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1
Sherifi, Edo, and Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.
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ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD.
Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022
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Kastner, Ted, Debra L. Friedman, Alice T. Plummer, Marilyn Q. Ruiz, and Dana Henning. "Valproic Acid for the Treatment of Children With Mental Retardation and Mood Symptomatology." Pediatrics 86, no. 3 (September 1, 1990): 467–72. http://dx.doi.org/10.1542/peds.86.3.467.
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Most researchers agree that there is a high incidence of psychiatric illness among children with mental retardation. Menolascino1,2 found diagnosable psychiatric disorders in 31 of 616 children who were suspected of being mentally retarded. Of this sample, 24.5% were noted to be "emotionally disturbed." Phillips and Williams3 described the results of 100 psychiatric evaluations of children with mental retardation and assigned the following diagnoses: psychotic symptoms, 38%; neuroses, 5%; personality disorders and other nonpsychiatric disorders, 16%; behavior disorders, 26%; transient situational disorders, 2%; and no psychiatric disorder, 13%. Chess4 and Hassibi5 described behavior disorders in a group of 52 children living with their middle class families who were mildly and borderline mentally retarded.
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Yule, William. "DISRUPTIVE BEHAVIOR DISORDERS IN CHILDREN: TREATMENT-FOCUSED ASSESSMENT." Criminal Behaviour and Mental Health 4, no. 1 (March 1994): 72–73. http://dx.doi.org/10.1002/cbm.1994.4.1.72.
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Baad, RK, and Kiran Jagtap. "The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions." Journal of Contemporary Dental Practice 13, no. 4 (2012): 559–61. http://dx.doi.org/10.5005/jp-journals-10024-1186.
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ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.
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Culbert, Timothy P., Gerard A. Banez, and Michael I. Reiff. "Children Who Have Attentional Disorders: Interventions." Pediatrics In Review 15, no. 1 (January 1, 1994): 5–14. http://dx.doi.org/10.1542/pir.15.1.5.
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The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.
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Olson, Patricia M., and Mary Rae Pacheco. "Bipolar Disorder in School-Age Children." Journal of School Nursing 21, no. 3 (June 2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.
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This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential.
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Hidayatullah, Taufiqi, Hendriati Agustiani, and Arlette Suzy Setiawan. "Behavior management-based applied behaviour analysis within dental examination of children with autism spectrum disorder." Dental Journal (Majalah Kedokteran Gigi) 51, no. 2 (June 30, 2018): 71. http://dx.doi.org/10.20473/j.djmkg.v51.i2.p71-75.
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Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.
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Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (September 11, 2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.
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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.
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Doyle, Melissa M. "Anxiety Disorders in Children." Pediatrics In Review 43, no. 11 (November 1, 2022): 618–30. http://dx.doi.org/10.1542/pir.2020-001198.
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Anxiety disorders are the most common mental health disorders in children with clearly defined and empirically based treatment. However, assessment and treatment pose several obstacles for pediatric providers. A child who may have age-appropriate communication skills will still struggle to accurately report the presence, timing, and severity of symptoms. Reports from parents, caregivers, and teachers are often subjective and can focus on 1 aspect of the child’s behavior. Untreated, anxiety disorders have an adverse effect on a child’s functioning, and impairments in physical health, academic performance, and social competence can lead to lifelong consequences. Well-validated and rapidly administered screening tools can be used to gather data from schools and other resources to inform the diagnosis, guide treatment recommendations, and track improvements. Limited training on behavioral health diagnosis and fear of “black box warnings” have left many pediatric clinicians reluctant to prescribe medications. There are readily available practice guidelines for these medications, and data documenting the efficacy of these medications for children should encourage their use.
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Flannery-Schroeder, Ellen, Cynthia Suveg, Scott Safford, Philip C. Kendall, and Alicia Webb. "Comorbid Externalising Disorders and Child Anxiety Treatment Outcomes." Behaviour Change 21, no. 1 (March 1, 2004): 14–25. http://dx.doi.org/10.1375/bech.21.1.14.35972.
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AbstractExamined the effects of comorbid externalising disorders (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], conduct disorder [CD]) on the long-term outcome (7.4 years) of individuals treated for anxiety disorders as youth. Ninety-four anxiety-disordered children (aged 8-13) were provided with a 16-session manual-based cognitive behavioural treatment (CBT). Assessments were completed at pretreatment, posttreatment, 1-year posttreatment (see Kendall, et al., 1997) and for 88 of the original 94 subjects at 7.4-years posttreatment (see Kendall, Safford, Flannery-Schroeder, & Webb, in press). At pretreatment, all participants received principal anxiety diagnoses (generalised anxiety disorder, separation anxiety disorder, social phobia). Nineteen had comorbid externalising disorders (11 ADHD, 7 ODD and 1 CD). These 19 subjects were matched on age (within an average of 3 months), gender and race with 19 previously treated youths who were not comorbid with an externalising disorder. Examining parent- and child-reports, respectively, comparable rates of comorbid versus non-comorbid cases were free of their principal anxiety disorder at the 7.4-year follow-up on all dependent measures. Parents of anxiety-disordered children with a comorbid externalising disorder reported higher levels of child externalising behaviour than did parents of anxiety-disordered children without comorbidity. Comorbid children reported greater self-efficacy in coping with anxiety-provoking situations than did non-comorbid children. Thus, it appears that overall anxiety-disordered children with and without comorbid externalising disorders showed comparable improvements following CBT.
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Housley, Patricia C., and Rik Carl D'Amato. "Book Review: Disruptive behavior disorders in children: Treatment-focused assessment." Journal of Psychoeducational Assessment 12, no. 1 (March 1994): 76–78. http://dx.doi.org/10.1177/073428299401200108.
