1. Groppe A, Krauel K, Angenstein N. Sequential comparison of frequency modulations is more difficult for children and adolescents with ADHD. Hear Res. 2026; 476: 109638.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties with attention, hyperactivity and impulsivity. A large number of children with ADHD also suffer from auditory processing deficits. Possible causes are abnormal lateralization of auditory processing and impaired hemispheric interaction. Children and adolescents (age 9-16 years) with and without ADHD (n = 53) performed two tasks for which the lateralization and amount of hemispheric interaction have been established in previous studies: (1) categorization of the direction of frequency modulation, mainly involving the right auditory cortex (AC), and (2) sequential comparison of frequency direction, involving both auditory cortices and therefore requiring stronger hemispheric interaction. The tones were presented binaurally, and monaurally with and without contralateral white noise. Basic assessment of low-level auditory abilities did not show significant differences between groups. We found no significant difference in task accuracy between the groups in the categorization task, but observed impaired accuracy in the ADHD group in the comparison task during monaural tone presentation without noise. Contralateral noise negatively affected performance only in the control group. The poorer performance of the ADHD group in the comparison task requiring stronger hemispheric interaction supports the assumption that deficits in auditory processing in ADHD may be caused by impaired hemispheric interaction.

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2. Kyriakou T, Vasileiou I, Katsarou DV. Effective interventions used by preschool teachers to develop executive functions in preschoolers with attention difficulties. Pol Merkur Lekarski. 2026; 54(2): 158-62.

OBJECTIVE: Aim: This study explores the interventions used by preschool teachers to develop executive functions in preschoolers with attention difficulties. It aims to provide a comprehensive understanding of effective interventions for fostering executive function development, as viewed from the perspectives of preschool teachers. PATIENTS AND METHODS: Materials and Methods: A qualitative study was conducted through semi-structured interviews with thirty preschool teachers. Thematic analysis was employed to examine the interventions proposed by teachers for enhancing executive functions in preschoolers with concentration difficulties. The results were subsequently discussed in relation to the existing literature. RESULTS: Results: The results indicate that motor games and interest-driven activities are the most effective in developing executive functions in children with attention difficulties. Teachers suggested that successful interventions often incorporate rhythm and movement, aligning with children’s interests. CONCLUSION: Conclusions: Early and effective interventions aimed at developing executive functions in preschoolers at risk of ADHD can delay the onset of symptoms and enhance academic success. Teachers emphasise that motor games and activities based on children’s interests are key strategies for improving concentration and self-regulation; however, further research is required to validate these findings.

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3. Şahin B. Beyond questionnaires: The case for objective circadian biomarkers in comparative studies of sluggish cognitive tempo and ADHD. Chronobiol Int. 2026: 1-2.

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4. Şahin B. Theory of Mind Assessment in Adults With ADHD: Four Methodological Concerns. Acta Psychiatr Scand. 2026.

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5. Snipes S, Jaramillo V, Krugliakova E, Volk C, Furrer M, Studler M, LeBourgeois M, Kurth S, Jenni OG, Huber R. The Interaction between Sleep and Development on Wake EEG Oscillations. eNeuro. 2026; 13(4).

The amount of time previously spent awake or asleep strongly impacts the sleep electroencephalogram (EEG), especially slow waves during nonrapid-eye-movement (NREM) sleep. These effects on the sleep EEG meaningfully interact with age and to a lesser extent developmental disorders such as attention-deficit hyperactivity disorder (ADHD). We aimed to determine whether EEG oscillations during wakefulness were likewise affected by the interaction of sleep and development, using data collected from 163 participants aged 3-25 years old (62 female). We analyzed age- and sleep-dependent changes in two measures of oscillatory activity (amplitudes and density) and aperiodic activity (offsets and exponents). Finally, we compared wake EEG in children with ADHD (N = 58) to neurotypical controls, with habitual good sleep quality required for inclusion. We found that oscillation amplitudes exhibited the same dynamics as sleep slow waves: decreasing with age, decreasing after sleep, and the overnight decrease decreasing with age. Strikingly, wake oscillation densities in the alpha band decreased overnight in children but increased overnight in adolescents and adults. Aperiodic measures were affected by both sleep and age albeit with minimal interaction. No wake measure showed significant effects of ADHD, suggesting that previously reported differences in patients may reflect uncontrolled variability in sleep quality rather than disorder-specific effects. While these results do not disentangle homeostatic from circadian effects, they underscore the need to control for sleep/wake history and measurement scheduling in all EEG experiments, especially when focusing on children and adolescents.

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6. Uçak EF, Öztürk O. Atomoxetine and the risk of mania: a case report on bipolar disorder in an ADHD patient and its dilemmas. Int J Psychiatry Clin Pract. 2026: 1-3.

