Search results for '*Attention Deficit Disorder with Hyperactivity' (try it on Scholar)

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  1. Michael Murias & James M. Swanson (2000). Large-Scale Neocortical Dynamic Function and EEG: Use of Theory and Methods in Clinical Research on Children with Attention Deficit Hyperactivity Disorder. Behavioral and Brain Sciences 23 (3):411-411.score: 1908.0
    We used Nunez's physiologically based dynamic theory of EEG to make predictions about a clinical population of children with Attention Deficit Hyperactivity Disorder (ADHD) known to have neuronanatomical abnormalities. Analysis of high-density EEG data (long-range coherence) showed expected age-related differences and surprising regional specificity that is consistent with some of the literature in this clinical area.
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  2. [deleted]Christine Freitag Jutta Kray, Julia Karbach, Susann Haenig (2011). Can Task-Switching Training Enhance Executive Control Functioning in Children with Attention Deficit/-Hyperactivity Disorder? Frontiers in Human Neuroscience 5.score: 1908.0
    The key cognitive impairments of children with attention deficit/-hyperactivity disorder (ADHD) include executive control functions such as inhibitory control, task switching, and working memory. In this training study we examined whether task-switching training leads to improvements in these functions. Twenty children with combined type ADHD and stable methylphenidate medication performed a single-task and a task-switching training in a crossover training design. The children were randomly assigned to one of two groups. One group started with (...)
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  3. Avinash De Sousa & Gurvinder Kalra (2012). Drug Therapy of Attention Deficit Hyperactivity Disorder: Current Trends. Mens Sana Monographs 10 (1):45.score: 1719.6
    Attention deficit hyperactivity disorder is a developmental disorder with an age onset prior to 7 years. Children with ADHD have significantly lower ability to focus and sustain attention and also score higher on impulsivity and hyperactivity. Stimulants, such as methylphenidate, have remained the mainstay of ADHD treatment for decades with evidence supporting their use. However, recent years have seen emergence of newer drugs and drug delivery systems, like osmotic release oral systems and (...)
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  4. [deleted]Aviva Yochman (2013). Differential Diagnosis of Sensory Modulation Dysfunction (SMD) and Attention Deficit Hyperactivity Disorder (ADHD): Participation, Sensation and Attention. Frontiers in Human Neuroscience 7:862.score: 1718.0
    Differential diagnosis between sensory modulation disorder (SMD) and attention deficit hyperactivity disorder (ADHD) is often challenging, since these disorders occur at a high rate of co-morbidity and share several clinical characteristics. Preliminary studies providing evidence that these are distinct disorders have focused solely on body functions, using sophisticated laboratory measurements. Moreover, no studies have compared participation profiles of these populations. This study is the first to compare the profiles of these populations regarding both ‘body functions’(attention and (...)
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  5. Richard J. Burch (2004). Attention Deficit/Hyperactivity Disorder: A Disorder of Self-Awareness. In Bernard D. Beitman & Jyotsna Nair (eds.), Self-Awareness Deficits in Psychiatric Patients: Neurobiology, Assessment, and Treatment. W.W. Norton & Co. 229-254.score: 1658.4
     
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  6. Janette Bennett (2007). (Dis) Ordering Motherhood: Mothering a Child with Attention-Deficit/Hyperactivity Disorder. Body and Society 13 (4):97-110.score: 1590.0
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  7. [deleted]Sonuga-Barke Edmund (2012). Differential Default Mode Network Response to Rest Cues in Adults with Attention Deficit Hyperactivity Disorder. Frontiers in Human Neuroscience 6.score: 1590.0
  8. [deleted]Sellick Laura, Bauer Isabelle, Crewther Sheila, Pipingas Andrew & Crewther David (2013). Omega-3 Supplementation Improves Mood and Behavior in Adults with Attention Deficit Hyperactivity Disorder but Does Not Reverse Brain Atrophy. Frontiers in Human Neuroscience 7.score: 1590.0
  9. [deleted]Posserud Maj-Britt (2011). Conners? Cpt-Ii Performance in Children with Comorbid Autism Spectrum and Attention Deficit Hyperactivity Disorder. Frontiers in Human Neuroscience 5.score: 1590.0
  10. [deleted]Shimon Shiri, Ariel Tenenbaum, Orly Sapir-Budnero & Isaiah D. Wexler (2014). Elevating Hope Among Children with Attention Deficit and Hyperactivity Disorder Through Virtual Reality. Frontiers in Human Neuroscience 8.score: 1590.0
  11. [deleted]Shugao Xia, John J. Foxe, Ariane E. Sroubek, Craig Branch & Xiaobo Li (2014). Topological Organization of the €Œsmall-World” Visual Attention Network in Children with Attention Deficit/Hyperactivity Disorder (ADHD). Frontiers in Human Neuroscience 8.score: 1590.0
  12. Theodore P. Beauchaine (2002). Autonomic Substrates of Heart Rate Reactivity in Adolescent Males with Conduct Disorder and/or Attention-Deficit/Hyperactivity Disorder. In Serge P. Shohov (ed.), Advances in Psychology Research. Nova Science Publishers. 18--83.score: 1590.0
