Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association / Oliver CHADWICK in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050 Titre : Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association Type de document : Texte imprimé et/ou numérique Auteurs : Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur Année de publication : 1999 Article en page(s) : p.1039-1050 Langues : Anglais (eng) Mots-clés : Adolescent outcome  cognitive impairment  comorbidity  hyperactivity  reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association [Texte imprimé et/ou numérique] / Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur . - 1999 . - p.1039-1050. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050 Mots-clés : Adolescent outcome  cognitive impairment  comorbidity  hyperactivity  reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Psychological sequelae of head injury in children / Oliver CHADWICK in Developmental Medicine & Child Neurology, 27-1 (February 1985)

Public ISBD [article]  inDevelopmental Medicine & Child Neurology > 27-1 (February 1985) . - p.72-75 Titre : Psychological sequelae of head injury in children Type de document : Texte imprimé et/ou numérique Auteurs : Oliver CHADWICK, Auteur Année de publication : 1985 Article en page(s) : p.72-75 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Psychological sequelae of head injury in children [Texte imprimé et/ou numérique] / Oliver CHADWICK, Auteur . - 1985 . - p.72-75. Langues : Anglais (eng) in Developmental Medicine & Child Neurology > 27-1 (February 1985) . - p.72-75 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Randomized controlled double-blind trial of optimal dose methylphenidate in children and adolescents with severe attention deficit hyperactivity disorder and intellectual disability / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 54-5 (May 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-5 (May 2013) . - p.527-535 Titre : Randomized controlled double-blind trial of optimal dose methylphenidate in children and adolescents with severe attention deficit hyperactivity disorder and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Emily SIMONOFF, Auteur ; Eric TAYLOR, Auteur ; Gillian BAIRD, Auteur ; Sarah BERNARD, Auteur ; Oliver CHADWICK, Auteur ; Holan LIANG, Auteur ; Susannah WHITWELL, Auteur ; Kirsten RIEMER, Auteur ; Kishan SHARMA, Auteur ; Santvana Pandey SHARMA, Auteur ; Nicky WOOD, Auteur ; Joanna KELLY, Auteur ; Ania GOLASZEWSKI, Auteur ; Juliet KENNEDY, Auteur ; Lydia RODNEY, Auteur ; Nicole WEST, Auteur ; Rebecca WALWYN, Auteur ; Fatima JICHI, Auteur Article en page(s) : p.527-535 Langues : Anglais (eng) Mots-clés : Attention deficit disorder with hyperactivity  Randomized controlled trial  autism  mental retardation  intellectual disability  methylphenidate  stimulants Index. décimale : PER Périodiques Résumé : Background: Attention deficit hyperactivity disorder is increased in children with intellectual disability. Previous research has suggested stimulants are less effective than in typically developing children but no studies have titrated medication for individual optimal dosing or tested the effects for longer than 4 weeks. Method: One hundred and twenty two drug-free children aged 7–15 with hyperkinetic disorder and IQ 30–69 were recruited to a double-blind, placebo-controlled trial that randomized participants using minimization by probability, stratified by referral source and IQ level in a one to one ratio. Methylphenidate was compared with placebo. Dose titration comprised at least 1 week each of low (0.5 mg/kg/day), medium (1.0 mg/kg/day) and high dose (1.5 mg/kg/day). Parent and teacher Attention deficit hyperactivity disorder (ADHD) index of the Conners Rating Scale-Short Version at 16 weeks provided the primary outcome measures. Clinical response was determined with the Clinical Global Impressions scale (CGI-I). Adverse effects were evaluated by a parent-rated questionnaire, weight, pulse and blood pressure. Analyses were by intention to treat. Trial registration: ISRCTN 68384912. Results: Methylphenidate was superior to placebo with effect sizes of 0.39 [95% confidence intervals (CIs) 0.09, 0.70] and 0.52 (95% CIs 0.23, 0.82) for the parent and teacher Conners ADHD index. Four (7%) children on placebo versus 24 (40%) of those on methylphenidate were judged improved or much improved on the CGI. IQ and autistic symptoms did not affect treatment efficacy. Active medication was associated with sleep difficulty, loss of appetite and weight loss but there were no significant differences in pulse or blood pressure. Conclusions: Optimal dosing of methylphenidate is practical and effective in some children with hyperkinetic disorder and intellectual disability. Adverse effects typical of methylphenidate were seen and medication use may require close monitoring in this vulnerable group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02569.