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Zhang S, Chen C, Zhou Y, Pan M, Li H, Zhao M, Dong M, Si F, Liu L, Wang Y, Qian Q. The Chinese Version of the Compensatory ADHD Behaviors Scale (CABS): A Study on Reliability, Validity, and Clinical Utility. Neuropsychiatr Dis Treat 2024; 20:1025-1040. [PMID: 38764747 PMCID: PMC11102070 DOI: 10.2147/ndt.s463974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Accepted: 05/06/2024] [Indexed: 05/21/2024] Open
Abstract
Purpose With the further development of attention-deficit/hyperactivity disorder (ADHD) research, more and more assessment tools related to ADHD have been used. However, there is still no measurement instrument to evaluate the compensatory behavior of ADHD in China. This study aimed to examine the reliability and validity of the Compensatory ADHD Behaviors Scale (CABS) adapted in Chinese and explore ecological characteristics in adults with ADHD using the CABS. Patients and Methods Data were collected from a sample of 306 adults (Mage = 26.43 years, SD = 5.32; 46.08% male). The original version CABS was translated into Chinese using the forward and backward translation procedures. Participants completed the CABS and questionnaires assessing ADHD symptoms and executive function. We utilized content validity, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and criterion validity to test the validity. Internal consistency and test-retest reliability were employed to test the reliability. Analysis of variance (ANOVA) was employed to compare ADHD subgroups based on gender, ADHD subtype, comorbidities, and medication status, while controlling for demographic variables as covariates. Results CABS exhibited good construct validity (two factors: present-oriented and future-oriented), content validity (content validity index: 0.98), internal consistency reliability (Cronbach's alpha coefficient: 0.85 to 0.87) and test-retest reliability (intraclass correlation coefficient: 0.59 to 0.88). The results of CFA showed acceptable fitness for each subscale. CABS demonstrated significant associations with inattention symptoms and plan/organizational abilities. Medicated ADHD individuals scored higher on future-oriented effectiveness subscale of CABS than non-medicated (F = 6.106, p = 0.014). Conclusion The results indicate that the Chinese CABS exhibited good validity and reliability. It can be considered a valid tool for assessing compensatory behaviors in Chinese adults with ADHD. Further research is needed to explore the connection between medication and compensatory behavior.
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Affiliation(s)
- Shiyu Zhang
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Caili Chen
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Yi Zhou
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Meirong Pan
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Haimei Li
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Mengjie Zhao
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Min Dong
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Feifei Si
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Lu Liu
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Yufeng Wang
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
| | - Qiujin Qian
- Peking University Sixth Hospital/ Institute of Mental Health, Beijing, 100191, People’s Republic of China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, 100191, People’s Republic of China
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King KP, Humiston T, Gowey MA, Murdaugh DL, Dutton GR, Lansing AH. A biobehavioural and social-structural model of inflammation and executive function in pediatric chronic health conditions. Health Psychol Rev 2024; 18:24-40. [PMID: 36581801 PMCID: PMC10307927 DOI: 10.1080/17437199.2022.2162430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 12/20/2022] [Indexed: 12/31/2022]
Abstract
Evidence indicates that pediatric chronic health conditions (CHCs) often impair executive functioning (EF) and impaired EF undermines pediatric CHC management. This bidirectional relationship likely occurs due to biobehavioural and social-structural factors that serve to maintain this feedback loop. Specifically, biobehavioural research suggests that inflammation may sustain a feedback loop that links together increased CHC severity, challenges with EF, and lower engagement in health promoting behaviours. Experiencing social and environmental inequity also maintains pressure on this feedback loop as experiencing inequities is associated with greater inflammation, increased CHC severity, as well as challenges with EF and engagement in health promoting behaviours. Amidst this growing body of research, a model of biobehavioural and social-structural factors that centres inflammation and EF is warranted to better identify individual and structural targets to ameliorate the effects of CHCs on children, families, and society at large. This paper proposes this model, reviews relevant literature, and delineates actionable research and clinical implications.
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Affiliation(s)
| | - Tori Humiston
- University of Vermont, Department of Psychological Sciences
| | - Marissa A. Gowey
- University of Alabama-Birmingham School of Medicine, Department of Pediatrics
| | - Donna L. Murdaugh
- University of Alabama-Birmingham School of Medicine, Department of Pediatrics
| | - Gareth R. Dutton
- University of Alabama-Birmingham School of Medicine, Department of Preventive Medicine
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Shoeibi A, Ghassemi N, Khodatars M, Moridian P, Khosravi A, Zare A, Gorriz JM, Chale-Chale AH, Khadem A, Rajendra Acharya U. Automatic diagnosis of schizophrenia and attention deficit hyperactivity disorder in rs-fMRI modality using convolutional autoencoder model and interval type-2 fuzzy regression. Cogn Neurodyn 2023; 17:1501-1523. [PMID: 37974583 PMCID: PMC10640504 DOI: 10.1007/s11571-022-09897-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2022] [Revised: 09/23/2022] [Accepted: 10/04/2022] [Indexed: 11/13/2022] Open
Abstract
Nowadays, many people worldwide suffer from brain disorders, and their health is in danger. So far, numerous methods have been proposed for the diagnosis of Schizophrenia (SZ) and attention deficit hyperactivity disorder (ADHD), among which functional magnetic resonance imaging (fMRI) modalities are known as a popular method among physicians. This paper presents an SZ and ADHD intelligent detection method of resting-state fMRI (rs-fMRI) modality using a new deep learning method. The University of California Los Angeles dataset, which contains the rs-fMRI modalities of SZ and ADHD patients, has been used for experiments. The FMRIB software library toolbox first performed preprocessing on rs-fMRI data. Then, a convolutional Autoencoder model with the proposed number of layers is used to extract features from rs-fMRI data. In the classification step, a new fuzzy method called interval type-2 fuzzy regression (IT2FR) is introduced and then optimized by genetic algorithm, particle swarm optimization, and gray wolf optimization (GWO) techniques. Also, the results of IT2FR methods are compared with multilayer perceptron, k-nearest neighbors, support vector machine, random forest, and decision tree, and adaptive neuro-fuzzy inference system methods. The experiment results show that the IT2FR method with the GWO optimization algorithm has achieved satisfactory results compared to other classifier methods. Finally, the proposed classification technique was able to provide 72.71% accuracy.