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  13. R. Gomez & A. Gomez (2002). The Effects of Perceived Maternal Parenting Styles on the Disruptive Behaviors of Children with Attention Deficit Hyperactivity Disorder/Oppositional Defiant Disorder: Mediation by Hostile Biased Social Cognitions. In Serge P. Shohov (ed.), Advances in Psychology Research. Nova Science Publishers. 37--55.score: 1590.0
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  14. Paula Higginbotham & Carl Bartling (1993). The Effects of Sensory Distractions on Short-Term Recall of Children with Attention Deficit-Hyperactivity Disorder Versus Normally Achieving Children. Bulletin of the Psychonomic Society 31 (6):507-510.score: 1590.0
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  15. [deleted]Wiersema Jan Roelf (2012). State Dependent Changes in Resting Electroencephalographic Activity in Children with and Without Attention Deficit Hyperactivity Disorder. Frontiers in Human Neuroscience 6.score: 1590.0
  16. [deleted]Jutta Kray, Julia Karbach, Susann Haenig & Christine Freitag (2011). Can Task-Switching Training Enhance Executive Control Functioning in Children with Attention Deficit/-Hyperactivity Disorder? Frontiers in Human Neuroscience 5.score: 1590.0
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  17. H. N. Poissant, V. M. Bekou & C. Chalfoun (2000). What Happens When Metacognition Fails? Some Implications for Children with Attention Deficit Hyperactivity Disorder (ADHD). Consciousness and Cognition 9 (2):S80 - S80.score: 1590.0
     
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  18. [deleted]Vanessa Prox-Vagedes, Stefanie Steinert, Yuanyuan Zhang, Mandy Roy, Wolfgang Dillo, Hinderk M. Emrich, Detlef E. Dietrich & Martin D. Ohlmeier (2011). Word Recognition Memory in Adults with Attention-Deficit/Hyperactivity Disorder as Reflected by Event-Related Potentials. Frontiers in Human Neuroscience 5.score: 1590.0
  19. A. Charles Catania (2005). Attention-Deficit/Hyperactivity Disorder (ADHD): Delay-of-Reinforcement Gradients and Other Behavioral Mechanisms. Behavioral and Brain Sciences 28 (3):419-424.score: 1538.0
    Sagvolden, Johansen, Aase, and Russell (Sagvolden et al.) examine attention-deficit/hyperactivity disorder (ADHD) at levels of analysis ranging from neurotransmitters to behavior. At the behavioral level they attribute aspects of ADHD to anomalies of delay-of-reinforcement gradients. With a normal gradient, responses followed after a long delay by a reinforcer may share in the effects of that reinforcer; with a diminished or steepened gradient they may fail to do so. Steepened gradients differentially select rapidly emitted responses ( (...)), and they limit the effectiveness with which extended stimuli become conditioned reinforcers, so that observing behavior is less well maintained (attention deficit). Impulsiveness also follows from steepened gradients, which increase the effectiveness of smaller, more immediate consequences relative to larger, more delayed ones. Individuals who vary in the degree to which their delay gradients are steepened will show different balances between hyperactivity and attention deficit. Given the range of ADHD phenomena addressed, it may be unnecessary to appeal to additional behavioral processes such as extinction deficit. Extinction deficit is more likely a derivative of attention deficit, in that failure to attend to stimuli differentially correlated with extinction should slow its progress. The account suggests how relatively small differences in delay gradients early in development might engender behavioral interactions leading to very large differences later on. The steepened gradients presumably originate in properties of neurotransmitter function, but behavioral interventions that use consistently short delays of reinforcement to build higher-order behavioral units as a scaffolding to support complex cognitive and social skills may nonetheless be feasible. Key Words: ADHD; attention deficit; delay gradient; exponential decay; extinction deficit; hyperactivity; impulsiveness; intervention; observing responses; self-control. Footnotes1000 Jeffrey Gray was the BBS Editor for this treatment. When he accepted Sagvolden et al. for publication, he invited Catania, who was one of the reviewers of the original submission, to prepare a precommentary. Com-mentators were then invited to respond to the Sagvolden et al. article, to the Catania precommentary, or to both. (shrink)
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  20. Terje Sagvolden, Espen Borgå Johansen, Heidi Aase & Vivienne Ann Russell (2005). A Dynamic Developmental Theory of Attention-Deficit/Hyperactivity Disorder (ADHD) Predominantly Hyperactive/Impulsive and Combined Subtypes. Behavioral and Brain Sciences 28 (3):397-419.score: 1346.0
    Attention-deficit/hyperactivity disorder (ADHD) is currently defined as a cognitive/behavioral developmental disorder where all clinical criteria are behavioral. Inattentiveness, overactivity, and impulsiveness are presently regarded as the main clinical symptoms. The dynamic developmental behavioral theory is based on the hypothesis that altered dopaminergic function plays a pivotal role by failing to modulate nondopaminergic (primarily glutamate and GABA) signal transmission appropriately. A hypofunctioning mesolimbic dopamine branch produces altered reinforcement of behavior and deficient extinction of previously reinforced behavior. This (...)
