Behavior Management for School-Aged Children with ADHD

Pfiffner, Linda J.; Haack, Lauren M.

doi:10.1016/j.chc.2014.05.014

Cited by 71 publications

(40 citation statements)

References 57 publications

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“…This was supported by the results from the meta-analysis presented by Cortese and collaborators [ 33 ], showing that cognitive training procedures had limited effects on ADHD symptoms. Positive contributions from parents and teachers seem to be essential (see e.g., [ 34 ]). Whereas parent-focused training produces improvements in negative parenting and impairment at home, incorporation of child skill training and teacher consultation may be necessary to produce improvements at school [ 35 ].…”

Section: Discussionmentioning

confidence: 99%

Inattention in primary school is not good for your future school achievement—A pattern classification study

Lundervold

Bøe

2017

PLoS ONE

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Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers’ reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7–9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers’ reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.

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Section: Discussionmentioning

confidence: 99%

Inattention in primary school is not good for your future school achievement—A pattern classification study

Lundervold

Bøe

2017

PLoS ONE

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“…Parent training focuses on increasing positive and decreasing negative parenting via instruction and practice in effective caretaking strategies. Specifically, parents are taught to engage in positive attending and monitoring, set clear expectations, and provide consistent positive and negative consequences (Anastopoulos & Farley, 2003; Fabiano et al, 2009; Pfiffner & Haack, 2014a; Pfiffner & Kaiser, 2015). Randomized clinical trials of parent training support the efficacy of this approach, reporting statistically and often clinically significant improvements in child ADHD symptoms and disruptive behavior, as well as improvements in parenting skills, stress, confidence, and well-being, for treated families compared to waitlist or usual-care controls (e.g., Anastopoulos, Shelton, DuPaul, & Guevremont, 1993; Chacko & Wymbs, 2009; Evans, Owens, & Bunford, 2014; Fabiano et al, 2009; Sonuga-Barke, Daley, Thompson, Laver-Bradbury, & Weeks, 2001).…”

Section: Psychosocial Treatments For Adhd and Adhd-imentioning

confidence: 99%

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

Haack

Villodas

McBurnett

et al. 2016

J Abnorm Child Psychol

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We investigated whether parenting and child behavior improve following psychosocial treatment for Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation (ADHD-I) and whether parenting improvements mediate child outcomes. We analyzed data from a randomized clinical trial investigating the efficacy of a multicomponent psychosocial intervention (Child Life and Attention Skills, CLAS, n = 74) in comparison to Parent-Focused Treatment (PFT, n = 74) and treatment as usual (TAU, n = 51) for youth with ADHD-I (average child age = 8.6 years, range 7-11 years, 58% boys). Child and parent/family functioning were assessed prior to treatment, immediately following treatment, and at follow-up into the subsequent school year using parent and teacher reports of inattention, organization, social skills, academic competency (teachers only), parenting daily hassles, and positive and negative parenting behaviors (parents only). Both treatment groups improved on negative parenting and home impairment, but only CLAS families also improved on positive parenting as well as academic impairment. Improvements in positive and negative parenting mediated treatment effects on child impairment independent of improvements in child inattention, implicating parenting as an important mechanism of change in psychosocial treatment for ADHD-I. Further, whereas parent-focused training produces improvements in negative parenting and impairment at home for children with ADHD-I, a multicomponent approach (incorporating child skills training and teacher consultation) more consistently produces improvements at school and in positive parenting, which may contribute to improvements in social skills into the next school year.

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“…Behavior therapy is an evidenced-based treatment for ADHD which when added to pharmacotherapy improves patient outcome. [ 10 ] Parent training was initiated consisting of techniques of behavioral conditioning. Parenting skills training was imparted which included both positive and negative reinforcement techniques.…”

Section: Discussionmentioning

confidence: 99%

Attention deficit hyperactivity disorder presenting as dermatitis artefacta

Patra

Sirka

2016

J Pediatr Neurosci

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Dermatitis artefacta, a self-inflicted intentional dermatosis is a very rare diagnosis in childhood. In a large proportion, the underlying psychiatric disorders go unidentified due to lack of collaboration between dermatologist and psychiatrist. The underlying psychological reasons for childhood dermatitis artefacta include emotional distress and interpersonal conflicts. A multitude of psychosocial factors interact to precipitate this disorder. Here, we report a child with dermatitis artefacta who was diagnosed with attention deficit hyperactivity disorder during psychiatric evaluation. Parental expectations and sibling rivalry were further increasing the stress of the index child. Appropriate diagnosis and management lead to treatment compliance and functional improvement in the child.

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Behavior Management for School-Aged Children with ADHD

Cited by 71 publications

References 57 publications

Inattention in primary school is not good for your future school achievement—A pattern classification study

Inattention in primary school is not good for your future school achievement—A pattern classification study

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

Attention deficit hyperactivity disorder presenting as dermatitis artefacta

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