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Affiliation(s)
- Afshin Shoeibi
- FPGA Lab, Faculty of Electrical Engineering, K. N. Toosi University of Technology, Tehran, Iran
| | - Navid Ghassemi
- Computer Engineering Department, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Marjane Khodatars
- Department of Medical Engineering, Mashhad Branch, Islamic Azad University, Mashhad, Iran
| | - Parisa Moridian
- Faculty of Engineering, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Abbas Khosravi
- Institute for Intelligent Systems Research and Innovation (IISRI), Deakin University, Geelong, Australia
| | - Assef Zare
- Faculty of Electrical Engineering, Gonabad Branch, Islamic Azad University, Gonabad, Iran
| | - Juan M. Gorriz
- Department of Signal Theory, Networking and Communications, Universidad de Granada, Granada, Spain
| | | | - Ali Khadem
- Faculty of Electrical Engineering, K. N. Toosi University of Technology, Tehran, Iran
| | - U. Rajendra Acharya
- Ngee Ann Polytechnic, Singapore, 599489 Singapore
- Department of Biomedical Informatics and Medical Engineering, Asia University, Taichung, Taiwan
- Department of Biomedical Engineering, School of Science and Technology, Singapore University of Social Sciences, Singapore, Singapore
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Carlson SE, Suchy Y, Baron KG, Johnson KT, Williams PG. A daily examination of executive functioning and chronotype in bedtime procrastination. Sleep 2023; 46:zsad145. [PMID: 37225142 DOI: 10.1093/sleep/zsad145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 02/25/2023] [Indexed: 05/26/2023] Open
Abstract
STUDY OBJECTIVES Bedtime procrastination, or delays in bedtime not attributable to external obligations, is a behavioral tendency that undermines sleep and is conceptualized as a consequence of poor self-regulation. Prior studies investigating the mechanistic role of self-regulation in bedtime procrastination relied on cross-sectional methods and self-reported self-regulation. The present study examined the association between bedtime procrastination and both objective and self-reported executive functioning (EF) as indices of self-regulation, as well as the moderating role of chronotype, using methods that examined these associations at the daily level. METHODS A total of 273 young adult participants (78% female; Mage = 24.4) completed daily measures of objective EF (i.e., Stroop task), self-reported EF (i.e., self-reported cognitive, behavioral, and emotional regulation difficulties), and bedtime procrastination over 14 days, in addition to measures of chronotype. Multilevel models were constructed to examine the associations between bedtime procrastination and EF, as well as EF-chronotype interactions. RESULTS Poorer daily objective EF and self-reported behavioral regulation were associated with greater same-night bedtime procrastination. Additionally, poorer subjective cognitive and emotional regulation were associated with greater average bedtime procrastination across 14 days. Later chronotypes reported greater bedtime procrastination than early chronotypes. CONCLUSIONS The present study provides support for the association between EF and bedtime procrastination, but finds no evidence for the moderating role of chronotype in this association. Results suggest that some EF processes may be more relevant to bedtime procrastination than others. Current findings have implications for assessment and intervention for this consequential sleep-relevant behavioral tendency.
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Affiliation(s)
- Steven E Carlson
- Department of Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Yana Suchy
- Department of Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Kelly Glazer Baron
- Department of Family and Preventative Medicine, University of Utah, Salt Lake City, Utah, USA
| | | | - Paula G Williams
- Department of Psychology, University of Utah, Salt Lake City, Utah, USA
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Hamatani S, Matsumoto K, Kunisato Y, Okawa S, Yamashita M, Mizuno Y. Dismantling cognitive-behavioural therapy components for attention-deficit hyperactivity disorder in adolescents and adults: protocol for a network meta-analysis. BMJ Open 2023; 13:e068547. [PMID: 37076162 PMCID: PMC10124286 DOI: 10.1136/bmjopen-2022-068547] [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: 04/21/2023] Open
Abstract
INTRODUCTION Cognitive-behavioural therapy (CBT) consists of multiple treatment techniques for each treatment model and is tailored to the patient's characteristics. Randomised controlled trials (RCTs) have reported that CBT is effective for attention-deficit/hyperactivity disorder (ADHD); however, which CBT components are effective is unknown. In order to provide the best treatment technique, it is important to know which therapeutic component or combination thereof is more effective and what the specific effect size is. METHODS AND ANALYSIS We will perform component network meta-analysis (cNMA). The search will include studies published from database inception up to 31 March 2022, in English. The electronic databases of MEDLINE (via PubMed), EMBASE, PsycINFO, ClinicalTrials.gov and Cochrane Library will be searched. We will systematically identify all RCTs in the treatment of ADHD between the ages of 10 and 60 years, comparing interventions composed of various CBT components with controlled interventions. We will perform pairwise and network meta-analysis with random effects to estimate summary ORs and standardised mean differences. We will assess the risk of bias in selected studies using the Cochrane risk of bias tool. ETHICS AND DISSEMINATION Since we will review published papers, ethical approval is not required. The results from this cNMA will provide a panorama of the CBT-based ADHD studies. The results of this study will be published in a peer-reviewed journal. PROSPERO REGISTRATION NUMBER CRD42022323898.
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Affiliation(s)
- Sayo Hamatani
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan
- Division of Developmental Higher Brain Functions, United Graduate School of Child Development, University of Fukui, Fukui, Japan
- Department of Child and Adolescent Psychological Medicine, University of Fukui Hospital, Fukui, Japan
| | - Kazuki Matsumoto
- Division of Clinical Psychology, Kagoshima University Hospital, Kagoshima, Japan
| | | | - Sho Okawa
- Research Center for Child Mental Development, Chiba University, Chiba, Japan
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Masatoshi Yamashita
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan
- Division of Developmental Higher Brain Functions, United Graduate School of Child Development, University of Fukui, Fukui, Japan
| | - Yoshifumi Mizuno
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan
- Division of Developmental Higher Brain Functions, United Graduate School of Child Development, University of Fukui, Fukui, Japan
- Department of Child and Adolescent Psychological Medicine, University of Fukui Hospital, Fukui, Japan
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Halt AH, Uusitalo J, Niemi P, Koskela J, Hurtig T. Military performance of men with attention-deficit/hyperactivity disorder: findings from a follow-up study in the Northern Finland birth cohort 1986. Nord J Psychiatry 2023; 77:96-101. [PMID: 36309808 DOI: 10.1080/08039488.2022.2131906] [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: 01/05/2023]
Abstract
PURPOSE The aim of this study was to assess the military performance of men with adolescent attention-deficit/hyperactivity disorder (ADHD) and men with childhood ADHD (in remission during adolescence) as compared with controls without ADHD. METHODS The study employs the general population-based Northern Finland Birth Cohort 1986 (NFBC1986) together with data received from the Finnish Defence Forces (FDF). A total of 38 men with childhood ADHD and 67 with adolescent ADHD were compared with 160 controls. RESULTS The men with adolescent ADHD were more often deemed unfit for military service, had more military health care visits, more often committed at least one offence during service, received poorer evaluations for team leadership skills and indulged in more alcohol consumption and smoking than the controls, while those with childhood ADHD did not differ from the controls in their military fitness, but received poorer evaluations for team leadership skills and smoked more than did the controls. CONCLUSION The conscripts with adolescent ADHD performed worse on many military parameters, but the men with ADHD in remission did not seem to suffer from such negative effects on military performance. The childhood ADHD group in particular was nevertheless somewhat limited in size, which might have led to a Type II error.
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Affiliation(s)
- Anu-Helmi Halt
- Research Unit of Clinical Medicine, Department of Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland.,Department of Psychiatry, Oulu University Hospital, Oulu, Finland
| | - Jouni Uusitalo
- Research Unit of Clinical Medicine, Department of Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Pekka Niemi
- Research Unit of Clinical Medicine, Department of Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Jari Koskela
- Research Unit of Clinical Medicine, Department of Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Tuula Hurtig
- Research Unit of Clinical Medicine, Department of Psychiatry, Oulu University Hospital, University of Oulu, Oulu, Finland.,Department of Child Psychiatry, Oulu University Hospital, Oulu, Finland
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Thomas N, Karuppali S. The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review. Soa Chongsonyon Chongsin Uihak 2022; 33:2-15. [PMID: 35035237 PMCID: PMC8733412 DOI: 10.5765/jkacap.210021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 09/22/2021] [Accepted: 09/30/2021] [Indexed: 11/30/2022] Open
Abstract
Objectives Children with attention-deficit/hyperactivity disorder (ADHD) tend to be noisy and violate rules with their disruptive behaviors, resulting in greater difficulties with off-task behaviors and being at risk for social refusal. The visual activity schedule (VAS) intervention program is a frequently used method to teach multiple skills involving on-task, use of schedules, transition behaviors, social initiation, independent play skills, classroom skills, and academic skills. The current systematic review aimed to examine the efficacy of using VAS intervention in reducing problem behaviors in children with ADHD between 5 and 12 years of age. Methods Systematic searches were conducted using two electronic databases (PubMed and Scopus) to identify relevant studies published in English between 2010 and 2020. Four studies met the inclusion criteria: two studies examined the effect of schedule-based tasks and the use of an iPad on classroom skills, while the other two examined randomized clinical trials (RCTs) of psychosocial treatment for ADHD inattentive type and a cross-sectional study examined the impact of the group size on task behavior and work productivity in children with ADHD. Results The findings indicate that the interventions used in all four studies could lead to increased satisfaction among participants and parents, as well as a reduction in problem behavior. In terms of the research indicators, the RCT had low quality, while the others were of high quality. Conclusion A larger number of studies and the ADHD clinical population would help to increase the generalizability of future reviews of treatments in this context.
