Attention‐deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children – an open study of collaborative problem solving

Johnson, Mats; Östlund, Sven; Fransson, Gunnar; Landgren, Magnus; Nasic, Salmir; Kadesjö, Björn; Gillberg, Christopher; Fernell, Elisabeth

doi:10.1111/j.1651-2227.2012.02646.x

Cited by 13 publications

(8 citation statements)

References 22 publications

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“…Although previous CPS studies have specifically excluded children with ASD from trial participation (e.g. Johnson et al, 2012; Ollendick et al, 2016), the lagging skills targeted in CPS are common areas of weakness for individuals with ASD (e.g. APA, 2013; Granader et al, 2014; Mazefsky et al, 2013), making them good targets for intervention.…”

Section: Discussionmentioning

confidence: 99%

“…CPS is an evidence-based cognitive–behavioral treatment designed to reduce challenging behaviors in school-age children with oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (e.g. Greene, 2010; Greene et al, 2004, 2006; Johnson et al, 2012; Ollendick et al, 2016). The CPS framework is based on several key concepts thought to underlie challenging behaviors.…”

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confidence: 99%

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Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Maddox

Cleary

Kuschner

et al. 2017

Autism

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Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child's "lagging skills." The primary Collaborative and Proactive Solutions lagging skills-executive function, emotion regulation, language, and social skills-are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6-15 years) completed measures of their children's challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants' challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child's lagging skills.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Maddox

Cleary

Kuschner

et al. 2017

Autism

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“…In clinical practice, professionals need to identify the networks of the problem of the child or an influential (dominant) cluster within the network as targets for interventions to support the child and maximize functioning in everyday life. Based on prior professional experiences and the results of prior studies ( 68 – 70 ), the collaborative problem solving (CPS) model might be one way to support the identification of the network of problems of an individual child and potential targets for interventions that address the multiplex of problems comprising a network or an influential cluster within that network. An initial step in applying the CPS model is to identify several problems and then potential explanations for those problems ( 71 ).…”

Section: Discussionmentioning

confidence: 99%

Using ICF to Describe Problems With Functioning in Everyday Life for Children Who Completed Treatment for Brain Tumor: An Analysis Based on Professionals' Documentation

Björklund

Granlund

Santacroce

et al. 2021

Front. Rehabilit. Sci.

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Background: Children treated for brain tumors often experience persistent problems affecting their activity performance and participation in everyday life, especially in school. Linking these problems to the International Classification of Functioning, Disability and Health (ICF) classification system can be described as affecting body function, activity performance, and/or participation. Services involved in the everyday life of the child have different focus and goals when meeting the child in context, which advantage the use of ICF to overcome this impediment to follow-up and provide comprehensive support for children who have completed treatment for a brain tumor.Aim: The aim of the study was to use the ICF classification system to describe how professionals in healthcare, habilitation, and school document problems with everyday life functioning at body, activity, and participation levels for children who completed treatment for a brain tumor.Materials and Methods: A retrospective review of records from healthcare, habilitation, and school concerning nine children completed treatment for brain tumor was implemented. Identified problems in everyday life were linked to ICF codes. Descriptive statistics of ICF-linked code frequency supplemented by network visualization diagrams viewing the co-occurrence between codes within the body, activity participation, and environmental components were performed.Results: Most documented problems were found in healthcare records, whereas the documentation in habilitation and school was sparse. The frequently occurring codes, independent of record source, were linked to the body function component, and ICF-linked problems in habilitation and school were salient in the activity and participation component. To gain a holistic picture of relations between ICF codes and problems, network visualization diagrams were used to illustrate clusters of problems.Conclusion: Code prevalence likely reflects where healthcare professionals and educators focus their attention when meeting the needs of children treated for a brain tumor in context. To maximize the comprehensive view of functioning and participation of children in everyday life, the full range of difficulties regarding body impairments, activity limitations, and participation restrictions must be identified and linked to each other in patterns of co-occurrence, which the ICF facilitate. However, ICF provides no guidance on how to identify networks of problems within the body, activity, and participation. Identifying such networks is important for building comprehensive interventions for children.

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“…The first Swedish study of CPS [ 9 ], a small open pilot trial of three months CPS for 17 families and children aged 7–13 years, with ADHD, ODD and challenging explosive behaviour, showed promising results. At post-treatment 53% of the children were much or very much improved on global symptom and function ratings (CGI-I score 1–2), and after another six months when the children with severe residual ADHD symptoms also had received stimulant medication, 81% of all reached CGI-I levels of 1–2.…”

Section: Introductionmentioning

confidence: 99%

A randomized controlled trial of a new intervention in early symptomatic syndromes eliciting neurodevelopmental clinical examinations: PR-ESSENCE

Johnson

Gillberg

Vinsa

et al. 2021

Eur Child Adolesc Psychiatry

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The need for effective intervention programs for youth with neurodevelopmental problems (ESSENCE) and challenging behaviour is great. This study examines Problem Resolution in ESSENCE (PR-ESSENCE), a newly developed model in which children and parents develop mutual problem resolution strategies. Ten-week randomized controlled trial of PR-ESSENCE for children and adolescents aged 5–18 years, compared to treatment as usual. Outcomes were assessed at baseline and randomized period endpoint. Primary outcome was the Clinical Global Impression—Improvement scale (CGI-I) rated by blinded assessors. Secondary outcomes were rated by parents—SNAP-IV, Eyberg Child Behavior Inventory (ECBI), Relationship Problems Questionnaire, Family Burden of Illness Module, and children—Beck Youth Inventories (BYI). ClinicalTrials.gov identifier: NCT03780413. The study enrolled 108 participants (active n = 72; controls n = 36, randomized 2:1), of whom 95 completed the randomized period. No clinically significant group differences were found in baseline characteristics. More than half had autism and 80% had ADD or ADHD. Large treatment effects were seen on CGI-I (ITT analysis, Effect Size 1.48). Treatment responders, much/very much improved on CGI-I, were 51.4% in active group and 5.6% of controls. Effect sizes were medium to large in parent ratings on SNAP-IV (ODD and ADHD symptoms), ECBI (behaviour problems), and in BYI child self-ratings of disruptive behaviour. PR-ESSENCE treatment improved global symptoms and functioning (CGI-I), behaviour problems, ADHD and ODD symptoms, and disruptive behaviour. Treatment effects were at least equivalent to those in previous studies of well-established Parent Management Training and Collaborative Problem Solving programs.

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Attention‐deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children – an open study of collaborative problem solving

Abstract: Collaborative problem solving significantly reduced ODD, ADHD and emotional lability symptoms. A subgroup improved in their ADHD symptoms only after adding stimulant medication.

Cited by 13 publications

References 22 publications

Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Using ICF to Describe Problems With Functioning in Everyday Life for Children Who Completed Treatment for Brain Tumor: An Analysis Based on Professionals' Documentation

A randomized controlled trial of a new intervention in early symptomatic syndromes eliciting neurodevelopmental clinical examinations: PR-ESSENCE

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