Journal of Developmental & Behavioral Pediatrics, 2021
Objective.-To describe the clinical and psychosocial characteristics, and their hypothesized inte... more Objective.-To describe the clinical and psychosocial characteristics, and their hypothesized interrelations , as it pertains to risk for stimulant diversion (sharing, selling, or trading) for adolescents in pediatric primary care treatment for ADHD. Method.-Baseline data for 341 adolescents in a cluster-randomized controlled trial of stimulant diversion prevention in pediatric primary care (NCT_03080259) were used to 1) characterize diversion and newly measured risk factors, 2) examine their associations with age and gender, and 3) test whether associations among risk factors were consistent with model-implied predictions. Data were collected via multi-informant electronic surveys from adolescents and parents. Results.-Diversion was rare (1%) in this sample (M age =15, SD=1.5, 74% male participants). Older age was associated with being approached to divert, r=.25, p<.001, and higher risk on variables pertinent to stimulant treatment, such as treatment disclosure, r=.12, p<.05, tolerance for stimulant misuse and diversion, r=.17, p<.05, and peer norms favorable to stimulant misuse and diversion (r's=.15 to .34, p<.001). Gender differences were minimal. Variables from our conceptual model and specific to stimulants (e.g., perceived likelihood of negative consequences from diversion and schoolmate stimulant misuse/diversion) were related in multivariable regressions to hypothesized immediate precursors of diversion (e.g., diversion intentions). Conclusion.-Although diversion was rare for these primary care-treated adolescents, risk levels appear to be higher for older adolescents. Prevention may be most effective by capitalizing on current psychosocial strengths and discussing stimulant-specific attitudes, behaviors, and social norms before vulnerability to diversion increases in the final years of high school and into college.
Journal of The American Academy of Child and Adolescent Psychiatry, 1998
DSM-IV criteria for ADHD specify two dimensions of inattention and hyperactivity-impulsivity symp... more DSM-IV criteria for ADHD specify two dimensions of inattention and hyperactivity-impulsivity symptoms that are used to define three nominal subtypes: predominantly hyperactive-impulsive type (ADHD-H), predominantly inattentive type (ADHD-I), and combined type (ADHD-C). To aid decision-making for DSM-5 and other future diagnostic systems, a comprehensive literature review and meta-analysis of 546 studies was completed to evaluate the validity of the DSM-IV model of ADHD.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
Journal of The American Academy of Child and Adolescent Psychiatry, 2003
To compare the prevalence of psychological disorders in parents of young children with and withou... more To compare the prevalence of psychological disorders in parents of young children with and without attention-deficit/hyperactivity disorder (ADHD) and comorbid disruptive behavior disorders (DBD). Method: Subjects included 98 three-to seven-year-old children with DSM-IV ADHD (68 with ADHD and comorbid oppositional defiant or conduct disorder [ADHD+ODD/CD]) and 116 non-ADHD comparison children recruited in 1995-96 during the first wave of a longitudinal study. Biological mothers were administered interviews to assess ADHD and DBD in their children and mood, anxiety, and substance use disorders in themselves. In addition, they were queried about symptoms of childhood ADHD and DBD, and antisocial personality disorder in themselves and their children's biological fathers. Results: Child ADHD was associated with increased rates of maternal and paternal childhood ADHD relative to comparison children.
This multi-voxel, phosphorus magnetic resonance spectroscopy ( 31 P MRS) study examined the prefr... more This multi-voxel, phosphorus magnetic resonance spectroscopy ( 31 P MRS) study examined the prefrontal cortex (PFC), basal ganglia (BG) and superior temporal (ST) region in 10 children with attention-deficit/hyperactivity disorder (ADHD) and 15 healthy controls. ADHD patients had lower PFC and BG phosphomonoester (PME) levels compared to healthy children. No differences were noted in the ST. These deficits in membrane phospholipid (MPL) precursor levels suggest reduced mass of cellular MPLs due to a possible underdevelopment of neuronal processes and synapses in ADHD.