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  21. Michelle Maiese (2012). Rethinking Attention Deficit Hyperactivity Disorder. Philosophical Psychology 25 (6):893-916.score: 1319.6
    This paper examines two influential theoretical frameworks, set forth by Russell Barkley (1997) and Thomas Brown (2005), and argues that important headway in understanding attention deficit hyperactivity disorder can be made if we acknowledge the way in which human cognition and action are essentially embodied and enactive. The way in which we actively make sense of the world is structured by our bodily dynamics and our sensorimotor engagement with our surroundings. These bodily dynamics are linked to (...)
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  22. David R. Coghill (2005). Delay of Reinforcement Gradients and Attention-Deficit/Hyperactivity Disorder (ADHD): The Challenges of Moving From Causal Theories to Causal Models. Behavioral and Brain Sciences 28 (3):428-429.score: 1318.0
    Notwithstanding the many strengths of the dynamic developmental theory, there remain challenges to be overcome before it can be incorporated into a true causal model of attention-deficit/hyperactivity disorder (ADHD). These include the development of reliable measures of reinforcement delay gradients, the validation of shortened reinforcement delay as an endophenotype, and the integration of this pathway with other potential pathways.
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  23. [deleted]Xiaobo Li Angelica De La Fuente, Shugao Xia, Craig Branch (2013). A Review of Attention-Deficit/Hyperactivity Disorder From the Perspective of Brain Networks. [REVIEW] Frontiers in Human Neuroscience 7.score: 1318.0
    Attention-Deficit/Hyperactivity disorder (ADHD) is the most commonly diagnosed neurodevelopmental disorder in childhood, which affects more than 5% of the population worldwide. ADHD is characterized by developmentally inappropriate behaviors of inattention, and/or impulsivity and hyperactivity. These behavioral manifestations contribute to diminished academic, occupational and social functioning, and have neurobiological bases. Neuronal deficits, especially in the attention and executive function processing networks, have been implicated in both children and adults with ADHD by using sophisticated structural and (...)
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  24. H. Russell Searight (1996). Perceptions of Attention Deficit Hyperactivity Disorder and its Treatment Among Children and Adolescents. Journal of Medical Humanities 17 (1):51-61.score: 1318.0
    Little is known about how children and adolescents conceptualize psychiatric disorders and psychiatric treatment. In the current study, children and adolescents diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were interviewed about their understanding of ADHD and the medication used to treat their disorder. The participants were all taking Ritalin and ranged in age from 5 to 16 years. With increasing age, children improved in their ability to name their condition and the medication. Latency-aged children (...)
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  25. Michiel van Lambalgen, Claudia van Kruistum & Esther Parigger (2008). Discourse Processing in Attention-Deficit Hyperactivity Disorder (Adhd). Journal of Logic, Language and Information 17 (4):467-487.score: 1126.0
    ADHD is a psychiatric disorder characterised by persistent and developmentally inappropriate levels of inattention, impulsivity and hyperactivity. It is known that children with ADHD tend to produce incoherent discourses, e.g. by narrating events out of sequence. Here the aetiology of ADHD becomes of interest. One prominent theory is that ADHD is an executive function disorder, showing deficiencies of planning. Given the close link between planning, verb tense and discourse coherence postulated in van Lambalgen and Hamm (The (...)
