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Nieforth LO, Guerin NA, Stehli A, Schuck SEB, Yi K, O’Haire ME. Observation of human-animal interaction for research (OHAIRE) behavior coding in a randomized control trial of children with attention-deficit hyperactivity disorder (ADHD) and a canine-assisted intervention. Front Psychiatry 2024; 15:1327380. [PMID: 38476612 PMCID: PMC10929010 DOI: 10.3389/fpsyt.2024.1327380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Accepted: 02/13/2024] [Indexed: 03/14/2024] Open
Abstract
Introduction Diagnosed in about 10% of children in the United States, attention-deficit hyperactivity disorder (ADHD) is characterized by symptoms including inattention, hyperactivity, and impulsivity. Traditional interventions, such as pharmacological and psychological interventions, are often used in conjunction with integrative health options, such as animal-assisted interventions. The objective of this manuscript is to report behavior coding findings from a randomized control trial of children with ADHD. Methods As part of a larger randomized control trial focused on the efficacy of combining a canine-assisted intervention (live therapy dog or control stuffed dog) with cognitive behavioral therapy for children with ADHD, the current manuscript focuses on video-captured behavior observations (n = 35 children, approximately 322 minutes of data). Data were extracted and coded using the Observation of Human-Animal Interaction Research (OHAIRE) Coding System. Behavior codes are reported as summary scores for the following domains: animal social interaction and human social interaction (further separated into human-adult social interaction and human-peer social interaction). Repeated measures mixed models analyses were performed using SAS PROC GLIMMIX to evaluate group differences and change across the study period. Results There were no significant differences in how much children interacted with the live therapy dogs versus control stuffed dogs. With respect to human-to-human social interactions, children showed greater increases over time in human-directed social interactions in the presence of live therapy dogs compared to stuffed dogs (p = .020). Over the course of the 12-week intervention, children increased in interactions with both adults (p = .006) and their peers (p = .014); however, there were more increases over time in adult-directed social interactions in the live animal condition compared to the control stuffed animal condition (p < 0.0001). Discussion & conclusions Findings suggest changes in social interaction when participating in this canine-assisted intervention, specifically greater increases in human-to-human social interactions over time when a live therapy dog is present compared to a control stuffed dog. Children appear to engage relatively equally with both live and stuffed dogs; however, the impact of animals on human socialization differs based on if a live animal is present. Future studies should consider incorporating behavior coding analysis into studies of canine-assisted interventions to identify how human-animal interactions may be moderators or mechanisms for psychosocial outcomes.
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Affiliation(s)
- Leanne O. Nieforth
- Center for the Human-Animal Bond, College of Veterinary Medicine, Comparative Pathobiology, Purdue University, West Lafayette, IN, United States
| | | | - Annamarie Stehli
- School of Medicine, University of California Irvine, Irvine, CA, United States
| | | | - Katherine Yi
- Center for the Human-Animal Bond, College of Veterinary Medicine, Comparative Pathobiology, Purdue University, West Lafayette, IN, United States
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Martínez M, Damme KS, Vargas T, Yang B, Rompilla DJ, Stephens J, Qu Y, Mittal VA, Haase CM. Longitudinal study of peer victimization, social support, and mental health during early adolescence. Psychol Med 2024:1-16. [PMID: 38314519 DOI: 10.1017/s0033291724000035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2024]
Abstract
BACKGROUND Peer victimization predicts the development of mental health symptoms in the transition to adolescence, but it is unclear whether and how parents and school environments can buffer this link. METHODS We analyzed two-year longitudinal data from the Adolescent Brain Cognitive Development (ABCD) study, involving a diverse sample of 11 844 children across the United States (average at baseline = 9.91 years; standard deviation = 0.63; range = 8.92-11.08; complete case sample = 8385). Longitudinal associations between peer victimization and two-year changes in mental health symptoms of major depression disorder (MDD), separation anxiety (SA), prodromal psychosis (PP), and attention-deficit/hyperactivity disorder (ADHD) were examined including a wide range of covariates. Mixed linear models were used to test for the moderating effects of parental warmth and prosocial school environment. RESULTS 20% of children experienced peer victimization. Higher exposure to peer victimization was associated with increases in MDD, SA, and ADHD symptoms. Parental warmth was associated with decreases in MDD symptoms but did not robustly buffer the link between peer victimization and mental health symptoms. Prosocial school environment predicted decreases in PP symptoms and buffered the link between peer victimization and MDD symptoms but amplified the link between peer victimization and SA and ADHD symptoms. CONCLUSIONS Peer victimization is associated with increases in mental health symptoms during the transition to adolescence. Parental warmth and prosocial school environments might not be enough to counter the negative consequences of peer victimization on all mental health outcomes.
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Affiliation(s)
- Matías Martínez
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
| | - Katherine S Damme
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Teresa Vargas
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Beiming Yang
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
| | - D J Rompilla
- Western Psychiatric Institute and Clinic of University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | - Jacquelyn Stephens
- Osher Center for Integrative Health, Medical Social Sciences Department, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Yang Qu
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Vijay A Mittal
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
- Osher Center for Integrative Health, Medical Social Sciences Department, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
- Department of Psychiatry, Northwestern University, Chicago, IL, USA
| | - Claudia M Haase
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
- Interdepartmental Neuroscience, Northwestern University, Evanston, IL, USA
- Buffett Institute for Global Studies, Northwestern University, Evanston, IL, USA
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Nguyen T, Elkins SR, Curtis DF. Peer-Based Intervention for Socioemotional Concerns Among Children with ADHD. Child Psychiatry Hum Dev 2023; 54:1386-1395. [PMID: 35307775 DOI: 10.1007/s10578-022-01345-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/27/2022] [Indexed: 11/03/2022]
Abstract
This study examined the potential benefits of peer-based dyadic interventions for improving the socioemotional functioning of children with ADHD. Participants included children ages 8-12 diagnosed with ADHD-combined type (n = 34) pooled from a larger randomized study comparing peer-based dyadic interventions. Self-concept and depressive symptoms were evaluated at pre- and post-treatment using single group design. Results showed significantly positive child responses to intervention for self-concept. Further, improvements in self-concept were not moderated by the type of dyadic intervention received or by treatment related changes in externalizing behaviors. The severity of reported depressive symptoms, however, did not significantly change. This suggests therapeutic interaction with peers, as demonstrated in peer-based dyadic intervention models, can improve self-concept in children with ADHD even when socioemotional concerns are not a primary target of treatment and independent of behavioral outcomes achieved. These preliminary findings support promoting prosocial peer behavior as a critical domain for ADHD intervention for children.