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Affiliation(s)
- Naveena Thomas
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Sudhin Karuppali
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
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Bikic A, Dalsgaard S, Olsen KD, Sukhodolsky DG. Organizational skills training for children with ADHD: study protocol for a randomized, controlled trial. Trials 2021; 22:752. [PMID: 34715906 PMCID: PMC8556963 DOI: 10.1186/s13063-021-05499-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Accepted: 07/29/2021] [Indexed: 11/21/2022] Open
Abstract
Background Problems with sustained attention, impulsivity, and hyperactivity are the most prominent symptoms of attention-deficit hyperactivity disorder (ADHD), but many children with this diagnosis also present with poor organizational skills that are important in relation to school. These problems tend to increase from childhood to adolescence and are often not well managed by medication. Organizational skills training (OST) is a range of behavioral interventions that specifically target organizational skills deficits. Evidence supports the effect of OST on improving organizational skills, inattention, and academic performance in children with ADHD. Because previous clinical trials included mostly children above the age of 8 years, this trial includes children in the age range 6–13 years to expand the knowledge on the effects of OST in younger children. Previous OST research has also shown improvement on inattention in parent ratings; we will investigate if a change in inattention can be confirmed with neurocognitive tests. Finally, little is known about predictors of treatment response in OST. Objectives The primary objective is to investigate if OST has positive effects on organizational skills in children with ADHD. The primary outcome measurement is the parent-rated Children’s Organizational Skills Scale (COSS), collected before and at the end of the 10 week intervention. Secondary and exploratory outcomes include inattention ratings, family and school functioning, and cognitive functions measured before the intervention period, immediately after, and at a 6 month follow-up. Additional objectives are to investigate both neurocognitive outcomes and age as predictors of treatment response. Methods This is a randomized clinical superiority trial investigating the effect of OST vs a treatment-as-usual (TAU) control group for children with ADHD in the age range of 6–13 years. All participants (n = 142) receive TAU. OST is administered in a group format of 10 weekly sessions. Adverse events are monitored by study clinicians during weekly therapy sessions and all assessments. Data analyses will be conducted using mixed linear regression models with random intercepts for patients, adjusted for the stratification variables and the baseline value. Perspectives This study will provide important new knowledge and expand on existing research in the field of non-pharmacological treatment of children with ADHD. OST can potentially have a significant impact on the lives of children with ADHD by helping them learn how to cope with their present deficits and to become more independent and self-reliant. It is also important to investigate predictors of treatment response in order to optimize OST. Trial registration ClinicalTrials.gov NCT03160378. Registered on May 19, 2017. Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05499-9.
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Affiliation(s)
- Aida Bikic
- Child and Adolescent Mental Health Services Southern Jutland, Kresten Phillipsens Vej 15, Aabenraa, Region of Southern Denmark, Denmark. .,Department of Regional Health Research, Faculty of Health Sciences, University of Southern Denmark, Winsløwparken 19, 3, Odense C, Denmark.
| | - Søren Dalsgaard
- National Centre of Register-based research, Department of Economics and Business, Aarhus University, Fuglesangs Allé 4, Aarhus, Denmark
| | - Kristoffer Dalsgaard Olsen
- Child and Adolescent Mental Health Services Southern Jutland, Kresten Phillipsens Vej 15, Aabenraa, Region of Southern Denmark, Denmark
| | - Denis G Sukhodolsky
- Child Study Centre, Yale University School of Medicine, 230 South Frontage Road, New Haven, CT, USA
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Ahufinger S, Herrero-Martín P. Alien Attack: A Non-Pharmaceutical Complement for ADHD Treatment. ENTROPY 2021; 23:e23101321. [PMID: 34682045 PMCID: PMC8535017 DOI: 10.3390/e23101321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 10/01/2021] [Accepted: 10/05/2021] [Indexed: 11/16/2022]
Abstract
Mental health issues are among the most common health issues nowadays, with attention-deficit hyperactivity disorder (ADHD) being the most common neurobehavioral disorder affecting children and adolescents. ADHD is a heterogeneous disease affecting patients in various cognitive domains that play a key role in daily life, academic development, and social abilities. Furthermore, ADHD affects not only patients but also their families and their whole environment. Although the main treatment is based on pharmacotherapy, combined therapies including cognitive training and psychological therapy are often recommended. In this paper, we propose a user-centered application called Alien Attack for cognitive training of children with ADHD, based on working memory, inhibitory control, and reaction-time tasks, to be used as a non-pharmacological complement for ADHD treatment in order to potentiate the patients’ executive functions (EFs) and promote some beneficial effects of therapy.
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Lidström-Holmqvist K, Tollén A, Holmefur M. Toward Control Over Time: Participant Experience of Attending the Let's Get Organized Group Intervention. Am J Occup Ther 2021; 75:14123. [PMID: 34780640 DOI: 10.5014/ajot.2021.043216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Time management is crucial for managing daily activities but is difficult for many people with neurodevelopmental or mental disorders. Few sustainable interventions have addressed time management in daily life. OBJECTIVE To describe the experiences and meaning of attending the Swedish version of the Let's Get Organized (LGO-S) group intervention. DESIGN Qualitative design with interviews 1 to 4 mo after the completed intervention. SETTING Outpatient psychiatric and adult habilitation clinics. PARTICIPANTS Twelve adults with neurodevelopmental or mental disorders. INTERVENTION LGO-S, a manual-based group intervention that focuses on time-management skills. Outcomes and Measures: Semistructured interviews analyzed with qualitative content analysis. All authors took an active part in the analysis process; consensus was reached. RESULTS The overarching theme, "a roller-coaster process toward control over time in daily life," describes the participants' process during and after intervention. Four main categories describe the meaning of understanding why time management is difficult and how to use tools for improvement, a process of change that was facilitated by the learning environment. Participants described the process as a struggle to take control over time, but they noted that the positive changes in daily life made it worthwhile. CONCLUSIONS AND RELEVANCE Participation had a positive impact on daily life. The opportunity for skills training with support over an extended period, a changed view on failure, and the group format appear to be important success factors. What This Article Adds: The LGO-S, with its structured training of time-management skills, contributes to occupational therapy practice with an intervention that clients experience as bringing meaningful and positive changes to daily life functioning.