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Faadhil, Faadhil. "METODE TOKEN ECONOMY UNTUK MEMODIFIKASI PERILAKU ANAK OPPOSITIONAL DEFIANT DISORDERS." JURNAL ISLAMIKA GRANADA 1, no. 1 (April 1, 2021): 34–42. http://dx.doi.org/10.51849/ig.v1i1.11.
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Children with oppositional defiant disorders (ODD) have a tendency to against authority figures, which is shown by a tendency to argue with parents and teachers, refuse to follow orders from parents and teachers, and intentionally disturb others. This condition of course can hinder the optimal potential of the child and can interfere with the comfort of other children when children with ODD are in public places such as schools, so that effective handling is needed to reduce these unwanted behaviors. The focus of the behavior that wants to be modified in this study is the behavior of annoying friends during learning hours. This study aims to see the effectiveness of the token economy method in modifying disruptive behavior in children with ODD. This study used a single-case experimental design, and the process of analyzing the data was by comparing the average number of annoying behavior to friends before being given treatment and after giving treatment. Participant in this study was a child with ODD. The results of this study indicate that token ecomy can reduce disruptive behavior in children with ODD.
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Heinrichs, Nina, Inge Kamp-Becker, Regina Bussing, Martina Schimek, Andreas Becker, and Wolfgang Briegel. "Disruptive Behaviors across Different Disorders: Evaluation of a Clinical Sample Using the Eyberg Child Behavior Inventory." Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 47, no. 1 (January 1, 2019): 35–47. http://dx.doi.org/10.1024/1422-4917/a000601.
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Abstract. Objective: The study reports the prevalence of disruptive behaviors in a help-seeking sample of young children across a diverse range of clinical diagnoses (based on ICD-10). Method: The Eyberg Child Behavior Inventory (ECBI), a parent rating scale of disruptive behaviors, was completed on 310 children (2–11 years) at three child and adolescent psychiatry clinics in three German states (Bavaria, Hesse, Lower Saxony); the majority of children were outpatients. Results: Mean intensity scores of disruptive behaviors differed significantly by diagnostic group, with the lowest ratings within a community sample, and increasingly higher scores in children with a diagnosis from the internalizing spectrum, those with pervasive developmental disorders, and finally, those with externalizing disorders (e. g. hyperkinetic disorder, conduct disorders). Seventy percent of the clinical sample, compared to only 17 % of the community sample, exceeded the normative cut-off score of 111, indicating that disruptive behaviors are common in young German children seeking help for different mental health problems. Conclusions: These findings support the Research Domain Criteria approach by showing that disruptive behaviors cross our current diagnostic labels and may need to be assessed and conceptualized in treatment planning, even in children without a primary diagnosis from the externalizing spectrum.
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Levin, Darren S., Valerie M. Volkert, and Cathleen C. Piazza. "A Multi-Component Treatment to Reduce Packing in Children With Feeding and Autism Spectrum Disorders." Behavior Modification 38, no. 6 (September 29, 2014): 940–63. http://dx.doi.org/10.1177/0145445514550683.
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Despite the high prevalence and potential negative consequences of feeding disorders in children with autism spectrum disorder (ASD), there are surprisingly few studies that examine the efficacy of treatment exclusively with these children. Children with feeding disorders also frequently exhibit packing (holding or pocketing food without swallowing). Investigators have evaluated procedures in the general pediatric population to treat packing, and some have shown that procedures need to be combined to form an effective treatment. Although investigators have evaluated the efficacy of re-distribution, swallow facilitation, and a chaser, these procedures have not been evaluated specifically with children with ASD. Prior to the current investigation, we successfully used nonremoval procedures to increase acceptance of pureed foods and liquids and decrease the inappropriate mealtime behavior of two children diagnosed with ASD and feeding problems; however, in each case, packing emerged during initial treatment. We then used different combinations of re-distribution, swallow facilitation, and chaser treatments to decrease packing for both children.
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Dong, Renze. "EXERCISE IN AUTISM SPECTRUM DISORDERS: A PROMISING INTERVENTION." JOURNAL OF HEALTHCARE IN DEVELOPING COUNTRIES 2, no. 1 (2022): 15–19. http://dx.doi.org/10.26480/jhcdc.01.2022.15.19.
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Autism spectrum disorder (ASD) is an early-onset neurodevelopmental disorder, which is diagnosed by behavior in the absence of neuroimaging and reliable biomarkers. Sensorimotor impairment preceded the development of cognitive and adaptive deficits in autism. Multidisciplinary research demonstrate the malfunctions of the nervous systems in ASD and exercise can ameliorate ASD-like behaviors. In fact, motor behavior not only reflects and reveals the workings of the mind, but also reshapes its structure and function. In this article, we review evidence that a role for physical movement in the occurrence, development, early diagnosis and treatment of autism. Increasing evidence suggest that exercise is a promising intervention in pathophysiology and treatment for children with autism spectrum disorders. We highlight the importance of early exercise intervention because earlier intervention results in more successful outcomes.
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Stadler, Christina, Dörte Grasmann, Jörg M. Fegert, Martin Holtmann, Fritz Poustka, and Klaus Schmeck. "Heart Rate and Treatment Effect in Children with Disruptive Behavior Disorders." Child Psychiatry and Human Development 39, no. 3 (December 6, 2007): 299–309. http://dx.doi.org/10.1007/s10578-007-0089-y.
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Mairs, Rebecca, and Dasha Nicholls. "Assessment and treatment of eating disorders in children and adolescents." Archives of Disease in Childhood 101, no. 12 (June 28, 2016): 1168–75. http://dx.doi.org/10.1136/archdischild-2015-309481.