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Affiliation(s)
- Thu Nguyen
- Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, Houston, TX, 77058, USA.
- Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, 2700 Bay Area Blvd., Houston, TX, 77058, USA.
| | - Sara R Elkins
- Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, Houston, TX, 77058, USA
| | - David F Curtis
- Department of Behavioral and Social Sciences, University of Houston College of Medicine, Houston, TX, 77004, USA
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Crisci G, Cardillo R, Mammarella IC. The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills. J Atten Disord 2022; 26:1245-1256. [PMID: 34937413 DOI: 10.1177/10870547211063646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). METHOD Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child's social competence. RESULTS There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. CONCLUSION Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.
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Azzam H, Hasan H, Elhabiby M, El Ghamry R, Mansour M, Elhamshary M. Perceived parenting attitudes in relation to ADHD symptoms and aggressive behaviors in a sample of Egyptian children with ADHD. MIDDLE EAST CURRENT PSYCHIATRY 2021. [DOI: 10.1186/s43045-021-00088-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
Externalizing behaviors are common in children with attention-deficit hyperactivity disorder (ADHD). This study was aiming to investigate the perceived parenting attitudes in children with ADHD and their correlates to the severity of symptoms and associated aggressive behaviors in those children. Accordingly, 140 children with ADHD were assessed using Mini International Neuropsychiatric Interview for Children; Conners’ Parent Rating Scale-Revised, Long Version; the problem scale of the Child Behavior Checklist for ages 4–18; and the Perceived Parenting Attitude Scale.
Results
Assessment of associated behavioral problems in the participants revealed the presence of significant aggressive and externalizing problems. The participants perceived a similar attitude between their mothers and fathers. No significant association is found between severity of ADHD symptoms and perceived parenting attitudes, while consistency in parenting in both mothers and fathers was positively correlated to the aggressive behaviors of the participants.
Conclusions
Aggression is a common symptom associated with ADHD that should be identified and addressed. Although the current study has revealed that consistency in parenting is positively correlated to the aggression in ADHD children, yet children with ADHD might have a positive illusory bias in their social self-perceptions making it difficult to account for the reliability of their perceived parenting attitudes; hence, it remains to be clarified whether perceived parents’ attitudes are attributed to children’s aggression or to children’s perception caused by the previously mentioned illusory bias. For future research, it is highly recommended to assess parenting from the parents’ and their children’s points of view.
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Martin CP, Shoulberg EK, Hoza B, Vaughn A, Waschbusch DA. Factors Relating to the Presence and Modifiability of Self-Perceptual Bias Among Children with ADHD. Child Psychiatry Hum Dev 2020; 51:281-293. [PMID: 31586274 PMCID: PMC7071983 DOI: 10.1007/s10578-019-00929-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Past research raises concerns about whether the presence of self-perceptual biases among children with attention-deficit/hyperactivity disorder (ADHD) interferes with accurate assessment and/or diminishes treatment response. Yet, it remains unclear whether self-perceptual bias is a construct that can be modified. The current study examines individual differences in how children with ADHD (n = 178) display and modify their self-perceptions of competence in the presence of an external motivator for self-perceptual accuracy. Participants were grouped based on the presence and modifiability of their self-perceptual biases across three experimental conditions. Results demonstrate that the presence and modifiability of participants' self-perceptual biases across conditions was associated with adjustment (i.e., externalizing and internalizing problems) and cognitive functioning. Findings suggest multiple factors may be associated with self-perceptual bias (e.g., self-protection and cognitive impairment), and that these factors may differ across children. Implications for intervention, including whether assessment and treatment can be improved, are discussed.
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Affiliation(s)
- Caroline P. Martin
- Department of Psychological Science, University of Vermont, Burlington, VT 05405, USA
| | - Erin K. Shoulberg
- Department of Psychological Science, University of Vermont, Burlington, VT 05405, USA
| | - Betsy Hoza
- Department of Psychological Science, University of Vermont, Burlington, VT 05405, USA
| | - Aaron Vaughn
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH 45229, USA
| | - Daniel A. Waschbusch
- Department of Psychiatry, Pennsylvania State University College of Medicine, Hershey, PA 17033, USA
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Léger M, Piat N, Jean FA, Galera C, Bouvard MP, Amestoy A. [Observation and comparison of social abilities in Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder children]. Encephale 2020; 46:326-333. [PMID: 32151444 DOI: 10.1016/j.encep.2019.11.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 11/15/2019] [Accepted: 11/23/2019] [Indexed: 10/24/2022]
Abstract
OBJECTIVES Different studies centered on social relationship issues among ADHD children struggled to provide a unicist explanation between primary social cognition process alteration on the one hand and a mere symptomatic outcome of the disorder triad on the other. Some authors support the idea of a potential "social phenotype" shared at a different intensity by Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). The point of the study is to characterize this possible social disability in a French ADHD population and compare it to control subjects and subjects with Autism Spectrum Disorder (ASD). METHODS Three groups, composed of 319 subjects aged 6 to 12 years, were recruited in Bordeaux: 88 untreated ADHD subjects, 24 ASD subjects and 207 control subjects. The main measure was the social skill disruption through the rating of the Social Responsiveness Scale (SRS). The ADHD-RS-IV, WFIRS-P and CBCL scales were also used. RESULTS Asignificant alteration in social abilities in ADHD children in comparison with controls was noted, with an average raw total SRS score intermediary between the control group and the ASD group (respectively 65.31±20.99, 37.15±16.37 and 95 75±30.83, P<0.05). When the 5 sub-scores of the SRS were taken into account, if the ASD subjects showed the highest average scores, the alteration pattern appeared qualitatively similar between the ADHD and TSA groups, with also an intermediate dispersion for the ADHD group between the control group and the group with ASD. Finally, more severe impairment of social skills in children with ADHD was associated with increased severity of the disorder (on ADHD-RS-IV scale cotation), higher daily functional impact (WFIRS-P scale), and more frequent behavioral issues (according to CBCL). CONCLUSIONS Our results suggest the presence of social disturbances in ADHD and characterize a symptomatic profile qualitatively similar to that of ASD, but of less intensity. Overall results promote a need for a systematic dimensional assessment of social disability in ADHD.
