Assessment of Stimulant Response in ADHD Children Using a Refined Multimethod Clinical Protocol

Fischer, Mariellen; Newby, Robert F.

doi:10.1207/s15374424jccp2003_2

Cited by 45 publications

(31 citation statements)

References 26 publications

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“…Overall, three studies reported that low-dose MPH was better than placebo, 54,55,61 and three reported no significant difference between the groups. 43,60,96 It is noted, however, that the study by Handen and colleagues 60 was conducted in younger children (4-5 years age) with a low mean IQ (60) and may not be comparable to the other studies.…”

Section: Hyperactivitymentioning

confidence: 97%

“…Five of these studies reported results separately for parents and teachers, 43,54,55,61,96 and one reported results for teachers only. 60 One of these studies also assessed hyperactivity using the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS), 43 and another study assessed hyperactivity using the Loney's Time on Task Scale (TOTS).…”

Section: Hyperactivitymentioning

confidence: 99%

“…All nine studies that examined hyperactivity used a Conners' scale. Six used the Conners' Hyperactivity Index as an outcome measurethree of which reported results for both parents and teachers, 43,54,61 one that reported results for teachers only 60 and two that reported results for parents only. 42,91 In addition to these studies, two reported measuring hyperactivity for parents and teachers using a Conners' questionnaire, 46,68 and one measured hyperactivity only using the CTRS.…”

Section: Tervo and Colleagues 2002mentioning

confidence: 99%

“…The model determined cost in relation to a one-and a six-point reduction in mean CTRS. A six-point reduction in CTRS was considered as a valid and reliable indicator of a clinical response to treatments for ADHD, 54 corresponding to approximately one SD in the distribution of the CTRS in the studies analysed. The CTRS is widely used in trials and contains core and associated features of children with ADHD that the authors believed to be important.…”

Section: Gilmore and Milnementioning

confidence: 99%

See 3 more Smart Citations

A systematic review and economic model of the effectiveness and cost-effectiveness of methylphenidate, dexamfetamine and atomoxetine for the treatment of attention deficit hyperactivity disorder in children and adolescents

King

Griffin²,

Hodges³

et al. 2006

Health Technol Assess

144

117

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Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per monograph and for the rest of the world £3 per monograph.You can order HTA monographs from our Despatch Agents:-fax (with credit card or official purchase order) -post (with credit card or official purchase order or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you either to pay securely by credit card or to print out your order and then post or fax it. NHS libraries can subscribe free of charge. Public libraries can subscribe at a very reduced cost of £100 for each volume (normally comprising 30-40 titles). The commercial subscription rate is £300 per volume. Please see our website for details. Subscriptions can only be purchased for the current or forthcoming volume. Contact details are as follows: Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to Direct Mail Works Ltd and drawn on a bank with a UK address. Paying by credit cardThe following cards are accepted by phone, fax, post or via the website ordering pages: Delta, Eurocard, Mastercard, Solo, Switch and Visa. We advise against sending credit card details in a plain email. Paying by official purchase orderYou can post or fax these, but they must be from public bodies (i.e. NHS or universities) within the UK. We cannot at present accept purchase orders from commercial companies or from outside the UK. How do I get a copy of HTA on CD?Please use the form on the HTA website (www.hta.ac.uk/htacd.htm). Or contact Direct Mail Works (see contact details above) by email, post, fax or phone. HTA on CD is currently free of charge worldwide.The website also provides information about the HTA Programme and lists the membership of the various committees. HTA NHS R&D HTA ProgrammeT he research findings from the NHS R&D Health Technology Assessment (HTA) Programme directly influence key decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC) who rely on HTA outputs to help raise standards of care. HTA findings also help to improve the quality of the service in the NHS indirectly in that they form a key component of the 'National Knowledge Service' that is being developed to improve the evidence of clinical practice throughout the NHS.The HTA Programme was set up in 1993. Its role is to ensure that high-quality research information on the costs, effectiveness and broader impact of health technologies is produced in the most efficient way for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined to include all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care, rather than settings of care.The HTA Programme commissions research only on topics where it has identified key gaps in the evidence needed by the NHS. Suggestions for topics are actively sought from people working in the NHS,...