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Feeding and eating disorders (FEDs) are serious mental health disorders that cause impairments in physical health, development, cognition and psychosocial function and can go undetected for months or years. They are characterised by disturbed eating behaviour associated with concerns about weight and shape or by disinterest in food, phobic avoidance or avoidance due to sensory aspects of food. Restrictive forms of FEDs lead to significant weight loss requiring intervention. Without specific knowledge of these conditions, they can evade detection, delaying time to diagnosis and treatment and potentially influencing outcome. This review article focuses on the key factors involved in the psychiatric assessment and treatment of four feeding or eating disorders (EDs): anorexia nervosa, avoidant-restrictive food intake disorder, bulimia nervosa and binge eating disorder. They have been chosen for discussion as they are most likely to be encountered in both a psychiatric and paediatric setting. It emphasises the importance of a family-focused, developmentally appropriate and multidisciplinary approach to care. It does not address aspects of medical assessment and treatment. Other feeding or EDs not included in this article are pica, rumination disorder, other specified feeding and eating disorder and unspecified feeding and eating disorder.
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Flament, Martine F., Dan Geller, Metehan Irak, and Pierre Blier. "Specificities of Treatment in Pediatric Obsessive-Compulsive Disorder." CNS Spectrums 12, S3 (February 2007): 43–58. http://dx.doi.org/10.1017/s1092852900002509.
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AbstractObsessive-compulsive disorder (OCD) experienced in childhood or adolescence is often a chronic disorder with high subjective distress and impairment of family and social functioning. An early comprehensive intervention schedule can have a profound effect on outcome in later years. The clinical manifestations of OCD among children and adolescents do not seem to be inherently different from those of adult patients. In younger subjects, the clinical picture tends to be dominated by compulsions, and insight can be poor, with little recognition of the symptoms as a problem.There is often a shift in symptoms over time, with some symptoms being replaced by others, while in adults, the core obsessions and compulsions tend to be more stable. In addition to depression and anxiety disorders, the spectrum of comorbid psychopathology seen in pediatric OCD patients includes tic, disruptive behavior, and specific developmental disorders. The treatment of childhood and adolescent OCD relies on cognitive-behavioral techniques of psychotherapy and pharmacotherapeutic interventions similar to those recommended in adults. The efficacy of exposure and response prevention in pediatric OCD has been shown in numerous open studies, and four controlled trials. Pharmacotherapy relies on serotonergic medication, and all have been demonstrated to be significantly superior to placebo, as reported in a recently published meta-analysis. Current concerns with the use of SSRIs in children and adolescents were explored as regards OCD and anxiety disorders, and there is no evidence for an increase in suicide or related behaviors.
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Dickstein, Daniel P., Grace K. Cushman, Kerri L. Kim, Alexandra B. Weissman, and Ezra Wegbreit. "Cognitive remediation: potential novel brain-based treatment for bipolar disorder in children and adolescents." CNS Spectrums 20, no. 4 (July 2, 2015): 382–90. http://dx.doi.org/10.1017/s109285291500036x.
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Bipolar disorder (BD) is among the most impairing psychiatric disorders affecting children and adolescents, despite our best psychopharmacological and psychotherapeutic treatments. Cognitive remediation, defined as a behavioral intervention designed to improve cognitive functions so as to reduce psychiatric illness, is an emerging brain-based treatment approach that has thus far not been studied in pediatric BD. The present article reviews the basic principles of cognitive remediation, describes what is known about cognitive remediation in psychiatric disorders, and delineates potential brain/behavior alterations implicated in pediatric BD that might be targets for cognitive remediation. Emerging data show that cognitive remediation may be useful in children and adults with schizophrenia, ADHD, and anxiety disorders, and in adults with BD. Potential targets for cognitive remediation in pediatric BD include face processing, response inhibition, frustration, and cognitive flexibility. Further study is warranted to determine if cognitive remediation for these targets, or others, may serve as a novel, brain-based treatment for pediatric BD.
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Gosch, Elizabeth A., Ellen Flannery-Schroeder, Christian F. Mauro, and Scott N. Compton. "Principles of Cognitive-Behavioral Therapy for Anxiety Disorders in Children." Journal of Cognitive Psychotherapy 20, no. 3 (September 2006): 247–62. http://dx.doi.org/10.1891/jcop.20.3.247.
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This article elucidates the theoretical underpinnings of cognitive-behavior therapy (CBT) as applied to the treatment of anxiety disorders in children, focusing on social phobia, generalized anxiety disorder, and separation anxiety disorder. It reviews behavioral and cognitive theories that have influenced this approach. We argue that it is necessary to understand the essential components of this approach in the context of these theories in order to provide effective clinically sensitive, and child-focused treatment. Components discussed include assessment, psychoeducation, affective education, self-instruction training, cognitive restructuring, problem solving, relaxation training, modeling, contingency management, and exposure procedures. Hypothesized key processes, such as the need to be experiential in treatment, are presented for consideration.
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Durand, V. Mark, Peter Gernert-Dott, and Eileen Mapstone. "Treatment of Sleep Disorders in Children with Developmental Disabilities." Journal of the Association for Persons with Severe Handicaps 21, no. 3 (September 1996): 114–22. http://dx.doi.org/10.1177/154079699602100302.