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Affiliation(s)
- M Léger
- IME Le Nid Basque, 11, promenade des Falaises, 64600 Anglet, France.
| | - N Piat
- Exercice libéral, 202, rue de Pessac, 33000 Bordeaux, France; Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, centre hospitalier Charles-Perrens, 121, rue de La-Béchade, 33076 Bordeaux, France
| | - F A Jean
- Département de Psychiatrie, centre hospitalier Dr Jean-Eric-Techer, 575, grande rue du Petit-Courgain, BP 339, 62107 Calais cedex, France
| | - C Galera
- U.F.R. des sciences médicales, université de Bordeaux, 146, rue Léo-Saignat, 33000 Bordeaux, France; Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, centre hospitalier Charles-Perrens, 121, rue de La-Béchade, 33076 Bordeaux, France
| | - M P Bouvard
- U.F.R. des sciences médicales, université de Bordeaux, 146, rue Léo-Saignat, 33000 Bordeaux, France; Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, centre hospitalier Charles-Perrens, 121, rue de La-Béchade, 33076 Bordeaux, France
| | - A Amestoy
- U.F.R. des sciences médicales, université de Bordeaux, 146, rue Léo-Saignat, 33000 Bordeaux, France; Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, centre hospitalier Charles-Perrens, 121, rue de La-Béchade, 33076 Bordeaux, France
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Tu JW, Owens EB, Hinshaw SP. Positive Illusory Bias Still Illusory? Investigating Discrepant Self-Perceptions in Girls with ADHD. J Pediatr Psychol 2019; 44:576-588. [PMID: 30649391 PMCID: PMC7967872 DOI: 10.1093/jpepsy/jsy109] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Revised: 12/07/2018] [Accepted: 12/10/2018] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE To examine whether girls with attention deficit/hyperactivity disorder (ADHD) demonstrate positive illusory self-perceptions during adolescence and young adulthood. METHODS We tested, across a 5-year longitudinal span, whether self-perceptions versus external-source ratings were more strongly predictive of young adulthood impairment and depressive symptoms. Participants included an ethnically diverse sample of 140 girls with ADHD and 88 comparison girls, aged 11-18 years (M = 14.2) at adolescent and 19-24 years (M = 19.6) at young adult assessment. RESULTS Although girls with ADHD rated themselves more positively than indicated by external ratings, their self-reports still did not differ significantly from external ratings in both scholastic competence and social adjustment domains. Comparison girls, on the other hand, rated themselves significantly less positively than indicated by external ratings in social adjustment. Positive discrepancy scores in adolescence did not significantly predict depressive symptoms in young adulthood and vice versa. Crucially, measures of actual competence in adolescence were more strongly associated with young adulthood impairments than were inaccurate self-perceptions for girls with ADHD. CONCLUSIONS Our findings continue to challenge the existence of a positive illusory bias among girls with ADHD, including any association of such bias with key indicators of impairment.
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Affiliation(s)
| | - Elizabeth B Owens
- Institute of Human Development, University of California, Berkeley and
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Martin CP, Peisch V, Shoulberg EK, Kaiser N, Hoza B. Does a social self-perceptual bias mask internalizing symptoms in children with attention-deficit/hyperactivity disorder? J Child Psychol Psychiatry 2019; 60:630-637. [PMID: 30809799 DOI: 10.1111/jcpp.13024] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/03/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Children with attention-deficit/hyperactivity disorder (ADHD) often present with additional psychiatric conditions. Comorbidity is associated with poorer long-term outcomes, highlighting the need for effective assessment and intervention. However, self-perceptual biases may mask the presence of symptoms for a subgroup of children with ADHD. This study examined the role of social self-perceptual biases in children with ADHD versus control children on self-reports of loneliness, and depressive and anxious symptoms. METHODS The research question was examined in two samples. Sample 1 consisted of 7.7-12.8-year-old boys with ADHD (n = 199) and control boys (n = 74); Sample 2 consisted of 7.7-11.4-year-old boys and girls with ADHD (n = 178) and control children (n = 86). Across samples, children reported social competence and symptoms of anxiety and depression. Child-reported loneliness was examined in Sample 1. A social competence discrepancy score (difference between self-report and teacher-report) was used as an indicator of social self-perceptual bias. RESULTS Hierarchical multiple regression analyses tested social self-perceptual bias as a suppressor variable. The magnitude of the associations between ADHD and self-reported feelings of depression, anxiety and loneliness was greater when social self-perceptual bias was included in models as compared to models that did not include social self-perceptual bias (ΔR2 s range = 0.04-0.19). CONCLUSIONS Findings across both samples suggest that social self-perceptual biases may mask internalizing symptom severity on self-reports for individuals who overestimate their social competence. More research is needed to determine the best approach to assessing internalizing problems among children with ADHD.
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Affiliation(s)
| | | | | | - Nina Kaiser
- University of California at San Francisco, San Francisco, CA, USA
| | - Betsy Hoza
- University of Vermont, Burlington, VT, USA
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Ferretti NM, King SL, Hilton DC, Rondon AT, Jarrett MA. Social Functioning in Youth with Attention-Deficit/Hyperactivity Disorder and Sluggish Cognitive Tempo. THE YALE JOURNAL OF BIOLOGY AND MEDICINE 2019; 92:29-35. [PMID: 30923471 PMCID: PMC6430168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The current review summarizes the research to date on social functioning for youth with attention-deficit/hyperactivity disorder (ADHD) with a focus on three key domains: peer rejection, friendship, and social information processing. The review extends past reviews by examining the research to date on how the presence of sluggish cognitive tempo (SCT) symptoms, a common correlate of ADHD, affects the social presentation of youth with ADHD. Overall, youth with ADHD show significant difficulty with peer rejection, forming and maintaining friendships, and abnormalities in how they process and respond to social information. Further, the presence of SCT symptoms results in great social withdrawal and isolation. Future studies are needed to better understand the social difficulties of youth with ADHD, particularly using experimental approaches that can manipulate and isolate mechanisms within the social information processing model. In addition, novel intervention approaches are needed to more effectively ameliorate the social difficulties of youth with ADHD and those with co-occurring SCT symptoms.
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Affiliation(s)
| | | | | | - Ana T. Rondon
- University of Alabama, Department of Psychology, Tuscaloosa, AL
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Barfield PA. Life satisfaction in children with attention deficit hyperactivity disorder: Looking beyond proxy reports. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2018; 31:102-108. [PMID: 30548739 DOI: 10.1111/jcap.12218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2018] [Revised: 11/26/2018] [Accepted: 11/26/2018] [Indexed: 12/01/2022]
Abstract
PROBLEM A common clinical approach to children with attention deficit hyperactivity disorder (ADHD) is to view them through an adult-proxy report of problems. There is little evidence on how children with ADHD evaluate their life satisfaction, how their evaluations compare with unaffected children, or how their perspectives might inform clinical practice. METHODS A parallel convergent mixed-methods design was used to interview 20 children (aged, 7-11 years) with ADHD. This report presents the children's responses to the 40-item Multidimensional Student Life Satisfaction Scale. Parents/guardians ( N = 20) provided contextual data consisting of demographics, ADHD-related items, and health literacy. FINDINGS Total life satisfaction (M = 3.08, SD = 0.35) fell within the 95% CI [2.91, 3.25] of comparative data. Overall subscale ratings (high to low) included: friends (M = 3.24, SD = 0.60), living environment (M = 3.14, SD = 0.51), family (M = 3.08, SD = 0.51), school (M = 3.0, SD = 0.65), and self (M = 2.93, SD = 0.60). Positive and negative associations are reported. CONCLUSIONS Including a measure of life satisfaction adds a child-centered approach to understanding children with ADHD beyond an adult-proxy report of problems that is contextually and clinically relevant.