Context: There is mounting evidence of neurodevelopmental alterations implicating the prefrontal ... more Context: There is mounting evidence of neurodevelopmental alterations implicating the prefrontal cortex (PFC) and basal ganglia in children with attention-deficit/ hyperactivity disorder (ADHD). The brain undergoes substantive structural and functional changes with a differential timing between brain regions during development from childhood to adolescence. In vivo phosphorus 31 magnetic resonance spectroscopy ( 31 P MRS) is a noninvasive neuroimaging approach that is sensitive in assessing developmental changes of overproducing/pruning of synapses.
The Academic and Behavioral Competencies (ABC) Program, a schooiwide progmm to reduce classroom d... more The Academic and Behavioral Competencies (ABC) Program, a schooiwide progmm to reduce classroom disruption and encourage ru.le following, academic task completion, and homework compktion, is described. The program was initially developed and imple.mented in an elementary school with a high-risk population. Dak'l from teachers, parents, and children indicate high levels of satisfaction wlth the program, In addition, unobtrusive measures of program impact, repOlted as reductions in refem;l.lB to the principal's oince, suspensions, and increa..I.!es in homework completion rates relative t.o the year prior to imp_lementation of the program, suggest a preliminary positive impact of the prognun. A replication is reported for another school district, with teacher evaluations of satisfaction and eilectiveness repOlted, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents prelimi·· nary data on the process of implementation and. stakeholder satisfaction. (i oj Alt. Dis. 2005;9(1), [248][249][250][251][252][253][254][255][256][257][258][259][260]
Journal of Consulting and Clinical Psychology, 2002
Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributi... more Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balancedplacebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summer treatment program and were repeated in boys' regular classrooms. Expectancy did not affect the boys' behavior; only active medication improved their behavior. Boys attributed their success to their effort and ability and attributed failure to task difficulty and the pill, regardless of medication and expectancy. Results were generally equivalent across the two settings; where there were differences, beneficial effects of medication were more apparent in the school setting. The findings were unaffected by individualdifference factors.
Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes su... more Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes such as substance abuse and criminality, particularly if they develop conduct problems. Little is known about early predictors of the developmental course of conduct problems among children with ADHD, however. Parental psychopathology and parenting were assessed in 108 children who first met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for ADHD at 4 -7 years old. When demographic variables and baseline ADHD and conduct problems were controlled, maternal depression predicted conduct problems 2-8 years following the initial assessment, whereas positive parenting during the structured parent-child interaction task predicted fewer future conduct problems. These findings suggest that maternal depression is a risk factor, whereas early positive parenting is a protective factor, for the developmental course of conduct problems among children with ADHD.
The predictive validity of symptom criteria for different subtypes of ADHD among children who wer... more The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defi... more Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defined by the Diagnostic Criteria for Research for mental and behavioral disorders of the tenth edition of the International Classification of Diseases (ICD-10; World Health Organization, 1993), particularly when the diagnosis is given to younger children.Methods: The predictive validity of HKD was evaluated over a 6-year period and compared to the predictive validity of DSM-IV attention-deficit/hyperactivity disorder (ADHD) in 95 4–6-year-old children who met full criteria for at least ADHD and 122 demographically-matched nonreferred comparison children. Diagnoses were based on structured assessments of both parents and teachers.Results: All children who met full criteria for HKD also met full DSM-IV criteria for ADHD, but only 26% of ADHD children met criteria for HKD. Children who met criteria for HKD (N = 24), children who would have met criteria for HKD but were excluded from the diagnosis because they concurrently met criteria for an anxiety disorder or depression (N = 16), and the remaining children who met DSM-IV criteria for ADHD (N = 55) all exhibited significantly more symptoms of ADHD and greater social and academic impairment during years 2–7 than nonreferred comparison children. Unlike the two other diagnostic groups, however, children who met strict criteria for HKD were not more likely than comparison children to be injured unintentionally or to be placed in special education.Conclusions: Both ICD-10 HKD and DSM-IV ADHD exhibit predictive validity over 6 years, but ICD-10 HKD appears to under-identify children with persistent ADHD symptoms and related impairment. Children who met criteria for DSM-IV ADHD but not HKD exhibited at least as much functional impairment over time as hyperkinetic children.
