Acute neuropsychological effects of methylphenidate in stimulant drug-naïve boys with ADHD II – broader executive and non-executive domains / Sinéad M. RHODES in Journal of Child Psychology and Psychiatry, 47-11 (November 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-11 (November 2006) . - p.1184–1194 Titre : Acute neuropsychological effects of methylphenidate in stimulant drug-naïve boys with ADHD II – broader executive and non-executive domains Type de document : Texte imprimé et/ou numérique Auteurs : Sinéad M. RHODES, Auteur ; David R. COGHILL, Auteur ; Keith MATTHEWS, Auteur Année de publication : 2007 Article en page(s) : p.1184–1194 Langues : Anglais (eng) Mots-clés : ADHD stimulant methylphenidate cognition executive-functioning self-regulation Index. décimale : PER Périodiques Résumé : Background: Accumulating evidence supports methylphenidate-induced enhancement of neuropsychological functioning in attention deficit hyperactivity disorder (ADHD). The present study was designed to investigate the acute effects of the psychostimulant drug, methylphenidate (MPH), on neuropsychological performance in stimulant naïve boys with ADHD. Methods: Seventy-three drug-naïve boys (age 7–15) with ADHD (combined type) completed neuropsychological tasks from the CANTAB battery under randomised, placebo controlled, double-blind conditions following an acute challenge with either placebo (n = 24), .3 (n = 25) or .6 (n = 24) mg/kg oral MPH. Results: MPH did not impair performance on any task. MPH (.6 mg/kg) lengthened response latencies on a task of Spatial Recognition, shortened response times on a Reaction Time task and restored performance on a Delayed Matching to Sample visual, non-working memory task. Contrary to predictions, MPH did not enhance performance on tasks with a prominent executive component, including Go/NoGo, Spatial Working Memory, Stockings of Cambridge and Attentional Set shifting tasks. Conclusions: Acute administration of MPH to drug-naïve boys with ADHD did not impair neuropsychological performance. Acute MPH enhanced performance on some aspects of non-executive functioning. MPH-induced slowing of responding on a relatively complex Spatial Recognition memory task and quickened responding on a reaction time task requiring less cognitive resources suggests that MPH may act by improving self-regulatory ability. MPH may not exert its effects on neuropsychological functioning by enhancing executive processes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01633.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=809 [article] Acute neuropsychological effects of methylphenidate in stimulant drug-naïve boys with ADHD II – broader executive and non-executive domains [Texte imprimé et/ou numérique] / Sinéad M. RHODES, Auteur ; David R. COGHILL, Auteur ; Keith MATTHEWS, Auteur . - 2007 . - p.1184–1194. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-11 (November 2006) . - p.1184–1194 Mots-clés : ADHD stimulant methylphenidate cognition executive-functioning self-regulation Index. décimale : PER Périodiques Résumé : Background: Accumulating evidence supports methylphenidate-induced enhancement of neuropsychological functioning in attention deficit hyperactivity disorder (ADHD). The present study was designed to investigate the acute effects of the psychostimulant drug, methylphenidate (MPH), on neuropsychological performance in stimulant naïve boys with ADHD. Methods: Seventy-three drug-naïve boys (age 7–15) with ADHD (combined type) completed neuropsychological tasks from the CANTAB battery under randomised, placebo controlled, double-blind conditions following an acute challenge with either placebo (n = 24), .3 (n = 25) or .6 (n = 24) mg/kg oral MPH. Results: MPH did not impair performance on any task. MPH (.6 mg/kg) lengthened response latencies on a task of Spatial Recognition, shortened response times on a Reaction Time task and restored performance on a Delayed Matching to Sample visual, non-working memory task. Contrary to predictions, MPH did not enhance performance on tasks with a prominent executive component, including Go/NoGo, Spatial Working Memory, Stockings of Cambridge and Attentional Set shifting tasks. Conclusions: Acute administration of MPH to drug-naïve boys with ADHD did not impair neuropsychological performance. Acute MPH enhanced performance on some aspects of non-executive functioning. MPH-induced slowing of responding on a relatively complex Spatial Recognition memory task and quickened responding on a reaction time task requiring less cognitive resources suggests that MPH may act by improving self-regulatory ability. MPH may not exert its effects on neuropsychological functioning by enhancing executive processes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01633.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=809