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Affiliation(s)
- Patricia A Barfield
- Oregon Health & Science University (OSHU), La Grande Campus, Portland, Oregon
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Fefer SA, Ogg JA, Dedrick RF. Use of Polynomial Regression to Investigate Biased Self-Perceptions and ADHD Symptoms in Young Adolescents. J Atten Disord 2018; 22:1113-1122. [PMID: 25762538 DOI: 10.1177/1087054715573993] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE This study investigated biased self-perceptions of academic and social competence among young adolescents with a range of ADHD symptoms. The goal was to better understand how to measure agreement and disagreement between competence ratings from multiple informants. METHOD The commonly used discrepancy methodology was used along with polynomial regression/response surface analyses to explore the relationship between biased self-perceptions and ADHD symptoms. Participants were 164 middle school students and their homeroom teachers. Students and teachers completed measures about academic and social competence, and teachers rated ADHD symptoms. RESULTS Discrepancy score and polynomial regression/response surface analyses both supported the relationship between student overestimation of competence and ADHD symptoms. Response surface analyses also suggest that some students with ADHD symptoms accurately perceive their impairments, particularly in the academic domain. CONCLUSION Findings demonstrate the importance of using more advanced methods to understand the relationship between both accurate and discrepant perceptions of competence and ADHD symptoms.
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Affiliation(s)
| | - Julia A Ogg
- 2 University of South Florida, Tampa, FL, USA
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Grygiel P, Humenny G, Rębisz S, Bajcar E, Świtaj P. Peer Rejection and Perceived Quality of Relations With Schoolmates Among Children With ADHD. J Atten Disord 2018; 22:738-751. [PMID: 25526905 DOI: 10.1177/1087054714563791] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE The main aim of the current study was to investigate the links between ADHD diagnosis and the objective and subjective dimensions of social relationships among children from primary schools. METHOD We used the data from 36 regular classrooms, consisting of 718 students, with each containing at least one child with an established clinical diagnosis of ADHD (38 children). RESULTS For children with ADHD, the level of the perceived quality of social relations was lower than that of children without such a diagnosis. After controlling for sociometric status, the impact of ADHD on perceived status proved to be statistically nonsignificant but the indirect impact of ADHD on this status through sociometric status was statistically significant. CONCLUSION Children diagnosed with ADHD are more often rejected by their peers and have a more pessimistic view of their social world. Moreover, ADHD diagnosis does not have a direct influence on the perceived quality of social relations otherwise than through sociometric status.
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Affiliation(s)
| | | | | | | | - Piotr Świtaj
- 4 Institute of Psychiatry and Neurology, Warsaw, Poland
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Controlled Social Interaction Tasks to Measure Self-Perceptions: No Evidence of Positive Illusions in Boys with ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1051-1062. [PMID: 27841009 DOI: 10.1007/s10802-016-0232-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Studies have suggested that children with Attention-Deficit/Hyperactivity Disorder (ADHD) possess a Positive Illusory Bias (PIB) where they have higher self-perceptions of competence than more objective measures of their competence. However, recent research calls into question the primary methodology of these studies, that is, difference scores. This study investigated the PIB in boys with ADHD within the social domain using a novel methodology that refrains from using difference scores. Eighty-one 8- to 12-year-old boys with and without ADHD completed social interaction tasks where their actual social performance was made comparable, allowing for tests of between-group differences in self-perceptions that do not rely on difference scores. In addition, to examine whether clarity of social feedback moderates the presence of the PIB, the social tasks presented unclear, clear positive, or clear negative feedback. Boys rated how well they performed in each social interaction task, and these ratings were compared between ADHD and non-ADHD groups. Compared to the non-ADHD group, boys with ADHD did not show a PIB in their ratings of performance on the social tasks. There also was no moderation of boys' ratings by type of feedback received. In contrast, when the PIB was calculated using difference scores based on child and parent ratings of child competence, boys with ADHD showed a PIB compared to boys without ADHD. These findings call attention to the need to re-examine the phenomenon of the PIB using methodologies outside of difference scores.
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Bourchtein E, Langberg JM, Owens JS, Evans SW, Perera RA. Is the Positive Illusory Bias Common in Young Adolescents with ADHD? A Fresh Look at Prevalence and Stability Using Latent Profile and Transition Analyses. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1063-1075. [PMID: 28004285 DOI: 10.1007/s10802-016-0248-3] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The goal of this study was to use novel approaches that do not require the use of arbitrary cut-points (i.e., latent profile/transition analysis) to evaluate the prevalence and stability of the positive illusory bias (PIB) in young adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were 326 middle-school students diagnosed with ADHD (Mage = 12.26 years, 71% male, 77% Caucasian). The Self-Perception Profile for Children (SPPC) was completed by participants and their parents at baseline and again 12 and 18 months later. Cross-sectional results revealed four subgroups based on SPPC responses. Only a small subset (18.4%) of youth with ADHD exhibited a global PIB, across the behavioral, scholastic, and social domains, with an additional 29% displaying a PIB in the scholastic domain only. Additionally, average parent/adolescent-rated competence within each subgroup was in line with an objective measure of scholastic competence (i.e., grades). When examined longitudinally, only a PIB in the social domain was stable across the 18-month study period and only for half of the sample. These findings suggest that the PIB is not ubiquitous in youth with ADHD, with many young adolescents rating themselves accurately relative to their parents and their grades. Further, when stability across time is considered, the PIB may be specific to social functioning, as opposed to a global, cross-domain phenomenon. Implications for the future measurement of the PIB are discussed.
