The results were as follows: First, the assessment and identifying studies on children with ADHD were excessively biased toward clinical settings. Second, the majority of the previous studies explored more the development or validation of tools for the assessment and identifying of ADHD than the other topics. Finally, a high preference for the use of a multiple assessment method in identifying ADHD was found. However, considering methodological aspects, there was a lack of practical application of multi-step process such as including a personal interview, reviewing school records or direct observing rating criteria. Considering these results, we discussed an urgent need for the diagnosis and identification guidelines of ADHD for teachers to effectively identifying ADHD children at schools. The implications of school-based ADHD assessment and diagnosis research were suggested.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.4
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• pp.313-318
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• 2016

Objective: The purpose of this study was to investigate the clinical utility of the Korean Wechsler Intelligence Scale for Children-Fourth Edition (K-WISC-IV) and General Ability Index (GAI) in children with attention-deficit hyperactivity disorder (ADHD). Methods: The GAI and Full Scale IQ (FSIQ) in K-WISC-IV were compared for a group of 79 children with ADHD and 234 normal children. The mean differences within each group were testified by the t-test and Cohen's d. The Wechsler's descriptive classifications for each GAI and FSIQ score were analyzed in the children with ADHD. Additionally, the critical value for the difference between the means of the FSIQ and GAI was calculated in the normal children. Results: The score on the GAI was higher than that on the FSIQ in the children with ADHD, with a mean difference of 2.19 points. The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. According to Wechsler's descriptive classification, the application of the GAI showed a lower (7.59%), equal (61.65%) or higher (60.76%) prevalence of ADHD compared to the application of FSIQ. Conclusion: The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. The GAI reflecting the attention and behavioral problems in children with ADHD could be utilized as an alternative global intelligence estimate that considers their potential for development.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.87-103
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• 2008

The purpose of this study was to develop an intervention program for decreasing inattentive and impulsive behaviors of children with Attention-Deficit/Hyperactive Disorder (ADHD) by combining cognitive training and cognitive-behavioral therapy. Subjects were 22 children who were classified as ADHD. Eleven children among the 22 were placed randomly in the experimental group; the remaining 11 children were placed in the control group. The effectiveness of the program was analyzed by ANCOVA after controlling for effects of pre-tests on criterion variables. Results of the present study showed that the cognitive intervention program was significantly effective for improving attention span and decreasing impulsivity of children with ADHD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.32 no.3
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• pp.118-125
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• 2021

Objectives: Childhood adversity is a risk factor for anxiety symptoms, but it affects anxiety symptoms in attention-deficit/hyperactivity disorder (ADHD). The current study aimed to examine the association between childhood adversity and anxiety symptoms in participants with and without ADHD. Methods: Data were obtained from a school-based epidemiological study of 1017 randomly selected children and adolescents. The ADHD and non-ADHD groups were divided using the Diagnostic Interview Schedule for Children Predictive Scale (DPS). The DPS was also used to assess comorbidities such as anxiety and mood disorders. The childhood adversities were assessed using the Early Trauma Inventory Self Report-Short Form, and the anxiety symptoms were assessed using the Screen for Child Anxiety Related Disorders. Linear and logistic regression models were used to investigate the association between childhood adversity and anxiety in the ADHD and non-ADHD groups with adjustments for age and sex. Results: This study found that the ADHD group did not show any significant association between anxiety symptoms and childhood adversities, whereas the non-ADHD group always showed a significant association. In a subgroup analysis of the non-ADHD group, the normal group without any psychiatric disorders assessed with DPS demonstrated a statistically significant association between childhood adversities and anxiety symptoms. These results were consistent with the association between childhood adversities and anxiety disorders assessed using DPS, as shown by logistic regression. Conclusion: The association between anxiety symptoms and childhood adversities statistically disappears in ADHD; ADHD may mask or block the association. Further longitudinal research is necessary to investigate this relationship.