Commentary response: Addressing the challenges – response to the commentary of Jarrold and Hall (2012) / David R. COGHILL in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.141-142 Titre : Commentary response: Addressing the challenges – response to the commentary of Jarrold and Hall (2012) Type de document : Texte imprimé et/ou numérique Auteurs : David R. COGHILL, Auteur ; Sinéad M. RHODES, Auteur Année de publication : 2012 Article en page(s) : p.141-142 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02506.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Commentary response: Addressing the challenges – response to the commentary of Jarrold and Hall (2012) [Texte imprimé et/ou numérique] / David R. COGHILL, Auteur ; Sinéad M. RHODES, Auteur . - 2012 . - p.141-142. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.141-142 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02506.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

A comprehensive investigation of memory impairment in attention deficit hyperactivity disorder and oppositional defiant disorder / Sinéad M. RHODES in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.128-137 Titre : A comprehensive investigation of memory impairment in attention deficit hyperactivity disorder and oppositional defiant disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sinéad M. RHODES, Auteur ; Joanne PARK, Auteur ; Sarah SETH, Auteur ; David R. COGHILL, Auteur Année de publication : 2012 Article en page(s) : p.128-137 Langues : Anglais (eng) Mots-clés : Working memory  long-term memory  executive function  ADHD  ODD Index. décimale : PER Périodiques Résumé : Background:  We conducted a comprehensive and systematic assessment of memory functioning in drug-naïve boys with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Methods:  Boys performed verbal and spatial working memory (WM) component (storage and central executive) and verbal and spatial storage load tasks, and the spatial span, spatial executive WM, spatial recognition memory and verbal recognition memory tasks from the Cambridge Neuropsychological Test Automated Battery. Groups comprised: (a) ADHD only (N = 21); (b) ADHD+ODD (N = 27); (c) ODD only (N = 21); and (d) typically developing (TYP) boys (N = 26). Groups were matched for age (M = 9.7 years) and sex (all boys). Results:  Confirmatory factor analyses confirmed the presence of five factors: verbal functioning, spatial functioning, WM storage, WM central executive and long-term memory (LTM). All three clinical groups demonstrated impaired memory performance. Boys with ODD and ODD+ADHD but not ADHD alone performed poorly on verbal memory tasks, whilst all three clinical groups showed impaired performance on spatial memory tasks. All three clinical groups performed poorly on the storage and central executive WM factors and the LTM factor. Conclusions:  ADHD and ODD are characterised by impaired performance storage and central executive WM tasks and LTM tasks. This is, we believe, the first report of impaired WM and LTM performance in ODD. This study suggests that verbal memory difficulties are more closely associated with ODD than ADHD symptoms and that combined ADHD+ODD represents a true comorbidity. The data also support a small but growing number of suggestions in the literature of impaired LTM in ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02436.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] A comprehensive investigation of memory impairment in attention deficit hyperactivity disorder and oppositional defiant disorder [Texte imprimé et/ou numérique] / Sinéad M. RHODES, Auteur ; Joanne PARK, Auteur ; Sarah SETH, Auteur ; David R. COGHILL, Auteur . - 2012 . - p.128-137. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.128-137 Mots-clés : Working memory  long-term memory  executive function  ADHD  ODD Index. décimale : PER Périodiques Résumé : Background:  We conducted a comprehensive and systematic assessment of memory functioning in drug-naïve boys with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Methods:  Boys performed verbal and spatial working memory (WM) component (storage and central executive) and verbal and spatial storage load tasks, and the spatial span, spatial executive WM, spatial recognition memory and verbal recognition memory tasks from the Cambridge Neuropsychological Test Automated Battery. Groups comprised: (a) ADHD only (N = 21); (b) ADHD+ODD (N = 27); (c) ODD only (N = 21); and (d) typically developing (TYP) boys (N = 26). Groups were matched for age (M = 9.7 years) and sex (all boys). Results:  Confirmatory factor analyses confirmed the presence of five factors: verbal functioning, spatial functioning, WM storage, WM central executive and long-term memory (LTM). All three clinical groups demonstrated impaired memory performance. Boys with ODD and ODD+ADHD but not ADHD alone performed poorly on verbal memory tasks, whilst all three clinical groups showed impaired performance on spatial memory tasks. All three clinical groups performed poorly on the storage and central executive WM factors and the LTM factor. Conclusions:  ADHD and ODD are characterised by impaired performance storage and central executive WM tasks and LTM tasks. This is, we believe, the first report of impaired WM and LTM performance in ODD. This study suggests that verbal memory difficulties are more closely associated with ODD than ADHD symptoms and that combined ADHD+ODD represents a true comorbidity. The data also support a small but growing number of suggestions in the literature of impaired LTM in ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02436.