Reduced ADHD symptoms in adults with ADHD after structured skills training group: Results from a randomized controlled trial

Hirvikoski, Tatja; Waaler, Else; Alfredsson, J.; Pihlgren, Cecilia; Holmström, Annelie; Johnson, Anna E.; Rück, Johanna; Wiwe, Camilla; Bothén, Pernilla; Nordström, Anna-Lena

doi:10.1016/j.brat.2011.01.001

Cited by 153 publications

(137 citation statements)

References 38 publications

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“…This is consistent with research that highlight selected environmental factors relevant in ADHD [17][18][19], argue for a better understanding of the environment factors that influence functional outcomes in ADHD [50,51], and promote interventions that help individuals with ADHD to more optimally perform in key environmental contexts [52], such as education [53], vocation [54], and community participation [9].…”

Section: Discussionsupporting

confidence: 73%

“…For example, limited research suggests specific strengths related to ADHD, including sense of entrepreneurship [16] and innovative thinking [17]. The interindividual differences in functioning can be influenced by personal factors (e.g., self-esteem and self-efficacy) [18], participation in skill training programs [19], pharmacological treatments [20], and degree of family support [21], among others. While ADHD is predominantly operationalised in terms of its symptoms, research clearly suggests that ADHD should be viewed from a wider perspective, taking into account personal, social, and environmental factors, and functioning.…”

Section: Introductionmentioning

confidence: 99%

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Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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Attention-deficit/hyperactivity disorder (ADHD) is associated with significant impairments in social, educational, and occupational functioning, as well as specific strengths. Currently, there is no internationally accepted standard to assess the functioning of individuals with ADHD. WHO's International Classification of Functioning, Disability and Health-child and youth version (ICF) can serve as a conceptual basis for such a standard. The objective of this study is to develop a comprehensive, a common brief, and three age-appropriate brief ICF Core Sets for ADHD. Using a standardised methodology, four international preparatory studies generated 132 second-level ICF candidate categories that served as the basis for developing ADHD Core Sets. Using these categories and following an iterative consensus process, 20 ADHD experts from nine professional disciplines and representing all six WHO regions selected the most relevant categories to constitute the ADHD Core Sets. The consensus process resulted in 72 second-level ICF categories forming the comprehensive ICF Core Set-these represented 8 body functions, 35 activities and participation, and 29 environmental categories. A Common Brief Core Set that included 38 categories was also defined. Age-specific brief Core Sets included a 47 category preschool version for 0-5 years old, a 55 category school-age version for 6-16 years old, and a 52 category version for older adolescents and adults 17 years old and above. The ICF Core Sets for ADHD mark a milestone toward an internationally standardised functional assessment of ADHD across the lifespan, and across educational, administrative, clinical, and research settings.

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Section: Discussionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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“…Other studies have found certain personality features, such as inspiration and feelings of togetherness, to facilitate coping strategies in individuals with ADHD [19]. Supportive factors in the environment, such as special education programs and pharmacological treatments, have been shown to reduce challenges in ADHD [20,21], while lack of support and negative attitudes from family members often result in increased behavioural problems [22]. To standardize the assessment of functioning and environmental influences in individual cases of ADHD in clinical, research and educational settings, it would be helpful to have internationally, accepted classification tools available.…”

Section: Introductionmentioning

confidence: 99%

A longitudinal examination of dyadic distress patterns following a skills intervention for carers of adolescents with anorexia nervosa

Salerno¹,

Rhind

Hibbs

et al. 2016

Eur Child Adolesc Psychiatry

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This is the fourth and final study designed to develop International Classification of Functioning, Disability and Health (ICF, and children and youth version, ICF-CY) core sets for attention-deficit hyperactivity disorder (ADHD). To investigate aspects of functioning and environment of individuals with ADHD as documented by the ICF-CY in clinical practice settings. An international cross-sectional multi-centre study was applied, involving nine units from eight countries: Denmark, Germany, India, Italy, Portugal, Saudi Arabia, Sweden and Taiwan. Clinicians and clinical researchers rated the functioning level of 112 children, adolescents and adults with ADHD using the extended ICF-CY checklist version 2.1a. The ratings were based on a variety of information sources, such as medical records, medical history, clinical observations, clinical questionnaires, psychometric tests and structured interviews with participants and family members. In total, 113 ICF-CY categories were identified, of which 50 were related to the activities and participation, 33 to environmental factors and 30 to body functions. The clinical study also yielded strengths related to ADHD, which included temperament and personality functions and recreation and leisure. The study findings endorse the complex nature of ADHD, as evidenced by the many functional and contextual domains impacted in ADHD. ICF-CY based tools can serve as foundation for capturing various functional profiles and environmental facilitators and barriers. The international nature of the ICF-CY makes it possible to develop user-friendly tools that can be applied globally and in multiple settings, ranging from clinical services and policymaking to education and research.

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“…Por último, estudios recientes sugieren que el entrenamiento en habilidades de la TDC podría ayudar a reducir los síntomas de déficit de atención con hiperactividad en sujetos adultos (Hirvikoski et al, 2011).…”

Section: Eficacia De La Tdc En Otras Poblacionesunclassified

Terapia dialéctico conductual para el trastorno de personalidad límite [Dialectical behavioral therapy in borderline personality disorder]

Vega

Quintero²

2013

Acción psicol.

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(1993a, 1993b) para tratar específicamente los síntomas característicos del trastorno límite de la personalidad: inestabilidad afectiva, trastorno de identidad, impulsividad y dificultades en las relaciones sociales. La TDC parte de un modelo biosocial del trastorno límite y combina técni-cas cognitivo conductuales con aproximaciones zen y budistas basadas en la aceptación de la realidad tal como se presenta. El tratamiento consiste en un entrenamiento en habilidades, psicoterapia individual y atención en crisis y es llevado a cabo por un equipo coordinado de profesionales que ejercen distintas funciones. La TDC cuenta con estudios de eficacia y se está aplicando con éxito a otras poblaciones de pacientes con elevada impulsividad.Palabras clave: Trastorno límite de la personalidad; Terapia dialéctico conductual; Terapia cognitivo conductual; Disregulación emocional. abstractDialectical behavior therapy (DBT) is a third generation psychological therapy developed by Marsha Linehan (1993aLinehan ( , 1993b to specifically manage the characteristic symptoms of borderline personality disorder: affective instability, identity disorder, impulsivity and difficulties in social relationships. The DBT comes from a biosocial model of BPD and combine cognitive behavioral techniques with Zen and Buddhist concepts based on an acceptance of reality as presented. The treatment consists of skills training, individual psychotherapy and crisis intervention and it is carried out by a coordinated team of professionals engaged in different functions. The DBT has efficacy studies and it is being successfully applied to other populations of patients with high impulsivity.

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Reduced ADHD symptoms in adults with ADHD after structured skills training group: Results from a randomized controlled trial

Cited by 153 publications

References 38 publications

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

A longitudinal examination of dyadic distress patterns following a skills intervention for carers of adolescents with anorexia nervosa

Terapia dialéctico conductual para el trastorno de personalidad límite [Dialectical behavioral therapy in borderline personality disorder]

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