Psychosocial and combined treatments for ADHD

Pelham, William E.; Gnagy, Elizabeth M.

doi:10.1002/(sici)1098-2779(1999)5:3<225::aid-mrdd9>3.0.co;2-e

Cited by 55 publications

(52 citation statements)

References 73 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research examining these families also indicates that parents of children with ADHD feel less efficacious as parents, experience higher levels of parenting stress, and report greater levels of psychopathology in themselves than comparison parents (for a review, see Johnston and Mash 2001). These parental factors are particularly important to examine since one of the few effective psychosocial treatments for ADHD involves parent management training (Pelham and Gnagy 1999), which may be less effective if interfering parental factors, such as psychopathology and parenting stress are not targeted in treatment.…”

Section: Families Of Children With Adhdmentioning

confidence: 99%

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Gerdes

Hoza

Arnold

et al. 2007

J Abnorm Child Psychol

View full text Add to dashboard Cite

Possible mediators of the relation between maternal depressive symptomatology and parenting behavior were examined for 96 children with ADHD and their mothers drawn from the Multimodal Treatment Study of Children with ADHD (MTA) as part of an add-on investigation conducted by two of the six MTA sites. General cognitions (i.e., maternal locus of control and self-esteem) and parenting-specific factors (i.e., maternal parenting efficacy and parenting stress) were examined as possible mediators. Findings provide initial support that maternal parenting stress, as well as maternal locus of control and self-esteem mediate the relation between maternal depressive symptomatology and parenting behavior. This provides support for the argument that some families of children with ADHD may benefit from an expanded version of parent management training that includes sessions directly targeting affective and cognitive factors in parents, similar to treatment programs used to treat childhood conduct problems.

show abstract

Section: Families Of Children With Adhdmentioning

confidence: 99%

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Gerdes

Hoza

Arnold

et al. 2007

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…38 The DRC listed precisely defined individual target behaviors for which the child could earn positive or negative marks throughout his or her school day. 39 Establishing the DRC involved having the teacher select target problem behaviors that were unique to each child (eg, following classroom rules), establishing criteria for goal attainment (eg, no more than 3 rule violations per period), having the child take his or her report daily to parents, and having parents provide a positive consequence at home when the DRC was positive (see Comprehensive Textbook of Psychiatry/VII 40 for a description of how to establish a DRC). Use of a DRC as a dependent measure of drug response provides objective data regarding children's individualized presenting problems.…”

Section: Baseline Behavioral Treatmentmentioning

confidence: 99%

Once-a-Day Concerta Methylphenidate Versus Three-Times-Daily Methylphenidate in Laboratory and Natural Settings

Gnagy²,

et al. 2001

Self Cite

View full text Add to dashboard Cite

ABSTRACT. Objective. Methylphenidate (MPH), the most commonly prescribed drug for attention-deficit/hyperactivity disorder (ADHD), has a short half-life, which necessitates multiple daily doses. The need for multiple doses produces problems with medication administration during school and after-school hours, and therefore with compliance. Previous long-acting stimulants and preparations have shown effects equivalent to twicedaily dosing of MPH. This study tests the efficacy and duration of action, in natural and laboratory settings, of an extended-release MPH preparation designed to last 12 hours and therefore be equivalent to 3-times-daily dosing.Methods. Sixty-eight children with ADHD, 6 to 12 years old, participated in a within-subject, double-blind comparison of placebo, immediate-release (IR) MPH 3 times a day (tid), and Concerta, a once-daily MPH formulation. Three dosing levels of medication were used: 5 mg IR MPH tid/18 mg Concerta once a day (qd); 10 mg IR MPH tid/36 mg Concerta qd; and 15 mg IR MPH tid/54 mg Concerta qd. All children were currently medicated with MPH at enrollment, and each child's dose level was based on that child's MPH dosing before the study. The doses of Concerta were selected to be comparable to the daily doses of MPH that each child received. To achieve the ascending rate of MPH delivery determined by initial investigations to provide the necessary continuous coverage, Concerta doses were 20% higher on a daily basis than a comparable tid regimen of IR MPH. Children received each medication condition for 7 days. The investigation was conducted in the context of a background clinical behavioral intervention in both the natural environment and the laboratory setting. Parents received behavioral parent training and teachers were taught to establish a school-home daily report card (DRC). A DRC is a list of individual target behaviors that represent a child's most salient areas of impairment. Teachers set daily goals for each child's impairment targets, and parents provided rewards at home for goal attainment. Each weekday, teachers completed the DRC, and it was used as a dependent measure of individualized medication response. Teachers and parents also completed weekly standardized ratings of behavior and treatment effectiveness. To evaluate the time course of medication effects, children spent 12 hours in a laboratory setting on Saturdays and medication effects were measured using procedures and methods adapted from our summer treatment program. Measures of classroom behavior and academic productivity/accuracy were taken in a laboratory classroom setting during which children completed independent math and reading worksheets. Measures of social behavior were taken in structured, small-group board game settings and unstructured recess settings. Measures included behavior frequency counts, academic problems completed and accuracy, independent observations, teacher and counselor ratings, and individualized behavioral target goals. Reports of adverse events, sleep quality, and appetite ...

