Below is a curated list of published studies related to different aspects of Attention Deficit / Hyperactivity Disorder (ADHD) in Saudi Arabia, including prevalence, awareness, diagnosis, language and communication, and review articles.
Additional studies from Saudi Arabia, including topics not featured on this page, are available in the research library. We also maintain a list of ADHD-related theses that have been made available online. If you would like your research featured here, or know of any publications in or about ADHD in KSA that you believe should be included here, please get in touch by email at research @ adhd.org.sa.
Note: Unless specifically stated, these studies were neither conducted by nor supported by the Saudi ADHD Society, and are provided as a resource for researchers only.
Review Articles
The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children
Abstract
Objective: To investigate comorbidity of oppositional-defiant disorder (ODD), conduct disorder (CD), anxiety, and depression and to investigate the impaired social and academic developments among children with ADHD in primary school settings in Saudi Arabia.
Method: Data for the purpose of this study are obtained from parent and teachers of 652 primary school children attending Grades 1 to 3 (children aged between 7 and 9 years). Vanderbilt ADHD diagnostic rating scale, which has relevance and found to be reliable by previous studies, is used in the study.
Results: ODD and CD are reported to be present in close to two thirds (73%) of children with ADHD, as assessed with DSM-IV-TR criteria. Anxiety and depression disorder are estimated to be present in 36% of children with ADHD. Children with ADHD show high levels of impairment in academic achievements (63%) and social performance (90%), compared with non-ADHD children.
Conclusion: These findings suggest that a significant minority of disruptive children may have their difficulties compounded by the presence of ADHD, which raises the question whether their problems are known and whether they have received appropriate help. It is important to develop a specific set of psychological clinical intervention for helping children with ADHD, ODD, CD, and other related problems. Educating teachers and parents about ADHD and its comorbidity is considered essential in this regard.
Keywords
asir, featured, study, prevalenceCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed M Alqahtani," year="2010" title="The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children" volume="14" issue="1" journal="Journal of Attention Disorders" shortjournal="J Atten Disord" startpage="25" endpage="30" articlenum="" doi="10.1177/1087054709347195"]Link to this page: https://res.adhd.org.sa/doi/10.1177/1087054709347195
Prevalence
The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children
Abstract
Objective: To investigate comorbidity of oppositional-defiant disorder (ODD), conduct disorder (CD), anxiety, and depression and to investigate the impaired social and academic developments among children with ADHD in primary school settings in Saudi Arabia.
Method: Data for the purpose of this study are obtained from parent and teachers of 652 primary school children attending Grades 1 to 3 (children aged between 7 and 9 years). Vanderbilt ADHD diagnostic rating scale, which has relevance and found to be reliable by previous studies, is used in the study.
Results: ODD and CD are reported to be present in close to two thirds (73%) of children with ADHD, as assessed with DSM-IV-TR criteria. Anxiety and depression disorder are estimated to be present in 36% of children with ADHD. Children with ADHD show high levels of impairment in academic achievements (63%) and social performance (90%), compared with non-ADHD children.
Conclusion: These findings suggest that a significant minority of disruptive children may have their difficulties compounded by the presence of ADHD, which raises the question whether their problems are known and whether they have received appropriate help. It is important to develop a specific set of psychological clinical intervention for helping children with ADHD, ODD, CD, and other related problems. Educating teachers and parents about ADHD and its comorbidity is considered essential in this regard.
Keywords
asir, featured, study, prevalenceCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed M Alqahtani," year="2010" title="The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children" volume="14" issue="1" journal="Journal of Attention Disorders" shortjournal="J Atten Disord" startpage="25" endpage="30" articlenum="" doi="10.1177/1087054709347195"]Link to this page: https://res.adhd.org.sa/doi/10.1177/1087054709347195
Awareness and Attitudes
The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children
Abstract
Objective: To investigate comorbidity of oppositional-defiant disorder (ODD), conduct disorder (CD), anxiety, and depression and to investigate the impaired social and academic developments among children with ADHD in primary school settings in Saudi Arabia.
Method: Data for the purpose of this study are obtained from parent and teachers of 652 primary school children attending Grades 1 to 3 (children aged between 7 and 9 years). Vanderbilt ADHD diagnostic rating scale, which has relevance and found to be reliable by previous studies, is used in the study.
