Psychiatric Symptoms in Preschool Children with PDD and Clinic and Comparison Samples

Gadow, Kenneth D.; DeVincent, Carla J.; Pomeroy, John C.; Azizian, Allen

doi:10.1023/b:jadd.0000037415.21458.93

Cited by 260 publications

(235 citation statements)

References 48 publications

Supporting

Mentioning

198

Contrasting

Unclassified

Order By: Relevance

“…Their demographic and background characteristics are presented in Table 1. All three samples are described in other publications (Gadow et al 2004aSprafkin et al 2002). A University Institutional Review Board approved this retrospective chart review study, and appropriate measures were taken to protect patient (and rater) confidentiality.…”

Section: Methods Participantsmentioning

confidence: 99%

“…Teacher ratings were obtained for additional samples of 407 preschoolers and 404 elementary students, none of whom was receiving special education services. Details of the sampling procedure appear in prior publications (Gadow et al 2004aGadow and Sprafkin 1997Nolan et al 2001).…”

Section: Methodsmentioning

confidence: 99%

“…For example, two recent studies found that the percentage of 3-to 5-and 6-to 12-year-olds with ASD meeting DSM-IV symptom criteria for ODD according to their parents was 13 and 27%, respectively, and the rates for teachers were 21 and 25%, respectively (Gadow et al 2004a. Interestingly, these symptom prevalence rates for ODD in children with ASD are comparable to the rates for ODD in non-ASD children referred for child psychiatric outpatient clinic evaluation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Oppositional Defiant Disorder as a Clinical Phenotype in Children with Autism Spectrum Disorder

Gadow

DeVincent

Drabick

2008

J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

To examine the validity of oppositional defiant disorder (ODD) as a clinical phenotype distinct from attention-deficit hyperactivity disorder (ADHD), parents and teachers completed a DSM-IVreferenced rating scale and a background questionnaire for 608 children (ages 3-12 years) with autism spectrum disorder (ASD). The ASD sample was separated into four groups: ODD, ADHD, ODD + ADHD, and neither (NONE). Comparison samples were non-ASD clinic (n = 326) and community (n > 800) controls. In the ASD sample, all three ODD/ ADHD groups were clearly differentiated from the NONE group, and the ODD + ADHD group had the most severe cooccurring symptoms, medication use, and environmental disadvantage. There were few differences between ASD + ODD and ASD + ADHD groups. Findings for ASD and control samples were similar, supporting overlapping mechanisms in the pathogenesis of ODD.

show abstract

Section: Methods Participantsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Oppositional Defiant Disorder as a Clinical Phenotype in Children with Autism Spectrum Disorder

Gadow

DeVincent

Drabick

2008

J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

show abstract

“…[5][6][7] Recent systematic analyses of comorbidity in ASD indicate that behavioral or mental health conditions increase the need for multiple resources, extra assistance in schools, and therapeutic interventions. [8][9][10] Symptoms of hyperactivity and impulsivity, with or without inattention (attentiondeficit/hyperactivity disorder [ADHD] symptoms), are common in children who have ASD. Rates vary from 41% to 78% in large samples.…”

mentioning

confidence: 99%

Clinical Practice Pathways for Evaluation and Medication Choice for Attention-Deficit/Hyperactivity Disorder Symptoms in Autism Spectrum Disorders

et al. 2012

View full text Add to dashboard Cite

BACKGROUND AND OBJECTIVE: Hyperactivity, impulsivity, and inattention (referred to as "ADHD [attention-deficit/hyperactivity disorder] symptoms") occur in 41% to 78% of children with autism spectrum disorders (ASDs). These symptoms often affect quality of life, interfering with learning or interventions that target primary ASD symptoms. This practice pathway describes the guidelines for evaluation and treatment of children and adolescents with ASD and comorbid ADHD symptoms.METHODS: Current research in this area is limited, and, therefore, these recommendations are based on a systematic literature review and expert consensus in the Autism Speaks Autism Treatment Network Psychopharmacology Committee. RESULTS:The recommended practice pathway includes the Symptom Evaluation Pathway for systematic assessment of ADHD symptoms across settings; examination for comorbid sleep, medical, or psychiatric comorbidities that may contribute to symptoms; and evaluation of behavioral interventions that may ameliorate these symptoms. For children for whom medication is being considered to target the ADHD symptoms, the medication choice pathway provides guidance on the selection of the appropriate agent based on a review of available research, assessment of specific advantages and disadvantages of each agent, and dosing considerations.CONCLUSIONS: These recommendations provide a framework for primary care providers treating children who have ASD and ADHD symptoms. Our systematic review of the current evidence indicates the need for more randomized controlled trials of the medications for ADHD symptoms in ASD. There will also be a need for studies of the effectiveness of these practice pathways in the future. Pediatrics 2012;130: S125-S138

show abstract

“…It is important for the school and teachers to base their practices through understanding the different aspects to this kind of disorder, as well as its characteristics and consequences for the infantile development [18][19][20][21][22][23] . However, many educators still resist working with children with ASD afraid of not knowing how to handle them.…”

Section: Resultsmentioning

confidence: 99%

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

View full text Add to dashboard Cite

Purpose: to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods: it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers' knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results: it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion: there is a restricted teachers' knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.

show abstract

Psychiatric Symptoms in Preschool Children with PDD and Clinic and Comparison Samples

Cited by 260 publications

References 48 publications

Oppositional Defiant Disorder as a Clinical Phenotype in Children with Autism Spectrum Disorder

Oppositional Defiant Disorder as a Clinical Phenotype in Children with Autism Spectrum Disorder

Clinical Practice Pathways for Evaluation and Medication Choice for Attention-Deficit/Hyperactivity Disorder Symptoms in Autism Spectrum Disorders

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

Contact Info

Product

Resources

About