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Sleep disorders in children with developmental disabilities are a common and frequently disruptive behavioral concern. In the present study, four children with developmental disabilities (two of the children exhibited frequent night wakings and two had bedtime disturbances) were treated using a multiple baseline across subjects design. Sleep diaries were used to monitor changes in each child's sleep throughout treatment. Establishment of a consistent bedtime routine combined with a graduated extinction procedure for nighttime behavior problems resulted in a decrease in night wakings for two children (a 7-year-old girl and an 11-year-old boy) and a decrease in bedtime disturbances for two children (a 2-year-old girl and a 12-year-old boy). This series of interventions highlights the heterogeneity of maintaining variables in sleep disorders and the effectiveness of relatively simple behavioral interventions for the treatment of night wakings and bedtime disturbances in children with autism and other developmental disabilities.
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Melati, Felicia, Ratna Indriyanti, and Arlette Suzy Setiawan. "Effectiveness of Applied Behavior Analysis (ABA) with regard to tooth brushing in autistic children." Dental Journal (Majalah Kedokteran Gigi) 52, no. 3 (September 30, 2019): 117. http://dx.doi.org/10.20473/j.djmkg.v52.i3.p117-121.
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Background: Children demonstrating autistic spectrum disorders tend to be uncooperative when receiving dental treatment. Actions as simple as brushing the teeth with a prophylactic brush can constitute complex processes for children with such conditions. Applied behavior analysis (ABA) can train children in new positive behavior and it is, therefore, anticipated that an ABA-based approach iscapable of influencing the behavior of individuals with autistic spectrum disorder. Purpose: This study aimed to assess the effectiveness of the ABA-based approach for autistic children during dental brushing procedures. Methods: The research constituted a quasiexperimental single subject investigation of children presenting autistic spectrum disorders who attended the Lembaga Pendidikan Autisma Prananda, Bandung. Potential changes in the behavior of subjects were monitored four times during treatment with a one-week interval between consultations. Those subjects satisfying the inclusion criteria consisted of 11 boys and 4 girls. The data analysis used in this study consisted of an ANOVA test and a non-parametric Kruskal-Wallis test with a p–value < 0.005. Results: Changes in scores between the initial and final consultations were statistically significant with a p-value (0.269) <0.05. Statistically significant differences existed between changes in the behavior of level 1 and level 2 autistic subjects. Conclusion: An ABA-based approach effectively changes the behavior of autistic children with regard to prophylactic brushing. Children with level 1 autistic spectrum disorder demonstrate greater capacity to follow instructions and consistently implement a prophylactic brushing technique.
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Rasoulian-Kasrineh, Marjan, and Seyyed-Mohammad Tabatabaei. "Virtual reality among children with mental disorders: A mini-review." Advances in Health and Behavior 4, no. 1 (2021): 177–81. http://dx.doi.org/10.25082/ahb.2021.01.004.
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Background: Mental disorders are a group of disorders that affect thinking and behavior by causing discomfort or disability to the person. Almost one in eight people aged 5 to 19 deals with these kinds of disorders and his or her growth may be significantly affected. It seems that using novel technologies in such cases are helpful. One of these advanced technologies, which has recently attracted a lot of attention in many fields such as health, is Virtual Reality. Therefore, the present study aimed to provide a brief review about the use of Virtual Reality among children with mental disorders. Methods: In this study, articles in which Virtual Reality were used among children dealing with mental disorders published during 2012 to 2021 were investigated. PsycINFO electronic databases, PubMed Google Scholar, Medline, were searched. Results: Children deal with different types of mental disorders and Virtual Reality has been used for many of them. The most common of them, in which Virtual Reality have been used and caused improvements include Attention Deficit Hyperactivity Disorder, Anxiety Disorder, Conduct Disorder, Autism Spectrum Disorder, Depressive Disorder, Schizophrenia Disorder, and Developmental Disability. Discussion and conclusion: According to the results, Virtual Reality is a very interesting, useful, effective and safe technology for patients dealing with mental disorders especially children and adolescence. It is actually a highly specialized technology which can provide improvement, and in some cases completely new ways of treatment for children suffering from mental disorders.
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Krebs, Georgina, and Isobel Heyman. "Obsessive-compulsive disorder in children and adolescents." Archives of Disease in Childhood 100, no. 5 (November 14, 2014): 495–99. http://dx.doi.org/10.1136/archdischild-2014-306934.
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Obsessive-compulsive disorder (OCD) in childhood and adolescence is an impairing condition, associated with a specific set of distressing symptoms incorporating repetitive, intrusive thoughts (obsessions) and distressing, time-consuming rituals (compulsions). This review considers current knowledge of causes and mechanisms underlying OCD, as well as assessment and treatment. Issues relating to differential diagnosis are summarised, including the challenges of distinguishing OCD from autism spectrum disorders and tic disorders in youth. The recommended treatments, namely cognitive behaviour therapy and serotonin reuptake inhibiting/selective serotonin reuptake inhibitor medications, are outlined along with the existing evidence-based and factors associated with treatment resistance. Finally, novel clinical developments that are emerging in the field and future directions for research are discussed.
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Kotlovanova, O. V., and E. V. Malinina. "The experience of use of the sand art-therapy with children with autism spectrum disorders." Autism and Developmental Disorders 13, no. 2 (2015): 53–59. http://dx.doi.org/10.17759/autdd.2015130207.
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The article presents the results of effective work to use sand art-therapy for treatment of behavior problems in children with autism spectrum disorder. The article describes the session plan, children's behavior in dynamics and intermediate results of work with children with autism spectrum disorders in the framework of this program. The influence of the sand art-therapy on the children's behavior was analyzed. The clinical case of sessions with the boy K. was described. The overwhelmingly positive influence of such sessions was determined.
