Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder / Brent ALSOP in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956 Titre : Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.947-956 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder  response allocation  reinforcement  change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur . - p.947-956. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956 Mots-clés : Attention-deficit hyperactivity disorder  response allocation  reinforcement  change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder / Emi FURUKAWA in Journal of Child Psychology and Psychiatry, 58-3 (March 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.248-257 Titre : Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emi FURUKAWA, Auteur ; Brent ALSOP, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.248-257 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder  punishment  response allocation  matching law Index. décimale : PER Périodiques Résumé : Background The behavioral sensitivity of children with ADHD to punishment has received limited theoretical and experimental attention. This study evaluated the effects of punishment on the response allocation of children with ADHD and typically developing children. Method Two hundred and ten children, 145 diagnosed with ADHD, completed an operant task in which they chose between playing two simultaneously available games. Reward was arranged symmetrically across the games under concurrent variable interval schedules. Asymmetric punishment schedules were superimposed; responses on one game were punished four times as often as responses on the other. Results Both groups allocated more of their responses to the less frequently punished alternative. Response bias increased significantly in the ADHD group during later trials, resulting in missed reward trials and reduced earnings. Conclusions Punishment exerted greater control over the response allocation of children with ADHD with increased time on task. Children with ADHD appear more sensitive to the cumulative effects of punishment than typically developing children. En ligne : http://dx.doi.org/10.1111/jcpp.12635 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Emi FURUKAWA, Auteur ; Brent ALSOP, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Gail TRIPP, Auteur . - p.248-257. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.248-257 Mots-clés : Attention-deficit hyperactivity disorder  punishment  response allocation  matching law Index. décimale : PER Périodiques Résumé : Background The behavioral sensitivity of children with ADHD to punishment has received limited theoretical and experimental attention. This study evaluated the effects of punishment on the response allocation of children with ADHD and typically developing children. Method Two hundred and ten children, 145 diagnosed with ADHD, completed an operant task in which they chose between playing two simultaneously available games. Reward was arranged symmetrically across the games under concurrent variable interval schedules. Asymmetric punishment schedules were superimposed; responses on one game were punished four times as often as responses on the other. Results Both groups allocated more of their responses to the less frequently punished alternative. Response bias increased significantly in the ADHD group during later trials, resulting in missed reward trials and reduced earnings. Conclusions Punishment exerted greater control over the response allocation of children with ADHD with increased time on task. Children with ADHD appear more sensitive to the cumulative effects of punishment than typically developing children. En ligne : http://dx.doi.org/10.1111/jcpp.12635 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? / An-Katrien HULSBOSCH in Journal of Child Psychology and Psychiatry, 64-11 (November 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-11 (November 2023) . - p.1631-1640 Titre : Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? Type de document : Texte imprimé et/ou numérique Auteurs : An-Katrien HULSBOSCH, Auteur ; Tom BECKERS, Auteur ; Hasse DE MEYER, Auteur ; Marina DANCKAERTS, Auteur ; Dagmar VAN LIEFFERINGE, Auteur ; Gail TRIPP, Auteur ; Saskia VAN DER OORD, Auteur Article en page(s) : p.1631-1640 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Prominent theoretical accounts of attention-deficit/hyperactivity-disorder (ADHD) hypothesize that reinforcement learning deficits underlie symptoms of ADHD. The Dynamic Developmental Theory and the Dopamine Transfer Deficit hypothesis assume impairments in both the acquisition and extinction of behavior, especially when learning occurs under partial (non-continuous) reinforcement, and subsequently the Partial Reinforcement Extinction Effect (PREE). Few studies have evaluated instrumental learning in ADHD and the results are inconsistent. The current study investigates instrumental learning under partial and continuous reinforcement schedules and subsequent behavioral persistence when reinforcement is withheld (extinction) in children with and without ADHD. Methods Large well-defined samples of children with ADHD (n=93) and typically developing (TD) children (n=73) completed a simple instrumental learning task. The children completed acquisition under continuous (100%) or partial (20%) reinforcement, followed by a 4-min extinction phase. Two-way (diagnosis by condition) ANOVAs evaluated responses needed to reach the learning criterion during acquisition, and target and total responses during extinction. Results Children with ADHD required more trials to reach criterion compared to TD children under both continuous and partial reinforcement. After partial reinforcement, children with ADHD executed fewer target responses during extinction than TD children. Children with ADHD executed more responses than TD children during extinction, irrespective of learning condition. Conclusions The findings demonstrate general difficulties in instrumental learning in ADHD, that is, slower learning irrespective of reinforcement schedule. They also show faster extinction following learning under partial reinforcement in those with ADHD, that is, a diminished PREE. Children with ADHD executed more responses during extinction. Results are theoretically important, with clinical implications for understanding and managing learning difficulties in those with ADHD, as they suggest poorer reinforcement learning and lower behavioral persistence. En ligne : https://doi.org/10.1111/jcpp.13805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? [Texte imprimé et/ou numérique] / An-Katrien HULSBOSCH, Auteur ; Tom BECKERS, Auteur ; Hasse DE MEYER, Auteur ; Marina DANCKAERTS, Auteur ; Dagmar VAN LIEFFERINGE, Auteur ; Gail TRIPP, Auteur ; Saskia VAN DER OORD, Auteur . - p.1631-1640. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-11 (November 2023) . - p.1631-1640 Index. décimale : PER Périodiques Résumé : Background Prominent theoretical accounts of attention-deficit/hyperactivity-disorder (ADHD) hypothesize that reinforcement learning deficits underlie symptoms of ADHD. The Dynamic Developmental Theory and the Dopamine Transfer Deficit hypothesis assume impairments in both the acquisition and extinction of behavior, especially when learning occurs under partial (non-continuous) reinforcement, and subsequently the Partial Reinforcement Extinction Effect (PREE). Few studies have evaluated instrumental learning in ADHD and the results are inconsistent. The current study investigates instrumental learning under partial and continuous reinforcement schedules and subsequent behavioral persistence when reinforcement is withheld (extinction) in children with and without ADHD. Methods Large well-defined samples of children with ADHD (n=93) and typically developing (TD) children (n=73) completed a simple instrumental learning task. The children completed acquisition under continuous (100%) or partial (20%) reinforcement, followed by a 4-min extinction phase. Two-way (diagnosis by condition) ANOVAs evaluated responses needed to reach the learning criterion during acquisition, and target and total responses during extinction. Results Children with ADHD required more trials to reach criterion compared to TD children under both continuous and partial reinforcement. After partial reinforcement, children with ADHD executed fewer target responses during extinction than TD children. Children with ADHD executed more responses than TD children during extinction, irrespective of learning condition. Conclusions The findings demonstrate general difficulties in instrumental learning in ADHD, that is, slower learning irrespective of reinforcement schedule. They also show faster extinction following learning under partial reinforcement in those with ADHD, that is, a diminished PREE. Children with ADHD executed more responses during extinction. Results are theoretically important, with clinical implications for understanding and managing learning difficulties in those with ADHD, as they suggest poorer reinforcement learning and lower behavioral persistence. En ligne : https://doi.org/10.1111/jcpp.13805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Moving forward. Use of the START NOW skills training program for female youth with ODD and CD - a commentary on Stadler et al. (2024) / Gail TRIPP in Journal of Child Psychology and Psychiatry, 65-10 (October 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-10 (October 2024) . - p.1401-1402 Titre : Moving forward. Use of the START NOW skills training program for female youth with ODD and CD - a commentary on Stadler et al. (2024) Type de document : Texte imprimé et/ou numérique Auteurs : Gail TRIPP, Auteur Article en page(s) : p.1401-1402 Langues : Anglais (eng) Mots-clés : Adolescence  conduct disorder  oppositional defiant disorder (ODD)  intervention  RCT design Index. décimale : PER Périodiques Résumé : Female youth with oppositional defiant disorder (ODD) and conduct disorder (CD) are an under studied and underserved population at high risk for poor adjustment in later life. Stadler et al. (2024) attempt to redress this situation for adolescent females with CD or ODD with an adapted version of the skills training program START NOW. They describe the results of an ambitious randomized control trial, comparing START NOW with standard care in youth welfare settings in Germany, Switzerland, and The Netherlands. The findings appear promising, but the paper is especially valuable for the spotlight it shines on the needs of this underserved population and those caring for them, together with the importance of undertaking such trials despite their challenges. This commentary seeks to encourage readers to engage with the START NOW trial. En ligne : https://doi.org/10.1111/jcpp.14024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Moving forward. Use of the START NOW skills training program for female youth with ODD and CD - a commentary on Stadler et al. (2024) [Texte imprimé et/ou numérique] / Gail TRIPP, Auteur . - p.1401-1402. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-10 (October 2024) . - p.1401-1402 Mots-clés : Adolescence  conduct disorder  oppositional defiant disorder (ODD)  intervention  RCT design Index. décimale : PER Périodiques Résumé : Female youth with oppositional defiant disorder (ODD) and conduct disorder (CD) are an under studied and underserved population at high risk for poor adjustment in later life. Stadler et al. (2024) attempt to redress this situation for adolescent females with CD or ODD with an adapted version of the skills training program START NOW. They describe the results of an ambitious randomized control trial, comparing START NOW with standard care in youth welfare settings in Germany, Switzerland, and The Netherlands. The findings appear promising, but the paper is especially valuable for the spotlight it shines on the needs of this underserved population and those caring for them, together with the importance of undertaking such trials despite their challenges. This commentary seeks to encourage readers to engage with the START NOW trial. En ligne : https://doi.org/10.1111/jcpp.14024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study / Shizuka SHIMABUKURO in Journal of Child Psychology and Psychiatry, 65-12 (December 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1624-1637 Titre : A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study Type de document : Texte imprimé et/ou numérique Auteurs : Shizuka SHIMABUKURO, Auteur ; Takashi OSHIO, Auteur ; Takahiro ENDO, Auteur ; Satoshi HARADA, Auteur ; Yushiro YAMASHITA, Auteur ; Akemi TOMODA, Auteur ; Boliang GUO, Auteur ; Yuko GOTO, Auteur ; Atsuko ISHII, Auteur ; Mio IZUMI, Auteur ; Yukiko NAKAHARA, Auteur ; Kazushi YAMAMOTO, Auteur ; David DALEY, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.1624-1637 Langues : Anglais (eng) Mots-clés : ADHD  parent training  Japan  New Forest Parent Programme  Parent Stress Management Index. décimale : PER Périodiques Résumé : Background Well Parent Japan (WPJ) is a new hybrid group parent training programme combining sessions to improve mothers' psychological well-being with a culturally adapted version of the New Forest Parenting Programme (NFPP). This study investigates the effectiveness and cost-effectiveness of WPJ against treatment as usual (TAU) within Japanese child mental health services. Methods TRANSFORM was a pragmatic multi-site randomised controlled trial (RCT) with two parallel arms. Altogether 124 mothers of 6?12-year-old children with DSM-5 ADHD were randomised to WPJ (n?=?65) or TAU (n?=?59). Participants were assessed at baseline, post-treatment and three-month follow-up. The primary outcome was parent-domain stress following intervention. Secondary outcomes included maternal reports of child-domain stress, parenting practices, parenting efficacy, mood, family strain, child behaviour and impairment. Objective measures of the parent?child relationship were collected at baseline and post-treatment. Data analysis was intention to treat (ITT) with treatment effects quantified through analysis of covariance (ANCOVA) via multilevel modelling. An incremental cost-effectiveness ratio (ICER) assessed WPJ's cost-effectiveness. Results WPJ was superior to TAU in reducing parent-domain stress post-treatment (adjusted mean difference?