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Auteur Edmund J. S. SONUGA-BARKE |
Documents disponibles écrits par cet auteur (76)
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Paradigm 'flipping' to reinvigorate translational science: Outlining a neurodevelopmental science framework from a 'neurodiversity' perspective / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 64-10 (October 2023)
[article]
Titre : Paradigm 'flipping' to reinvigorate translational science: Outlining a neurodevelopmental science framework from a 'neurodiversity' perspective Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur Article en page(s) : p.1405-1408 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : For the most part the science of neuro-developmental conditions, such as autism and ADHD, is conducted within a framework defined by a paradigm that assumes that these expressions of neuro-developmental variation are disorders resulting from brain dysfunction. the translational goal being to identify, then target, the source of such dysfunction to reduce disorder and resolve impairment. By shifting this perspective to one that defines such conditions as divergence in thought and action underpinned by brain atypicality, the neurodiversity paradigm offers a fresh scientific vision shaped by a new translational imperative. It shifts the focus of enquiry to understanding the way environments shape experience to either stifle or promote the well-being and development of neurodivergent people. It also encourages the fullest possible participation of neurodivergent people in the scientific process. Together these two elements provide a platform for a new translational science of neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Journal of Child Psychology and Psychiatry > 64-10 (October 2023) . - p.1405-1408[article] Paradigm 'flipping' to reinvigorate translational science: Outlining a neurodevelopmental science framework from a 'neurodiversity' perspective [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur . - p.1405-1408.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-10 (October 2023) . - p.1405-1408
Index. décimale : PER Périodiques Résumé : For the most part the science of neuro-developmental conditions, such as autism and ADHD, is conducted within a framework defined by a paradigm that assumes that these expressions of neuro-developmental variation are disorders resulting from brain dysfunction. the translational goal being to identify, then target, the source of such dysfunction to reduce disorder and resolve impairment. By shifting this perspective to one that defines such conditions as divergence in thought and action underpinned by brain atypicality, the neurodiversity paradigm offers a fresh scientific vision shaped by a new translational imperative. It shifts the focus of enquiry to understanding the way environments shape experience to either stifle or promote the well-being and development of neurodivergent people. It also encourages the fullest possible participation of neurodivergent people in the scientific process. Together these two elements provide a platform for a new translational science of neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Parent training for preschool ADHD: a randomized controlled trial of specialized and generic programs / Howard B. ABIKOFF in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)
[article]
Titre : Parent training for preschool ADHD: a randomized controlled trial of specialized and generic programs Type de document : Texte imprimé et/ou numérique Auteurs : Howard B. ABIKOFF, Auteur ; Margaret THOMPSON, Auteur ; Cathy LAVER-BRADBURY, Auteur ; Nicholas LONG, Auteur ; Rex L. FOREHAND, Auteur ; Laurie MILLER BROTMAN, Auteur ; Rachel G. KLEIN, Auteur ; Philip REISS, Auteur ; Lan HUO, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur Article en page(s) : p.618-631 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder preschool parent training generalization Index. décimale : PER Périodiques Résumé : Background The ‘New Forest Parenting Package’ (NFPP), an 8-week home-based intervention for parents of preschoolers with attention-deficit/hyperactivity disorder (ADHD), fosters constructive parenting to target ADHD-related dysfunctions in attention and impulse control. Although NFPP has improved parent and laboratory measures of ADHD in community samples of children with ADHD-like problems, its efficacy in a clinical sample, and relative to an active treatment comparator, is unknown. The aims are to evaluate the short- and long-term efficacy and generalization effects of NFPP compared to an established clinic-based parenting intervention for treating noncompliant behavior [‘Helping the Noncompliant Child’ (HNC)] in young children with ADHD. Methods A randomized controlled trial with three parallel arms was the design for this study. A total of 164 3–4-year-olds, 73.8% male, meeting DSM-IV ADHD diagnostic criteria were randomized