An Exploratory Analysis of the Impact of Family Functioning on Treatment for Depression in Adolescents / Norah C. FEENY in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.814-825 Titre : An Exploratory Analysis of the Impact of Family Functioning on Treatment for Depression in Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Norah C. FEENY, Auteur ; John S. MARCH, Auteur ; Anne D. SIMONS, Auteur ; Diane E. MAY, Auteur ; Paul ROHDE, Auteur ; Robert L. FINDLING, Auteur ; Steven MCNULTY, Auteur ; David R. ROSENBERG, Auteur ; Sanjeev PATHAK, Auteur ; Christopher J. KRATOCHVIL, Auteur ; Betsy KENNARD, Auteur ; Susan G. SILVA, Auteur ; Golda S. GINSBURG, Auteur ; Mark A. REINECKE, Auteur ; John F. CURRY, Auteur ; Karen WELLS, Auteur ; Michele ROBINS, Auteur Année de publication : 2009 Article en page(s) : p.814-825 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article explores aspects of family environment and parent-child conflict that may predict or moderate response to acute treatments among depressed adolescents (N = 439) randomly assigned to fluoxetine, cognitive behavioral therapy, their combination, or placebo. Outcomes were Week 12 scores on measures of depression and global impairment. Of 20 candidate variables, one predictor emerged: Across treatments, adolescents with mothers who reported less parent-child conflict were more likely to benefit than their counterparts. When family functioning moderated outcome, adolescents who endorsed more negative environments were more likely to benefit from fluoxetine. Similarly, when moderating effects were seen on cognitive behavioral therapy conditions, they were in the direction of being less effective among teens reporting poorer family environments. En ligne : http://dx.doi.org/10.1080/15374410903297148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881 [article] An Exploratory Analysis of the Impact of Family Functioning on Treatment for Depression in Adolescents [Texte imprimé et/ou numérique] / Norah C. FEENY, Auteur ; John S. MARCH, Auteur ; Anne D. SIMONS, Auteur ; Diane E. MAY, Auteur ; Paul ROHDE, Auteur ; Robert L. FINDLING, Auteur ; Steven MCNULTY, Auteur ; David R. ROSENBERG, Auteur ; Sanjeev PATHAK, Auteur ; Christopher J. KRATOCHVIL, Auteur ; Betsy KENNARD, Auteur ; Susan G. SILVA, Auteur ; Golda S. GINSBURG, Auteur ; Mark A. REINECKE, Auteur ; John F. CURRY, Auteur ; Karen WELLS, Auteur ; Michele ROBINS, Auteur . - 2009 . - p.814-825. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.814-825 Index. décimale : PER Périodiques Résumé : This article explores aspects of family environment and parent-child conflict that may predict or moderate response to acute treatments among depressed adolescents (N = 439) randomly assigned to fluoxetine, cognitive behavioral therapy, their combination, or placebo. Outcomes were Week 12 scores on measures of depression and global impairment. Of 20 candidate variables, one predictor emerged: Across treatments, adolescents with mothers who reported less parent-child conflict were more likely to benefit than their counterparts. When family functioning moderated outcome, adolescents who endorsed more negative environments were more likely to benefit from fluoxetine. Similarly, when moderating effects were seen on cognitive behavioral therapy conditions, they were in the direction of being less effective among teens reporting poorer family environments. En ligne : http://dx.doi.org/10.1080/15374410903297148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881

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

Developmental Trajectories of Proactive and Reactive Aggression from Fifth to Ninth Grade / Paula J. FITE in Journal of Clinical Child & Adolescent Psychology, 37-2 (April-June 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.412-421 Titre : Developmental Trajectories of Proactive and Reactive Aggression from Fifth to Ninth Grade Type de document : Texte imprimé et/ou numérique Auteurs : Paula J. FITE, Auteur ; Karen WELLS, Auteur ; John E. LOCHMAN, Auteur ; Craig R. COLDER, Auteur Année de publication : 2008 Article en page(s) : p.412-421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the developmental trajectories of proactive and reactive aggression from 5th to 9th grade in a sample of 126 children (66% male) screened to be in the top 31% on a measure of aggression. Prospective relations between proactive and reactive aggression and delinquency were also examined. Findings suggested that levels of both proactive and reactive aggression peaked in the 6th grade and declined thereafter. Delinquency was stable from 5th to 9th grade. Neither change in proactive nor reactive aggression were associated with overall levels of delinquency from 5th to 9th grade. However, 1-year cross-lagged paths indicated that proactive aggression predicted increases in delinquency, not vice versa. En ligne : http://dx.doi.org/10.1080/15374410801955920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Developmental Trajectories of Proactive and Reactive Aggression from Fifth to Ninth Grade [Texte imprimé et/ou numérique] / Paula J. FITE, Auteur ; Karen WELLS, Auteur ; John E. LOCHMAN, Auteur ; Craig R. COLDER, Auteur . - 2008 . - p.412-421. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.412-421 Index. décimale : PER Périodiques Résumé : This study examined the developmental trajectories of proactive and reactive aggression from 5th to 9th grade in a sample of 126 children (66% male) screened to be in the top 31% on a measure of aggression. Prospective relations between proactive and reactive aggression and delinquency were also examined. Findings suggested that levels of both proactive and reactive aggression peaked in the 6th grade and declined thereafter. Delinquency was stable from 5th to 9th grade. Neither change in proactive nor reactive aggression were associated with overall levels of delinquency from 5th to 9th grade. However, 1-year cross-lagged paths indicated that proactive aggression predicted increases in delinquency, not vice versa. En ligne : http://dx.doi.org/10.1080/15374410801955920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

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)  

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