Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation / Christine A. LEE in Journal of Child Psychology and Psychiatry, 59-5 (May 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.556-564 Titre : Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation Type de document : texte imprimé Auteurs : Christine A. LEE, Auteur ; Richard MILICH, Auteur ; Elizabeth P. LORCH, Auteur ; Kate FLORY, Auteur ; Julie Sarno OWENS, Auteur ; Andrea E. LAMONT, Auteur ; Steven W. EVANS, Auteur Article en page(s) : p.556-564 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  emotional dysregulation  peer relationships Index. décimale : PER Périodiques Résumé : BACKGROUND: Previous research on peer status of children with attention-deficit/hyperactivity disorder (ADHD) has focused on already-established peer groups, rendering the specific social behaviors that influence peers' initial impressions largely unknown. Recently, theorists have argued that emotion dysregulation is a key aspect of ADHD, with empirical work finding relations between emotion dysregulation and social outcomes. Therefore, the current study focuses on the initial interactions among children varying in ADHD symptoms duringh a novel playgroup, proposing that emotion dysregulation displayed during the playgroup may serve as a possible pathway between ADHD symptoms and peers' initial negative impressions. METHODS: Participants were 233 elementary-age children ranging from 8 to 10 years old (M = 8.83, 70% male). Parents and teachers rated children's ADHD symptoms and related impairment; 51% of the children met criteria for an ADHD diagnosis. Then, children participated with unfamiliar peers in a three-hour playgroup that included three structured and two unstructured tasks. After the tasks, children and staff rated each child on social outcomes. Coders unaware of child's diagnostic status watched videos of the groups and rated each child's global emotion dysregulation during each task. RESULTS: Using multiple raters and methods, ADHD severity was associated with more negative peer ratings, through observed emotion dysregulation. Results were consistent for both parent and teacher ratings of ADHD severity as well as for both peer ratings of likeability and staff ratings of perceived peer likeability. CONCLUSIONS: When focusing on improving peers' initial impressions of children with ADHD symptoms, emotion dysregulation may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 [article] Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation [texte imprimé] / Christine A. LEE, Auteur ; Richard MILICH, Auteur ; Elizabeth P. LORCH, Auteur ; Kate FLORY, Auteur ; Julie Sarno OWENS, Auteur ; Andrea E. LAMONT, Auteur ; Steven W. EVANS, Auteur . - p.556-564. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.556-564 Mots-clés : Attention-deficit/hyperactivity disorder  emotional dysregulation  peer relationships Index. décimale : PER Périodiques Résumé : BACKGROUND: Previous research on peer status of children with attention-deficit/hyperactivity disorder (ADHD) has focused on already-established peer groups, rendering the specific social behaviors that influence peers' initial impressions largely unknown. Recently, theorists have argued that emotion dysregulation is a key aspect of ADHD, with empirical work finding relations between emotion dysregulation and social outcomes. Therefore, the current study focuses on the initial interactions among children varying in ADHD symptoms duringh a novel playgroup, proposing that emotion dysregulation displayed during the playgroup may serve as a possible pathway between ADHD symptoms and peers' initial negative impressions. METHODS: Participants were 233 elementary-age children ranging from 8 to 10 years old (M = 8.83, 70% male). Parents and teachers rated children's ADHD symptoms and related impairment; 51% of the children met criteria for an ADHD diagnosis. Then, children participated with unfamiliar peers in a three-hour playgroup that included three structured and two unstructured tasks. After the tasks, children and staff rated each child on social outcomes. Coders unaware of child's diagnostic status watched videos of the groups and rated each child's global emotion dysregulation during each task. RESULTS: Using multiple raters and methods, ADHD severity was associated with more negative peer ratings, through observed emotion dysregulation. Results were consistent for both parent and teacher ratings of ADHD severity as well as for both peer ratings of likeability and staff ratings of perceived peer likeability. CONCLUSIONS: When focusing on improving peers' initial impressions of children with ADHD symptoms, emotion dysregulation may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359

