article interpretation

Article Interpretation
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Abstract
It is no doubt that “attention-deficit/hyperactivity disorder” ADHD – “attention-deficit/hyperactivity disorder” – is heterogeneous with respect to the developmental trajectory, cognition, biology and psychosocial context. When children transit to adolescence from childhood, ADHD developmental trajectories deviate. The environment where the child grows, as indexed by guardians convey emotion, can be able to moderate the trajectories. 388 children diagnosed with ADHD and a 127 group as a controls were examined using multimethod diagnostic, multi-informant procedures at up to three times points a year apart in a longitudinal design that is accelerated spanning seven years of age to thirteen. For the avoidance of partiality, a “community-based” strategy for recruiting a sample size was used because severity for ADHD contrast noticeably in community samples as compared to clinically ascertained ones. The methods used to recruit include mass mail and public advertisements. This paper is a summary of the research paper carried out by Musser et al., 2018.

Musser et al., point out that of children diagnosed with ADHD in their childhood, fifty to seventy percent of them continue to have a diagnosis of the disorder through their transition to teenage. While some patients appear to remit, some appear to experience persistence in problems and negative outcomes such as addiction to abused drugs, antisocial behavior, criminality and dropping out of school.

Nonetheless, the correlations and determinants of this “late-childhood” to “early-adolescent” divergence are not well researched. ADHD developmental change determinant clarification is complicated by normative “age-related” behavioral change. Particularly, signs of impulsivity and hyperactivity decline normatively across adolescence. Musser et al. 2018 lay summary points out that “for many children, ADHD symptoms decrease as they transition to adolescence. Family environmental factors, such as parental criticism, may help explain for whom symptom remission is less likely.” (Musser, Karalunas, Dieckmann, Peris & Nigg, 2018).
In order to avoid partiality introduced by clinic ascertainment, a “community-based” recruitment strategy was used by Musser et al. as ADHD severity and comorbidity vary markedly in population or community samples versus samples that are clinically ascertained. Using mass mail and public advertisements, families were recruited, seeking partakers for research of the development of impulsivity and attention in children.
Cases of ADHD were identified using the below-outlined procedure. All Statistical and Diagnostic Manual of “Mental Disorders” DSM–5 or (DSM)–IV subtypes of ADHD and presentations were allowed. The local “Institutional Review Board” approved the carried out research. “Parents provided written informed consent and children provided written informed assent.” (Musser, Karalunas, Dieckmann, Peris & Nigg, 2018). A 515 children sample including 388 children diagnosed with ADHD and 127 normally developing kids aged between seven and eleven years was the baseline for assessment. Not all the children had parental measures at “at multiple time points.” The details regarding the size of the sample for every analysis can be found in the “Analysis Plan section” of the research paper.
The discussion part of the paper pointed out that “The variable developmental course in ADHD is a central phenomenon to be better understood. Developmental course and severity are likely involved in a bidirectional influence with family characteristics including emotional tone of the home.” (Musser, Karalunas, Dieckmann, Peris & Nigg, 2018). The researchers examined 4 experimental trajectories of “parent-related” symptoms for H/I across the kids aged between seven and thirteen years period. One of them had a low H/I consistency and, predictably, overlap with the inattentive presentation/subtype of ADHD. The children diagnosed with substantial H/I was put into additional three trajectories. Among the trajectories, one was “fairly mild” and moving toward true “recovery.” Another trajectory was harsher, but just like the first one, it showed a trajectory that is normative towards the reduction of symptoms over time. Crucially, the last trajectory group did not show the dilapidated normative pattern. The authors point out clearly that, “These groups help validate the theory that children with ADHD diverge developmentally into a remitting and persistent pattern with regard to their H/I symptoms. The persistent group was associated with persistently higher parental EE criticism as just noted.” (Musser, Karalunas, Dieckmann, Peris & Nigg, 2018). Since the data used by the researchers does not clearly show the direction the effects take, diverse inferences may be considered. One of the possibilities is that intervention for reducing high “parental criticism” may help children in returning to a normal improvable course in development.
References
Musser, E., Karalunas, S., Dieckmann, N., Peris, T., & Nigg, J. (2018). Attention-deficit/hyperactivity disorder developmental trajectories related to parental expressed emotion. Retrieved 24 February 2018, from