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Friendships in Children with Williams Syndrome: Parent and Child Perspectives / Deborah M. RIBY ; Kevin DURKIN ; Sinéad M. RHODES in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.509-517 Titre : Friendships in Children with Williams Syndrome: Parent and Child Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Deborah M. RIBY, Auteur ; Kevin DURKIN, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.509-517 Index. décimale : PER Périodiques Résumé : Although children with Williams syndrome (WS) are strongly socially motivated, many have friendship difficulties. The parents of 21 children with WS and 20 of the children themselves participated in a semi-structured interview about the children?s friendships. Parents reported that their child had difficulties sustaining friendships and low levels of interaction with peers. Barriers to friendships included difficulties with play and self-regulating behaviour. However, there was within-group variability, with a small number of children reported to have strong friendships. While parents reported friendship challenges, all of the children named at least one friend, and most said that they had never felt excluded by their peers. Future research is needed to determine optimal ways to support children with WS in their friendships. En ligne : https://doi.org/10.1007/s10803-022-05807-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Friendships in Children with Williams Syndrome: Parent and Child Perspectives [Texte imprimé et/ou numérique] / Deborah M. RIBY, Auteur ; Kevin DURKIN, Auteur ; Sinéad M. RHODES, Auteur . - p.509-517. in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.509-517 Index. décimale : PER Périodiques Résumé : Although children with Williams syndrome (WS) are strongly socially motivated, many have friendship difficulties. The parents of 21 children with WS and 20 of the children themselves participated in a semi-structured interview about the children?s friendships. Parents reported that their child had difficulties sustaining friendships and low levels of interaction with peers. Barriers to friendships included difficulties with play and self-regulating behaviour. However, there was within-group variability, with a small number of children reported to have strong friendships. While parents reported friendship challenges, all of the children named at least one friend, and most said that they had never felt excluded by their peers. Future research is needed to determine optimal ways to support children with WS in their friendships. En ligne : https://doi.org/10.1007/s10803-022-05807-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults / Maria C. BROLETTI in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4684-4696 Titre : Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults Type de document : Texte imprimé et/ou numérique Auteurs : Maria C. BROLETTI, Auteur ; Christina EFTHYMIOU, Auteur ; Aja Louise MURRAY, Auteur ; Emily MCDOUGAL, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.4684-4696 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD?+?DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD?+?DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression. En ligne : https://doi.org/10.1007/s10803-023-06148-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults [Texte imprimé et/ou numérique] / Maria C. BROLETTI, Auteur ; Christina EFTHYMIOU, Auteur ; Aja Louise MURRAY, Auteur ; Emily MCDOUGAL, Auteur ; Sinéad M. RHODES, Auteur . - p.4684-4696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4684-4696 Index. décimale : PER Périodiques Résumé : This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD?+?DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD?+?DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression. En ligne : https://doi.org/10.1007/s10803-023-06148-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights / Amanda E. GILLOOLY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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Social identities and mental well-being in autistic adults / Cameron A. MAITLAND in Autism, 26-6 (August 2022)  

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Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

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