Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
187,659
result(s) for
"Attention."
Sort by:
The Effects of the Fast Track Preventive Intervention on the Development of Conduct Disorder Across Childhood
The impact of the Fast Track intervention on externalizing disorders across childhood was examined. Eight hundred-ninety-one early-starting children (69% male; 51% African American) were randomly assigned by matched sets of schools to intervention or control conditions. The 10-year intervention addressed parent behavior-management, child social cognitive skills, reading, home visiting, mentoring, and classroom curricula. Outcomes included psychiatric diagnoses after grades 3, 6, 9, and 12 for conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder, and any externalizing disorder. Significant interaction effects between intervention and initial risk level indicated that intervention prevented the lifetime prevalence of all diagnoses, but only among those at highest initial risk, suggesting that targeted intervention can prevent externalizing disorders to promote the raising of healthy children.
Journal Article
Effects of computerized cognitive training as add-on treatment to stimulants in ADHD: a pilot fMRI study
The neurofunctional effects of Cognitive training (CT) are poorly understood. Our main objective was to assess fMRI brain activation patterns in children with ADHD who received CT as an add-on treatment to stimulant medication. We included twenty children with ADHD from a clinical trial of stimulant medication and CT (10 in medication + CT and 10 in medication + non-active training). Between-group differences were assessed in performance and in brain activation during 3 fMRI paradigms of working memory (N-back: 0-back, 1-back, 2-back, 3-back), sustained attention (Sustained Attention Task - SAT: 2 s, 5 s and 8 s delays) and inhibitory control (Go/No-Go). We found significant group x time x condition interactions in working memory (WM) and sustained attention on brain activation. In N-back, decreases were observed in the BOLD signal change from baseline to endpoint with increasing WM load in the right insula, right putamen, left thalamus and left pallidum in the CT compared to the non-active group; in SAT - increases in the BOLD signal change from baseline to endpoint with increasing delays were observed in bilateral precuneus, right insula, bilateral associative visual cortex and angular gyrus, right middle temporal, precentral, postcentral, superior frontal and middle frontal gyri in the CT compared to the non-active group. CT in ADHD was associated with changes in activation in task-relevant parietal and striato-limbic regions of sustained attention and working memory. Changes in brain activity may precede behavioral performance modifications in working memory and sustained attention, but not in inhibitory control.
Journal Article
An exploration of concomitant psychiatric disorders in children with autism spectrum disorder
We explored patterns of concomitant psychiatric disorders in a large sample of treatment-seeking children and adolescents with autism spectrum disorder (ASD).
Participants were 658 children with ASD (age 3–17 years; mean = 7.2 years) in one of six federally-funded multisite randomized clinical trials (RCT) between 1999 and 2014. All children were referred for hyperactivity or irritability. Study designs varied, but all used the Child and Adolescent Symptom Inventory or Early Childhood Inventory to assess Attention Deficit Hyperactivity Disorder (ADHD), Oppositional-Defiant Disorder (ODD), Conduct Disorder (CD), Anxiety Disorders, and Mood Disorders. In addition, several measures in common were used to assess demographic and clinical characteristics.
Of the 658 children, 73% were Caucasian and 59% had an IQ >70. The rates of concomitant disorders across studies were: ADHD 81%, ODD 46%, CD 12%, any anxiety disorder 42%, and any mood disorder 8%. Two or more psychiatric disorders were identified in 66% of the sample. Of those who met criteria for ADHD, 50% also met criteria for ODD and 46% for any anxiety disorder. Associations between types of concomitant disorders and a number of demographic and clinical characteristics are presented.
In this well-characterized sample of treatment-seeking children with ASD, rates of concomitant psychiatric disorders were high and the presence of two or more co-occurring disorders was common. Findings highlight the importance of improving diagnostic practice in ASD and understanding possible mechanisms of comorbidity.
•We observed a high frequency of multiple concomitant DSM-defined disorders.•50% of children who met criteria for ADHD also met criteria for ODD.•46% of children who met criteria for ADHD also met criteria for an anxiety disorder.•Findings highlight the importance of improving diagnostic practices in ASD.
Journal Article
Attention and executive functions computer training for attention-deficit/hyperactivity disorder (ADHD): results from a randomized, controlled trial
Multicenter randomized clinical superiority single-blind trial investigated the effect of a computer training program targeting multiple cognitive functions. Seventy children with ADHD, aged 6–13, were randomized to intervention or control group. The intervention group used ACTIVATE™ for 8 weeks and both groups received treatment as usual and were assessed in regard to cognitive functions, symptoms, behavioral and functional outcome measures after 8, 12 and 24 weeks. There was no significant effect on the primary outcome, sustained attention (β = − 0.047; CI − 0.247 to 0.153) or the secondary outcomes [parent-rated ADHD-RS, β = − 0.037; CI (− 0.224 to 0.150); teacher-rated-ADHD-RS, β = 0.093; CI (− 0.107 to 0.294); parent-rated-BRIEF, β = − 0.119; CI (− 0.307 to 0.069); and teacher-rated-BRIEF, β = 0.136; CI (− 0.048 to 0.322)]. This multicenter randomized clinical trial found no significant beneficial effects of cognitive training using the computer program ACTIVATE on the primary or secondary outcome measures in children with ADHD. Nevertheless, our study was likely underpowered to detect small to moderate changes.Trial registration ClinicalTrials.gov: NCT01752530, date of registration: December 10, 2012.
Journal Article
Winning with ADHD : a playbook for teens & young adults with attention deficit/hyperactivity disorder
\"If you're a teen with ADHD, you care about academic and social success just as much as your peers do, but you may also experience difficulties keeping up in school and maintaining good relationships with friends and family. In addition, you probably find it challenging to stay organized, articulate your struggles to others, and cope with overwhelming pressure--especially as college approaches. This workbook [offers] skills for addressing the challenges of ADHD so you can live up to your true potential\"--Publisher marketing.
Book
Understanding ADHD
This essential guide provides accessible, concise, evidence-based guidelines on Attention Deficit Hyperactivity Disorder (ADHD), offering a deeper scientific understanding of the condition and its consequences. It offers ideas and insights for managing the condition in daily family life and promoting the most effective self-regulation strategies for children and adolescents, allowing parents to better understand the origins of their child’s behaviour and avoid potential negative consequences.
In this straightforward text, Re and Capodieci set out the basic theories on ADHD and cover key topics including parent–child relationships, helping children understand their condition, friendships with peers, comorbidities, classroom strategies, and how families and professionals can best work together. Taking into account the most recent updates to the DSM-5 definition of ADHD, the authors emphasize the importance of a multifocal approach to the treatment of ADHD, involving the child’s teachers, parents and peers, to better develop family and peer relationships. They offer strategies for the classroom, for good sleep and for healthy eating and physical activity, and support for any other learning, language, movement and emotional problems an ADHD child might have.
Understanding ADHD is essential reading for parents of children with ADHD, as well as health, education and social care professionals involved in the field.
eBook