to NFPP (N = 67), HNC (N = 63), or wait-list control (WL, N = 34). All participants were assessed at post-treatment. NFPP and HNC participants were assessed at follow-up in the next school year. Primary outcomes were ADHD ratings by teachers blind to and uninvolved in treatment, and by parents. Secondary ADHD outcomes included clinician assessments, and laboratory measures of on-task behavior and delay of gratification. Other outcomes included parent and teacher ratings of oppositional behavior, and parenting measures. (Trial name: Home-Based Parent Training in ADHD Preschoolers; Registry: ClinicalTrials.gov Identifier: NCT01320098; URL: http://www/clinicaltrials.gov/ct2/show/NCT01320098). Results In both treatment groups, children's ADHD and ODD behaviors, as well as aspects of parenting, were rated improved by parents at the end of treatment compared to controls. Most of these gains in the children's behavior and in some parenting practices were sustained at follow-up. However, these parent-reported improvements were not corroborated by teacher ratings or objective observations. NFPP was not significantly better, and on a few outcomes significantly less effective, than HNC. Conclusions The results do not support the claim that NFPP addresses putative dysfunctions underlying ADHD, bringing about generalized change in ADHD, and its underpinning self-regulatory processes. The findings support documented difficulties in achieving generalization across nontargeted settings, and the importance of using blinded measures to provide meaningful assessments of treatment effects. En ligne : http://dx.doi.org/10.1111/jcpp.12346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.618-631[article] Parent training for preschool ADHD: a randomized controlled trial of specialized and generic programs [Texte imprimé et/ou numérique] / Howard B. ABIKOFF, Auteur ; Margaret THOMPSON, Auteur ; Cathy LAVER-BRADBURY, Auteur ; Nicholas LONG, Auteur ; Rex L. FOREHAND, Auteur ; Laurie MILLER BROTMAN, Auteur ; Rachel G. KLEIN, Auteur ; Philip REISS, Auteur ; Lan HUO, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur . - p.618-631.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.618-631
Mots-clés : Attention-deficit/hyperactivity disorder preschool parent training generalization Index. décimale : PER Périodiques Résumé : Background The ‘New Forest Parenting Package’ (NFPP), an 8-week home-based intervention for parents of preschoolers with attention-deficit/hyperactivity disorder (ADHD), fosters constructive parenting to target ADHD-related dysfunctions in attention and impulse control. Although NFPP has improved parent and laboratory measures of ADHD in community samples of children with ADHD-like problems, its efficacy in a clinical sample, and relative to an active treatment comparator, is unknown. The aims are to evaluate the short- and long-term efficacy and generalization effects of NFPP compared to an established clinic-based parenting intervention for treating noncompliant behavior [‘Helping the Noncompliant Child’ (HNC)] in young children with ADHD. Methods A randomized controlled trial with three parallel arms was the design for this study. A total of 164 3–4-year-olds, 73.8% male, meeting DSM-IV ADHD diagnostic criteria were randomized to NFPP (N = 67), HNC (N = 63), or wait-list control (WL, N = 34). All participants were assessed at post-treatment. NFPP and HNC participants were assessed at follow-up in the next school year. Primary outcomes were ADHD ratings by teachers blind to and uninvolved in treatment, and by parents. Secondary ADHD outcomes included clinician assessments, and laboratory measures of on-task behavior and delay of gratification. Other outcomes included parent and teacher ratings of oppositional behavior, and parenting measures. (Trial name: Home-Based Parent Training in ADHD Preschoolers; Registry: ClinicalTrials.gov Identifier: NCT01320098; URL: http://www/clinicaltrials.gov/ct2/show/NCT01320098). Results In both treatment groups, children's ADHD and ODD behaviors, as well as aspects of parenting, were rated improved by parents at the end of treatment compared to controls. Most of these gains in the children's behavior and in some parenting practices were sustained at follow-up. However, these parent-reported improvements were not corroborated by teacher ratings or objective observations. NFPP was not significantly better, and on a few outcomes significantly less effective, than HNC. Conclusions The results do not support the claim that NFPP addresses putative dysfunctions underlying ADHD, bringing about generalized change in ADHD, and its underpinning self-regulatory processes. The findings support documented difficulties in achieving generalization across nontargeted settings, and the importance of using blinded measures to provide meaningful assessments of treatment effects. En ligne : http://dx.doi.org/10.1111/jcpp.12346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Parents Anticipating Misbehaviour: An Observational Study of Strategies Parents Use to Prevent Conflict with Behaviour Problem Children / Frances E. M. GARDNER in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