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  26. Espen Borgå Johansen, Terje Sagvolden, Heidi Aase & Vivienne Ann Russell (2005). The Dynamic Developmental Theory of Attention-Deficit/Hyperactivity Disorder (ADHD): Present Status and Future Perspectives. Behavioral and Brain Sciences 28 (3):451-454.score: 949.2
    The dynamic developmental theory (DDT) has benefited from the insights of the commentators, particularly in terms of the implications for the proposed steepened delay gradients in attention-deficit/hyperactivity disorder (ADHD). The introduction of modified memory processes as a basis for the delay gradients improved the links to aspects of ADHD. However, it remains unclear whether the hyperactive-impulsive and inattentive subtypes are separate subgroups or may be explained as different outcomes of the same genetic factors and thus explicable by (...)
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  27. A. Charles Catania (2005). Attention-Deficit/Hyperactivity Disorder (ADHD): One Process or Many? Behavioral and Brain Sciences 28 (3):446-450.score: 949.2
    Some commentaries suggest that the attention-deficit/hyperactivity disorder (ADHD) theory of this condition does not explain enough. Because the theory includes parameters of the delay gradient that vary across individuals and developmental modulation of behavioral outcomes by different environments, it accommodates a wide range of manifestations of ADHD symptoms. Thus, the argument could instead be made that the theory allows too many degrees of freedom. For many purposes, behavior is better defined in terms of function (e.g., consequences) than (...)
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  28. Jon A. Lindstrøm (2012). Why Attention-Deficit/Hyperactivity Disorder Is Not a True Medical Syndrome. Ethical Human Psychology and Psychiatry 14 (1):61-73.score: 949.2
    Critics of attention-deficit/hyperactivity disorder (ADHD) have repeatedly argued that there is no proof for the condition being symptomatic of an organic brain disease and that the current "ADHD epidemic" is an expression of medicalization. To this, the supporters of ADHD can retort that the condition is only defined as a mental disorder and not a physical disease. As such, ADHD needs only be a harmful mental dysfunction, which, like other genuine disorders, can have a complex and (...)
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  29. Edmund J. S. Sonuga-Barke & F. X. Castellanos (2005). A Common Core Dysfunction in Attention-Deficit/Hyperactivity Disorder: A Scientific Red Herring? Behavioral and Brain Sciences 28 (3):443-444.score: 949.2
    The reinforcement/extinction disorder hypothesis (Sagvolden et al.) is an important counterweight to the executive dysfunction model of attention-deficit/hyperactivity disorder (ADHD). However, like that model, it conceptualises ADHD as pathophysiologically homogeneous, resulting from a common core dysfunction. Recent studies reporting neuropsychological heterogeneity suggest that this common core dysfunction may be the scientific equivalent of a red herring.
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  30. Isabela Sallum, Fernanda Mata Mata, Leandro Fernandes Malloy-Diniz & Debora Marques Miranda (2013). Staying and Shifting Patterns Across IGT Trials Distinguish Children with Externalizing Disorders From Controls. Frontiers in Psychology 4.score: 848.0
    The Iowa Gambling Task (IGT) is the most widely instrument used in the assessment of affective decision-making in several populations with frontal impairment. The standard performance measure on the IGT is obtained by calculating the difference between the advantageous and the disadvantageous choices. This standard score does not allows the assessment of the use of different strategies to deal with contingencies of gain and losses across the task. This study aims to compare the standard score method used in (...)
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  31. Bonnie J. Kaplan (1999). The Neurobiology of Attention-Deficit/Hyperactivity Disorder (ADHD) as a Model of the Neurobiology of Personality. Behavioral and Brain Sciences 22 (3):526-527.score: 791.0
  32. [deleted]Akin A. (2008). The Effect of Methylphenidate on Brain Hemodynamics of Attention-Deficit Hyperactivity Disorder Measured by Functional Near Infrared Spectroscopy. Frontiers in Human Neuroscience 2.score: 791.0
  33. David A. Hay (1999). Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain. By S. K. Woods & W. H. Ploof. Pp. 208. (Sage, Thousand Oaks, California, 1997.) £35.00, Hardback; £15.50, Paperback, ISBN 0-8039-7423-X. [REVIEW] Journal of Biosocial Science 31 (3):425-432.score: 791.0
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  34. [deleted]Dinn W. (2008). Adult Attention Deficit Hyperactivity Disorder: Neurocognitive Correlates. Frontiers in Human Neuroscience 2.score: 791.0
  35. Coghill Dr (2005). Delay of Reinforcement Gradients and Attention-Deficit/Hyperactivity Disorder (ADHD): The Challenges of Moving From Causal Theories to Causal Models. Behavioral and Brain Sciences 28 (3).score: 791.0
