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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
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
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
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
Hyperactive : the controversial history of ADHD
Attention deficit hyperactivity disorder, or ADHD, is one of the most common developmental disorders, with an average of 9 per cent of U.S. children between the ages of five and seventeen diagnosed each year. It is also one of the most controversial. Since the 1950s, when hyperactivity in children was first diagnosed, psychiatrists, educators, parents and politicians have debated the causes, treatment and implications of the disorder.
Book
ADHD
In a discussion of ADHD treatments, Wender and Tomb stress that drug therapy remains the most effective in treating the disorder. They add, however, that psychological techniques, when combined with medication, can produce further improvement. Wender and Tomb offer practical, comprehensive instructions on how parents of an ADHD sufferer can best help their child. Now a classic work, ADHD grants parents and adults whose lives have been touched by this disorder an indispensable source of help, hope, and understanding.
eBook
Helping children with ADHD
Combining the latest research evidence with the authors’ practical expertise, Helping Children with ADHD offers a complete intervention programme for flexibly delivering behavioural and cognitive interventions to children aged 6-12 with ADHD and associated conditions. ● Redefines and develops best practice in the application of cognitive and behavioural techniques to help children aged 6-12 with ADHD and associated comorbid conditions, including learning difficulties ● Offers a range of engaging resources within a pragmatic and practically-focused approach; modular structure allows the interventions to be selected and tailored according to the particular age, ability and needs of the individual child ● An appendix of entertaining stories about Buzz, a boy with ADHD, provides structural narrative while also teaching core skills in areas such as keeping calm, planning, managing impulsivity and dealing with anxiety ● Straightforward, accessible language allows the techniques to be used by those without expert clinical training; dedicated sections provide advice for using the approach in school, home and group contexts ● A companion website provides downloadable materials including illustrated patient worksheets to accompany the narrative stories
eBook