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Affiliation(s)
- Kajsa Lidström-Holmqvist
- Kajsa Lidström-Holmqvist, PhD, is Occupational Therapist, University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden;
| | - Anita Tollén
- Anita Tollén, PhD, is Occupational Therapist, School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Marie Holmefur
- Marie Holmefur, PhD, is Occupational Therapist and Professor, School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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Di Bartolo CA, Abikoff H, McDonald M, Gallagher R. Adapting an empirical clinic‐based organizational skills training program for use in schools: Iterative development and pilot assessment. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Christina A. Di Bartolo
- Department of Child and Adolescent Psychiatry and Behavioral Science Children's Hospital of Philadelphia USA
| | - Howard Abikoff
- Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA
| | - Margaret McDonald
- Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA
| | - Richard Gallagher
- Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA
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Bonete S, Osuna Á, Molinero C, García-Font I. MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings. Front Psychol 2021; 12:649527. [PMID: 33868126 PMCID: PMC8049719 DOI: 10.3389/fpsyg.2021.649527] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 03/05/2021] [Indexed: 11/28/2022] Open
Abstract
Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.
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Affiliation(s)
- Saray Bonete
- Department of Psychology, Universidad Francisco de Vitoria, Madrid, Spain
| | - Ángela Osuna
- Department of Psychology, Universidad Francisco de Vitoria, Madrid, Spain
| | - Clara Molinero
- Department of Psychology, Universidad Francisco de Vitoria, Madrid, Spain
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Wennberg B, Janeslätt G, Gustafsson PA, Kjellberg A. Occupational performance goals and outcomes of time-related interventions for children with ADHD. Scand J Occup Ther 2020; 28:158-170. [PMID: 32955952 DOI: 10.1080/11038128.2020.1820570] [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] [Indexed: 02/05/2023]
Abstract
BACKGROUND Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability. AIMS To examine the outcome of a multimodal time-related intervention designed to support children aged 9-15 years with ADHD, to achieve their occupational performance goals and improve satisfaction with occupational performance. A further aim was to compare the children's ratings of outcome with their parents' ratings and to analyse the occupational performance goals. MATERIAL AND METHODS A pre-post design was used. Participants were 27 children, aged 9-15 years. Children and parents rated occupational performance and satisfaction at baseline and follow-up, after 24 weeks, using the Canadian Occupational Performance Measure (COPM). The intervention consisted of time-skills training and time-assistive devices (TADs). Descriptive and non-parametric statistics were used. RESULTS Significant improvements were found in reported performance and satisfaction. Children's were higher than those of their parents. Most goals were about carrying out daily routines, knowing the duration of an activity and knowing what will happen in the near future. CONCLUSION AND SIGNIFICANCE The study contributes to knowledge about suitable interventions for children with ADHD who have time-related difficulties. Occupational therapy interventions, including TADs and time-skills training, resulted in significantly improved occupational performance.
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Affiliation(s)
- Birgitta Wennberg
- Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
| | - Gunnel Janeslätt
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.,Centre for Clinical Research Dalarna, Falun, Sweden
| | - Per A Gustafsson
- Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
| | - Anette Kjellberg
- Department of Health, Medicine and Caring Sciences, Linköping University, Norrkoping, Sweden
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Schmiedeler S, Khambatta K, Hartmann J, Niklas F. Wenn den Zappelphilipp die Aufschieberitis packt: Zusammenhänge zwischen ADHS-Symptomen und Prokrastination und mögliche Mediatoren. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1024/1010-0652/a000248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Die Aufmerksamkeitsdefizit- / Hyperaktivitätsstörung (ADHS) scheint mit prokrastinierendem Verhalten in Verbindung zu stehen und beides kann den individuellen Bildungserfolg beeinträchtigen. Weitere Studien weisen zudem auf Zusammenhänge zwischen den beiden Konstrukten und Selbstkontrolle sowie Perfektionismus hin. In der vorliegenden Arbeit wurde anhand von zwei verschiedenen Stichproben ( N gesamt = 762) untersucht, ob Zusammenhänge zwischen ADHS-Symptomen und Prokrastination bestehen und ob diese Zusammenhänge durch Selbstkontrolle und Perfektionismus mediiert werden. Die Ergebnisse zeigen positive Assoziationen zwischen Prokrastination und den ADHS-Subskalen für beide Stichproben (Unaufmerksamkeit: r = .67 bzw. r = .66; Hyperaktivität / Impulsivität: r = .35 bzw. r = 0.22). Dabei wurden indirekte Effekte von der ADHS-Gesamtskala sowie den beiden Subskalen Unaufmerksamkeit und Hyperaktivität / Impulsivität auf Prokrastination über Selbstkontrolle deutlich. Zudem zeigte sich ein indirekter Effekt von Hyperaktivität / Impulsivität auf Prokrastination über sozial vorgeschriebenen Perfektionismus. Ein Teil des Zusammenhangs zwischen ADHS-Symptomen und Prokrastination kann demnach durch indirekte Effekte über dritte Konstrukte erklärt werden.
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Affiliation(s)
| | - Kay Khambatta
- Lehrstuhl für Psychologie IV der Universität Würzburg, Würzburg
| | - Julia Hartmann
- Lehrstuhl für Psychologie IV der Universität Würzburg, Würzburg
| | - Frank Niklas
- Lehrstuhl für Psychologie IV der Universität Würzburg, Würzburg
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Langberg JM, Epstein JN, Becker SP, Girio-Herrera E, Vaughn AJ. Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087514] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Joshua M. Langberg
- Virginia Commonwealth University and Cincinnati Children's Hospital Medical Center
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Holmefur M, Lidström-Holmqvist K, Roshanay AH, Arvidsson P, White S, Janeslätt G. Pilot Study of Let's Get Organized: A Group Intervention for Improving Time Management. Am J Occup Ther 2019; 73:7305205020p1-7305205020p10. [PMID: 31484026 DOI: 10.5014/ajot.2019.032631] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE There is a need for evidence-based occupational therapy interventions to enhance time management in people with time management difficulties. OBJECTIVE To pilot test the first part of the Let's Get Organized (LGO) occupational therapy intervention in a Swedish context by exploring enhancements of time management skills, aspects of executive functioning, and satisfaction with daily occupations in people with time management difficulties because of neurodevelopmental or mental disorders. DESIGN One-group pretest-posttest design with 3-mo follow-up. SETTING Outpatient psychiatric and habilitation settings. PARTICIPANTS Fifty-five people with confirmed or suspected mental or neurodevelopmental disorder and self-reported difficulties with time management in daily life. INTERVENTION Swedish version of Let's Get Organized (LGO-S) Part 1, with structured training in the use of cognitive assistive techniques and strategies using trial-and-error learning strategies in 10 weekly group sessions of 1.5 hr. OUTCOMES AND MEASURES Time management, organization and planning, and emotional regulation were measured with the Swedish version of the Assessment of Time Management Skills (ATMS-S). Executive functioning was measured with the Swedish version of the Weekly Calendar Planning Activity, and satisfaction with daily occupations was assessed with the Satisfaction With Daily Occupations measure. RESULTS Participants displayed significantly improved time management, organization and planning skills, and emotional regulation, as well as satisfaction with daily occupations. Aspects of executive functioning were partly improved. ATMS-S results were sustained at 3-mo follow-up. CONCLUSION AND RELEVANCE LGO-S Part 1 is a promising intervention for improving time management skills and satisfaction with daily occupations and should be investigated further. WHAT THIS ARTICLE ADDS This study shows that LGO-S Part 1 is feasible for use in psychiatric and habilitation outpatient services. The results are promising for improved time management skills, organization and planning skills, and satisfaction with daily occupations and need to be confirmed in further studies.
