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The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM).

In total, 160 actively employed business graduate students participated in a business course where they were assigned to four person project teams responsible for completing a major business project. The project contained four sub-projects each of which was managed by a different team member. At the end of the semester each team member rated the others on their operational effectiveness as a project manager. Each subject identified a close associate who completed an observer version of the Brown Attention Deficit Scale. Product moment correlations were used to test the hypotheses that AAD and each of the symptom clusters are negatively associated with OEPM. Simultaneous linear regression was used to test the hypothesis that difficulties activating and organizing to work (DAOW) is uniquely associated with OEPM after controlling for the influence of all the other symptom clusters.

AAD and each of the symptom clusters is negatively associated with OEPM, and DAOW is uniquely associated with OEPM.

Research study is limited by use of an indirect work sample (working graduate students) and future research requires direct workplace samples of project managers. The influence of creativity within the relationship between AAD and project management effectiveness requires further investigation and may reveal beneficial aspects of the disorder.

Individuals and organizations wanting to ensure timely and successful completion of key tasks and projects need to be aware of the influence of AAD on OEPM. The provision of intensive project management training/coaching, regular performance feedback, project management tools and an organized work space free of distractions is suggested for disordered project managers. Disordered project managers are especially vulnerable during the task activation and organization phase which may be addressed through the use of peer coaching and constructive team support. The effective design and management of project teams represents a significant opportunity for distributing the potential creative benefits of the disorder while managing the deficits. Pairing disordered employees with coworkers who are less creative but have better administrative skills may be mutually beneficial. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.

Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees, be more inclusive and take appropriate advantage of employee diversity underscores the general social value of this research.

This research study is the first examination of the influence of AAD within the nomological network that determines project manager effectiveness. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.

The purpose of this paper is to conduct an empirical examination of the mediating influence of time management (TM) on relationship between adult attention deficit (AAD) and role stress (RS).

In total, 117 actively employed business graduate students completed a self-report measure of RS and identified two close associates, one of which completed an observer version of the Brown Attention Deficit Scale while the other complete an observer version of a TM measure. Product moment correlations were used to test the hypotheses that AAD, TM and RS were associated. The Sobel test of mediation was used to test the hypothesis that TM mediated the relationship between AAD and RS.

AAD, TM and RS are associated with each other and TM partially mediates the relationship between AAD and RS.

Research study is limited by a measure of AAD that may not fully represent all the key symptom clusters and an indirect workplace sample. Further investigation of AAD symptoms, including potentially positive manifestations like entre/intrapreneurial cognition and behavior, is required to stabilize the content, structure and measurement of the construct.

Organizations wishing to ensure timely completion of tasks and limit disruptive RS need to be aware of the influence of AAD. The provision of TM training, productivity management tools and an organized work space free of distractions is suggested for disordered employees. Various forms of organizational coaching including a peer coaching system may help disordered employees better manage both their time and their role. The effective design and management of teams represents a significant opportunity for effectively distributing the potential benefits of the disorder while managing deficits like poor TM and increased RS. Organizational development interventions that focus on TM and role (re)negotiation are suggested. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.

Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees and take appropriate advantage of employee diversity underscores the general social value of this research.

This research study is the first empirical examination of the mediating influence of TM on the relationship between AAD and RS. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.

The current golden standard for attention deficit hyperactivity disorder (ADHD) diagnosis is clinical diagnosis based on psychiatric interviews and psychological examinations. This is suboptimal, as clinicians are unable to view potential patients in multiple natural settings – a necessary condition for objective diagnosis. The purpose of this paper is to improve the objective diagnosis of ADHD by analyzing a quantified representation of the actions of potential patients in multiple natural environments.

The authors use both virtual reality (VR) and artificial intelligence (AI) to create an objective ADHD diagnostic test. Diagnostic and statistical manual of mental disorders, 5th Edition (DSM-5) and ADHD Rating Scale are used to create a rule-based system of quantifiable VR-observable actions. As a potential patient completes tasks within multiple VR scenes, certain actions trigger an increase in the severity measure of the corresponding ADHD symptom. The resulting severity measures are input to an AI model, which classifies the potential patient as having ADHD in the form inattention, hyperactivity-impulsivity, combined or neither.

The result of this study shows that VR-observed actions can be extracted as quantified data, and classification of this quantified data achieves near-perfect sensitivity and specificity with a 98.3% accuracy rate on a convolutional neural network model.

To the best of the authors’ knowledge, this is the first study to incorporate VR and AI into an objective DSM-5-based ADHD diagnostic test. By including stimulation to the visual, auditory and equilibrium senses and tracking movement and recording voice, we present a method to further the research of objective ADHD diagnosis.

Attention deficit hyperactivity disorder (ADHD) is a common disorder that is highly prevalent in children and frequently persists into adulthood. The purpose of this paper is to consider the need for practitioners to be aware of the disorder.

This paper reviews quantitative genetic findings in ADHD, primarily focussing on twin studies that describe the role of genetic influences throughout the lifespan and the associated overlap between ADHD and other syndromes, disorders and traits.