Assessment and treatment of attention-de®cit/hyperactivity disorder (ADHD) are reviewed in order ... more Assessment and treatment of attention-de®cit/hyperactivity disorder (ADHD) are reviewed in order to highlight the importance of examining individual dierences in treatment response. It is emphasized that treatment response in children often varies as a function of the domain measured, the setting evaluated, and intensity of the treatment. Three case studies are presented to illustrate this point. The ®rst case study is an example of a child who showed a consistent response to medication across settings and domains and treatment intensities. The second case study is an example of a child who showed dierential treatment response as a function of setting and/or treatment intensity, but was consistent across domain. The third case study is an example of a child who showed a dierential response to treatment as a function of domain, but was consistent across settings and treatment intensities. These case studies highlight the need for systematic, comprehensive, individualized treatments for children with ADHD. # 1998 Elsevier Science Ltd. All rights reserved.
Journal of Clinical Child and Adolescent Psychology, 2006
Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief ... more Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed.
Experimental and Clinical Psychopharmacology, 1997
Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on... more Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and task persistence of 60 boys with attention deficit hyperactivity disorder (ADHD) were investigated. In a balanced-placebo design, boys in 4 ...
Experimental and Clinical Psychopharmacology, 1997
Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on... more Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and task persistence of 60 boys with attention deficit hyperactivity disorder (ADHD) were investigated. In a balanced-placebo design, boys in 4 ...
Journal of Consulting and Clinical Psychology, 2002
Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributi... more Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balancedplacebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summer treatment program and were repeated in boys' regular classrooms. Expectancy did not affect the boys' behavior; only active medication improved their behavior. Boys attributed their success to their effort and ability and attributed failure to task difficulty and the pill, regardless of medication and expectancy. Results were generally equivalent across the two settings; where there were differences, beneficial effects of medication were more apparent in the school setting. The findings were unaffected by individualdifference factors.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
Journal of Developmental & Behavioral Pediatrics, 2021
Objective.-To describe the clinical and psychosocial characteristics, and their hypothesized inte... more Objective.-To describe the clinical and psychosocial characteristics, and their hypothesized interrelations , as it pertains to risk for stimulant diversion (sharing, selling, or trading) for adolescents in pediatric primary care treatment for ADHD. Method.-Baseline data for 341 adolescents in a cluster-randomized controlled trial of stimulant diversion prevention in pediatric primary care (NCT_03080259) were used to 1) characterize diversion and newly measured risk factors, 2) examine their associations with age and gender, and 3) test whether associations among risk factors were consistent with model-implied predictions. Data were collected via multi-informant electronic surveys from adolescents and parents. Results.-Diversion was rare (1%) in this sample (M age =15, SD=1.5, 74% male participants). Older age was associated with being approached to divert, r=.25, p<.001, and higher risk on variables pertinent to stimulant treatment, such as treatment disclosure, r=.12, p<.05, tolerance for stimulant misuse and diversion, r=.17, p<.05, and peer norms favorable to stimulant misuse and diversion (r's=.15 to .34, p<.001). Gender differences were minimal. Variables from our conceptual model and specific to stimulants (e.g., perceived likelihood of negative consequences from diversion and schoolmate stimulant misuse/diversion) were related in multivariable regressions to hypothesized immediate precursors of diversion (e.g., diversion intentions). Conclusion.-Although diversion was rare for these primary care-treated adolescents, risk levels appear to be higher for older adolescents. Prevention may be most effective by capitalizing on current psychosocial strengths and discussing stimulant-specific attitudes, behaviors, and social norms before vulnerability to diversion increases in the final years of high school and into college.
Journal of The American Academy of Child and Adolescent Psychiatry, 1998
DSM-IV criteria for ADHD specify two dimensions of inattention and hyperactivity-impulsivity symp... more DSM-IV criteria for ADHD specify two dimensions of inattention and hyperactivity-impulsivity symptoms that are used to define three nominal subtypes: predominantly hyperactive-impulsive type (ADHD-H), predominantly inattentive type (ADHD-I), and combined type (ADHD-C). To aid decision-making for DSM-5 and other future diagnostic systems, a comprehensive literature review and meta-analysis of 546 studies was completed to evaluate the validity of the DSM-IV model of ADHD.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
Journal of The American Academy of Child and Adolescent Psychiatry, 2003
To compare the prevalence of psychological disorders in parents of young children with and withou... more To compare the prevalence of psychological disorders in parents of young children with and without attention-deficit/hyperactivity disorder (ADHD) and comorbid disruptive behavior disorders (DBD). Method: Subjects included 98 three-to seven-year-old children with DSM-IV ADHD (68 with ADHD and comorbid oppositional defiant or conduct disorder [ADHD+ODD/CD]) and 116 non-ADHD comparison children recruited in 1995-96 during the first wave of a longitudinal study. Biological mothers were administered interviews to assess ADHD and DBD in their children and mood, anxiety, and substance use disorders in themselves. In addition, they were queried about symptoms of childhood ADHD and DBD, and antisocial personality disorder in themselves and their children's biological fathers. Results: Child ADHD was associated with increased rates of maternal and paternal childhood ADHD relative to comparison children.
