Assessing medication effects in the MTA study using neuropsychological outcomes / Jeffery N. EPSTEIN in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.446–456 Titre : Assessing medication effects in the MTA study using neuropsychological outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Jeffery N. EPSTEIN, Auteur ; Peter S. JENSEN, Auteur ; John S. MARCH, Auteur ; Jeffrey H. NEWCORN, Auteur ; William E. PELHAM, Auteur ; Joanne B. SEVERE, Auteur ; James M. SWANSON, Auteur ; Karen WELLS, Auteur ; Benedetto VITIELLO, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; Kimberly HOAGWOOD, Auteur ; C. Keith CONNERS, Auteur ; Aaron S. HERVEY, Auteur ; Simon T. TONEV, Auteur ; L. Eugene ARNOLD, Auteur ; Howard B. ABIKOFF, Auteur ; Glen ELLIOTT, Auteur ; Laurence L. GREENHILL, Auteur ; Lily HECHTMAN, Auteur ; Timothy WIGAL, Auteur Année de publication : 2006 Article en page(s) : p.446–456 Langues : Anglais (eng) Mots-clés : ADHD/ADD go/no-go-test stimulants reaction-time distributions neuropsychology pharmacology Index. décimale : PER Périodiques Résumé : Background: While studies have increasingly investigated deficits in reaction time (RT) and RT variability in children with attention deficit/hyperactivity disorder (ADHD), few studies have examined the effects of stimulant medication on these important neuropsychological outcome measures. Methods: 316 children who participated in the Multimodal Treatment Study of Children with ADHD (MTA) completed the Conners' Continuous Performance Test (CPT) at the 24-month assessment point. Outcome measures included standard CPT outcomes (e.g., errors of commission, mean hit reaction time (RT)) and RT indicators derived from an Ex-Gaussian distributional model (i.e., mu, sigma, and tau). Results: Analyses revealed significant effects of medication across all neuropsychological outcome measures. Results on the Ex-Gaussian outcome measures revealed that stimulant medication slows RT and reduces RT variability. Conclusions: This demonstrates the importance of including analytic strategies that can accurately model the actual distributional pattern, including the positive skew. Further, the results of the study relate to several theoretical models of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01469.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Assessing medication effects in the MTA study using neuropsychological outcomes [Texte imprimé et/ou numérique] / Jeffery N. EPSTEIN, Auteur ; Peter S. JENSEN, Auteur ; John S. MARCH, Auteur ; Jeffrey H. NEWCORN, Auteur ; William E. PELHAM, Auteur ; Joanne B. SEVERE, Auteur ; James M. SWANSON, Auteur ; Karen WELLS, Auteur ; Benedetto VITIELLO, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; Kimberly HOAGWOOD, Auteur ; C. Keith CONNERS, Auteur ; Aaron S. HERVEY, Auteur ; Simon T. TONEV, Auteur ; L. Eugene ARNOLD, Auteur ; Howard B. ABIKOFF, Auteur ; Glen ELLIOTT, Auteur ; Laurence L. GREENHILL, Auteur ; Lily HECHTMAN, Auteur ; Timothy WIGAL, Auteur . - 2006 . - p.446–456. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.446–456 Mots-clés : ADHD/ADD go/no-go-test stimulants reaction-time distributions neuropsychology pharmacology Index. décimale : PER Périodiques Résumé : Background: While studies have increasingly investigated deficits in reaction time (RT) and RT variability in children with attention deficit/hyperactivity disorder (ADHD), few studies have examined the effects of stimulant medication on these important neuropsychological outcome measures. Methods: 316 children who participated in the Multimodal Treatment Study of Children with ADHD (MTA) completed the Conners' Continuous Performance Test (CPT) at the 24-month assessment point. Outcome measures included standard CPT outcomes (e.g., errors of commission, mean hit reaction time (RT)) and RT indicators derived from an Ex-Gaussian distributional model (i.e., mu, sigma, and tau). Results: Analyses revealed significant effects of medication across all neuropsychological outcome measures. Results on the Ex-Gaussian outcome measures revealed that stimulant medication slows RT and reduces RT variability. Conclusions: This demonstrates the importance of including analytic strategies that can accurately model the actual distributional pattern, including the positive skew. Further, the results of the study relate to several theoretical models of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01469.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles / Dianna MURRAY-CLOSE in Development and Psychopathology, 22-4 (November 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-4 (November 2010) . - p.785-802 Titre : Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; L. Eugene ARNOLD, Auteur ; Lily HECHTMAN, Auteur ; Stephen P. HINSHAW, Auteur ; Betsy HOZA, Auteur ; Peter S. JENSEN, Auteur ; Karen WELLS, Auteur ; James D. SWANSON, Auteur Année de publication : 2010 Article en page(s) : p.785-802 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579410000465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; L. Eugene ARNOLD, Auteur ; Lily HECHTMAN, Auteur ; Stephen P. HINSHAW, Auteur ; Betsy HOZA, Auteur ; Peter S. JENSEN, Auteur ; Karen WELLS, Auteur ; James D. SWANSON, Auteur . - 2010 . - p.785-802. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.785-802 Index. décimale : PER Périodiques Résumé : We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579410000465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM / Dianna MURRAY-CLOSE in Development and Psychopathology, 26-1 (February 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-1 (February 2014) . - p.287-287 Titre : Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; L. Eugene ARNOLD, Auteur ; James SWANSON, Auteur ; Peter S. JENSEN, Auteur ; Lily HECHTMAN, Auteur ; Karen WELLS, Auteur Article en page(s) : p.287-287 Langues : Français (fre) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579413000953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; L. Eugene ARNOLD, Auteur ; James SWANSON, Auteur ; Peter S. JENSEN, Auteur ; Lily HECHTMAN, Auteur ; Karen WELLS, Auteur . - p.287-287. Langues : Français (fre) in Development and Psychopathology > 26-1 (February 2014) . - p.287-287 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579413000953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.220-233 Titre : Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Joshua M. LANGBERG, Auteur ; Jeffery N. EPSTEIN, Auteur ; Ronald KOTKIN, Auteur ; Amanda M. FLOWERS, Auteur ; Brooke S. G. MOLINA, Auteur ; Mekibib ALTAYE, Auteur ; Benedetto VITIELLO, Auteur ; Karen WELLS, Auteur ; James M. SWANSON, Auteur ; William E. PELHAM, Auteur ; Peter S. JENSEN, Auteur ; Stephen P. HINSHAW, Auteur ; Lily HECHTMAN, Auteur ; Howard B. ABIKOFF, Auteur ; L. Eugene ARNOLD, Auteur ; Stephen SIMPSON, Auteur Année de publication : 2010 Article en page(s) : p.220-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d = .37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects. En ligne : http://dx.doi.org/10.1080/15374410903532700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=990 [article] Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment [Texte imprimé et/ou numérique] / Joshua M. LANGBERG, Auteur ; Jeffery N. EPSTEIN, Auteur ; Ronald KOTKIN, Auteur ; Amanda M. FLOWERS, Auteur ; Brooke S. G. MOLINA, Auteur ; Mekibib ALTAYE, Auteur ; Benedetto VITIELLO, Auteur ; Karen WELLS, Auteur ; James M. SWANSON, Auteur ; William E. PELHAM, Auteur ; Peter S. JENSEN, Auteur ; Stephen P. HINSHAW, Auteur ; Lily HECHTMAN, Auteur ; Howard B. ABIKOFF, Auteur ; L. Eugene ARNOLD, Auteur ; Stephen SIMPSON, Auteur . - 2010 . - p.220-233. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.220-233 Index. décimale : PER Périodiques Résumé : Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d = .37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects. En ligne : http://dx.doi.org/10.1080/15374410903532700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=990

Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.519-531 Titre : Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joshua M. LANGBERG, Auteur ; Brooke S. G. MOLINA, Auteur ; L. Eugene ARNOLD, Auteur ; Jeffery N. EPSTEIN, Auteur ; Mekibib ALTAYE, Auteur ; Stephen P. HINSHAW, Auteur ; James M. SWANSON, Auteur ; Timothy WIGAL, Auteur ; Lily HECHTMAN, Auteur Année de publication : 2011 Article en page(s) : p.519-531 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)–Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. En ligne : http://dx.doi.org/10.1080/15374416.2011.581620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Joshua M. LANGBERG, Auteur ; Brooke S. G. MOLINA, Auteur ; L. Eugene ARNOLD, Auteur ; Jeffery N. EPSTEIN, Auteur ; Mekibib ALTAYE, Auteur ; Stephen P. HINSHAW, Auteur ; James M. SWANSON, Auteur ; Timothy WIGAL, Auteur ; Lily HECHTMAN, Auteur . - 2011 . - p.519-531. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.519-531 Index. décimale : PER Périodiques Résumé : The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)–Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. En ligne : http://dx.doi.org/10.1080/15374416.2011.581620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

Time-dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: A developmental psychopathology perspective / Betsy HOZA in Development and Psychopathology, 22-2 (May 2010)  

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