[article]
Titre : Parents Anticipating Misbehaviour: An Observational Study of Strategies Parents Use to Prevent Conflict with Behaviour Problem Children Type de document : Texte imprimé et/ou numérique Auteurs : Frances E. M. GARDNER, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Kapil SAYAL, Auteur Année de publication : 1999 Article en page(s) : p.1185-1196 Langues : Anglais (eng) Mots-clés : Parenting parenting strategies behaviour problems conduct problems observational methods preschool children Index. décimale : PER Périodiques Résumé : Research on the role of parenting styles in the development of disruptive behaviour problems has focused primarily on how parents handle conflict once it has occurred. This home observational study examined strategies used by 52 mothers to prevent conflict with 3-year-olds. It was predicted that mothers of children with behaviour problems would use fewer “positive” strategies to resolve conflict, and would use reactive rather than pre-emptive strategies. Results showed frequency of positive strategies did not differ between the groups. Mothers of children with behaviour problems were less likely to use pre-emptive, and more likely to use reactive, strategies. Further analysis showed child conduct problems, rather than other characteristics, best discriminated pre-emptive from reactive strategy users. Follow-up of a subsample found that reactive strategies at age 3 predicted age 5 behaviour problems, even after controlling for age 3 behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1185-1196[article] Parents Anticipating Misbehaviour: An Observational Study of Strategies Parents Use to Prevent Conflict with Behaviour Problem Children [Texte imprimé et/ou numérique] / Frances E. M. GARDNER, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Kapil SAYAL, Auteur . - 1999 . - p.1185-1196.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1185-1196
Mots-clés : Parenting parenting strategies behaviour problems conduct problems observational methods preschool children Index. décimale : PER Périodiques Résumé : Research on the role of parenting styles in the development of disruptive behaviour problems has focused primarily on how parents handle conflict once it has occurred. This home observational study examined strategies used by 52 mothers to prevent conflict with 3-year-olds. It was predicted that mothers of children with behaviour problems would use fewer “positive” strategies to resolve conflict, and would use reactive rather than pre-emptive strategies. Results showed frequency of positive strategies did not differ between the groups. Mothers of children with behaviour problems were less likely to use pre-emptive, and more likely to use reactive, strategies. Further analysis showed child conduct problems, rather than other characteristics, best discriminated pre-emptive from reactive strategy users. Follow-up of a subsample found that reactive strategies at age 3 predicted age 5 behaviour problems, even after controlling for age 3 behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder / David DALEY in Journal of Child Psychology and Psychiatry, 59-9 (September 2018)
[article]
Titre : Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : David DALEY, Auteur ; Saskia VAN DER OORD, Auteur ; Maite FERRIN, Auteur ; Samuele CORTESE, Auteur ; Marina DANCKAERTS, Auteur ; Manfred DOEPFNER, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; David COGHILL, Auteur ; Margaret THOMPSON, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Ralf W. DITTMANN, Auteur ; Chris HOLLIS, Auteur ; Martin HOLTMANN, Auteur ; Eric KONOFAL, Auteur ; Michel LECENDREUX, Auteur ; Aribert ROTHENBERGER, Auteur ; Paramala SANTOSH, Auteur ; Emily SIMONOFF, Auteur ; Cesar SOUTULLO, Auteur ; Hans Christoph STEINHAUSEN, Auteur ; Argyris STRINGARIS, Auteur ; Eric TAYLOR, Auteur ; Ian C. K. WONG, Auteur ; Alessandro ZUDDAS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur Article en page(s) : p.932-947 Langues : Anglais (eng) Mots-clés : ADHD behaviour therapy conduct disorder parent training treatment trials Index. décimale : PER Périodiques Résumé : Background Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. Methods This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. Results On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning ? although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches ? delivered either individually or in groups ? have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Conclusions Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences. En ligne : https://doi.org/10.1111/jcpp.12825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368