This multi-voxel, phosphorus magnetic resonance spectroscopy ( 31 P MRS) study examined the prefr... more This multi-voxel, phosphorus magnetic resonance spectroscopy ( 31 P MRS) study examined the prefrontal cortex (PFC), basal ganglia (BG) and superior temporal (ST) region in 10 children with attention-deficit/hyperactivity disorder (ADHD) and 15 healthy controls. ADHD patients had lower PFC and BG phosphomonoester (PME) levels compared to healthy children. No differences were noted in the ST. These deficits in membrane phospholipid (MPL) precursor levels suggest reduced mass of cellular MPLs due to a possible underdevelopment of neuronal processes and synapses in ADHD.
Context: There is mounting evidence of neurodevelopmental alterations implicating the prefrontal ... more Context: There is mounting evidence of neurodevelopmental alterations implicating the prefrontal cortex (PFC) and basal ganglia in children with attention-deficit/ hyperactivity disorder (ADHD). The brain undergoes substantive structural and functional changes with a differential timing between brain regions during development from childhood to adolescence. In vivo phosphorus 31 magnetic resonance spectroscopy ( 31 P MRS) is a noninvasive neuroimaging approach that is sensitive in assessing developmental changes of overproducing/pruning of synapses.
The Academic and Behavioral Competencies (ABC) Program, a schooiwide progmm to reduce classroom d... more The Academic and Behavioral Competencies (ABC) Program, a schooiwide progmm to reduce classroom disruption and encourage ru.le following, academic task completion, and homework compktion, is described. The program was initially developed and imple.mented in an elementary school with a high-risk population. Dak'l from teachers, parents, and children indicate high levels of satisfaction wlth the program, In addition, unobtrusive measures of program impact, repOlted as reductions in refem;l.lB to the principal's oince, suspensions, and increa..I.!es in homework completion rates relative t.o the year prior to imp_lementation of the program, suggest a preliminary positive impact of the prognun. A replication is reported for another school district, with teacher evaluations of satisfaction and eilectiveness repOlted, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents prelimi·· nary data on the process of implementation and. stakeholder satisfaction. (i oj Alt. Dis. 2005;9(1), [248][249][250][251][252][253][254][255][256][257][258][259][260]
Journal of Consulting and Clinical Psychology, 2002
Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributi... more Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balancedplacebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summer treatment program and were repeated in boys' regular classrooms. Expectancy did not affect the boys' behavior; only active medication improved their behavior. Boys attributed their success to their effort and ability and attributed failure to task difficulty and the pill, regardless of medication and expectancy. Results were generally equivalent across the two settings; where there were differences, beneficial effects of medication were more apparent in the school setting. The findings were unaffected by individualdifference factors.
Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes su... more Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes such as substance abuse and criminality, particularly if they develop conduct problems. Little is known about early predictors of the developmental course of conduct problems among children with ADHD, however. Parental psychopathology and parenting were assessed in 108 children who first met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for ADHD at 4 -7 years old. When demographic variables and baseline ADHD and conduct problems were controlled, maternal depression predicted conduct problems 2-8 years following the initial assessment, whereas positive parenting during the structured parent-child interaction task predicted fewer future conduct problems. These findings suggest that maternal depression is a risk factor, whereas early positive parenting is a protective factor, for the developmental course of conduct problems among children with ADHD.