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Affiliation(s)
- Marie Holmefur
- Marie Holmefur, PhD, Reg. OT, is Professor, School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden;
| | - Kajsa Lidström-Holmqvist
- Kajsa Lidström-Holmqvist, PhD, Reg. OT, is Research Supervisor, University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Afsaneh Hayat Roshanay
- Afsaneh Hayat Roshanay, PhD, is Clinical Psychologist, Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
| | - Patrik Arvidsson
- Patrik Arvidsson, PhD, is Lecturer and Researcher, CHILD, Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden, and Clinical Psychologist and Researcher, Centre for Research and Development, Uppsala University/Region Gävleborg, Gävle, Sweden
| | - Suzanne White
- Suzanne White, MA, OTR/L, FAOTA, is Clinical Associate Professor, State University of New York Downstate Medical Center, Brooklyn
| | - Gunnel Janeslätt
- Gunnel Janeslätt, PhD, Reg. OT, MSc, is Researcher, Department of Public Health and Caring Sciences, Disability and Habilitation, and Researcher, Centre for Clinical Research Dalarna, Uppsala University, Falun, Sweden
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Janeslätt G, Ahlström SW, Granlund M. Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10-17 years - A cluster randomised trial. Aust Occup Ther J 2019; 66:110-120. [PMID: 30548268 DOI: 10.1111/1440-1630.12547] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/23/2018] [Indexed: 11/26/2022]
Abstract
BACKGROUND/AIM Difficulties with management of time are frequently observed in children and youth with intellectual disabilities (IDs). The aim of this study was to evaluate a new intervention programme 'My Time' to improve time-processing ability (TPA) in children with IDs aged 10-17 years (n = 61). METHODS Cluster randomised and waiting-list control group design was used. Data collection included the Kit for assessment of TPA, the Time-Parent scale and a self-rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8-week period. Effect size (ES) was calculated and an analysis of covariance on the individual level and a two-stage process on the cluster level. RESULTS The estimated mean improvement in the KaTid-Child score from baseline (t1) to t2 was significantly higher in the intervention group compared to the waiting-list group, ES Cohen's d = 0.64. CONCLUSION The results present first evidence of the effectiveness of a new occupational therapy intervention programme ('My Time') to facilitate TPA in children with mild to moderate IDs. Children with IDs aged 10-17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time-assistive devices. Children with IDs should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.
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Affiliation(s)
- Gunnel Janeslätt
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
- Center for Clinical Research Dalarna, Falun, Sweden
| | - Sara Wallin Ahlström
- Center for Clinical Research Dalarna, Falun, Sweden
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Mats Granlund
- CHILD, School of Health Sciences, Jönköping University, Jönköping, Sweden
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Best Practices in School Mental Health for Attention-Deficit/Hyperactivity Disorder: A Framework for Intervention. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9267-2] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Wennberg B, Janeslätt G, Kjellberg A, Gustafsson PA. Effectiveness of time-related interventions in children with ADHD aged 9-15 years: a randomized controlled study. Eur Child Adolesc Psychiatry 2018; 27:329-342. [PMID: 28956183 PMCID: PMC5852175 DOI: 10.1007/s00787-017-1052-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Accepted: 09/15/2017] [Indexed: 11/08/2022]
Abstract
Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9-15-year age range were randomly allocated to an intervention or a control group. The children's TPA was measured with a structured assessment (KaTid), and the children's DTM was rated by a parent questionnaire (Time-Parent scale) and by children's self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children's DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9-15 years.
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Affiliation(s)
- Birgitta Wennberg
- Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Faculty of Medicine, Linköping University, Linköping, Sweden.
| | - Gunnel Janeslätt
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
- Centre for Clinical Research Dalarna, Falun, Sweden
| | - Anette Kjellberg
- Department of Social and Welfare Studies, Faculty of Medicine, Linköping University, Norrkoping, Sweden
| | - Per A Gustafsson
- Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Faculty of Medicine, Linköping University, Linköping, Sweden
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Janeslätt GK, Holmqvist KL, White S, Holmefur M. Assessment of time management skills: psychometric properties of the Swedish version. Scand J Occup Ther 2017; 25:153-161. [DOI: 10.1080/11038128.2017.1375009] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Gunnel Kristina Janeslätt
- Centre for Clinical Research Dalarna, Uppsala University, Sweden
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
| | - Kajsa Lidström Holmqvist
- University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Suzanne White
- Occupational therapy program, State University of New York Downstate Medical Center, Brooklyn, NY, USA
| | - Marie Holmefur
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
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La Buissonnière-Ariza V, Schneider SC, Storch EA. Cognitive remediation of executive functioning in youth with neuropsychiatric conditions: current knowledge on feasibility, effectiveness, and personalization. EXPERT REVIEW OF PRECISION MEDICINE AND DRUG DEVELOPMENT 2017. [DOI: 10.1080/23808993.2017.1321467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Bikic A, Reichow B, McCauley SA, Ibrahim K, Sukhodolsky DG. Meta-analysis of organizational skills interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder. Clin Psychol Rev 2016; 52:108-123. [PMID: 28088557 DOI: 10.1016/j.cpr.2016.12.004] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2015] [Revised: 12/26/2016] [Accepted: 12/27/2016] [Indexed: 12/25/2022]
Abstract
BACKGROUND In addition to problems with attention and hyperactivity, children with ADHD present with poor organizational skills required for managing time and materials in academic projects. Organizational skills training (OST) has been increasingly used to address these deficits. We conducted a systematic review and meta-analysis of OST in children with ADHD. OBJECTIVES The objective of this study was to systematically review the evidence of the effects of OST for children with ADHD for organizational skills, attention, and academic performance. METHODS We searched 3 electronic databases to locate randomized controlled trials published in English in peer-reviewed journals comparing OST with parent education, treatment-as-usual, or waitlist control conditions. Standardized mean difference effect sizes from the studies were statistically combined using a random-effects meta-analyses across six outcomes: teacher- and parent-rated organizational skills, teacher- and parent-rated inattention, teacher-rated academic performance, and Grade Point Average (GPA). Risk of bias was assessed for randomization, allocation concealment, blinding of participants and treatment personnel, blinding of outcome assessors, incomplete outcome data, and selective outcome reporting. RESULTS Twelve studies involving 1054 children (576 treatment, 478 control) were included in the meta-analyses. Weighted mean effect sizes for teacher- and parent-rated outcome measures of organizational skills were g=0.54 (95% CI 0.17 to 0.91) and g=0.83 (95% CI 0.32 to 1.34), respectively. Weighted mean effect sizes of teacher- and parent-rated symptoms of inattention were g=0.26 (95% CI 0.01 to 0.52) and g=0.56 (95% CI 0.38 to 0.74), respectively. Weighted standardized mean effect size for teacher-rated academic performance and GPA were g=0.33 (95% CI 0.14 to 0.51) and g=0.29 (95% CI 0.07 to 0.51), respectively. CONCLUSIONS OST leads to moderate improvements in organizational skills of children with ADHD as rated by teachers and large improvements as rated by parents. More modest improvements were observed on the ratings of symptoms of inattention and academic performance. PROTOCOL REGISTRATION PROSPERO (CRD42015019261).