show abstract

“…Co-existing problems may not improve with medication. 22 The aim of psychological intervention is improvement in daily functioning through behaviour and relationships, whilst giving parents strategies to cope with difficult behaviour. 19 Behavioural therapy uses rewards or reinforcements, to implement changes in motor, impulse or attention control.…”

Section: Psychological Interventionsmentioning

confidence: 99%

Attention deficit hyperactivity disorder (ADHD) in children and adolescents

Said¹,

Huzair²,

Helal³

et al. 2015

Prog. Neurol. Psychiatry

View full text Add to dashboard Cite

A ttention deficit hyperactivity disorder (ADHD) is a common childhood mental health disorder. There seems to be wide range in the prevalence of the condition throughout the world. Epidemiology of ADHD across the lifespan is also variable and heterogeneous. In the UK, a survey of 10 438 children between the ages of five and 15 years found that 3.62% of boys and 0.85% of girls had ADHD. 1 This sur vey was founded on careful assessment and included impairment in the diagnosis.The more restricted diagnosis of hyperkinetic disorder (HD) in ICD-10, representing a severe subgroup of DSM-IV-TR combined-type ADHD, is naturally less common; prevalence estimates are around 1.5% for boys in the primary school years. 2 In the international studies prevalence estimates of ADHD vary widely and the reasons for which remain poorly understood. In 2007 Polanczyk and colleagues 3 undertook a systemic review of prevalence studies from January 1978 to December 2005 and reviewed textbooks and reference lists of the studies selected. The ADHD/HD worldwide-pooled prevalence was 5.29%. This estimate was associated with significant variability. In the multivariate metaregression model, diagnostic criteria, source of information, requirement of impairment for diagnosis, and geographic origin of the studies were significantly associated with ADHD/HD prevalence rates. Geographic location was associated with significant variability only between estimates from North America and both Africa and the Middle East. No significant differences were found between Europe and North America. The authors also commented that the source of information and assessment of clinical impairment could influence the prevalence rates. They concluded that population characteristics, methodology features, ethnic and cultural differences and diagnostic criteria involved in studies affect the prevalence of ADHD.Another systemic review by found wide variation in the prevalence of ADHD among different studies, ranging from 2.2 to 17.8%. 4 The BELLA study group's estimated prevalence rates for the diagnoses of ADHD according to DSM-IV criteria were 5.0% and the rate for HD according to ICD-10 criteria was 1.0%. 5 Higher prevalence rates were found in boys and in younger children. The lifetime administrative prevalence rate was 6.5%.In a study to determine prevalence of ADHD in Colombian Paisa children and adolescents the prevalence rates were estimated to be 19.8% and 12.3% for boys and girls, respectively. 6 Estimated prevalence of undiagnosed ADHD within substance use disorder inpatients in South London was around 12%. Those individuals with substance use disorders and ADHD had significantly higher self-rated impairments across several domains of daily life; and higher rates of substance abuse and alcohol consumption, suicide attempts, and depression recorded in their case records. It is also evident that the disorder persists into adulthood in two-thirds of cases. The best available estimate of ADHD prevalence is 4.4% in adulthood. 7 Diagnosis Attention Deficit Hypera...

show abstract

Psychosocial and combined treatments for ADHD

Cited by 55 publications

References 73 publications

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Once-a-Day Concerta Methylphenidate Versus Three-Times-Daily Methylphenidate in Laboratory and Natural Settings

Attention deficit hyperactivity disorder (ADHD) in children and adolescents

Contact Info

Product

Resources

About