Research Review: Pharmacological and non-pharmacological treatments for adolescents with attention deficit/hyperactivity disorder - a systematic review of the literature / Margaret H. SIBLEY in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.132-149 Titre : Research Review: Pharmacological and non-pharmacological treatments for adolescents with attention deficit/hyperactivity disorder - a systematic review of the literature Type de document : texte imprimé Auteurs : Margaret H. SIBLEY, Auteur ; Sabrina FLORES, Auteur ; Madeline MURPHY, Auteur ; Hana BASU, Auteur ; Mark A. STEIN, Auteur ; Steven W. EVANS, Auteur ; Xin ZHAO, Auteur ; Maychelle MANZANO, Auteur ; Shauntal VAN DREEL, Auteur Article en page(s) : p.132-149 Langues : Anglais (eng) Mots-clés : ADHD  adolescence  treatment trials Index. décimale : PER Périodiques Résumé : Background Attention Deficit/Hyperactivity Disorder (ADHD) demonstrates unique developmental manifestations in adolescence with implications for optimized, age-appropriate treatment. This 10-year update is the third in a series of systematic reviews examining the efficacy and safety of adolescent ADHD treatments. We broadly examined efficacy on ADHD symptoms, impairments, and other reported outcomes. Acute and long-term efficacy, and treatment moderators, were considered. Method We performed PubMed, EMBASE, and PsycINFO searches for articles published or in press from 2013 to 2024, integrated with hand search and randomized controlled trials (RCTs) identified in this series' earlier reviews. RCTs examining the safety or efficacy of interventions delivered to adolescents (ages 10.0 19.9) with a diagnosis of ADHD were included. Study characteristics were extracted and reviewed, quality of evidence was assessed using GRADE, and effect sizes were calculated for individual studies and illustrated using forest plots. Results Sixty-three RCTs were identified. Quality of evidence ranged from high (medication; k 29) to very low (nutrient supplementation, neurofeedback, occupational therapy; k 1 each). Medications demonstrated consistent strong impact on ADHD symptoms and inconsistent impact on impairment. Diverse cognitive/behavioral treatments (C/BTs) demonstrated inconsistent impact on ADHD symptoms but strong and consistent impact on impairment and executive function skills, plus moderate benefits on internalizing symptoms. No interventions demonstrated significant safety concerns. Long-term maintenance (up to 3 years post-treatment) was demonstrated for C/BTs, though moderate quality of evidence was noted because participants cannot be fully blinded to receipt of treatment. Conclusions The effects of C/BTs and medication appear complementary, not duplicative. Combining medication and C/BT is advised at treatment outset to maximize engagement, maintenance, and response breadth (i.e. improving both ADHD symptoms/cognitive performance and coping skills/functional impairments). Engagement strategies (e.g. motivational interviewing) may facilitate uptake. Novel treatments do not yet demonstrate effects on ADHD symptoms or impairments in adolescents but remain a promising area for research. En ligne : https://dx.doi.org/10.1111/jcpp.14056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Research Review: Pharmacological and non-pharmacological treatments for adolescents with attention deficit/hyperactivity disorder - a systematic review of the literature [texte imprimé] / Margaret H. SIBLEY, Auteur ; Sabrina FLORES, Auteur ; Madeline MURPHY, Auteur ; Hana BASU, Auteur ; Mark A. STEIN, Auteur ; Steven W. EVANS, Auteur ; Xin ZHAO, Auteur ; Maychelle MANZANO, Auteur ; Shauntal VAN DREEL, Auteur . - p.132-149. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.132-149 Mots-clés : ADHD  adolescence  treatment trials Index. décimale : PER Périodiques Résumé : Background Attention Deficit/Hyperactivity Disorder (ADHD) demonstrates unique developmental manifestations in adolescence with implications for optimized, age-appropriate treatment. This 10-year update is the third in a series of systematic reviews examining the efficacy and safety of adolescent ADHD treatments. We broadly examined efficacy on ADHD symptoms, impairments, and other reported outcomes. Acute and long-term efficacy, and treatment moderators, were considered. Method We performed PubMed, EMBASE, and PsycINFO searches for articles published or in press from 2013 to 2024, integrated with hand search and randomized controlled trials (RCTs) identified in this series' earlier reviews. RCTs examining the safety or efficacy of interventions delivered to adolescents (ages 10.0 19.9) with a diagnosis of ADHD were included. Study characteristics were extracted and reviewed, quality of evidence was assessed using GRADE, and effect sizes were calculated for individual studies and illustrated using forest plots. Results Sixty-three RCTs were identified. Quality of evidence ranged from high (medication; k 29) to very low (nutrient supplementation, neurofeedback, occupational therapy; k 1 each). Medications demonstrated consistent strong impact on ADHD symptoms and inconsistent impact on impairment. Diverse cognitive/behavioral treatments (C/BTs) demonstrated inconsistent impact on ADHD symptoms but strong and consistent impact on impairment and executive function skills, plus moderate benefits on internalizing symptoms. No interventions demonstrated significant safety concerns. Long-term maintenance (up to 3 years post-treatment) was demonstrated for C/BTs, though moderate quality of evidence was noted because participants cannot be fully blinded to receipt of treatment. Conclusions The effects of C/BTs and medication appear complementary, not duplicative. Combining medication and C/BT is advised at treatment outset to maximize engagement, maintenance, and response breadth (i.e. improving both ADHD symptoms/cognitive performance and coping skills/functional impairments). Engagement strategies (e.g. motivational interviewing) may facilitate uptake. Novel treatments do not yet demonstrate effects on ADHD symptoms or impairments in adolescents but remain a promising area for research. En ligne : https://dx.doi.org/10.1111/jcpp.14056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

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