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Fernández-Mayoralas, Daniel Martín, Alberto Fernández-Jaén, Nuria Muñoz-Jareño, Beatriz Calleja-Pérez, Ana Laura Fernández-Perrone, and Sonia López Arribas. "Treatment With Paliperidone in Children With Behavior Disorders Previously Treated With Risperidone." Clinical Neuropharmacology 35, no. 5 (2012): 227–30. http://dx.doi.org/10.1097/wnf.0b013e31826818cd.
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Pirri, Gennarina. "Diagnosis, risk factors, evolutionary trajectories and treatment of disruptive behavior disorders: Coping Power Program’s diffusion in Italy." Rivista di Psicopatologia Forense, Medicina Legale, Criminologia 23, no. 1 (June 6, 2018): 16–28. http://dx.doi.org/10.4081/psyco.2018.23.
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Knowing and diagnosing carefully a Disruptive Behavior Disorder, analyzing the clinic consistency of the subtypes DC and CU as well as the etiological, neurocognitive and neurobiological specificities, will allow the clinician to perform a much more precocious diagnosis. The comprension of the factors that are associated with aggressiveness and disruptive behaviors contributed to the development of interventions in order to prevent and reduce the impact of these disorders, which can evolve into juvenile delinquency or antisocial personality disorders, if not treated. This article, after an exposition of the new DBD criteria in the DSM V and an analysis of the risk factors for aggressive children, will outline the researches on this topic, and will describe the intervention protocol named Coping Power Program (CPP), as well as listing some researches, including the italian ones, that confirmed the effectiveness of this protocol.
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Sukhodolsky, Denis G., Douglas W. Woods, John Piacentini, Sabine Wilhelm, Alan L. Peterson, Lily Katsovich, James Dziura, John T. Walkup, and Lawrence Scahill. "Moderators and predictors of response to behavior therapy for tics in Tourette syndrome." Neurology 88, no. 11 (February 15, 2017): 1029–36. http://dx.doi.org/10.1212/wnl.0000000000003710.
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Objective:To examine moderators and predictors of response to behavior therapy for tics in children and adults with Tourette syndrome and chronic tic disorders.Methods:Data from 2 10-week, multisite studies (1 in children and 1 in adults; total n = 248) comparing comprehensive behavioral intervention for tics (CBIT) to psychoeducation and supportive therapy (PST) were combined for moderator analyses. Participants (177 male, 71 female) had a mean age of 21.5 ± 13.9 years (range 9–69). Demographic and clinical characteristics, baseline tic-suppressing medication, and co-occurring psychiatric disorders were tested as potential moderators for CBIT vs PST or predictors of outcome regardless of treatment assignment. Main outcomes measures were the Yale Global Tic Severity Scale Total Tic score and the Clinical Global Impression–Improvement score assessed by masked evaluators.Results:The presence of tic medication significantly moderated response to CBIT vs PST (p = 0.01). Participants showed tic reduction after CBIT regardless of tic medication status, but only participants receiving tic medication showed reduction of tics after PST. Co-occurring psychiatric disorders, age, sex, family functioning, tic characteristics, and treatment expectancy did not moderate response. Across both treatments, greater tic severity (p = 0.005) and positive participant expectancy (p = 0.01) predicted greater tic improvement. Anxiety disorders (p = 0.042) and premonitory urge severity (p = 0.005) predicted lower tic reduction.Conclusions:Presence of co-occurring attention-deficit/hyperactivity disorder, obsessive-compulsive disorder, or anxiety disorders did not moderate response to CBIT. Although participants on tic medication showed improvement after CBIT, the difference between CBIT and PST was greater for participants who were not on tic-suppressing medication.ClinicalTrials.gov identifiers:The child and adult CBIT studies are listed on clinical trials.gov (NCT00218777 and NCT00231985, respectively).Classification of evidence:This study provides Class I evidence that CBIT is effective in reducing tic severity across subgroups of patients with chronic tic disorders, although the difference between treatments was smaller for participants on tic-suppressing medications, suggesting reduced efficacy in this subgroup.
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Dolas, Unnati, Archana Zala, and Shifa Naik. "The Current Approach Related to Eating Disorders by Improved Health Psychology in Adolescents." International Journal of Health Sciences and Research 12, no. 8 (August 23, 2022): 194–201. http://dx.doi.org/10.52403/ijhsr.20220826.
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Background: This study is based on the eating disorder in adolescence. The most common physiological illness suffered by adolescents is Bulimia Nervosa, Anorexia nervosa which is linked with psychological, behavioral, and socio-environmental domains and their main effects on purging, binge eating, and being overweight. Objective: To examine eating disorders in children and adolescents regarding their characteristics, risk factors and cognitive behavioral therapy treatment. Methods: Articles were searched in the PubMed and Scopus databases. Inclusive criteria: age group, Clinical diagnoses of (AN, BN, or BED), measure weight related behaviors, psychological comorbidities Exclusive criteria: age group above 25 and older, population with no ED. Over 13,796 people with eating disorders were studied on the bases of the review articles with the exposure of psychological, behavioral and socio-environmental. Conclusions: Among the risk factors for eating disorders, social and family environment and the media were the most important ones. As to family environment, mealtimes appeared to be underlying in shaping eating behavior and the development of disorders. Furthermore, cognitive behavioral therapy consists of, healing in a self-help bibliotherapy, or by means of phone, for the individuals, successfully supported intervention for children with eating problems with help of their family. Key words: children, adolescents, eating behavior, bulimia nervosa, anorexia, binge eating, CBT.
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Duffy, Anne, and Paul Grof. "Lithium Treatment in Children and Adolescents." Pharmacopsychiatry 51, no. 05 (February 28, 2018): 189–93. http://dx.doi.org/10.1055/a-0575-4179.