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Section: Hyperactivitymentioning

confidence: 97%

Section: Hyperactivitymentioning

confidence: 99%

Section: Tervo and Colleagues 2002mentioning

confidence: 99%

Section: Gilmore and Milnementioning

confidence: 99%

See 2 more Smart Citations

A systematic review and economic model of the effectiveness and cost-effectiveness of methylphenidate, dexamfetamine and atomoxetine for the treatment of attention deficit hyperactivity disorder in children and adolescents

King

Griffin²,

Hodges³

et al. 2006

Health Technol Assess

144

117

View full text Add to dashboard Cite

show abstract

“…Finally, previous research has frequently included assessments of only one area of functioning (typically disruptive behavior). Thus, simultaneous effects (positive or negative) across other important areas of functioning (e.g., academics) often remain unknown.The use of behavioral assessment methods with multiple assessment measures across dosage and behavioral domains has been previously suggested (DuPaul & Barkley, 1993;Fischer & Newby, 1991). Specifically, it has been recommended that school-based evaluations of MPH effects include at least (a) the use of reliable dependent measures that can be administered repeatedly without significant practice effects; (b) multiple measures that are directly relevant to classroom functioning (i.e., academic, social, and behavioral measures), as well as measures of potential side effects; (c) the use of singlecase designs and double-blind control procedures; and (d) an assessment of multiple doses.…”

mentioning

confidence: 99%

Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Gulley

Northup

1997

J of App Behav Analysis

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Individualized assessments of the effects of three doses of methylphenidate (MPH) were conducted for 2 students with attention deficit hyperactivity disorder within each child's classroom using behavioral, academic, and social measures. A double-blind, placebo-controlled, multielement design was used to evaluate the results. Results suggested that at least one or more dosages of MPH were associated with some degree of improvement for both children in each area of functioning as compared to placebo. However, the degree of improvement at times varied substantially across dosage and area of functioning. Results suggest that MPH dosage and area of child functioning are critical assessment parameters and that controlled clinical trials are necessary to optimize the effectiveness of treatment with MPH for the individual child.DESCRIPTORS: attention deficit hyperactivity disorder, methylphenidate, behavioral assessment, behavioral pharmacology Methylphenidate (MPH) is often effective for the management of a variety of classroom behaviors associated with attention deficit hyperactivity disorder (ADHD; e.g., Pelham, Bender, Caddell, Booth, & Moorer, 1985;Rapport, Murphy, & Bailey, 1982). However, children are often placed on MPH with little or no objective evaluation of medication effects. In addition, a determination of the effects of MPH for an individual child is complicated by several factors. First, individual differences in response to methylphenidate appear to be the rule rather than the exception (Pelham et al., 1993). Second, dose-response relations for an individual child may be linear (continued improvement with increasing dose) or quadratic (improvement to a peak effect followed by a decrePortions of this paper served as partial fulfillment for the first author's Master of Arts degree from Louisiana State University. We would like to thank the participating children and their families, the supervising physicians, Stephanie Edwards, Jennifer Gaines, and Iantha Fusilier.Requests for reprints should be sent to Veronica Gulley, Department of Psychology, 236 Audubon Hall, Louisiana State University, Baton Rouge, Louisiana 70803. ment in performance), or reach a therapeutic threshold (improvement followed by no further change with increasing dose; DuPaul & Barkley, 1993). Thus, both overall effectiveness and an optimal dose may be very different for otherwise similar children. Finally, there is some evidence that response to MPH may vary within children across behavioral, academic, and social areas of functioning, both at the same and at different dosages (Forness, Swanson, Cantwell, Guthrie, & Sena, 1992;Sprague & Sleator, 1977).The above literature suggests a number of limitations to previous evaluations of the effects of MPH. First, an overwhelming majority of studies have evaluated treatment effects based on subjective parent report, teacher report, and behavior rating scales. Unfortunately, these procedures are subject to informant bias and are often technically inadequate (Stoner, Carey, Ikeda, & Shinn, 1994...

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Evaluating Personal Construct Group Work with Troubled Adolescents

Truneckova

Viney

2007

Jour of Counseling & Develop

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The researchers assessed the effectiveness of personal construct group work done in 3 phases with troubled adolescents. The results provided evidence that personal construct group work was effective in bringing about changes in construing of themselves and others (Phase 1), was perceived by participants as effective (Phase 2), and was shown to be effective through the group processes (Phase 3). These findings and their clinical implications are discussed, together with some limitations in the study.

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Assessment of Stimulant Response in ADHD Children Using a Refined Multimethod Clinical Protocol

Cited by 45 publications

References 26 publications

A systematic review and economic model of the effectiveness and cost-effectiveness of methylphenidate, dexamfetamine and atomoxetine for the treatment of attention deficit hyperactivity disorder in children and adolescents

A systematic review and economic model of the effectiveness and cost-effectiveness of methylphenidate, dexamfetamine and atomoxetine for the treatment of attention deficit hyperactivity disorder in children and adolescents

Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Evaluating Personal Construct Group Work with Troubled Adolescents

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