Diet Quality As It Relates to ADHD and Emotional Dysregulation Symptoms in a Pediatric Population
Notice bibliographique
Résumé
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder with a US pediatric prevalence of 10%. It presents with inattention and hyperactivity/impulsivity as well as emotional dysregulation (ED) symptoms such as irritability and defiant behavior, typical of Oppositional Defiance Disorder (ODD) and Disruptive Mood Dysregulation Disorder (DMDD). The etiology of ADHD is multi-factorial with suggested effects related to diet. Building on prior studies, this study examines the association of diet quality with ADHD and ED symptoms among a pediatric population. This cross-sectional study utilized baseline data for 134 children aged 6–12 years with symptoms of ADHD and ED enrolled in an RCT of multinutrient supplementation. Diet quality was based on Healthy Eating Index-2015 (HEI) determined from the Vioscreen FFQ. ADHD, ODD, and DMDD symptoms were assessed using the Child and Adolescent Symptom Inventory-5. Other ED symptoms were assessed using the Strengths and Difficulties Questionnaire. Analysis for association was conducted using linear regression models, adjusting for covariates when necessary. Family income level was significantly associated with severity of inattention (P = 0.04), emotional problems (P = 0.01), conduct problems (P = 0.002), along with ODD (P = 0.004) and DMDD (P = 0.005) symptoms. Mean HEI score was 63.4 (SD = 8.8) and it was not significantly associated with any of the outcome symptoms. However, scores of HEI components vegetables (β = −0.118, P = 0.016) and refined grains (β = 0.052, P = 0.017) were both associated with inattention even after adjusting for covariates. Similarly, total fruit (β = −0.423, P = 0.037) was associated with conduct problems after adjusting for covariates. While better vegetable and total fruit scores were associated with better symptoms in aspects of ADHD and emotional dysregulation, overall diet quality was not associated with inattention, hyperactivity/impulsivity, and ED symptoms severity among this cohort of children. Our findings could be explained by the fact that our study sample had a good diet quality and were only mildly impaired in their ADHD and ED symptoms. This study was funded by the Foundation for Excellence in Mental Health Care, the Wells Fargo/Gratis Foundation, and OSU CTSA award # UL1TR002733.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».