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Abstract Introduction There is a resurgence of interest in lithium treatment of bipolar disorders in part related to its unique anti-suicidal and neuroprotective effects. Methods This is a narrative review of key studies pertaining to the effectiveness and tolerability of lithium treatment in pediatric populations. Results Evidence supports that lithium is an effective and generally well-tolerated acute treatment for pediatric mania compared to placebo. Lithium may be less effective than risperidone for treating chronic mixed/manic symptoms in young children but comparable to anticonvulsants. However, in comparison, risperidone was associated with higher weight gain and prolactin levels. There is a lack of evidence inform maintenance treatment in children who benefit from lithium. Other indications that require further study include treatment of refractory or recurrent major depression in children at confirmed familial risk of bipolar disorder, as well as the treatment of acute suicidal ideation/behavior and refractory aggression. Discussion There is inadequate data about the full variety of benefit and tolerability of lithium treatment in pediatric patients. However, given the potential for protection against suicide and neurotoxic effects of illness, further studies should be a priority.
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Souza, M. A. M., R. B. Jarros, L. Isolan, G. G. Manfro, and E. Heldt. "Evaluation of response to cognitive-behavior therapy for childhood anxiety disorders: preliminary results." European Psychiatry 26, S2 (March 2011): 295. http://dx.doi.org/10.1016/s0924-9338(11)72005-3.
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IntroductionAnxiety disorders are prevalent in childhood and can cause significant impairment in adulthood. Although cognitive-behavior therapy (CBT) show evidence of response in children with anxiety disorders, some questions remain open.ObjectiveTo evaluate the response of an adapted protocol of group CBT for anxiety disorders in childhood.MethodThis is a non-controlled clinical trial of 14 sessions of 90 minutes for children 10 to 13 years. Patients were selected from public schools diagnosed with Anxiety Disorder in Childhood, according to KDSADS. The protocol used was based on manual Cognitive-Behavioral Therapy for Anxious Children: Therapist Manual for Group Treatment of Flannery-Schroeder and Kendall (2006), the Coping Cat Workbook and on clinical experience of therapists. Improvement was evaluated by Clinical Global Impression scale (CGI).ResultsTo date 20 patients completed the 14 sessions of group CBT. There was a predominance of females (n = 15; 75%), mean age 11.6 ± 0.68 years. The most frequent diagnosis was Generalized Anxiety Disorder (n = 14; 70%) and 14 patients had at least one anxiety disorder and comorbidity (70%). Regarding the response to therapy, there was a significant decrease in symptoms (p < 0.001) assessed by the CGI (mean and standard deviation) before (4.15 ± 0.93) and after (2.95 ± 1.05) in the CBT group. Higher CGI at baseline was a predictor of poor response (4.67 ± 0.65 vs. 0.74 ± 3:38; p = 0.001).ConclusionPartial results of this study show that the protocol used for group CBT is effective in improving clinical patients with anxiety disorders in childhood.
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Pilika, Anita. "The Repetitive Behavior Scale-Revised: Independent Validation in Children with Autism Spectrum Disorders and a Control Group in Albania." European Journal of Natural Sciences and Medicine 5, no. 1 (May 26, 2022): 32. http://dx.doi.org/10.26417/304wax30.
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A key feature of autism is restricted repetitive behavior (RRB). Despite the significance of RRBs, little is known about their phenomenology, assessment, and treatment. The objective of this study is the vvalidation of the Albanian version of the RBS-R in an independent sample of ASD children. In order to validate the RBS-R in an independent sample, a survey was conducted in Albania at National Center of Childrens’ Rehabilitation including 30 children with autism spectrum disorders (ASD) and a control group of 30 children without ASD. Factor analyses produced a five-factor solution that was both clinically meaningful and statistically sound, namely: Ritualistic/Sameness Behavior, Stereotypic Behavior, Self-Injurious Behavior, Compulsive Behavior and Restricted Interests. Measures of internal consistency were good for this five-subscale solution. The effects of baseline characteristics (age and gender) were examined. Cronbach’s alpha was used to measure internal consistency. The alpha values for the five subscales, ranged from 0.72 (Stereotypic) to 0.85 (Ritualistic/ Sameness Behavior). All values are within or above the acceptable range for research purposes. The Albanian version of RBS-R appears to have sound psychometric characteristics and can be used to differentiate various types of repetitive behaviors.
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McBurnett, Keith, and Linda J. Pfiffner. "Treatment of Aggressive ADHD in Children and Adolescents: Conceptualization and Treatment of Comorbid Behavior Disorders." Postgraduate Medicine 121, no. 6 (November 1, 2009): 158–65. http://dx.doi.org/10.3810/pgm.2009.11.2084.
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Bilgiç, Ayhan, Savaş Yılmaz, Özlem Özcan, Ali Evren Tufan, Sevgi Özmen, Didem Öztop, Ömer Faruk Akça, Serhat Türkoğlu, and Ahmet Yar. "The Relationship Between Parental Affective Temperament Traits and Disruptive Behavior Disorders Symptoms in Children With ADHD." Journal of Attention Disorders 22, no. 13 (April 28, 2016): 1235–45. http://dx.doi.org/10.1177/1087054716646449.