=?5.05, 95% CI 0.33 to 9.81, p?=?.036) and at follow-up (adjusted mean difference 4.82, 95% CI 0.09 to 9.55, p?=?.046). Significant WPJ intervention effects were also observed for parenting practices, parenting efficacy and family strain. WPJ and TAU were not significantly different post-intervention or at follow-up for the other secondary outcomes. The incremental cost of WPJ was 34,202 JPY (315.81 USD). The probability that WPJ is cost-effective is 74% at 10,000 JPY (USD 108.30) per one-point improvement in parenting stress, 92% at 20,000 JPY (216.60 USD). The programme was delivered with high fidelity and excellent retention. Conclusions WPJ can be delivered in routine clinical care at modest cost with positive effects on self-reported well-being of the mothers, parenting practices and family coping. WPJ is a promising addition to psychosocial interventions for ADHD in Japan. En ligne : https://doi.org/10.1111/jcpp.14007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study [Texte imprimé et/ou numérique] / Shizuka SHIMABUKURO, Auteur ; Takashi OSHIO, Auteur ; Takahiro ENDO, Auteur ; Satoshi HARADA, Auteur ; Yushiro YAMASHITA, Auteur ; Akemi TOMODA, Auteur ; Boliang GUO, Auteur ; Yuko GOTO, Auteur ; Atsuko ISHII, Auteur ; Mio IZUMI, Auteur ; Yukiko NAKAHARA, Auteur ; Kazushi YAMAMOTO, Auteur ; David DALEY, Auteur ; Gail TRIPP, Auteur . - p.1624-1637. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1624-1637 Mots-clés : ADHD  parent training  Japan  New Forest Parent Programme  Parent Stress Management Index. décimale : PER Périodiques Résumé : Background Well Parent Japan (WPJ) is a new hybrid group parent training programme combining sessions to improve mothers' psychological well-being with a culturally adapted version of the New Forest Parenting Programme (NFPP). This study investigates the effectiveness and cost-effectiveness of WPJ against treatment as usual (TAU) within Japanese child mental health services. Methods TRANSFORM was a pragmatic multi-site randomised controlled trial (RCT) with two parallel arms. Altogether 124 mothers of 6?12-year-old children with DSM-5 ADHD were randomised to WPJ (n?=?65) or TAU (n?=?59). Participants were assessed at baseline, post-treatment and three-month follow-up. The primary outcome was parent-domain stress following intervention. Secondary outcomes included maternal reports of child-domain stress, parenting practices, parenting efficacy, mood, family strain, child behaviour and impairment. Objective measures of the parent?child relationship were collected at baseline and post-treatment. Data analysis was intention to treat (ITT) with treatment effects quantified through analysis of covariance (ANCOVA) via multilevel modelling. An incremental cost-effectiveness ratio (ICER) assessed WPJ's cost-effectiveness. Results WPJ was superior to TAU in reducing parent-domain stress post-treatment (adjusted mean difference?=?5.05, 95% CI 0.33 to 9.81, p?=?.036) and at follow-up (adjusted mean difference 4.82, 95% CI 0.09 to 9.55, p?=?.046). Significant WPJ intervention effects were also observed for parenting practices, parenting efficacy and family strain. WPJ and TAU were not significantly different post-intervention or at follow-up for the other secondary outcomes. The incremental cost of WPJ was 34,202 JPY (315.81 USD). The probability that WPJ is cost-effective is 74% at 10,000 JPY (USD 108.30) per one-point improvement in parenting stress, 92% at 20,000 JPY (216.60 USD). The programme was delivered with high fidelity and excellent retention. Conclusions WPJ can be delivered in routine clinical care at modest cost with positive effects on self-reported well-being of the mothers, parenting practices and family coping. WPJ is a promising addition to psychosocial interventions for ADHD in Japan. En ligne : https://doi.org/10.1111/jcpp.14007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Research Review: Dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD / Gail TRIPP in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)  

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Response to Williams's Commentary / Gail TRIPP in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)  

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The profile of pragmatic language impairments in children with ADHD: A systematic review / Sophie CARRUTHERS in Development and Psychopathology, 34-5 (December 2022)  

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