Behavioral Interventions for Tic Disorders

“…17 Of the psychosocial treatments, behavioral parent training, behavioral classroom management, and peer-focused behavior interventions in recreational settings (like summer camps) have well-established efficacy; however, the latter are frequently unavailable in usual community settings. 15 Other types of psychotherapy, alone and in combination with medications, may be indicated for patients with ADHD and comorbid disorders, eg, habit-reversal training for tic disorders, 18 multisystemic family therapy for disruptive behavior disorders, 19 or cognitive behavior therapy for obsessive-compulsive disorders. 20 A recent systematic review and meta-analysis of nonpharmacological interventions, including dietary, behavioral, cognitive, and neurofeedback modalities, found small but significant symptom reductions produced by free fatty acid supplementation, but cautioned that better evidence from blinded assessment is needed before nonpharmacological interventions can be supported as treatments for core ADHD symptoms.…”

Section: Current Treatment Options For Adhdmentioning

confidence: 99%

Stigmatization and self-perception of youth with attention deficit/hyperactivity disorder

Bussing¹,

Mehta²

2013

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Increasing numbers of families must learn to manage their child's attention deficit/ hyperactivity disorder (ADHD) through multimodal interventions that may include psychosocial, educational, and medication treatments. Like others with mental disorders, youth with ADHD face significant stigma in its various forms, including public (expressed as prejudice and discrimination), courtesy (stigma suffered by family members or associates of individuals with ADHD), and self-stigma (stigmatized individual's acceptance of negative views by others). Successful ADHD management requires awareness of stigma and of its potential adverse consequences on treatment initiation and persistence, but also calls for effective means to combat it. This review on stigmatization and self-perception of youth with ADHD first considers the current context of management and treatment options. Next, we appraise recent research in ADHD stigma measurement, identifying a dearth of validated tools and a need for additional instrument development, especially brief measures suitable for clinical encounters. The review then addresses studies of public stigma from the perspectives of youth and adults. A number of qualitative studies document the ubiquitous nature of public stigma experiences associated with ADHD from the perspectives of caregivers. Notably, impressions gathered in qualitative research are confirmed through quantitative studies of representative youth and adult samples, such as the National Stigma Study -Children, which report considerable stigmatization of ADHD by the general public. Unlike public stigma, courtesy stigma has not been examined through large-scale quantitative studies. However, courtesy stigma has been amply documented in qualitative research as a phenomenon experienced at various ecological levels, within the dyadic relationship with the affected child to interactions with immediate and extended family, community, and health and educational systems. Very limited research could be identified for self-stigma of youth affected by ADHD, with reports of lowered self-esteem in response to public stigma. General societal antistigma programs have been developed and implemented, consisting of three paradigms -protest, education, and contact -but insufficient guidance exists for ADHD treatment providers on how to combat stigma experienced by individual patients with ADHD and their families. Keywords: attention deficit/hyperactivity disorder, stigma, public stigma, courtesy stigma, self-stigma, treatment barriers Management issues in attention deficit/ hyperactivity disorderAttention deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder with childhood onset, characterized by severe and pervasive patterns of inattention, hyperactivity, and impulsivity in more than one setting, and associated with significant functional impairment.1 Increasing numbers of families must learn to manage their child's ADHD, because this disorder is among the most commonly diagnosed neurobehavioral 2 An important aspec...

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“…In order to reduce tics, the behavioral approach advocates positive feedback [87]. A positive reinforcement program is also suggested in conjunction with strategies previously acquired to control tics.…”

Section: ▪ Positive Reinforcement Approachmentioning

confidence: 99%

Bridging neuroscience and clinical psychology: cognitive behavioral and psychophysiological models in the evaluation and treatment of Gilles de la Tourette syndrome

2013

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SUMMARYCognitive neuroscience and clinical psychology have long been considered to be separate disciplines. However, the phenomenon of brain plasticity in the context of a psychological intervention highlights the mechanisms of brain compensation and requires linking both clinical cognition and cognitive psychophysiology. A quantifiable normalization of brain activity seems to be correlated with an improvement of the tic symptoms after cognitive behavioral therapy in patients with Gilles de la Tourette syndrome (GTS). This article presents broad outlines of the state of the current literature in the field of GTS. We present our clinical research model and methodology for the integration of cognitive neuroscience in the psychological evaluation and treatment of GTS to manage chronic tic symptoms.

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Behavioral Interventions for Tic Disorders

Cited by 25 publications

References 98 publications

Deep Brain Stimulation for Tourette syndrome: The Current State of the Field

Deep Brain Stimulation for Tourette syndrome: The Current State of the Field

Stigmatization and self-perception of youth with attention deficit/hyperactivity disorder

Bridging neuroscience and clinical psychology: cognitive behavioral and psychophysiological models in the evaluation and treatment of Gilles de la Tourette syndrome

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