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Affiliation(s)
- Elizaveta Bourchtein
- Virginia Commonwealth University, 806 W. Franklin Street, P.O. Box 842018, Richmond, VA, 23284-2018, USA.
| | - Joshua M Langberg
- Virginia Commonwealth University, 806 W. Franklin Street, P.O. Box 842018, Richmond, VA, 23284-2018, USA
| | - Julie S Owens
- Ohio University, 200 Porter Hall, Athens, OH, 45701, USA
| | - Steven W Evans
- Ohio University, 200 Porter Hall, Athens, OH, 45701, USA
| | - Robert A Perera
- Virginia Commonwealth University, 806 W. Franklin Street, P.O. Box 842018, Richmond, VA, 23284-2018, USA
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16
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Barfield PA, Driessnack M. Children with ADHD draw-and-tell about what makes their life really good. J SPEC PEDIATR NURS 2018; 23:e12210. [PMID: 29489068 DOI: 10.1111/jspn.12210] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/16/2017] [Revised: 12/26/2017] [Accepted: 01/01/2018] [Indexed: 01/15/2023]
Abstract
PURPOSE The purpose of this study was to engage children with attention deficit hyperactivity disorder (ADHD) in a developmentally sensitive way to explore the children's subjective well-being. Explicitly, their life satisfaction, or what makes their life "really good." To date, little is known about the subjective life experience of children with ADHD or how incorporating children's views separate from the purview of adults and pathology might enhance our understanding or change our approach to evaluation and/or intervention. DESIGN AND METHODS A parallel convergent mixed-methods design was used to collect data from a convenience sample of children with ADHD (N = 20) ages 7 to 11 years old. This article focuses solely on the qualitative data obtained through semi-structured interviews using the art-based approach draw-and-tell conversation (DTC). The DTC data were analyzed using qualitative content analysis. In addition, each parent (N = 20) independently completed demographic and health-related forms to provide descriptive and contextual variables. RESULTS Three themes were discerned in the DTC analysis-activity, nature, and connections. Most children (90%) described engaging in some form of activity, often outdoors, and with others; though the focus of activity was varied. Nature was evidenced directly and indirectly in many of the children's (85%) stories. Over half (65%) of the children described some variation in relational connection across a continuum that contributed to, or detracted from, their sense of well-being/life satisfaction. PRACTICE IMPLICATIONS Children shared that doing things, outdoors, with others, [emphasis added] made their life "really good". Children's stories yielded insightful and actionable information that is relevant to each individual child/family, and to nursing assessment, intervention, and advocacy. These child-granted insights also extend our attention beyond pharmacological and behavioral focused interventions, to include the children's own innate health promoting interests that help to make their life really good.
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Hennig T, Schramm SA, Linderkamp F. Cross-Informant Disagreement on Behavioral Symptoms in Adolescent Attention-Deficit/Hyperactivity Disorder and Its Impact on Treatment Effects. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2018. [DOI: 10.1027/1015-5759/a000446] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. In assessing adolescent behavior difficulties, parents, teachers, and the adolescents themselves are key informants. However, substantial disagreement has been found between informants. Specifically, children with attention-deficit/hyperactivity disorder (ADHD) tend to overestimate their competencies, also known as “positive (illusionary) bias.” This study compared parent, teacher, and adolescent ratings of ADHD and other behavioral symptoms in a sample of 114 adolescents with ADHD. Further, the effect of cross-informant disagreement (CID) on treatment outcomes was investigated in a subsample of 54 adolescents who had undergone a training and coaching intervention. Overall, there was moderate agreement among informants. Parent and adolescent ratings were more strongly correlated with each other than with teacher ratings. The strongest discrepancy was found between teacher and adolescent ratings on prosocial behavior. This discrepancy explained 12% of the variance in parent-rated ADHD symptom severity after the intervention. The treatment was less effective in participants with high teacher-adolescent disagreement on prosocial behavior (d = 0.41) than with low disagreement (d = 0.98). These findings suggest that professionals working with adolescents with ADHD should consider multiple sources of information before initiating treatment and pay attention to cross-informant disagreements because these may indicate a risk of diminished treatment effects.
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Affiliation(s)
- Timo Hennig
- Department of Psychology, Universität Hamburg, Germany
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18
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Schuck SEB, Johnson HL, Abdullah MM, Stehli A, Fine AH, Lakes KD. The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder. Front Pediatr 2018; 6:300. [PMID: 30450352 PMCID: PMC6224337 DOI: 10.3389/fped.2018.00300] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 09/25/2018] [Indexed: 11/25/2022] Open
Abstract
Attention Deficit/Hyperactivity Disorder (ADHD), the most ubiquitous mental health problem in children, has been associated with poor self-esteem. Psychosocial interventions have aimed to improve self-esteem among this group, with the aim of reducing the development of comorbid depression and anxiety. The present study implemented a randomized control design to examine the possibility of Animal Assisted Interventions (AAI) as a viable approach to improving self-esteem among children with ADHD. Children's self-esteem across multiple domains as measured by the Self-Perception Profile for Children was evaluated (n = 80, ages 7-9, 71% male). To test the hypothesis that AAI improves self-esteem, stratified Wilcoxon Signed-Rank Tests (SAS NPAR1WAY procedure) were used to compare pre- to post-treatment ratings. Analyses indicated that scores of children's self-perceptions in the domains of behavioral conduct, social, and scholastic competence, were significantly increased from baseline to post-treatment in the AAI group (z = 2.320, p = .021, z = 2.631, p = .008, and z = 2.541, p = .011, respectively), whereas pre-post-treatment differences in self-perceptions were not found for the children in the control group without AAI. Findings suggest that AAI is a viable strategy for improving ratings of self-perceived self-esteem in children with ADHD.