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Affiliation(s)
- Aida Bikic
- Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06511 New Haven, Yale University, USA; Institute of Clinical Research, University of Southern Denmark, Winsløwparken 19, Odense, Denmark.
| | - Brian Reichow
- Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06511 New Haven, Yale University, USA; Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 1345 Norman Hall 618 SW 12th Street, Gainesville, USA
| | - Spencer A McCauley
- Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06511 New Haven, Yale University, USA
| | - Karim Ibrahim
- Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06511 New Haven, Yale University, USA
| | - Denis G Sukhodolsky
- Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06511 New Haven, Yale University, USA.
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Sköld A, Janeslätt GK. Self-rating of daily time management in children: psychometric properties of the Time-S. Scand J Occup Ther 2016; 24:178-186. [DOI: 10.1080/11038128.2016.1185465] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Bul KCM, Kato PM, Van der Oord S, Danckaerts M, Vreeke LJ, Willems A, van Oers HJJ, Van Den Heuvel R, Birnie D, Van Amelsvoort TAMJ, Franken IHA, Maras A. Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children With Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. J Med Internet Res 2016; 18:e26. [PMID: 26883052 PMCID: PMC4773597 DOI: 10.2196/jmir.5173] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2015] [Revised: 12/17/2015] [Accepted: 01/04/2016] [Indexed: 11/25/2022] Open
Abstract
Background The need for accessible and motivating treatment approaches within mental health has led to the development of an Internet-based serious game intervention (called “Plan-It Commander”) as an adjunct to treatment as usual for children with attention-deficit/hyperactivity disorder (ADHD). Objective The aim was to determine the effects of Plan-It Commander on daily life skills of children with ADHD in a multisite randomized controlled crossover open-label trial. Methods Participants (N=170) in this 20-week trial had a diagnosis of ADHD and ranged in age from 8 to 12 years (male: 80.6%, 137/170; female: 19.4%, 33/170). They were randomized to a serious game intervention group (group 1; n=88) or a treatment-as-usual crossover group (group 2; n=82). Participants randomized to group 1 received a serious game intervention in addition to treatment as usual for the first 10 weeks and then received treatment as usual for the next 10 weeks. Participants randomized to group 2 received treatment as usual for the first 10 weeks and crossed over to the serious game intervention in addition to treatment as usual for the subsequent 10 weeks. Primary (parent report) and secondary (parent, teacher, and child self-report) outcome measures were administered at baseline, 10 weeks, and 10-week follow-up. Results After 10 weeks, participants in group 1 compared to group 2 achieved significantly greater improvements on the primary outcome of time management skills (parent-reported; P=.004) and on secondary outcomes of the social skill of responsibility (parent-reported; P=.04), and working memory (parent-reported; P=.02). Parents and teachers reported that total social skills improved over time within groups, whereas effects on total social skills and teacher-reported planning/organizing skills were nonsignificant between groups. Within group 1, positive effects were maintained or further improved in the last 10 weeks of the study. Participants in group 2, who played the serious game during the second period of the study (weeks 10 to 20), improved on comparable domains of daily life functioning over time. Conclusions Plan-It Commander offers an effective therapeutic approach as an adjunct intervention to traditional therapeutic ADHD approaches that improve functional outcomes in daily life. Trial Registration International Standard Randomized Controlled Trial Number (ISRCTN): 62056259; http://www.controlled-trials.com/ISRCTN62056259 (Archived by WebCite at http://www.webcitation.org/6eNsiTDJV).
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Affiliation(s)
- Kim C M Bul
- Yulius Academy, Yulius Mental Health Care Organization, Barendrecht, Netherlands.
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Takeda T, Tsuji Y, Ando M. Psychometric properties of the self-rating organization scale with adult samples. Neuropsychiatr Dis Treat 2016; 12:2799-2806. [PMID: 27826192 PMCID: PMC5096776 DOI: 10.2147/ndt.s118129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Organization skills are defined broadly to include both materials and temporal features. Given its symptoms and neurobiological features, attention-deficit hyperactivity disorder (ADHD) should be susceptible to impairment in organization. A valid organization scale is imperative to assess and intervene individuals with ADHD. However, there is no validated organization scale in Japan. Referring to existing scales and clinical experience, the self-rating organization scale (SOS) was developed and tested in terms of its psychometric properties with 1,017 adults and students including 47 adults with ADHD. Additionally, cutoffs for disorganization were set for clinical utility. Three factors (materials disorganization, temporal disorganization, and mess) were extracted by factor analyses. The index for reliability and validity of the SOS was acceptable. The factor "mess" could reflect the unique aspect of the Japanese environment. Further study is needed to enhance the clinical utility of the SOS.
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Affiliation(s)
| | - Yui Tsuji
- School of Psychological Science, Health Sciences University of Hokkaido, Sapporo
| | - Mizuho Ando
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
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Niermann HC, Scheres A. The relation between procrastination and symptoms of attention-deficit hyperactivity disorder (ADHD) in undergraduate students. Int J Methods Psychiatr Res 2014; 23:411-21. [PMID: 24992694 PMCID: PMC6878228 DOI: 10.1002/mpr.1440] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2012] [Revised: 04/22/2013] [Accepted: 05/21/2013] [Indexed: 11/08/2022] Open
Abstract
Procrastination is defined as the tendency to delay activities that have to be completed before a deadline. It is often part of psychotherapies for adults with attention-deficit hyperactivity disorder (ADHD). However, procrastination is officially not acknowledged as an ADHD-related symptom. Therefore, little is known about the role of procrastination in ADHD. We investigated the relation between procrastination and ADHD-related symptoms of inattention, hyperactivity, and impulsivity in 54 students with varying levels of self-reported ADHD-related behaviours. Various measures of procrastination were used, including questionnaires of academic, general procrastination and susceptibility to temptation as well as direct observation of academic procrastination while solving math problems. We expected a positive relation between severity of ADHD-related behaviours and procrastination, specifically for impulsivity. However, partial correlations (corrected for the other symptom domain of ADHD) indicated that only inattention was correlated with general procrastination. This specific and preliminary finding can stimulate future research in individuals diagnosed with ADHD.
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Affiliation(s)
| | - Anouk Scheres
- Behavioural Science InstituteRadboud UniversityNijmegenThe Netherlands
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Janeslätt G, Lindstedt H, Adolfsson P. Daily time management and influence of environmental factors on use of electronic planning devices in adults with mental disability. Disabil Rehabil Assist Technol 2014; 10:371-7. [DOI: 10.3109/17483107.2014.917124] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Frutos-Pascual M, Zapirain BG, Zorrilla AM. Adaptive tele-therapies based on serious games for health for people with time-management and organisational problems: preliminary results. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2014; 11:749-72. [PMID: 24402063 PMCID: PMC3924472 DOI: 10.3390/ijerph110100749] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/07/2013] [Revised: 12/16/2013] [Accepted: 12/17/2013] [Indexed: 12/22/2022]
Abstract
Attention Deficit with Hyperactivity Disorder (ADHD) is one of the most prevalent disorders within the child population today. Inattention problems can lead to greater difficulties in completing assignments, as well as problems with time management and prioritisation of tasks. This article presents an intelligent tele-therapy tool based on Serious Games for Health, aimed at the improvement of time management skills and the prioritisation of tasks. This tele-system is based on the use of decision trees within Django, a high-level Python Web framework. The technologies and techniques used were selected so as to boost user involvement and to enable the system to be easily customised. This article shows the preliminary results of the pilot-phase in an experiment performed to evaluate the use of adaptive tele-therapies within a group of typically developing children and adolescents aged between 12 and 19 years old without ADHD. To do so, we relied on the collection of parameters and the conduct of surveys for assessing time management skills, as well as measuring system usability and availability. The results of a time management survey highlighted that the users involved in the trial did not use any specific or effective time management techniques, scoring 1.98 and 2.30 out of 5 points in this area for ages under 15 and over 16 years old, respectively. The final calculations based on the usability questionnaire resulted in an average score of 78.75 out of 100. The creation of a customisable tool capable of working with different skills, in conjunction with the replication of the current study, may help to understand these users’ needs, as well as boosting time management skills among teenagers with and without ADHD.