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196 [article] Randomized controlled double-blind trial of optimal dose methylphenidate in children and adolescents with severe attention deficit hyperactivity disorder and intellectual disability [Texte imprimé et/ou numérique] / Emily SIMONOFF, Auteur ; Eric TAYLOR, Auteur ; Gillian BAIRD, Auteur ; Sarah BERNARD, Auteur ; Oliver CHADWICK, Auteur ; Holan LIANG, Auteur ; Susannah WHITWELL, Auteur ; Kirsten RIEMER, Auteur ; Kishan SHARMA, Auteur ; Santvana Pandey SHARMA, Auteur ; Nicky WOOD, Auteur ; Joanna KELLY, Auteur ; Ania GOLASZEWSKI, Auteur ; Juliet KENNEDY, Auteur ; Lydia RODNEY, Auteur ; Nicole WEST, Auteur ; Rebecca WALWYN, Auteur ; Fatima JICHI, Auteur . - p.527-535. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-5 (May 2013) . - p.527-535 Mots-clés : Attention deficit disorder with hyperactivity  Randomized controlled trial  autism  mental retardation  intellectual disability  methylphenidate  stimulants Index. décimale : PER Périodiques Résumé : Background: Attention deficit hyperactivity disorder is increased in children with intellectual disability. Previous research has suggested stimulants are less effective than in typically developing children but no studies have titrated medication for individual optimal dosing or tested the effects for longer than 4 weeks. Method: One hundred and twenty two drug-free children aged 7–15 with hyperkinetic disorder and IQ 30–69 were recruited to a double-blind, placebo-controlled trial that randomized participants using minimization by probability, stratified by referral source and IQ level in a one to one ratio. Methylphenidate was compared with placebo. Dose titration comprised at least 1 week each of low (0.5 mg/kg/day), medium (1.0 mg/kg/day) and high dose (1.5 mg/kg/day). Parent and teacher Attention deficit hyperactivity disorder (ADHD) index of the Conners Rating Scale-Short Version at 16 weeks provided the primary outcome measures. Clinical response was determined with the Clinical Global Impressions scale (CGI-I). Adverse effects were evaluated by a parent-rated questionnaire, weight, pulse and blood pressure. Analyses were by intention to treat. Trial registration: ISRCTN 68384912. Results: Methylphenidate was superior to placebo with effect sizes of 0.39 [95% confidence intervals (CIs) 0.09, 0.70] and 0.52 (95% CIs 0.23, 0.82) for the parent and teacher Conners ADHD index. Four (7%) children on placebo versus 24 (40%) of those on methylphenidate were judged improved or much improved on the CGI. IQ and autistic symptoms did not affect treatment efficacy. Active medication was associated with sleep difficulty, loss of appetite and weight loss but there were no significant differences in pulse or blood pressure. Conclusions: Optimal dosing of methylphenidate is practical and effective in some children with hyperkinetic disorder and intellectual disability. Adverse effects typical of methylphenidate were seen and medication use may require close monitoring in this vulnerable group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02569.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196

The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839 Titre : The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation Type de document : Texte imprimé et/ou numérique Auteurs : Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur Année de publication : 2006 Article en page(s) : p.828–839 Langues : Anglais (eng) Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification. Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire. Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification. Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769 [article] The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation [Texte imprimé et/ou numérique] / Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur . - 2006 . - p.828–839. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839 Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification. Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire. Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification. Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769

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