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  36. H. Aase T. Sagvolden (2005). The Dynamic Developmental Theory of Attention-Deficit/Hyperactivity Disorder (ADHD): Present Status and Future Perspectives. Behavioral and Brain Sciences 28 (3).score: 791.0
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  37. [deleted]Kolev Vasil (2011). Post-Error Performance May Shape Behavioral Deficits in Attention-Deficit/Hyperactivity Disorder. Frontiers in Human Neuroscience 5.score: 791.0
  38. Booth, Charlton, Hughes & Happé (2004). Disentangling Weak Coherence and Executive Dysfunction: Planning Drawing in Autism and Attention-Deficit/Hyperactivity Disorder. In Uta Frith & Elisabeth Hill (eds.), Autism: Mind and Brain. Oup Oxford.score: 791.0
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  39. [deleted]Holger Gevensleben, Gunther H. Moll, Aribert Rothenberger & Hartmut Heinrich (2014). Neurofeedback in Attention-Deficit/Hyperactivity Disorder €“ Different Models, Different Ways of Application. Frontiers in Human Neuroscience 8.score: 791.0
  40. [deleted]Carbonneau H. (2008). Metacognition and Executive Processes in Attention Deficit and Hyperactivity Disorder (ADHD). Frontiers in Human Neuroscience 2.score: 791.0
  41. Patricia Murphy (2010). Genetically Based Animal Models of Attention Deficit Hyperactivity Disorder. Journal of Mind and Behavior 31 (3):179.score: 791.0
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  42. J. M. Swanson, T. Wigal, K. Lakes & N. D. Volkow (2011). Attention Deficit Hyperactivity Disorder: Defining a Spectrum Disorder and Considering Neuroethical Implications. In Judy Illes & Barbara J. Sahakian (eds.), Oxford Handbook of Neuroethics. Oxford University Press.score: 791.0
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  43. Glaucia Gabriela Bagattini de Souza, Adriana Nobre de Paula Simão, Ricardo Franco de Lima & Sylvia Maria Ciasca (2011). Desempenho cognitivo de crianças e jovens com Transtorno do Déficit de Atenção e Hiperatividade. Aletheia 35:69-78.score: 738.4
    O presente artigo teve como objetivo comparar os resultados do desempenho cognitivo de crianças e jovens diagnosticados com os diferentes subtipos do Transtorno do Déficit de Atenção e Hiperatividade (TDAH) na Escala de Inteligência Wechsler para Crianças (WISC-III). Foram analisados dados dos regis..
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  44. Melanie A. George, Veronika B. Dobler, Elaine Nicholls & Tom Manly (2005). Spatial Awareness, Alertness, and ADHD: The Re-Emergence of Unilateral Neglect with Time-on-Task. Brain and Cognition 57 (3):264-275.score: 724.4
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  45. Toby Miller & Marie Claire Leger (2003). A Very Childish Moral Panic: Ritalin. Journal of Medical Humanities 24 (1/2):9-33.score: 718.0
    This paper examines some of the moral panics around hyperactive children, the construction of Attention Deficit-Hyperactivity Disorder, and the lure of Ritalin in turning kids identified as at risk into successful, productive individuals. Through a historicization of the child as a psychiatric subject, we try to demonstrate Ritalin's part in the uneven development of modern trends towards the pathologization of everyday life, a developing continuum between normality and abnormality, and an emphasis on the malleability of children and (...)
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  46. Bernard D. Beitman & Jyotsna Nair (2004). Self-Awareness Deficits in Psychiatric Patients: Neurobiology, Assessment, and Treatment. W.W.Norton.score: 674.4
  47. Stephen Ashwal (2003). Medical Aspects of the Minimally Conscious State in Children. Brain and Development 25 (8):535-545.score: 654.4
  48. F. Xavier Castellanos & Erika Proal (2012). Large-Scale Brain Systems in ADHD: Beyond the Prefrontal–Striatal Model. Trends in Cognitive Sciences 16 (1):17-26.score: 654.4
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  49. F. Xavier Castellanos, Edmund J. S. Sonuga-Barke, Michael P. Milham & Rosemary Tannock (2006). Characterizing Cognition in ADHD: Beyond Executive Dysfunction. Trends in Cognitive Sciences 10 (3):117-123.score: 654.4
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  50. Susan Hawthorne (2007). ADHD Drugs: Values That Drive the Debates and Decisions. [REVIEW] Medicine, Health Care and Philosophy 10 (2):129-140.score: 456.0
    Use of medication for treatment of ADHD (or its historical precursors) has been debated for more than forty years. Reasons for the ongoing differences of opinion are analyzed by exploring some of the arguments for and against considering ADHD a mental disorder. Relative to two important DSM criteria — that a mental disorder causes some sort of harm to the individual and that a mental disorder is the manifestation of a dysfunction in the individual — ADHD’s classification (...)
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