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"Place, Maurice"
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Children in difficulty : a guide to understanding and helping
This book includes new insights from the fields of genetics and neuroscience and ensures claims for the effectiveness of specific interventions are supported by rigorous, scientific evidence. By drawing upon high level scientific and clinical knowledge and distilling it in a way that is accessible to professionals from a range of child care disciplines, this book will be of significant value to those working in education, health or social care, and anyone who needs to be able to recognise and help children in difficulty. --from publisher description
BOOK
A Randomised Control Trial of the Impact of a Computer-Based Activity Programme upon the Fitness of Children with Autism
The poor levels of fitness in children with autism are prompting concern for the children’s future health. This study looked to assess if a computer-based activity programme could improve fitness levels (as reflected in cardiopulmonary function) of these children, and achieve a reduction in their body mass index. In a randomised controlled trial, 50 children with autism (of which 33 were under the age of 11 years and 39 were boys) were allocated to an intervention group which encouraged them to use the Nintendo Wii and the software package “Mario and Sonics at the Olympics” in addition to their routine physical education classes. 50 children with autism (34 under the age of 11 years and 40 being boys) acted as controls. At the end of one year, analysis of the changes in scores using analysis of covariance (ANCOVA) on the Eurofit fitness tests showed that the intervention group had made statistically significant improvement on all tests other than flexibility. These improvements were also significantly better than controls. This type of intervention appears to be an effective addition to standard fitness training in order to help children with autism improve their fitness levels.
Journal Article
Children with low working memory and children with ADHD: same or different?
The purpose of this study was to compare working memory (WM), executive function, academic ability, and problem classroom behaviors in children aged 8-11 years who were either identified via routine screening as having low WM, or had been diagnosed with ADHD. Standardized assessments of WM, executive function and reading and mathematics were administered to 83 children with ADHD, 50 children with low WM and 50 typically developing children. Teachers rated problem behaviors on checklists measuring attention, hyperactivity/impulsivity, oppositional behavior, and difficulties associated with executive function in the classroom. The ADHD and low WM groups had highly similar WM and executive function profiles, but were distinguished in two key respects: children with ADHD had higher levels of rated and observed impulsive behavior, and children with low WM had slower response times. Possible mechanisms for these common and distinct deficits are discussed.
Journal Article
Children in Difficulty
Written by two leading experts in the field, this welcome third edition of Children in Difficulty: A guide to understanding and helping discusses some of the most common, yet incapacitating, difficulties that are frequently encountered by young children and adolescents.
This includes such topics as:
ADHD
disruptiveness and challenging behaviour in schools and classrooms
dyslexia and reading disability
eating disorders
oppositional defiance, conduct and attachment disorders
childhood depression
school refusal
developmental coordination disorder (dyspraxia)
less common mental health problems, such as bipolar disorder and obsessive compulsive disorder.
traumatic and stressful situations
drug and solvent abuse.
The third edition of this book includes brand new insights from the fields of genetics and neuroscience and ensures claims for the effectiveness of specific interventions are supported by rigorous, scientific evidence. By drawing upon high level scientific and clinical knowledge and distilling it in a way that is accessible to professionals from a range of child care disciplines, this book will be of significant value to those working in education, health or social care, and anyone who needs to be able to recognise and help children in difficulty.
eBook
The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits
The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ teacher rating scale (CTRS), the behavior rating inventory of executive function (BRIEF), and the working memory rating scale. The Conners’ continuous performance test (CPT) was also included to determine whether there is a correspondence between performance on this widely used cognitive measure of attention deficits and teacher ratings of classroom behavior. All three behavior scales, but not the CPT, were able to successfully discriminate children with ADHD and those with working memory deficits from typically-developing children. Both the CTRS and the BRIEF discriminated a significant proportion of the children with ADHD from those with working memory deficits, indicating that while both groups exhibit behavioral problems in the classroom, they are characterized by differential attention profiles. The children with ADHD were identified on the basis of oppositional and hyperactive behavior, while those with working memory deficits were more inattentive.
Journal Article
The impact of single focus interventions on family functioning
Although parenting skills can improve the management and behaviour of children, it is not clear if such changes alter the fundamental sense of relationship within the family, particularly when used with young teenagers. This study reports the impact upon family functioning, as measured by the Family Adaptability and Cohesion Questionnaire (FACES), of a parenting programme and a self-esteem programme for young people.The family functioning of young people with conduct difficulties was assessed before and after intervention with either the young person attending a self-esteem programme, or the mother attending a parenting programme. The results show that despite changes in behaviour and parenting approaches, underlying family functioning was little changed, either from the parents' or the young people's perspective. For older children at least it is important to combine parenting programmes with interventions that change underlying emotional links within the family.
Journal Article
Introduction
There are few issues which can raise stronger feelings in the average person than those which relate to children. Be it outrage at their challenging behaviour, or distress at injury or neglect, adults quickly become moved by issues which involve children. Even more fascinating is the way that each person 'knows' how the situation or behaviour should be handled - and usually this means that the delinquent needs more punishment, or the hurt child needs more care. While such emotional responses are very understandable, they are not always the correct way to intervene in a situation to ensure that matters will be improved. A child's functioning and development are influenced by many (at times, competing) influences, and any efforts to help must be informed by an understanding of these.
Book Chapter
Depression
Over recent years, there has been an intense interest in the concept of depression in childhood. The issue is particularly complex because sadness and tears are common parts of all children's lives and so cannot form any true basis for a diagnosis of a depressive illness. Moreover, the term itself has become so much part of common usage that it has begun to lose value as a description of a particular illness process. In addition, it is important not to lose sight of other emotional reactions in children and adolescents that can at first sight appear similar to depression but are a normal age variant. An excellent example of this is the mood lability which is common in the early teenage years, and presents as rapid changes of mood which are sometimes quite marked. It is occasionally difficult to distinguish this type of marked mood swing from the illness process where profound depression alternates with a very elated and over-cheerful period (known as bipolar illness - see Chapter 7), but the distinction is important since the ways to respond to these two types of mood variation are substantially different.
Book Chapter
Disruptiveness and challenging behaviour in schools and classrooms
Most pupils believe that they and their teachers have different interests. In their view, it is his business to exact of them hard service, theirs to escape from it; it is his privilege to make laws; theirs to evade them. He is benefited by their industry, they by their indolence; he is honoured by their obedience, they by their independence. From the infant school to the professional seminary this moral warfare exists.
Book Chapter
Dyslexia
In every country one will find a significant number of children whose performance in reading, writing and spelling is considered to be problematic. Although the origins of such difficulties can be easily explained for some - for example, because of hearing/visual impairment, autism, brain damage - there are many others for whom the cause is less evident. Many of this latter group are considered to have a specific disorder, often known as developmental dyslexia or reading disability.
Book Chapter