Behaviour profile of Hungarian adolescent outpatients with a dual diagnosis

Dinya, Elek; Csorba, János; Suli, Agota; Grósz, Zsofia

doi:10.1016/j.ridd.2012.03.001

Cited by 8 publications

(12 citation statements)

References 16 publications

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“…In a study by Duric and Elgen, one-third of clinically referred children with ICD-10 criteria of ADHD had low IQ, defined as \85 on the Wechsler Intelligence Scale for Children IV [32]. Another study among adolescents from Europe reported that around 21 % of ADHD youth had a co-morbid diagnosis of Intellectual Disability as defined by IQ \ 85 [33]. However, multiple studies have found that the associations with ADHD and academic underachievement persist after adjusting for IQ [24,25,34,35].…”

Section: Impact Of Adhd On School Performancementioning

confidence: 99%

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

2015

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Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.

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Section: Impact Of Adhd On School Performancementioning

confidence: 99%

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

2015

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“…It is important to mention that ten studies were categorized as belonging to more than one category. Specifically, six studies [ 28 , 29 , 30 , 31 , 32 , 33 ] were grouped into the categories of relational and/or measurement and validation studies, and two studies [ 34 , 35 ] were grouped into the categories of relational and intervention studies.…”

Section: Resultsmentioning

confidence: 99%

“…Of the articles identified in this review, a total of 72 were identified as relational or measurement studies (see Table 3 ). Six studies, although categorized as relational and/or measurement, overlapped with the validation category [ 28 , 29 , 30 , 32 , 33 , 68 ].…”

Section: Resultsmentioning

confidence: 99%

“…As shown in Table 3 , most of the relational studies used a version of the BPI [ 29 , 31 , 122 , 123 , 124 , 125 , 126 , 127 , 128 , 129 , 130 , 131 , 132 , 133 , 134 , 135 , 136 , 137 , 138 , 139 , 140 , 141 , 142 ], the ABC [ 94 , 95 , 96 , 97 , 98 , 99 , 100 , 101 ], or the ABC-C [ 33 , 105 , 106 , 107 , 108 , 109 , 110 , 111 ]. The other instruments used for these studies were ASD-BPA [ 115 , 116 , 117 , 118 , 119 ], CCB [ 30 , 147 , 148 , 149 , 150 , 151 ], MOAS [ 153 , 154 , …”

Section: Resultsmentioning

confidence: 99%

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Assessment of Challenging Behavior Exhibited by People with Intellectual and Developmental Disabilities: A Systematic Review

REYES-MARTÍN

Simó-Pinatella

Font-Roura³

2022

IJERPH

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The assessment of challenging behavior exhibited by people with intellectual and developmental disabilities is essential for the planning of prevention and intervention programs. This review aimed to identify and analyze the standardized instruments that exclusively focus on the assessment of challenging behavior. We identified and organized 141 articles into four categories: original instrument studies, validation studies, relational studies, and intervention studies. The results identified 24 instruments that generally show high-quality psychometric properties and other utilities beyond the observation of the presence of challenging behavior and diagnostic categorization. Age, level of adaptive behavior, disability, presence of autism spectrum disorder, and medication are some of the variables that were found to be possibly related to the occurrence of challenging behavior. Additionally, the results suggest that interventions focused on supporting positive behavior or providing training on behavior to professionals and caregivers significantly reduced the occurrence of these behaviors. Instruments that help us to understand and measure the challenging behavior exhibited by people with intellectual and developmental disabilities are essential for the design of effective evaluation and intervention protocols.

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“…In recent years the relationship between PB and comorbid PD has raised increasing interest in mental health research for persons with ID and other neurodevelopmental disorders (Moss et al, 2000;Holden and Gitlesen, 2003;Kishore, et al, 2005;Hemmings, et al, 2006;Myrbakk and von Tetzchner, 2008;McCarthy et al, 2009;Call et al, 2012;Dinya et al, 2012). In ID and ASD, Matson and colleagues (2012) already highlighted the difficulty to distinguish between PBs and associated PD.…”

Section: Discussionmentioning

confidence: 99%

Problem behaviours and Major Depressive Disorder in adults with intellectual disability and autism

Baudewijns

Ronsse²,

Verstraete

et al. 2018

Psychiatry Research

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Highlights 1) Persons with intellectual disability and autism spectrum disorder showing problem behaviours resulted to have a significantly higher prevalence of major depressive disorder than those who do not show problem behaviours.2) The severity of depressive symptoms resulted to have a strong correlation with scores of instrumental assessment of problem behaviours.3) Among problem behaviours, verbal aggression was found to be the most frequent equivalent of major depressive disorder.

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Behaviour profile of Hungarian adolescent outpatients with a dual diagnosis

Cited by 8 publications

References 16 publications

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

Assessment of Challenging Behavior Exhibited by People with Intellectual and Developmental Disabilities: A Systematic Review

Problem behaviours and Major Depressive Disorder in adults with intellectual disability and autism

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