This paper concludes that ADHD is a lifespan condition that shares genetic risk factors with other psychiatric, neurodevelopmental disorders and intellectual disabilities.

This paper makes the case that clinicians working in the area of intellectual disability should be fully aware of the potential impact of ADHD and its associated impairments.

In this chapter, we present the results of a study designed to investigate: (a) the family relations of children with attention-deficit hyperactivity disorder (ADHD), (b) the sources of stress parents in families of children with this disorder experience and (c) the possible modulating role that ADHD subtype and comorbid oppositional defiant disorder (ODD) have on parenting stress level. One hundred and sixty seven families, divided into two groups, an ADHD group (N=114) and a control group (N=53), participated in the study. Parents of both groups completed a Semi-Structured Interview that gathered information on socio-demographics, family structure and the presence of oppositional behaviour symptoms, as well as the Parenting Stress Index Questionnaire (Abidin, 1990) to evaluate parent stress. The results showed that the relations of children with ADHD with their parents and siblings were significantly more tense than those of children without this disorder with their families. Parenting stress was higher in parents with ADHD children than in parents of non-ADHD children in most scales relating to parent personal variables, with even more sharp differences in measures of parenting stress that are triggered by the child's behaviour. Finally, our results evidenced how the ADHD subtype and ODD comorbidity influence the level of stress in parents. The results of the study suggest that interventions focused only on the behaviour of ADHD children are not likely to improve the developmental course of the disorder in the long run.

Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns.

This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California.

The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case.

Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns.

This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed.

These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization.

This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).

The purpose of this paper is to examine the impact of adult attention deficit on team members, the relationships between team members, the task performance dynamics within teams and team member performance.

A total of 304 management students working in self managing project teams completed measures of adult attention deficit, difficulty with necessary tasks, general independence, extraordinary reliance on team mates and acceptance of reliance on team mates. A measure of a team member's performance was completed by the other team members upon completion of the team project. Product moment correlations were used to examine associations between the measures, and partial correlations were used to test for mediation effects. The Williams T2 test was used to test for significant differences in correlations between adult attention deficit and related variables.

Adult attention deficit interferes with the ability to perform necessary tasks and constrains the achievement of a general sense of independence. The disorder also promotes extraordinary reliance on team mates and constrains team member performance. Although the disorder promotes extraordinary reliance on team mates, it promotes acceptance of such reliance to a much lesser extent.

Future research needs to sample a variety of workplace teams. Testing the hypotheses on new samples will also help to confirm the validity and reliability of the measures developed for this study.

Organizations that are increasingly reliant on the performance of employee teams need to be more aware of the influence of adult attention deficit on team members, their relationships with other team members and their performance. Providing individual training and team interventions that target the cognitive, emotional and behavioral capacity for completing necessary tasks is especially important for team members afflicted with the disorder.

This is the first study to examine the relationship between adult attention deficit, reliance on other team members and team member performance. This research is of value to researchers, organizational development specialists, managers and team members who are trying to improve the performance of team members with adult attention deficit.

The purpose of this study was to explore how mothers with an ADHD child living in the household experience, perceive, and manage family communication.

A qualitative research design study was employed where in-depth interviews were conducted amongst nine married mothers who have an ADHD child.

Three themes emerged from the interview data: managing internal relations, managing stigma, and difficulties in managing the communication process. Mothers communicate with their ADHD child differently than their non-ADHD children, as conversations with the ADHD child are often unpredictable, negative, and erratic. They specifically experience these conversation patterns when giving directions, during times of discipline, and when the child acts impulsively or cannot focus.

Mothers are not always open about their child’s ADHD with nonfamily members as they are afraid of the stigma that is attached to the condition. Mothers recognize the difficulties in the communication process as they spend a considerable amount of time on their child’s ADHD issues, and their time given to others in the family may be compromised. They also recognize that because of the amount of stress and emotional burnout they feel from having an ADHD child, they need emotional and pragmatic support from family, friends, and professionals. The mothers who receive the least amount of emotional support from their spouses also feel the highest amounts of stress.

A recent national survey of the US workforce suggests that adult attention related disorders are producing a wide range of negative outcomes in the workplace. The symptoms typically associated with the disorder (difficulties with activation, concentration, effort, emotional interference and accessing memory) suggest that team work may represent a problematic situation for adults with the disorder. Subjects were one hundred and fifty‐five student teams (subjects=628) from universities in both Canada and the United States. The study begins by confirming a hypothesis arising out of previous qualitative research that team members with adult attention deficit have relatively greater difficulty with necessary but uninteresting tasks. The hypothesis that team members with the disorder will be extraordinarily reliant on their teammates was also supported. The need to secure situations of particular fit, and to do so without undermining the support of fellow teammates, suggests that cooperative conflict management styles are especially important for clinical AAD vs. non‐clinical team members. The specific hypotheses, that cooperative styles (problem solving and compromising) are especially important for producing positive team experiences/expectations and efficacy for working in teams, were supported. Future research needs to sample more workplace teams.