Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder - Related Videos
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Attention-Deficit/Hyperactivity Disorder
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2025
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success. Diagnostic Criteria and Symptoms To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Cited by 3 •
2020
This protocol illustrates a remedial therapy based on inductive learning and indirect communication (Ericksonian metaphorical hypnosis) that can be applied to children with Attention Deficit Hyperactive Disorder (ADHD). Particularly, this protocol is intended to test the effectiveness of a go/no-go decision task. Neuroscientific rationale is presented throughout the text.
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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Cited by 7 •
2020
EEG-methods are applied for extracting biomarkers of brain dysfunctions. The focus is on multi-channel event-related potentials (ERPs) recorded in a cued GO/NOGO task. Non-brain artifacts are corrected and ERPs are compared with the normative data. Examples relate to biomarkers for ADHD diagnosis and prediction of medication response.
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Measurement of Neurophysiological Signals of Ignoring and Attending Processes in Attention Control
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Cited by 5 •
2015
Attention control comprises enhancement of target signals and attenuation of distractor signals. We describe an approach to measure separately but concurrently, the neurophysiology of attending and ignoring in sustained intermodal attention, utilizing a passive control condition during which neither process is continuously engaged.
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The Attentional Blink
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2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University In order for recognition of a certain stimulus to take place, visual attention needs to be directed towards said stimulus. To the earliest parts of the visual system, objects are not objects, they are collections of visual features-lines, corners, changes in texture, color, and light. Attention is the resource that is necessary for later processing in order to recognize what a given bundle of features adds up to. This makes...
FAQs
Neuroscience research focuses on interactions among prefrontal regions, frontostriatal circuits, and networks supporting executive function, motivation, attention, and response inhibition. These systems work together rather than operating as isolated structures. Differences in their coordination may help explain why a person can experience difficulty sustaining attention, regulating impulses, or organizing behavior across everyday tasks.
Dopamine and norepinephrine are neurotransmitter systems associated with the attention, motivation, and response-control networks implicated in ADHD. Their relevance helps connect observed behavior with brain function and also informs medications designed to target attention and impulse control. This neurochemical perspective complements, rather than replaces, developmental history and behavioral evidence during clinical assessment.
Executive function supports processes such as directing attention and managing behavior, while response inhibition helps prevent an immediate or poorly controlled action. Studying them together gives researchers a broader view of how attention regulation, motivation, and impulse control interact. This network-level approach is more informative than attributing every difficulty to a single brain region or isolated symptom.
Attention, activity level, and impulse control are influenced by the demands and structure of a situation. For that reason, assessment considers functioning across settings rather than relying on one observation. Reports from multiple environments, behavioral observations, and developmental history help determine whether difficulties are persistent and interfere with daily functioning in a consistent, clinically meaningful pattern.
Clinical evaluation integrates a person’s developmental history, behavioral observations, and reports from multiple settings. This procedure helps place current difficulties in developmental and functional context, while also showing how they affect everyday activities. Because no single laboratory test confirms ADHD, conclusions depend on the overall pattern of evidence rather than one measurement or neuroscience finding.
Neuroscience findings help explain why interventions may focus on attention, impulse control, executive function, or motivation. In practice, this knowledge informs behavioral interventions, educational accommodations, and medications that target attention and impulse control. The goal is not to use brain findings as a standalone diagnosis, but to connect scientific understanding with strategies that improve functioning.
Studying ADHD links brain-network and neurotransmitter research with practical decisions in clinical and educational settings. Findings can support improved diagnostic approaches, guide behavioral intervention planning, and clarify why accommodations may be needed for daily tasks or learning demands. This broader context keeps neuroscience relevant to functioning rather than treating laboratory observations as separate from lived outcomes.