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Affiliation(s)
- Sabrina E B Schuck
- Pediatrics, School of Medicine, University of California, Irvine, Irvine, CA, United States
| | - Heather L Johnson
- School Psychology, College of Education, University of Utah, Salt Lake City, UT, United States
| | - Maryam M Abdullah
- Greater Good Science Center, University of California, Berkeley, Berkeley, CA, United States
| | - Annamarie Stehli
- Pediatrics, School of Medicine, University of California, Irvine, Irvine, CA, United States
| | - Aubrey H Fine
- Education, California State Polytechnic University, Pomona, CA, United States
| | - Kimberley D Lakes
- Psychiatry, School of Medicine, University of California, Riverside, Riverside, CA, United States
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Is the Positive Bias an ADHD Phenomenon? Reexamining the Positive Bias and its Correlates in a Heterogeneous Sample of Children. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 46:1395-1408. [PMID: 29177721 DOI: 10.1007/s10802-017-0369-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The goals of this study were to (a) evaluate the presence of the positive bias (PB) in elementary-school-aged children with and without ADHD when PB is defined at the individual level through latent profile analysis and (b) examine the extent to which several correlates (i.e., social functioning, aggression, depression, and anxiety) are associated with the PB. Participants were 233 youth (30% female; 8 to 10 years of age), 51% of whom met criteria for ADHD. During an individual evaluation, children and parents completed a battery of questionnaires to assess child competence, depression, anxiety, and aggression. Children also participated in a novel group session with same-sex unfamiliar peers (half of the group was comprised of children with ADHD) to engage in group problem-solving tasks and free play activities. After the group session, peers and staff completed ratings of each child's behavior (e.g., likeability, rule following). The best fitting LPA model for parent and self-ratings of competence revealed four profiles: High Competence/Self-Aware; Variable Competence/Self-Aware; Low Competence/Self-Aware; and Low Competence/PB, in which the PB was present across domains. Only 10% of youth showed a PB and youth with ADHD were no more likely to display the PB than their non-ADHD peers with similar levels of low competence. Lastly, the Low Competence/Self-Aware profile demonstrated higher levels of anxiety and depression than the Low Competence/PB profile; the profiles did not differ on aggression or peer or staff ratings of social/behavioral functioning. Implications for understanding the PB in children with and without ADHD are discussed.
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20
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Modesto-Lowe V, Charbonneau V, Farahmand P. Psychotherapy for Adolescents With Attention-Deficit Hyperactivity Disorder: A Pediatrician's Guide. Clin Pediatr (Phila) 2017; 56:667-674. [PMID: 27895149 DOI: 10.1177/0009922816673308] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Attention-deficit hyperactivity disorder (ADHD) presents with high levels of inattention, impulsiveness, and hyperactivity. ADHD starts in childhood and results in impairments that continue into adulthood. ADHD symptoms lead to decreased functionality in various life domains and result in poor academics, behavioral challenges, delayed independence, and strained relationships. Despite advances in diagnosis and treatment, persistent residual symptoms are common, highlighting the need for novel treatment strategies. This article aims to provide a review of the psychotherapeutic interventions available for teens that receive pharmacotherapy but continue to struggle with the residual symptoms of ADHD that interfere with academic function, relationship formation, and psychological development.
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Affiliation(s)
- Vania Modesto-Lowe
- 1 Connecticut Valley Hospital, Middletown, CT, USA.,2 University of Connecticut School of Medicine, Farmington, CT, USA.,3 Quinnipiac University, Hamden, CT, USA
| | | | - Pantea Farahmand
- 4 New York-Presbyterian Hospital/Columbia-Cornell, Child and Adolescent Psychiatry, New York, NY, USA
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21
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Steward KA, Tan A, Delgaty L, Gonzales MM, Bunner M. Self-Awareness of Executive Functioning Deficits in Adolescents With ADHD. J Atten Disord 2017; 21:316-322. [PMID: 24799318 DOI: 10.1177/1087054714530782] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Children with ADHD lack self-awareness of their social and academic deficits, frequently rating themselves more favorably than external sources. The purpose of the current study was to assess whether adolescents with ADHD also hold a positive bias toward their executive functioning (EF). METHOD Participants include 22 control and 35 ADHD subjects, aged 11 to 16. Participants and their parents completed the Behavior Rating Inventory of Executive Functioning (BRIEF) Self and Parent forms, respectively. Discrepancy scores were calculated for each domain by subtracting the adolescents' T-score from the parents' T-score. RESULTS Discrepancy scores were significantly higher in the ADHD group than controls within the Inhibit, Shift, Monitor, Emotional Control, Working Memory, and Plan/Organization domains (all p < .05). CONCLUSION As compared with controls, adolescents with ADHD tend to endorse fewer EF difficulties than what parents report. This is the first study to demonstrate that those with ADHD may overestimate their EF ability.
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Affiliation(s)
- Kayla A Steward
- 1 Austin Neuropsychology, PLLC, TX, USA.,2 University of Texas at Austin, TX, USA
| | - Alexander Tan
- 1 Austin Neuropsychology, PLLC, TX, USA.,2 University of Texas at Austin, TX, USA
| | | | | | - Melissa Bunner
- 1 Austin Neuropsychology, PLLC, TX, USA.,2 University of Texas at Austin, TX, USA
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22
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Ros R, Graziano PA. Social Functioning in Children With or At Risk for Attention Deficit/Hyperactivity Disorder: A Meta-Analytic Review. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2017; 47:213-235. [PMID: 28128989 DOI: 10.1080/15374416.2016.1266644] [Citation(s) in RCA: 102] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Considerable work has demonstrated significant impairment in social functioning for children with attention deficit/hyperactivity disorder (ADHD). The social functioning profiles of children with ADHD are marked by impairments across diverse domains as they tend to experience greater rates of peer rejection, have lower levels of social skills, and have impaired social cognitions. The purpose of this study was to (a) quantitatively examine the association between ADHD and deficits across several domains of social functioning (peer functioning, social skills, social information processing), (b) examine differences in the magnitude of such associations, and (c) examine the effect of potential moderators. A meta-analysis of 109 studies (n = 104,813) revealed that children with ADHD have the most impairment within the peer functioning domain (weighted effect size [ES] r = .33) followed by significantly smaller effects within the social skills (weighted ES r = .27) and social information-processing domains (weighted ES r = .27). When examining potential moderators, results revealed that the association between ADHD and deficits within the social skills domain was weaker among studies that controlled for co-occurring conduct problems (CP). Studies that utilized sociometric and teacher reports of peer status reported the largest effects within the peer functioning domain. In addition, studies that utilized the "gold standard" approach to diagnosing ADHD documented the largest effects within both the social skills and peer functioning domains. Last, studies utilizing younger samples revealed the largest effects for deficits within the peer functioning domain. Theoretical and clinical implications are discussed.