The predictive validity of symptom criteria for different subtypes of ADHD among children who wer... more The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defi... more Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defined by the Diagnostic Criteria for Research for mental and behavioral disorders of the tenth edition of the International Classification of Diseases (ICD-10; World Health Organization, 1993), particularly when the diagnosis is given to younger children.Methods: The predictive validity of HKD was evaluated over a 6-year period and compared to the predictive validity of DSM-IV attention-deficit/hyperactivity disorder (ADHD) in 95 4–6-year-old children who met full criteria for at least ADHD and 122 demographically-matched nonreferred comparison children. Diagnoses were based on structured assessments of both parents and teachers.Results: All children who met full criteria for HKD also met full DSM-IV criteria for ADHD, but only 26% of ADHD children met criteria for HKD. Children who met criteria for HKD (N = 24), children who would have met criteria for HKD but were excluded from the diagnosis because they concurrently met criteria for an anxiety disorder or depression (N = 16), and the remaining children who met DSM-IV criteria for ADHD (N = 55) all exhibited significantly more symptoms of ADHD and greater social and academic impairment during years 2–7 than nonreferred comparison children. Unlike the two other diagnostic groups, however, children who met strict criteria for HKD were not more likely than comparison children to be injured unintentionally or to be placed in special education.Conclusions: Both ICD-10 HKD and DSM-IV ADHD exhibit predictive validity over 6 years, but ICD-10 HKD appears to under-identify children with persistent ADHD symptoms and related impairment. Children who met criteria for DSM-IV ADHD but not HKD exhibited at least as much functional impairment over time as hyperkinetic children.
Assessment and treatment of attention-de®cit/hyperactivity disorder (ADHD) are reviewed in order ... more Assessment and treatment of attention-de®cit/hyperactivity disorder (ADHD) are reviewed in order to highlight the importance of examining individual dierences in treatment response. It is emphasized that treatment response in children often varies as a function of the domain measured, the setting evaluated, and intensity of the treatment. Three case studies are presented to illustrate this point. The ®rst case study is an example of a child who showed a consistent response to medication across settings and domains and treatment intensities. The second case study is an example of a child who showed dierential treatment response as a function of setting and/or treatment intensity, but was consistent across domain. The third case study is an example of a child who showed a dierential response to treatment as a function of domain, but was consistent across settings and treatment intensities. These case studies highlight the need for systematic, comprehensive, individualized treatments for children with ADHD. # 1998 Elsevier Science Ltd. All rights reserved.
Journal of Clinical Child and Adolescent Psychology, 2006
Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief ... more Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed.
Experimental and Clinical Psychopharmacology, 1997
Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on... more Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and task persistence of 60 boys with attention deficit hyperactivity disorder (ADHD) were investigated. In a balanced-placebo design, boys in 4 ...
Experimental and Clinical Psychopharmacology, 1997
Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on... more Abstract 1. The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and task persistence of 60 boys with attention deficit hyperactivity disorder (ADHD) were investigated. In a balanced-placebo design, boys in 4 ...
Journal of Consulting and Clinical Psychology, 2002
Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributi... more Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balancedplacebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summer treatment program and were repeated in boys' regular classrooms. Expectancy did not affect the boys' behavior; only active medication improved their behavior. Boys attributed their success to their effort and ability and attributed failure to task difficulty and the pill, regardless of medication and expectancy. Results were generally equivalent across the two settings; where there were differences, beneficial effects of medication were more apparent in the school setting. The findings were unaffected by individualdifference factors.
Journal of Consulting and Clinical Psychology, 2001
The authors examined academic task persistence, pretask expectancies, self-evaluations, and attri... more The authors examined academic task persistence, pretask expectancies, self-evaluations, and attributions of boys with attention-deficit/hyperactivity disorder (ADHD) as compared with control boys. Participants were 83 ADHD boys and 66 control boys, all normally achieving. Prior to the task, performance expectancies were assessed. After a success-failure manipulation with find-a-word puzzles, performance on subsequent trials, self-evaluations, and attributions were evaluated. Compared with controls, ADHD boys solved fewer test puzzles, quit working more often, and found fewer words on a generalization task. Consistent with these behavioral findings, research assistants rated ADHD boys as less effortful and less cooperative than control boys. Although ADHD boys did not differ significantly from controls in their posttask self-evaluations, they did differ significantly from controls in some aspects of their attributions. Attributional data indicated that ADHD boys endorsed luck as a reason for success more strongly and lack of effort as a reason for failure less strongly than controls.
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