Assessment and Intervention Practices for Children with ADHD and Other Frontal‐Striatal Circuit Disorders

Hale, James B.; Reddy, Linda A.; Wilcox, Gabrielle; McLaughlin, Amy E.; Hain, Lisa A.; Stern, Amy; Henzel, Julie N.; Eusebio, Eleazar

doi:10.1002/9781118269855.ch11

Cited by 4 publications

(19 citation statements)

References 265 publications

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“…this should represent a fundamental underlying principle for neuropsychological test interpretation as well. essentially, the neuropsychologist must use the evaluation process to explore the anterior-posterior, left-right, and superior-inferior axes in an attempt to uncover the imbalance that results in a maladaptive behavior pattern (Hale et al, 2009). unfortunately, a detailed description of interpretive methodologies is beyond the scope of this chapter.…”

Section: Implications For Neuropsychologicalmentioning

confidence: 99%

Understanding neuropsychopathology in the 21st century: Current status, clinical application, and future directions.

Koziol¹,

Hale

2013

Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders.

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many childhood psychopathology textbooks and associated coursework focus on overt symptoms and behavior to describe different disorders and to evaluate their empirically based treatments. However, in this volume, authors attempt to move beyond this reductionist simplicity to include discussion of the interrelated brain structures, functions, and systems governing human behavior that when impaired lead to psychopathology. the term neuropsychopathology is used to make clear our perspective that psychopathology has, for far too long, been governed by categorical disorder definitions that require counting of informant-reported symptoms and arbitrary thresholds for identification. Although categorical labels may be useful for political or economic reasons, they perpetuate misinformation and misunderstanding that suggests a false dichotomy between what is "normal" and what is "abnormal" in the manifestation of brain-behavior relationships. the "neuro" focus provides usCopyright American Psychological Association. Not for further distribution. koziol, budding, and halewith the impetus to understand the etiology, manifestation, variability, and outcomes observed among children with psychopathological disorders.We all have characteristics or personalities that explain who we are, how we think, and what we do. However, personalities should not be seen as conceptually or functionally distinct from psychopathology. When does an introvert become withdrawn, an individualist become antisocial, or a visionary become psychotic? these are fine lines to draw indeed, especially given that intraindividual differences can be more important in understanding and helping children than interindividual ones. neuropsychological theory and research explains why adaptive and maladaptive characteristics often exist in the same individuals, suggesting that these characteristics represent multiple dimensions of psychosocial functioning. Interdependent and multidetermined, these dimensions represent interrelated brain-based systems that range on a continuum from normal to impaired.careful neuropsychological evaluation and clinical elucidation are needed to incorporate a dimensional perspective that will help us understand and serve individuals affected by neuropsychopathology. this dimensional approach recognizes that phenotypic presentation for any given individual is highly variable and dependent on both genetic endowment and environmental determinants. neuropsychological and neuroimaging research has revealed the brain to be much more plastic than was ever anticipated, and this fact has led us to conclude that the clinical presentation of any individual is highly malleable and modifiable. this plasticity is not unidirectional, however, because impaired brain functioning can be made better with proper intervention, whereas normal brain functioning can become problematic if exposed to deleterious environmental circumstances. those who receive intensive neuropsychological training and supervised experience are most likely to recognize the biologi...

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Section: Implications For Neuropsychologicalmentioning

confidence: 99%

Understanding neuropsychopathology in the 21st century: Current status, clinical application, and future directions.

Koziol¹,

Hale

2013

Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Neuropsychiatric disorders. In this section, we consider common childhood disorders in the context of ADHD-the most common and researched one-because attention problems are ubiquitous in clinical disorders, yet only some of these children have "true" ADHD (Hale et al, 2009). As a result, neuropsychological assessment may be required for disorders affecting emotion, behavior, and emotional functioning, including mood disorders, tic disorders, anxiety disorders, and conduct disorder (see Table 7.2).…”

Section: Pediatric Neuropsychologymentioning

confidence: 99%

“…Of the neuropsychological measures most likely to be impaired in ADHD, response inhibition is the most common finding, with vigilance, working memory, and planning measure deficits also noted (Willcutt et al, 2005). Differential executive deficits in ADHD could be accounted for by "cool" (e.g., working memory, mental flexibility, sustained attention) and "hot" (e.g., behavioral regulation, inhibition) executive deficits (Castellanos et al, 2006;Hale et al, 2009). However, ADHD-inattentive type may be a neuropsychologically and behaviorally distinct disorder (Diamond, 2005).…”

Section: Pediatric Neuropsychologymentioning

confidence: 99%

“…147 ADHD is a neurobiological disorder (Dickstein et al, 2006) affecting FSC executive functions (see Figure 7.2). FSC dysfunction likely explains the cognitive, academic, and behavioral impairments of ADHD (Dickstein et al, 2006;Hale et al, 2009), but it likely explains symptoms in other mental disorders as well (see Table 7.2). Differentiating ADHD from other disorders using behavioral criteria leads to considerable population heterogeneity (Kubas et al, 2012;Wåhlstedt, Thorell, & Bohlin, 2009).…”

Section: Pediatric Neuropsychologymentioning

confidence: 99%

“…Differences among FSC and executive function disorders are beginning to emerge (Reddy et al, 2013), and circuit overactivity and underactivity may be one defining feature. According to circuit balance theory (Hale et al, 2009), an optimal amount of executive function allows an individual to balance internal experiences and external responsiveness to environmental stimuli to maximize adaptive responding. If there is too little or too much circuit function, a disorder may occur and limit an individual's capability to adjust to environmental demands.…”

Section: Pediatric Neuropsychologymentioning

confidence: 99%

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