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Affiliation(s)
- Rosmary Ros
- a Department of Psychology , Florida International University
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23
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Merten EC, Cwik JC, Margraf J, Schneider S. Overdiagnosis of mental disorders in children and adolescents (in developed countries). Child Adolesc Psychiatry Ment Health 2017; 11:5. [PMID: 28105068 PMCID: PMC5240230 DOI: 10.1186/s13034-016-0140-5] [Citation(s) in RCA: 63] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/12/2016] [Accepted: 12/11/2016] [Indexed: 11/22/2022] Open
Abstract
During the past 50 years, health insurance providers and national registers of mental health regularly report significant increases in the number of mental disorder diagnoses in children and adolescents. However, epidemiological studies show mixed effects of time trends of prevalence of mental disorders. Overdiagnosis in clinical practice rather than an actual increase is assumed to be the cause for this situation. We conducted a systematic literature search on the topic of overdiagnosis of mental disorders in children and adolescents. Most reviewed studies suggest that misdiagnosis does occur; however, only one study was able to examine overdiagnosis in child and adolescent mental disorders from a methodological point-of-view. This study found significant evidence of overdiagnosis of attention-deficit/hyperactivity disorder. In the second part of this paper, we summarize findings concerning diagnostician, informant and child/adolescent characteristics, as well as factors concerning diagnostic criteria and the health care system that can lead to mistakes in the routine diagnostic process resulting in misdiagnoses. These include the use of heuristics instead of data-based decisions by diagnosticians, misleading information by caregivers, ambiguity in symptom description relating to classification systems, as well as constraints in most health systems to assign a diagnosis in order to approve and reimburse treatment. To avoid misdiagnosis, standardized procedures as well as continued education of diagnosticians working with children and adolescents suffering from a mental disorder are needed.
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Affiliation(s)
- Eva Charlotte Merten
- Department of Clinical Child and Adolescent Psychology of the Faculty of Psychology, Ruhr-Universität Bochum, Massenbergstraße 9-13, 44787 Bochum, Germany
| | - Jan Christopher Cwik
- Department of Clinical Psychology and Psychotherapy of the Faculty of Psychology, Ruhr-Universität Bochum, Massenbergstraße 9-13, 44787 Bochum, Germany
| | - Jürgen Margraf
- Department of Clinical Psychology and Psychotherapy of the Faculty of Psychology, Ruhr-Universität Bochum, Massenbergstraße 9-13, 44787 Bochum, Germany
| | - Silvia Schneider
- Department of Clinical Child and Adolescent Psychology of the Faculty of Psychology, Ruhr-Universität Bochum, Massenbergstraße 9-13, 44787 Bochum, Germany
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Abstract
This study examined reward-related decision-making in children and adolescents with ADHD in a social context, using economic games. We furthermore examined the role of individual differences in reward-related decision-making, specifically, the roles of reward sensitivity and prosocial skills. Children and adolescents (9-17 years) with ADHD-combined subtype (n = 29; 20 boys) and healthy controls (n = 38; 20 boys) completed the ultimatum game and dictator game as measures of reward-related decision-making in social contexts. Prosocial skills were measured with the Interpersonal Reactivity Index. The ADHD group had a larger discrepancy between ultimatum game and dictator game offers than controls, indicating strategic rather than fairness driven decisions. This finding was supported by self-reports showing fewer individuals with ADHD than controls who considered fairness as motive for the decisions. Perspective taking or empathic concern did not differ between groups and was not significantly associated with offers. In conclusion, the results suggest that rather than a failure to understand the perspective of others, children and adolescents with ADHD were less motivated by fairness than controls in simple social situations. Results encourage the use of economic games in ADHD research.
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25
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McQuade JD, Mendoza SA, Larsen KL, Breaux RP. The Nature of Social Positive Illusory Bias: Reflection of Social Impairment, Self-Protective Motivation, or Poor Executive Functioning? JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 45:289-300. [DOI: 10.1007/s10802-016-0172-6] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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26
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Stephens HF, Lynch RJ, Kistner JA. Positively Biased Self-Perceptions: Who Has Them and What are Their Effects? Child Psychiatry Hum Dev 2016; 47:305-16. [PMID: 26188697 DOI: 10.1007/s10578-015-0567-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
This study examined demographic and social competency characteristics of children who hold overly-positive self-perceptions of their social acceptance (positive bias). The effects of holding positive bias on aggressive and depressive symptoms were examined in a sample that excluded children on the extreme negative end of the bias continuum. Measures of peer-rated and self-perceived acceptance were obtained for 366 children in the 3rd through 5th grades. Peer-rated aggressive behavior and self-reported depressive symptoms were also collected. Results demonstrated sex, ethnicity, and social preference were uniquely associated with positive bias. Positive bias was related to aggression beyond the effects of social preference. Positive bias was not related to depressive symptoms. This study clarified who is likely to hold positive bias and replicated findings that suggest positive bias is a risk factor for aggressive outcomes. The idea that positive bias is neither a risk nor protective factor for depressive symptoms is discussed.
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Affiliation(s)
- Haley F Stephens
- Department of Psychology, Florida State University, 1107 W. Call Street, Box 207900, Tallahassee, FL, 32306-4301, USA.
| | - Rebecca J Lynch
- Department of Psychology, Florida State University, 1107 W. Call Street, Box 207900, Tallahassee, FL, 32306-4301, USA
| | - Janet A Kistner
- Department of Psychology, Florida State University, 1107 W. Call Street, Box 207900, Tallahassee, FL, 32306-4301, USA
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The Self-Enhancement Bias in Attention Deficit/Hyperactivity Disorder: Origin, Nature, and Consequences. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2016. [DOI: 10.1007/s40474-016-0073-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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28
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Positively Biased Self-Perceptions in Children with ADHD: Unique Predictor of Future Maladjustment. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2015. [DOI: 10.1007/s10802-015-0056-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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29
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Okada R, Fujiwara H, Mizuki D, Araki R, Yabe T, Matsumoto K. Involvement of dopaminergic and cholinergic systems in social isolation-induced deficits in social affiliation and conditional fear memory in mice. Neuroscience 2015; 299:134-45. [PMID: 25943484 DOI: 10.1016/j.neuroscience.2015.04.064] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2015] [Revised: 04/24/2015] [Accepted: 04/27/2015] [Indexed: 11/17/2022]
Abstract
Post-weaning social isolation rearing (SI) in rodents elicits various behavioral abnormalities including attention deficit hyperactivity disorder-like behaviors. In order to obtain a better understanding of SI-induced behavioral abnormalities, we herein investigated the effects of SI on social affiliation and conditioned fear memory as well as the neuronal mechanism(s) underlying these effects. Four-week-old male mice were group-housed (GH) or socially isolated for 2-4 weeks before the experiments. The social affiliation test and fear memory conditioning were conducted at the age of 6 and 7 weeks, respectively. SI mice were systemically administered saline or test drugs 30 min before the social affiliation test and fear memory conditioning. Contextual and auditory fear memories were elucidated 1 and 4 days after fear conditioning. Social affiliation and contextual and auditory fear memories were weaker in SI mice than in GH mice. Methylphenidate (MPH), an inhibitor for dopamine transporters, ameliorated the SI-induced social affiliation deficit and the effect was attenuated by SCH23390, a D1 receptor antagonist, but not by sulpiride, a D2 receptor antagonist. On the other hand, tacrine, an acetylcholinesterase inhibitor, had no effect on this deficit. In contrast, tacrine improved SI-induced deficits in fear memories in a manner that was reversed by the muscarinic receptor antagonist scopolamine, while MPH had no effect on memory deficits. Neurochemical studies revealed that SI down-regulated the expression levels of the phosphorylated forms of neuro-signaling proteins, calmodulin-dependent kinase II (p-CaMKII), and cyclic AMP-responsive element binding protein (p-CREB), as well as early growth response protein-1 (Egr-1) in the hippocampus. The administration of MPH or tacrine before fear conditioning had no effect on the levels of the phosphorylated forms of the neuro-signaling proteins elucidated following completion of the auditory fear memory test; however, when analyzed 30 min after the administration of the test drugs, tacrine significantly attenuated the SI-induced decrease in p-CaMKII, p-CREB, and Egr-1 in a manner reversible by scopolamine. Our results suggest that SI-induced deficits in social affiliation and conditioned fear memory were mediated by functional alterations to central dopaminergic and cholinergic systems, respectively.