in Journal of Child Psychology and Psychiatry > 59-9 (September 2018) . - p.932-947[article] Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / David DALEY, Auteur ; Saskia VAN DER OORD, Auteur ; Maite FERRIN, Auteur ; Samuele CORTESE, Auteur ; Marina DANCKAERTS, Auteur ; Manfred DOEPFNER, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; David COGHILL, Auteur ; Margaret THOMPSON, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Ralf W. DITTMANN, Auteur ; Chris HOLLIS, Auteur ; Martin HOLTMANN, Auteur ; Eric KONOFAL, Auteur ; Michel LECENDREUX, Auteur ; Aribert ROTHENBERGER, Auteur ; Paramala SANTOSH, Auteur ; Emily SIMONOFF, Auteur ; Cesar SOUTULLO, Auteur ; Hans Christoph STEINHAUSEN, Auteur ; Argyris STRINGARIS, Auteur ; Eric TAYLOR, Auteur ; Ian C. K. WONG, Auteur ; Alessandro ZUDDAS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur . - p.932-947.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-9 (September 2018) . - p.932-947
Mots-clés : ADHD behaviour therapy conduct disorder parent training treatment trials Index. décimale : PER Périodiques Résumé : Background Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. Methods This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. Results On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning ? although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches ? delivered either individually or in groups ? have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Conclusions Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences. En ligne : https://doi.org/10.1111/jcpp.12825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 Practitioner Review: Quality of life in child mental health – conceptual challenges and practical choices / David R. COGHILL in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)
[article]
Titre : Practitioner Review: Quality of life in child mental health – conceptual challenges and practical choices Type de document : Texte imprimé et/ou numérique Auteurs : David R. COGHILL, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Marina DANCKAERTS, Auteur ; ADHD EUROPEAN GUIDELINES GROUP, Auteur Année de publication : 2009 Article en page(s) : p.544-561 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02008.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731
in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.544-561[article] Practitioner Review: Quality of life in child mental health – conceptual challenges and practical choices [Texte imprimé et/ou numérique] / David R. COGHILL, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Marina DANCKAERTS, Auteur ; ADHD EUROPEAN GUIDELINES GROUP, Auteur . - 2009 . - p.544-561.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.544-561
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02008.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731 Preschool hyperactivity is associated with long-term economic burden: evidence from a longitudinal health economic analysis of costs incurred across childhood, adolescence and young adulthood / Maria CHOROZOGLOU in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)
PermalinkResearch Review: Do parent ratings of infant negative emotionality and self-regulation predict psychopathology in childhood and adolescence? A systematic review and meta-analysis of prospective longitudinal studies / Katarzyna KOSTYRKA-ALLCHORNE in Journal of Child Psychology and Psychiatry, 61-4 (April 2020)
PermalinkResearch Review: The role of diet in the treatment of attention-deficit/hyperactivity disorder – an appraisal of the evidence on efficacy and recommendations on the design of future studies / Jim STEVENSON in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)
Permalink"School of hard knocks" - what can mental health researchers learn from the COVID-19 crisis? / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)
PermalinkSpecial Editorial: Open science and the Journal of Child Psychology & Psychiatry - next steps? / J. ASARNOW in Journal of Child Psychology and Psychiatry, 59-7 (July 2018)
PermalinkThe dangers for the field of child psychology and psychiatry of over-focusing on the journal impact factor / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)
PermalinkThe dopamine receptor D4 7-repeat allele and prenatal smoking in ADHD-affected children and their unaffected siblings: no gene–environment interaction / Marieke E. ALTINK in Journal of Child Psychology and Psychiatry, 49-10 (October 2008)
PermalinkThe foundations of next generation attention-deficit/hyperactivity disorder neuropsychology: building on progress during the last 30 years / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)
PermalinkThe hierarchical factor model of ADHD: invariant across age and national groupings? / Maggie E. TOPLAK in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
Permalink‘The way we do the things we do’ – decision making transparency at the Journal of Child Psychology and Psychiatry / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
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