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Affiliation(s)
- Maite Frutos-Pascual
- DeustoTech Life (eVIDA), Faculty of Engineering, University of Deusto, Bilbao 48007, Spain.
| | - Begoña García Zapirain
- DeustoTech Life (eVIDA), Faculty of Engineering, University of Deusto, Bilbao 48007, Spain.
| | - Amaia Méndez Zorrilla
- DeustoTech Life (eVIDA), Faculty of Engineering, University of Deusto, Bilbao 48007, Spain.
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Abstract
Our objective was to examine the association of attention deficit and disorganization in boys with and without specific developmental disorder of motor function. Four groups of boys between the age of 7 and 12 years-(1) Disorganization + coordination disorder (n = 30); (2) Coordination disorder (n = 33); (3) Disorganization (n = 28); and (4) Control (n = 29)-were included. Teachers completed the Questionnaire for Assessing the Students' Organizational Abilities for the Teacher and the Conners' Teachers Rating Scale-Revised. The Movement Assessment Battery for Children and 2 subscales of an intelligence test (vocabulary and similarities) were administered. A significantly increased rate of attention deficit in children with organizational deficit was identified. Attention deficit in children with specific motor disorder was exclusively associated with an organizational deficit. Organizational deficit in childhood is highly associated with attention deficit, and this association is particularly relevant in children with specific coordination disorder.
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Affiliation(s)
- Nirit Lifshitz
- 1Department of Occupational Therapy, Joint Program, Faculty of Social Welfare and Health Sciences, University of Haifa and Technion, Haifa, Israel
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30
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Langberg JM, Becker SP, Epstein JN, Vaughn AJ, Girio-Herrera E. Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD. JOURNAL OF CHILD AND FAMILY STUDIES 2013; 22:10.1007/s10826-012-9662-5. [PMID: 24319323 PMCID: PMC3848056 DOI: 10.1007/s10826-012-9662-5] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6-8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.
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Affiliation(s)
- Joshua M. Langberg
- Department of Psychology, Virginia Commonwealth University, Richmond, VA 23284
| | | | | | - Aaron J. Vaughn
- Department of Pediatrics, Cincinnati Children’s Hospital Medical Center
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31
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Matthys F, Joostens P, Stes S, Tremmery S, Sabbe B. The Construction of the First Validated (Evidence Based) Guideline for Dual Diagnosis of ADHD and SUD; Data from Focus Groups. Int J Ment Health Addict 2013. [DOI: 10.1007/s11469-013-9438-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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32
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Ogg J, McMahan MM, Dedrick RF, Mendez LR. Middle school students' willingness to engage in activities with peers with ADHD symptoms: a multiple indicators multiple causes (MIMIC) model. J Sch Psychol 2013; 51:407-20. [PMID: 23816232 DOI: 10.1016/j.jsp.2013.01.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2011] [Revised: 01/05/2013] [Accepted: 01/07/2013] [Indexed: 10/27/2022]
Abstract
Researchers examining peers' behavioral intentions toward students diagnosed with ADHD have frequently used vignettes and asked students to indicate their willingness to engage with an individual described either with or without symptoms of ADHD. The Shared Activities Questionnaire (SAQ-B) is one instrument that has been used to measure students' intentions to engage with students represented in these vignettes. Confirmatory factor analysis results from 183 middle school students supported the three-factor model underlying the SAQ-B, although there were some areas of model misfit. To examine the effects of experimentally manipulating two vignette conditions (describing a peer displaying ADHD symptoms or a peer without these symptoms) on students' responses to items on the SAQ-B, a multiple indicators, multiple causes (MIMIC) analysis was used. Results of the MIMIC analyses identified 4 of the 24 SAQ-B items that exhibited statistically significant uniform differential item functioning between the experimental vignette conditions. Comparisons of the latent variable means between experimental conditions indicated that participants expressed greater willingness to engage with a peer without ADHD symptoms than with one with symptoms on academic activities; no differences were found on the latent variable means for social and recreational activities. Familiarity with ADHD did not have a significant relation to participants' willingness to engage in any of the three types of activities. Implications for practice and research are discussed.
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Affiliation(s)
- Julia Ogg
- University of South Florida, 4202 East Fowler Avenue EDU 105, Tampa, FL 33620-5650, USA.
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33
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Janeslätt G. Validity in assessing time processing ability, test equating of KaTid-Child and KaTid-Youth. Child Care Health Dev 2012; 38:371-8. [PMID: 21615772 DOI: 10.1111/j.1365-2214.2011.01249.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND There is a need for instruments with acceptable psychometric properties for measuring time management/time processing ability. KaTid-Child (Swedish: Kit for assessing Time processing ability) was developed for children aged 5-10 years. To meet needs of assessing older children, KaTid-Youth was created. The aim of this study was to investigate the validity of KaTid-Youth. METHODS This study investigates the validity of KaTid-Youth using Rasch models: partial credit and common item equating. RESULTS Results indicate that KaTid-Youth has acceptable psychometric properties and seems to measure the same construct as KaTid-Child. CONCLUSIONS Indications of gender differences in the sample call for further research. The results indicate that time processing ability can be seen as one construct in which time perception, orientation and management can be operationalized as different levels of complexity in time processing ability. Expressions of time processing ability differ at different ages. Thus, early intervention in time perception and time orientation may be needed to promote time management in later childhood. Professionals need to take time processing ability into consideration when meeting children who risk delayed development of daily time management.
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Affiliation(s)
- G Janeslätt
- Centre for Clinical Research Dalarna, Nissers väg 3, Falun, Sweden.
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Pire M, Van Broeck N. Zoom sur les déficits neuropsychologiques du TDA/H : d’une perspective globale à une perspective spécifique. ANNEE PSYCHOLOGIQUE 2012. [DOI: 10.3917/anpsy.121.0145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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35
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Zoom sur les déficits neuropsychologiques du TDA/H : d’une perspective globale à une perspective spécifique. ANNEE PSYCHOLOGIQUE 2012. [DOI: 10.4074/s0003503312001066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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36
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Siniatchkin M, Glatthaar N, von Müller GG, Prehn-Kristensen A, Wolff S, Knöchel S, Steinmann E, Sotnikova A, Stephani U, Petermann F, Gerber WD. Behavioural treatment increases activity in the cognitive neuronal networks in children with attention deficit/hyperactivity disorder. Brain Topogr 2012; 25:332-44. [PMID: 22392009 DOI: 10.1007/s10548-012-0221-6] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2011] [Accepted: 02/07/2012] [Indexed: 11/28/2022]
Abstract
Response cost and token approach (RCT) within the scope of a summer camp training is an effective treatment program for attention deficit hyperactivity disorder (ADHD). It is likely that intensive RCT training influences networks responsible for ADHD symptoms. Functional magnetic resonance imaging (fMRI) was carried out in 12 children with ADHD before and after the RCT program and in 12 healthy control children twice. For fMRI, a Go/No-go paradigm was used to investigate the influence of RCT training on attention and impulsivity. The No-go condition revealed only weak activation in the dorsal part of the anterior cingulate cortex (ACC), parietal and dorsolateral prefrontal cortex (DLPFC) before the training in children with ADHD compared to healthy children. However, this activation in these brain regions was significantly more pronounced after the training. This increase in hemodynamic response cannot be attributed merely to repetition of the measurement since the effect was not observed in healthy children. The increase in hemodynamic response in the ACC and right DLPFC was significantly associated with a reduction in response time variability and clinical symptoms in ADHD patients. After the RCT training, the children with ADHD demonstrated more pronounced activation of cortical structures which are typically related to response monitoring and self-control. It seems likely that children with ADHD learned more cognitive control in a continuous performance task as was revealed by both neuropsychological outcome and fMRI.