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Affiliation(s)
- R Okada
- Division of Medicinal Pharmacology, Institute of Natural Medicine, University of Toyama, 2630 Sugitani, Toyama 930-0194, Japan
| | - H Fujiwara
- Division of Medicinal Pharmacology, Institute of Natural Medicine, University of Toyama, 2630 Sugitani, Toyama 930-0194, Japan
| | - D Mizuki
- Division of Medicinal Pharmacology, Institute of Natural Medicine, University of Toyama, 2630 Sugitani, Toyama 930-0194, Japan
| | - R Araki
- Department of Pharmacognosy, Faculty of Pharmaceutical Sciences, Setsunan University, 45-1 Nagaotoge-cho, Hirakata City, Osaka 573-0101, Japan
| | - T Yabe
- Department of Pharmacognosy, Faculty of Pharmaceutical Sciences, Setsunan University, 45-1 Nagaotoge-cho, Hirakata City, Osaka 573-0101, Japan
| | - K Matsumoto
- Division of Medicinal Pharmacology, Institute of Natural Medicine, University of Toyama, 2630 Sugitani, Toyama 930-0194, Japan.
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Molina BSG, Pelham WE. Attention-deficit/hyperactivity disorder and risk of substance use disorder: developmental considerations, potential pathways, and opportunities for research. Annu Rev Clin Psychol 2014; 10:607-39. [PMID: 24437435 DOI: 10.1146/annurev-clinpsy-032813-153722] [Citation(s) in RCA: 121] [Impact Index Per Article: 12.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Many opportunities to explain attention-deficit/hyperactivity disorder (ADHD)-related risk of substance use disorder (SUD) remain available for study. We detail these opportunities by considering characteristics of children with ADHD and factors affecting their outcomes side by side with overlapping variables in the developmental literature on SUD etiology. Although serious conduct problems are a known contributor to ADHD-related risk of SUD, few studies have considered their emergence developmentally and in relation to other candidate mediators and moderators that could also explain risk and be intervention targets. Common ADHD-related impairments, such as school difficulties, are in need of research. Heterogeneous social impairments have the potential for predisposing, and buffering, influences. Research on neurocognitive domains should move beyond standard executive function batteries to measure deficits in the interface between cognitive control, reward, and motivation. Ultimately, maximizing prediction will depend, as it has in the SUD literature, on simultaneous consideration of multiple risk factors.
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Affiliation(s)
- Brooke S G Molina
- Departments of Psychiatry and Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania 15213;
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31
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The Link between Peer Relations, Prosocial Behavior, and ODD/ADHD Symptoms in 7-9-Year-Old Children. PSYCHIATRY JOURNAL 2013; 2013:319874. [PMID: 24286065 PMCID: PMC3839655 DOI: 10.1155/2013/319874] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2012] [Revised: 11/05/2012] [Accepted: 11/05/2012] [Indexed: 01/21/2023]
Abstract
Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7–9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior.
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Co-occurring aggressive and depressive symptoms as related to overestimations of competence in children with attention-deficit/hyperactivity disorder. Clin Child Fam Psychol Rev 2013; 17:157-72. [PMID: 24197937 DOI: 10.1007/s10567-013-0158-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Research indicates that on average, children with attention-deficit/hyperactivity disorder (ADHD) overestimate their competence in various domains. ADHD also frequently co-occurs with disorders involving aggressive and depressive symptoms, which themselves seem to influence estimations of self-competence in social, academic, and behavioral domains. In particular, high levels of aggressive behavior are generally associated with overestimations of competence, and high levels of depressive symptoms are related to underestimations of competence. This paper reviews studies of overestimations of competence among children with ADHD and examines the extent to which comorbid aggressive or depressive symptoms may be influencing these estimates. Although significant challenges arise due to limited information regarding comorbidities and problematic methods used to assess overestimations of competence, existing evidence suggests that ADHD may be associated with overestimations of competence over and above co-occurring aggression. As well, studies suggest that comorbid depression may reduce the appearance of overestimations of competence in children with ADHD. Underlying mechanisms (e.g., neuropsychological deficits or self-protection) of overestimations in children with ADHD are discussed, each with particular clinical implications for the assessment and treatment of ADHD. Future research would do well to carefully consider and explicitly describe the comorbid aggressive and depressive characteristics among individuals with ADHD when overestimations of competence are examined.
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Hoza B, McQuade JD, Murray-Close D, Shoulberg E, Molina BSG, Arnold LE, Swanson J, Hechtman L. Does childhood positive self-perceptual bias mediate adolescent risky behavior in youth from the MTA study? J Consult Clin Psychol 2013; 81:846-58. [PMID: 23834228 PMCID: PMC3961063 DOI: 10.1037/a0033536] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVE This study's primary aim was to examine whether the positive self-perceptual bias present in many youth with attention-deficit/hyperactivity disorder (ADHD; Hoza et al., 2004; Hoza, Pelham, Dobbs, Owens, & Pillow, 2002) mediates the relation of childhood ADHD status to later risky behaviors. METHOD Using a subset of children with ADHD and comparison children (n = 645) from the Multimodal Treatment Study of Children With ADHD, we predicted that a positive bias in childhood would partially or fully mediate the relation between having ADHD and risky driving and sexual behaviors 8 years later. RESULTS Results strongly supported this hypothesis for risky driving behavior but only provided limited support for risky sexual behavior. CONCLUSIONS Taken together, findings suggest that future research should explore whether self-perceptual bias may be a useful target of intervention for children with ADHD.
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Affiliation(s)
- Betsy Hoza
- Department of Psychology, University of Vermont
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