OBJECTIVES: To investigate the potential role of atomoxetine in triggering manic episodes in a patient with ADHD and to explore diagnostic and therapeutic challenges posed by overlapping symptoms, temperament traits, and polypharmacy. METHODS: We report the case of a 20-year-old male diagnosed with ADHD in childhood and treated long-term with atomoxetine and risperidone. Following a depressive episode after bereavement, the patient developed manic symptoms. The relationship between atomoxetine use, medication adjustments, temperament traits, and symptom onset was evaluated. The Naranjo Adverse Drug Reaction Probability Scale was used to assess causality. RESULTS: Manic symptoms emerged while continuing atomoxetine (80 mg/day) and reducing risperidone to 1 mg/day due to its suspected depressogenic effects. The Naranjo score indicated a possible association between atomoxetine and mania onset. However, temperament characteristics and environmental stressors likely contributed to mood destabilisation. Mood stabilisation was achieved after initiating lithium. CONCLUSIONS: While the Naranjo score suggests a possible association between atomoxetine and mania, this episode may also represent the natural emergence of bipolar disorder. Atomoxetine might contribute to mood destabilisation in vulnerable individuals, particularly when concurrent antipsychotic doses are altered. Comprehensive monitoring of temperament and early mood instability is essential. Atomoxetine, although considered a safer non-stimulant option for ADHD, may contribute to mood destabilisation or trigger manic episodes in individuals with underlying bipolar vulnerability.Reduction of antipsychotic medication in patients with emerging depressive symptoms may inadvertently unmask manic tendencies, particularly when the natural onset of bipolar disorder has not yet been identified.Affective temperament traits—such as pronounced cyclothymic and hyperthymic features—can obscure early bipolar symptoms by appearing similar to ADHD-related behaviours, leading to diagnostic delays.Longitudinal monitoring, careful pharmacologic adjustments, temperament assessment, and structured diagnostic re-evaluations are essential in differentiating ADHD symptoms, temperament-driven characteristics, and early bipolar manifestations. eng.

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7. Vierikko E, Takio F, Rantanen K. Effects of multilevel neuropsychological group intervention (EXAT) in children with executive functioning and attention deficits: a comparative study with typically developing controls. Arch Clin Neuropsychol. 2026; 41(3).

OBJECTIVE: This study examined the effects of the multilevel EXAT (Rehabilitation of Executive Function and Attention) intervention on executive function (EF) in Finnish children with EF and attention deficits, compared to typically developing (TD) controls who received no EF intervention. METHOD: The study included 59 children aged 7-12 years with EF deficits and 78 age-matched non-intervention TD controls. The EXAT intervention lasted 9 months and comprised weekly sessions for children, monthly parent sessions, and 2-3 school consultations. Parent-rated EF intervention effects were assessed using the Behavior Rating Inventory of Executive Function (BRIEF). Baseline and post-assessment BRIEF T-scores were compared between groups using t-tests, reliable change indices were calculated for individual EF changes, and linear regression analyses were used to explore associations between background variables and EF changes. RESULTS: Children in the EXAT group showed significant improvements across all BRIEF indices and subscales, with small to moderate effect sizes. Individual-level analysis indicated that 22%-41% of participants achieved reliable EF improvements, mainly those with severe initial deficits. The control group exhibited minor, clinically insignificant changes. CONCLUSION: EXAT positively impacted EF, especially in behavior regulation and metacognition among children with substantial deficits. However, about one-quarter continued to experience EF challenges after the intervention. Findings highlight the importance of individualized assessment and intervention planning within group settings to address diverse EF profiles. Tailoring support to each child’s strengths and weaknesses is essential for optimizing outcomes. Further research with larger, diverse samples and multi-informant assessments is needed to confirm results and examine long-term effects.

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8. Yang X, Wang Y, Mo X, Zhu Z, Hong D, Hu Y, Peng K, Xu Y, Liu J, Guo W, Lin Q, Mai J, Mai S, Lu J, Yang C, Zhou Y, Cheng D, Yu M, Yin W. [Patient and family predictors of group intervention outcomes in children with attention-deficit/hyperactivity disorder: a multidimensional model analysis]. Nan Fang Yi Ke Da Xue Xue Bao. 2026; 46(4): 794-802.

OBJECTIVES: To explore individual and family characteristics associated with children’s response to group interventions for attention-deficit/hyperactivity disorder (ADHD) based on multidimensional indicators of intervention outcomes. METHODS: A total of 62 children with ADHD aged 6-9 years participating in an intervention program at the Affiliated Brain Hospital of Guangzhou Medical University from July 2023 to January 2025 were enrolled. All the participants received a standardized group intervention consisting of 8 sessions delivered over 4-6 weeks, focusing on attention training and emotion regulation training. Pre- and post-intervention data were collected using the General Information Questionnaire, the Difficulties in Emotion Regulation Scale (DERS), the Affective Reactivity Index (ARI), the Matson Evaluation of Social Skills with Youngsters (MESSY), and the parent-rated Swanson, Nolan, and Pelham Rating Scale-IV (SNAP-IV). Given the consistency in intervention format and structure between the two groups, data were pooled for modeling analyses. Changes in emotion regulation, inattention, and social skills were used as the outcome indicators. LASSO regression was used to screen 18 baseline variables (8 psychosocial characteristics and 10 demographic and family-background variables), followed by multiple linear regression to identify stable predictors. RESULTS: Across the models predicting changes in inattention, irritability, emotion-regulation difficulties, and inappropriately assertive/overconfident, the baseline score of each outcome was a significant positive predictor (β=0.462-0.669, P_BH<0.05). Higher baseline hostile scores predicted less improvement in emotion-regulation difficulties (β=-0.326, P_BH<0.01) and inappropriate assertiveness/overconfidence (β=-0.543, P_BH<0.05). CONCLUSIONS: This study provides preliminary evidence that baseline symptoms and hostility traits may predict response to group interventions for ADHD, which may help to estimate treatment outcomes before intervention and provide support to precision intervention for children with ADHD.

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