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Objective: This study investigated the relationship between parental affective temperaments and the oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms of children with ADHD. Method: The sample consisted of 542 treatment-naive children with ADHD and their biological parents. Children were assessed via both parent- and teacher-rated behavioral disorder scales. Parental affective temperament and ADHD symptoms were measured by self-report inventories. The relationships between psychiatric variables were evaluated using structural equation modeling. Results: According to parent-rated behavioral disorder scales, paternal cyclothymic and maternal irritable temperaments were associated with ODD scores, and maternal depressive temperament was associated with CD scores. In terms of teacher-rated behavioral disorder scales, maternal anxious temperament was associated with ODD scores, and paternal cyclothymic and maternal depressive temperaments were associated with CD scores. Conclusion: These results suggest that certain parental affective temperaments are related to an increase in symptoms of disruptive behavioral disorders in children with ADHD.
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Beebe, D., P. Repasky, and S. Kowalik. "Working with the Relational World of the Preschool Child using Psychodynamic Group Therapy." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71292-1.
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For over forty years, Bellevue Hospital's Therapeutic Nursery Program has been addressing the emotional problems of New York City preschoolers, aged two to five years, with the help of their families and other caregivers. Typical psychiatric disorders treated in the Therapeutic Nursery Program include anxiety disorders (separation anxiety, generalized anxiety and posttraumatic stress disorder), disruptive behavior disorders (attention deficit hyperactivity disorder and oppositional defiant disorder), mood disorders, adjustment disorders and attachment disorders.We have found that group psychotherapy provides a safe and secure place where, through psychodynamic intervention, children can repair dysfunctional relationships, identify and express a full range of emotions, resolve cultural differences and develop age appropriate skills.Our Therapeutic Nursery Program employs a wide range of additional treatment modalities in order to reach the treatment goals. Individual or family sessions, as well as meetings with teachers and social service workers, are scheduled to address issues.We have also found that dyadic or sibling work is often needed to stop or reverse the development of inappropriate family relationships.One of our indications of a successful intervention is that either during or after their participation in the Therapeutic Nursery, children return to community-based daycare centers and preschools. We have also found that via participation in the Therapeutic Nursery program, families have opportunities to strengthen their ability to nurture their children, share successful parenting with other families and build pleasurable experiences with their children.
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Panasenko, L. M., T. V. Kartseva, J. V. Nefedova, E. P. Timofeeva, and M. I. Cherepanova. "Feeding of children with chronic nutritional disorders." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 64, no. 5 (November 16, 2019): 140–48. http://dx.doi.org/10.21508/1027-4065-2019-64-5-140-148.
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The article presents current data on the features of the nutritional status of children with chronic nutritional disorders such as hypotrophy, paratrophy, etc. The authors describe the principles and timing of the complementary foods, as well as the advantages of a certain complementary feeding, depending on the type of nutritional disorder. Often, pediatricians pay close attention to the organization of nutrition of children in the first 12 months of life, as a more vulnerable period, while the age period of 12–36 months is also characterized by a significant growth rate and high demands in a number of micronutrients. The article provides recommendations on the nutritional prevention of alimentary-dependent conditions, as well as for a child with a “problematic” appetite (poor eater). It provides the approaches to the treatment of chronic nutritional disorders in children through the correction of eating behavior and diet therapy, including motivational training with the involvement of parents and family members.
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Ringoot, A. P., P. W. Jansen, J. Rijlaarsdam, P. So, V. W. V. Jaddoe, F. C. Verhulst, and H. Tiemeier. "Self-Reported Problem Behavior in Young Children With and Without a Dsm-Disorder in the General Population." European Psychiatry 40 (December 16, 2016): 110–15. http://dx.doi.org/10.1016/j.eurpsy.2016.08.009.
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AbstractBackgroundProblem behavior of young children is generally not assessed with structured child interviews. This paper examined how information about problem behavior, obtained by structured interviews with six-year-old children, relates to DSM-disorders obtained from parents and to treatment referral.MethodsIn a population-based cohort, caregivers of 1084 young children (mean age 6.7 years) were interviewed with the DSM-based Diagnostic Interview Schedule-Young Child version (DISC-YC), and they scored the Child Behavior Checklist (CBCL). Children themselves were interviewed about problem behavior using the semi-structured Berkeley Puppet Interview (BPI). Information regarding treatment referral to mental health services was obtained by parent-reported questionnaire when children were on average eight years old.ResultsDSM-disorders and CBCL problems in the clinical range were cross-sectionally associated with higher levels of child self-reported problems. Associations were strongest in the externalizing domain (e.g. DISC-YC externalizing disorders with BPI externalizing scores: F(1, 416) = 19.39, P < 0.001; DISC-YC internalizing disorders with BPI internalizing scores: F(1, 312) = 3.75, P = 0.054). Moreover, higher BPI internalizing and externalizing problem scores predicted treatment referral two years later.ConclusionsWe conclude that systematically interviewing preschool and young elementary school-aged children should be an integral part of child assessment. This approach may contribute to a better understanding of child development and may predict future problems.
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Grizenko, Natalie, and Nicole Pawliuk. "Depression and Hopelessness in Children with Disruptive Behaviour Disorders." Canadian Journal of Psychiatry 39, no. 5 (June 1994): 277–82. http://dx.doi.org/10.1177/070674379403900507.
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The purpose of this study was to investigate the prevalence of depression in a day treatment compared to a control population of children and to determine whether or not day treatment is effective in normalizing depression and hopelessness. Twenty-five control children, matched by age and sex, were compared on self-report measures of depression and hopelessness to 25 children admitted to day treatment. Pre-post treatment comparisons were also made for day treatment children. Day treatment children at admission scored significantly higher on both depression and hopelessness than control children. Only boys in day treatment improved significantly at the time of their discharge. Children with disruptive behaviour disorders also experienced significant feelings of depression and hopelessness. Day treatment was effective in reducing these feelings to “normal” levels in boys only; girls continued to experience severe negative life events beyond their control.