Results: ODD and CD are reported to be present in close to two thirds (73%) of children with ADHD, as assessed with DSM-IV-TR criteria. Anxiety and depression disorder are estimated to be present in 36% of children with ADHD. Children with ADHD show high levels of impairment in academic achievements (63%) and social performance (90%), compared with non-ADHD children.
Conclusion: These findings suggest that a significant minority of disruptive children may have their difficulties compounded by the presence of ADHD, which raises the question whether their problems are known and whether they have received appropriate help. It is important to develop a specific set of psychological clinical intervention for helping children with ADHD, ODD, CD, and other related problems. Educating teachers and parents about ADHD and its comorbidity is considered essential in this regard.
Keywords
asir, featured, study, prevalenceCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed M Alqahtani," year="2010" title="The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children" volume="14" issue="1" journal="Journal of Attention Disorders" shortjournal="J Atten Disord" startpage="25" endpage="30" articlenum="" doi="10.1177/1087054709347195"]Link to this page: https://res.adhd.org.sa/doi/10.1177/1087054709347195
Diagnosis
The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children
Abstract
Objective: To investigate comorbidity of oppositional-defiant disorder (ODD), conduct disorder (CD), anxiety, and depression and to investigate the impaired social and academic developments among children with ADHD in primary school settings in Saudi Arabia.
Method: Data for the purpose of this study are obtained from parent and teachers of 652 primary school children attending Grades 1 to 3 (children aged between 7 and 9 years). Vanderbilt ADHD diagnostic rating scale, which has relevance and found to be reliable by previous studies, is used in the study.
Results: ODD and CD are reported to be present in close to two thirds (73%) of children with ADHD, as assessed with DSM-IV-TR criteria. Anxiety and depression disorder are estimated to be present in 36% of children with ADHD. Children with ADHD show high levels of impairment in academic achievements (63%) and social performance (90%), compared with non-ADHD children.
Conclusion: These findings suggest that a significant minority of disruptive children may have their difficulties compounded by the presence of ADHD, which raises the question whether their problems are known and whether they have received appropriate help. It is important to develop a specific set of psychological clinical intervention for helping children with ADHD, ODD, CD, and other related problems. Educating teachers and parents about ADHD and its comorbidity is considered essential in this regard.
Keywords
asir, featured, study, prevalenceCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed M Alqahtani," year="2010" title="The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children" volume="14" issue="1" journal="Journal of Attention Disorders" shortjournal="J Atten Disord" startpage="25" endpage="30" articlenum="" doi="10.1177/1087054709347195"]Link to this page: https://res.adhd.org.sa/doi/10.1177/1087054709347195
Language & Communication
The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children
Abstract
Objective: To investigate comorbidity of oppositional-defiant disorder (ODD), conduct disorder (CD), anxiety, and depression and to investigate the impaired social and academic developments among children with ADHD in primary school settings in Saudi Arabia.
Method: Data for the purpose of this study are obtained from parent and teachers of 652 primary school children attending Grades 1 to 3 (children aged between 7 and 9 years). Vanderbilt ADHD diagnostic rating scale, which has relevance and found to be reliable by previous studies, is used in the study.
Results: ODD and CD are reported to be present in close to two thirds (73%) of children with ADHD, as assessed with DSM-IV-TR criteria. Anxiety and depression disorder are estimated to be present in 36% of children with ADHD. Children with ADHD show high levels of impairment in academic achievements (63%) and social performance (90%), compared with non-ADHD children.
Conclusion: These findings suggest that a significant minority of disruptive children may have their difficulties compounded by the presence of ADHD, which raises the question whether their problems are known and whether they have received appropriate help. It is important to develop a specific set of psychological clinical intervention for helping children with ADHD, ODD, CD, and other related problems. Educating teachers and parents about ADHD and its comorbidity is considered essential in this regard.
Keywords
asir, featured, study, prevalenceCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed M Alqahtani," year="2010" title="The Comorbidity of ADHD in the General Population of Saudi Arabian School-Age Children" volume="14" issue="1" journal="Journal of Attention Disorders" shortjournal="J Atten Disord" startpage="25" endpage="30" articlenum="" doi="10.1177/1087054709347195"]Link to this page: https://res.adhd.org.sa/doi/10.1177/1087054709347195