Pubmed (TDAH) du 30/04/26
1. Acebes-de-Pablo A, Carabias-Galindo D. Music therapy programme for children diagnosed with Attention-deficit/hyperactivity disorder (ADHD): a mixed-methods study. Arts Health. 2026: 1-17.
BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders worldwide. The main aim of this research was to study the use of music therapy as an intervention to improve ADHD symptoms within a group of children diagnosed with the disorder. METHODS: The research method was based on Concurrent Triangulation Design (DITRIAC, in Spanish « Diseño de Triangulación Concurrente ») as a mixed-methods approach. Five children, six parents and five form teachers (homeroom teachers) took part in the study. The quantitative instrument used was a Likert-type Attention-Deficit/Hyperactivity Disorder Rating Scale (EDAH, in Spanish « Evaluación del Trastorno por Déficit de Atención con Hiperactividad »). This scale was filled by both the research team and the form teachers. The main qualitative techniques used to collect information were: semi-structured interviews with the children’s parents, both before and after the intervention; participant observation along with an investigation log; and the drawings the children produced in the sessions, as visual evidence. RESULTS: Results, following the intervention, reflect a significant decrease in characteristic ADHD behaviours: hyperactivity and impulsivity, attention deficit and behavioural disorder. CONCLUSIONS: Music therapy can be a helpful tool to develop social and emotional learning (SEL) as a core element of our education systems. Music therapy helped the children to regulate not only ADHD symptoms, but also emotions and feelings related to daily life.
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2. Horowitz-Kraus T, Cirino PT, Cutting LE, Hughes-Berheim SS, Wilkey ED, Barnes MA, Rosch KS, Church JA. The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD. Dev Cogn Neurosci. 2026; 79: 101722.
The term « Executive function » (EF) describes domain-general cognitive processes including working memory, inhibitory control, and cognitive flexibility among others, that are essential for academic learning and behavioral regulation. Growing evidence highlights the importance of EF not only in typical development but also in understanding and intervening in learning disabilities (LDs), including dyslexia and dyscalculia, and in attention-deficit/hyperactivity disorder (ADHD). Despite this recognition, challenges remain in clearly defining EF, specifying its neurobiological underpinnings, and understanding its diverse roles across academic domains. This invited review reflects on a recent international expert workshop at the Flux Congress in 2024, and unites theoretical, behavioral, and neurobiological perspectives to examine how EF interacts with reading, math, and LDs. We explore the contribution of EF to word recognition, reading comprehension, and fluency; the role of audiovisual integration and cognitive control in dyslexia; the developmental interplay between EF and math difficulties; the role of EF in response to intervention in math; and EF as a transdiagnostic mechanism in ADHD and LD comorbidity. Across domains, we review the underlying brain networks, highlight methodological advances (e.g., functional connectivity, mobile neuroimaging), and discuss intervention strategies that target EF to support academic growth. We conclude with a synthesis of cross-cutting challenges and future directions, including the need for developmental models that integrate cognitive neuroscience, educational theory, and clinical insights. This review provides a roadmap for researchers and clinicians aiming to harness EF as a core mechanism to better understand and support diverse learners.
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3. Kaminski A, Xie H, Hawkins B, Vaidya CJ. Correction: Change in striatal functional connectivity networks across 2 years due to stimulant exposure in childhood ADHD: results from the ABCD sample. Transl Psychiatry. 2026; 16(1).
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4. Shah SM, Alhudaithi GS, Alharbi FS. Neurological and biological correlations of ODD with ADHD in children and adolescents: a systematic review. BMC Psychol. 2026.
BACKGROUND: Attention Deficit Hyperactivity Disorder (ADHD) often coexists with Oppositional Defiant Disorder (ODD), exacerbating impairment. The distinct neurological and biological patterns that differentiate this comorbidity from ADHD alone remain unclear. METHOD: We conducted systematic review of multi model correlates differentiating ODD+ADHD from ADHD alone following PRISMA 2020 with databases like MEDLINE, EMBASE, CINAHL, PsycINFO and Web of Sciences until August 2025. 144 full texts were reviewed and 26 studies were selected for final inclusion after 1457 records with 37 other sources. Designs included cross-sectional case-control studies, longitudinal studies, and imaging based on the ABCD framework, while measures covered structural and functional MRI, diffusion MRI, resting and task fNIRS, EEG and ERP, HPA-axis and immune-metabolic biomarkers, and executive and cognitive indices. The evaluation of bias employed RoB 2, ROBINS-I, and JBI, while synthesis utilised Braun-Clarke thematic analysis. RESULTS: Oppositionality involved limbic-striatal and cerebello-cortical differences, with ODD+ADHD showing greater executive and emotion-processing deficits than ADHD alone. ODD was linked to lower cortisol and reduced sympathetic reactivity, while ADHD showed higher cortisol and tryptophan-kynurenine shifts, with cytokines decreasing after methylphenidate. CONCLUSION: ODD along with ADHD showed a distinct neurobiological and physiological pattern from ADHD alone. Such pattern is marked by greater executive and emotional regulation deficits with unique stress-response patterns, highlighting the need for tailored assessments and intervention approaches.
