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Agnew‐Blais, Jessica C., et al. “Mother’s and Children’s ADHD Genetic Risk, Household Chaos and Children’s ADHD Symptoms: A Gene–Environment Correlation Study.” Journal of Child Psychology and Psychiatry, vol. 63, no. 10, 2022, pp. 1153-1163.
This article is the description of the longitudinal risk study aimed at measuring the manifestation of attention-deficit hyperactivity disorder (ADHD). In particular, this research study’s focus is the investigation of the impact of household chaos on the development and behavior of children with ADHD. The relevance of this work to the research topic is validated by attention to the immediate daily experiences of children with ADHD, which unfold the problematic issues with the hindrance of the development of such individuals.
The unique features of the study are the investigation of how household chaos, which is an under-researched phenomenon, continuously impacts ADHD children’s symptoms within a long-term perspective. The credentials of the authors of the research study, who constitute an international group of academics working in the fields of psychiatry, behavioral science, and education, contribute to its findings’ reliability. The findings suggest that household chaos reflects children’s genetic predisposition to ADHD. Conclusively, this article might be a valuable data source on the evolution of the disorder in the context of daily experiences and developmental processes.
Christiansen, Lasse, et al. “Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-Based Recommendations.” Journal of Clinical Medicine, vol. 8, no. 6, 2019, pp. 1-51.
The focus of this scholarly article is the impact of exercising interventions on the cognitive abilities of ADHD children. The study is particularly relevant to the research topic due to its specific investigation of cognitive development changes under the influence of ADHD. The special features of the work include an extended literature review of relevant research and the establishment of the relationship between the physical and cognitive development of ADHD children.
The authors of this source are renowned Danish scholars with expertise in neurodevelopmental disorder research, which adds to their credibility. The researchers reached the conclusion that since multiple research findings imply the ability of physical exercise to improve cognitive malfunction, such interventions should be promoted. Within the context of the proposed research, this source allows for accumulating a broad in-depth knowledge of the impact of ADHD on children’s cognitive abilities.
Smit, Sophie, Amori Yee Mikami, and Sébastien Normand. “Effects of the Parental Friendship Coaching Intervention on Parental Emotion Socialization of Children with ADHD.” Research on Child and Adolescent Psychopathology, vol. 50, no. 1, 2022, pp. 101-115.
This article’s purpose is to identify the impact of ADHD on socialization development in the context of parental emotional involvement with their children diagnosed with the disorder. The source is useful for the researched topic since it provides a direct set of data on the impact of ADHD on the social development of children and broadens the scope of knowledge on the methods of ADHD management. The work’s uniqueness is manifested through the emphasis on the opportunities for facilitating social skills and emotional development in ADHD children through parental training interventions.
The authors of the article are academics working for Canadian psychological departments at renowned universities, which is why their scholarly findings deserve trust and are worth relying on. The study found that positive parenting with appraisal improved ADHD children’s socioemotional development. When using this source for the research study, one might conclude that the socioemotional development of ADHD children is a complex issue that requires the thoughtful involvement of parents, educators, and counselors.
Wylock, Jean-Francois, et al. “Child Attachment and ADHD: A Systematic Review.” European Child & Adolescent Psychiatry, 2021, pp. 1-12.
The article’s focus is the investigation of the relationship between ADHD child’s attachment to their parents and the symptoms and severity of the disorder. It is useful for the research topic because this systematic review accumulates a significant body of relevant, up-to-date scholarly literature on the topic of cognitive, emotional, and social development of ADHD children. Several unique features of the study include its attention to recently published articles and the focus on attachment theories as the factor impacting ADHD symptoms.
The credibility of the authors of the study is justified by their scholarly expertise in neuropsychology and neurophysiology. The study findings helped the researchers to conclude that the level of ADHD children’s social and emotional development is predetermined by the type of attachment to their parents, which is why attachment should be modified accordingly. As for the proposed study-related conclusion, one might emphasize that this article allows for considering the particularities of ADHD symptoms within the context of parent-child relationships, the knowledge about which might facilitate children’s development.
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