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Affiliation(s)
- Michael Siniatchkin
- Clinic for Child and Adolescents Psychiatry, Goethe-University, Frankfurt, Germany.
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37
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Sotnikova A, Steinmann E, Wendisch V, Müller GGV, Stephani U, Petermann F, Gerber WD, Siniatchkin M. Long-term Effects of a Multimodal Behavioural ADHD Training: a fMRI Study. ZEITSCHRIFT FUR NEUROPSYCHOLOGIE 2012. [DOI: 10.1024/1016-264x/a000075] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Several studies have demonstrated that behavioural therapy oriented interventions exert a positive influence on the clinical course of the attention-deficit hyperactivity disorder (ADHD). However, the long-term effects of the behavioral treatment in ADHD, especially those on neuronal mechanisms underlying this disorder, have been studied insufficiently. Functional MRI (Go-NoGo paradigm) was carried out in 9 children with ADHD before and 1.5 years after a response cost and token-based training. In the follow-up, patients were still characterized by a significant increase in activation in the anterior cingulate and in the precentral gyrus compared with recordings done before the training. It seems likely that the behavioural training elicits stable neuronal changes in children with ADHD which correspond with an improvement of neuropsychological functioning and clinical symptoms.
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Affiliation(s)
- Anna Sotnikova
- Clinic for Child and Adolescents Psychiatry, Phillips-University of Marburg
| | - Elisabeth Steinmann
- Institute of Medical Psychology, Christian-Albrechts-University of Kiel
- Clinic for Neuropaediatrics, Christian-Albrechts-University of Kiel
| | - Vanessa Wendisch
- Institute of Medical Psychology, Christian-Albrechts-University of Kiel
| | | | - Ulrich Stephani
- Clinic for Neuropaediatrics, Christian-Albrechts-University of Kiel
| | - Franz Petermann
- Center of Clinical Psychology and Rehabilitation, University of Bremen
| | | | - Michael Siniatchkin
- Clinic for Neuropaediatrics, Christian-Albrechts-University of Kiel
- Clinic for Child and Adolescents Psychiatry, Goethe-University of Frankfurt/Main
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38
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Eiraldi RB, Mautone JA, Power TJ. Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am 2012; 21:145-59, x. [PMID: 22137818 PMCID: PMC3233687 DOI: 10.1016/j.chc.2011.08.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
An extensive amount of research has demonstrated the effectiveness of psychosocial interventions for children with ADHD. Historically, the research has focused on interventions targeting problems in the home or school setting, but more recent research has highlighted the importance of family – school partnerships and conjoint approaches to intervention involving family and school. Effective approaches to psychosocial intervention consist of strategies to address performance deficits, promote adaptive behavior, and improve children’s self-control and academic and social skills. Considerable evidence exists to indicate that combined approaches are more effective in reducing ADHD symptoms and related academic and social impairments than separate treatments.
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Affiliation(s)
- Ricardo B Eiraldi
- Department of Pediatrics, University of Pennsylvania, Perelman School of Medicine, Philadelphia, PA, USA.
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39
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Basch CE. Inattention and hyperactivity and the achievement gap among urban minority youth. THE JOURNAL OF SCHOOL HEALTH 2011; 81:641-9. [PMID: 21923877 DOI: 10.1111/j.1746-1561.2011.00639.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
OBJECTIVES To outline the prevalence and disparities of inattention and hyperactivity among school-aged urban minority youth, causal pathways through which inattention and hyperactivity adversely affects academic achievement, and proven or promising approaches for schools to address these problems. METHODS Literature review. RESULTS Approximately 4.6 million (8.4%) of American youth aged 6-17 have received a diagnosis of attention deficit/hyperactivity disorder (ADHD), and almost two thirds of these youth are reportedly under treatment with prescription medications. Urban minority youth are not only more likely to be affected but also less likely to receive accurate diagnosis and treatment. Causal pathways through which ADHD may affect academic achievement include sensory perceptions, cognition, school connectedness, absenteeism, and dropping out. In one study, youth with diagnosed ADHD were 2.7 times as likely to drop out (10.0% vs. 22.9%). A similar odds ratio for not graduating from high school was found in another prospective study, with an 8-year follow-up period (odds ratio = 2.4). There are many children who are below the clinical diagnostic threshold for ADHD but who exhibit signs and symptoms that interfere with learning. Evidence-based programs emphasizing functional academic and social outcomes are available. CONCLUSIONS Inattention and hyperactivity are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on academic achievement through their effects on sensory perceptions, cognition, school connectedness, absenteeism, and dropping out, and effective practices are available for schools to address these problems. This prevalent and complex syndrome has very powerful effects on academic achievement and educational attainment, and should be a high priority in efforts to help close the achievement gap.
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Affiliation(s)
- Charles E Basch
- Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027, USA.
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40
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Langberg JM, Vaughn AJ, Williamson P, Epstein JN, Girio-Herrera E, Becker SP. Refinement of an Organizational Skills Intervention for Adolescents with ADHD for Implementation by School Mental Health Providers. SCHOOL MENTAL HEALTH 2011; 3:143-155. [PMID: 23599833 DOI: 10.1007/s12310-011-9055-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The purpose of the study was to modify, test, and refine the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and teachers participated in focus groups and provided feedback on ways to improve the feasibility and usability of the HOPS intervention. Students made large improvements in organization skills (d = 1.8) and homework problems (d = 1.6) according to parent ratings however, no improvements were observed on teacher ratings. Qualitative data generated from coding the focus groups and audio-recorded HOPS sessions were combined with the quantitative results to systematically refine the HOPS intervention for further evaluation of intervention effectiveness and disseminability.
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Affiliation(s)
- Joshua M Langberg
- University of Cincinnati School of Medicine and Cincinnati Children's Hospital Medical Center
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41
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Materials Organization, Planning, and Homework Completion in Middle School Students with ADHD: Impact on Academic Performance. SCHOOL MENTAL HEALTH 2011; 3:93-101. [PMID: 23577045 DOI: 10.1007/s12310-011-9052-y] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study evaluated the homework functioning of middle school students with ADHD to determine what aspects are most predictive of school grades and the best source (e.g., parents or teachers) for obtaining this information. Students with ADHD in grades 5-8 (N = 57) and their parents and teachers completed the Children's Organization Skills Scales (COSS) to measure materials organization, planning, and time-management, and parents completed the Homework Problems Checklist (HPC) to examine homework completion and homework materials management behaviors. Regression analyses revealed that parent-rated homework materials management and teacher-rated memory and materials management were the best predictors of school grades. These findings suggest that organization of materials is a critical component of the homework completion process for students with ADHD and an important target for intervention. Teachers were the best source of information regarding materials organization and planning, whereas parents were a valuable source of information for specific homework materials management problems.
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