Behavioral sensitivity to changing reinforcement contingencies in attention‐deficit hyperactivity disorder

Alsop, Brent; Furukawa, Emi; Sowerby, Paula; Jensen, Stephanie; Moffat, Cara; Tripp, Gail

doi:10.1111/jcpp.12561

Cited by 28 publications

(42 citation statements)

References 28 publications

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“…Efforts should be made to reduce the extended use of punishment as much as possible. To this end, caregivers and teachers need be encouraged to make rules and consequences explicit for children with ADHD (Alsop et al., ), with nonpunitive calmly presented reminders, as necessary. Immediate and frequent reinforcement of appropriate behavior is urged to help prevent, or replace, undesirable behavior.…”

Section: Discussionmentioning

confidence: 99%

Evidence for increased behavioral control by punishment in children with attention‐deficit hyperactivity disorder

Furukawa

Alsop

Sowerby³

et al. 2016

Child Psychology Psychiatry

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Section: Discussionmentioning

confidence: 99%

Evidence for increased behavioral control by punishment in children with attention‐deficit hyperactivity disorder

Furukawa

Alsop

Sowerby³

et al. 2016

Child Psychology Psychiatry

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“…Response allocation studies also differ from instrumental-learning tasks in that reinforcement is not being explicitly used to shape behavior (Hauser et al 2014;Chantiluke et al 2015) or improve performance (Luman et al 2009). In these studies, participants often remain uncertain of reward availability across response alternatives throughout the task (e.g., Alsop et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Two recent response allocation studies (Alsop et al 2016;Furukawa et al 2017) used signal-detection methodology to evaluate the sensitivity of children with ADHD to changes in reward availability. Children with ADHD are known to experience difficulty adjusting their behavior according to situational demands (Douglas and Peters 1979;Barkley 1997) and this is reflected in current and previous diagnostic criteria (American Psychiatric Association 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Children with ADHD are known to experience difficulty adjusting their behavior according to situational demands (Douglas and Peters 1979;Barkley 1997) and this is reflected in current and previous diagnostic criteria (American Psychiatric Association 2013). Both Alsop et al (2016) and Furukawa et al (2017) reported the behavior of children with ADHD did not track the changing reinforcement contingencies as closely as their typically developing peers, when rates of reinforcement were low and there was uncertainty over the association between an action and its outcome. In the Alsop et al (2016) study, the ADHD group did alter their response allocation following the change in reinforcement contingencies, but to a smaller extent than was seen in the control group.…”

Section: Introductionmentioning

confidence: 99%

“…Both Alsop et al (2016) and Furukawa et al (2017) reported the behavior of children with ADHD did not track the changing reinforcement contingencies as closely as their typically developing peers, when rates of reinforcement were low and there was uncertainty over the association between an action and its outcome. In the Alsop et al (2016) study, the ADHD group did alter their response allocation following the change in reinforcement contingencies, but to a smaller extent than was seen in the control group. It is unclear whether the children with ADHD were less sensitive or slower in adapting to the change in reinforcer availability.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral adjustment to asymmetric reward availability among children with and without ADHD: effects of past and current reinforcement contingencies

Furukawa

Alsop

Caparelli-Dáquer

et al. 2018

ADHD Atten Def Hyp Disord

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Altered reinforcement sensitivity is hypothesized to underlie symptoms of attention deficit hyperactivity disorder (ADHD). Here we evaluate the behavioral sensitivity of Brazilian children with and without ADHD to a change in reward availability. Forty typically developing children and 32 diagnosed with DSM-IV ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched, without warning, after 30 rewards were delivered. The task continued until another 30 rewards were delivered. Both groups of children developed a response bias toward the initially more frequently reinforced alternative. This effect was larger in the control group. The response allocation of the two groups changed following the shift in reward availability. Over time the ADHD group developed a significant response bias toward the now more frequently reinforced alternative. In contrast, the bias of the control group stayed near zero after an initial decline following the contingency change. The overall shift in bias was similar for the two groups. The behavior of both groups of children was sensitive to the asymmetric reward distribution and to the change in reward availability. Subtle group differences in response patterns emerged, possibly reflecting differences in the time frame of reward effects and sensitivity to reward exposure.

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How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment

Oord

Tripp

2020

Clin Child Fam Psychol Rev

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Attention deficit hyperactivity disorder [ADHD] is one of the most common psychiatric disorders of childhood with poor prognosis if not treated effectively. Recommended psychosocial evidence-based treatment for preschool and school-aged children is behavioral parent and teacher training [BPT]. The core elements of BPT are instrumental learning principles, i.e., reinforcement of adaptive and the ignoring or punishment of non-adaptive behaviors together with stimulus control techniques. BPT is moderately effective in reducing oppositional behavior and improving parenting practices; however, it does not reduce blinded ratings of ADHD symptoms. Also after training effects dissipate. This practitioner review proposes steps that can be taken to improve BPT outcomes for ADHD, based on purported causal processes underlying ADHD. The focus is on altered motivational processes (reward and punishment sensitivity), as they closely link to the instrumental processes used in BPT. Following a critical analysis of current behavioral treatments for ADHD, we selectively review motivational reinforcement-based theories of ADHD, including the empirical evidence for the behavioral predictions arising from these theories. This includes consideration of children’s emotional reactions to expected and unexpected outcomes. Next we translate this evidence into potential ADHD-specific adjustments designed to enhance the immediate and long-term effectiveness of BPT programs in addressing the needs of children with ADHD. This includes the use of remediation strategies for proposed deficits in learning not commonly used in BPT programs and cautions regarding the use of punishment. Finally, we address how these recommendations can be effectively transferred to clinical practice.

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Behavioral sensitivity to changing reinforcement contingencies in attention‐deficit hyperactivity disorder

Cited by 28 publications

References 28 publications

Evidence for increased behavioral control by punishment in children with attention‐deficit hyperactivity disorder

Evidence for increased behavioral control by punishment in children with attention‐deficit hyperactivity disorder

Behavioral adjustment to asymmetric reward availability among children with and without ADHD: effects of past and current reinforcement contingencies

How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment

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