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Hughes, Alicia A., and Philip C. Kendall. "Prediction of Cognitive Behavior Treatment Outcome for Children with Anxiety Disorders: Therapeutic Relationship and Homework Compliance." Behavioural and Cognitive Psychotherapy 35, no. 4 (May 25, 2007): 487–94. http://dx.doi.org/10.1017/s1352465807003761.
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We examined a non-specific or relationship variable as well as a specific or technical variable (i.e. homework compliance) and their prediction of cognitive behavioral treatment (CBT) outcome for children with anxiety disorders. Therapist ratings of the therapeutic relationship (TR), but not homework compliance (HC) predicted CBT outcome at posttreatment (n = 138) and at 1-year follow-up (n = 121) for anxious children (aged 9 to 13 years). Findings from this study suggest the therapeutic relationship is a hardy non-specific factor in CBT of anxious children. Implications for the treatment of children with anxiety disorders using CBT and recommendations for research are offered.
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Pop-Jordanova, Nada, and Tatjana Zorcec. "Somatoform Disorders – A Pediatric Experience." PRILOZI 37, no. 2-3 (November 1, 2016): 55–62. http://dx.doi.org/10.1515/prilozi-2016-0017.
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Abstract Somatization in children consists of the persistent experience and complaints of somatic distress that cannot be fully explained by a medical diagnosis. Working at the Psychophysiological Department at the University Clinic we are dealing with more than 100 children per year manifesting this kind of disorders. The aim of this article is to summarize some specific characteristics of the somatoform disorder in a group of 243 children, mean age 10.31 (± 2.75) years for both genders, selected randomly. The used psychometric instruments are: CBCL, EPQ for children, and MMPI-201 for mothers. The obtained results showed high scores for somatization, extroversion and accentuated anxiety for children; as well as a typical Hs-Hy personality profile for mothers. The treatment with cognitive-behavior therapy and biofeedback showed very positive outcome.
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Acri, Mary C., Lindsay A. Bornheimer, Emily K. Hamovitch, and Kate Lambert. "Outcomes Associated With Adapting a Research-Supported Treatment for Children With Behavior Disorders." Research on Social Work Practice 30, no. 1 (May 1, 2019): 74–83. http://dx.doi.org/10.1177/1049731519841439.
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Purpose: The aims of this study are to describe an adaptation process of a research-supported treatment (RST) for children with oppositional defiant disorder and to examine provider attitudes toward RSTs prior to and following this process. Method: Providers from 14 agencies in New York State delivered the adapted RST, following training. Attitudes toward RSTs were measured by the Evidence-Based Practice Attitude Scale at baseline and posttest. Results: Openness toward RSTs decreased from baseline to posttest. The majority of providers reported modifications to the structure and process of the intervention. Discussion: To improve the uptake and usability of RSTs in practice, future research must further address adaptation processes and their relationships to attitudes toward RSTs.
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van de WIEL, NICOLLE M. H., STEPHANIE H. M. van GOOZEN, WALTER MATTHYS, HEDDEKE SNOEK, and HERMAN van ENGELAND. "Cortisol and Treatment Effect in Children With Disruptive Behavior Disorders: A Preliminary Study." Journal of the American Academy of Child & Adolescent Psychiatry 43, no. 8 (August 2004): 1011–18. http://dx.doi.org/10.1097/01.chi.0000126976.56955.43.
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Bizzi, F. "Children with Somatic Symptoms Disorders and Disruptive Behavior Disorder: Which is the Role of Anger to Caregivers?" European Psychiatry 41, S1 (April 2017): S124. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1925.
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IntroductionThe quality of adult-infant interactions represents a critical context in which child adaptation problems could evolve, and child psychopathology could develop. Literature has investigated the role of attachment to caregivers, nevertheless, there is a paucity of studies on middle-childhood and early adolescence in patients with somatic symptoms disorders and disruptive behavior disorders.ObjectiveThis study investigates the attachment to caregivers in children with somatic symptoms disorders and disruptive behavior disorders, focusing on the role of Anger to mothers and fathers.AimsThe aims are to verify the presence of: – high frequency of insecure attachment;– an overrepresentation of attachment disorganization;– high levels of Anger to caregivers.MethodFifty-six patients with somatic symptoms disorders, and 42 patients with disruptive behavior disorders, aged from 8 to 15, are administered the child attachment interview.ResultsFindings show: – Insecure attachment in more than half of the patients;– a significant presence of disorganized attachment with respect to both parents;– higher levels of anger to father in children with somatic symptoms disorders.ConclusionConsidering the attachment to have a regulatory function, the knowledge of the different attachment strategies in middle-childhood and early adolescence may enhance our understanding and improve the management and the treatment of patients with somatic symptoms disorders and disruptive behavior disorders.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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et al., Al-Owidha. "Attention deficit hyperactivity disorder and its relation to aggressive behavior among primary school students of both genders in Riyadh, Saudi Arabia." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 2 (February 2022): 95–103. http://dx.doi.org/10.21833/ijaas.2022.02.010.
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The current study aimed to examine the correlation type between attention deficit hyperactivity disorders among primary school students of both genders in Riyadh, Saudi Arabia. It also sought to make comparisons between the male and female primary school students regarding attention deficit hyperactivity disorder and aggressive behavior. Further, the present study examined ADHD in children and its relationship to a number of other potentially related variables. The sample of the study consisted of 200 primary school students of both genders whose ages ranged between 9 to 13 years. To achieve the objectives of the study, it relied on the descriptive (correlative/comparative) method, especially the Pearson correlation coefficient and the T-test. The findings of the study show that there were more male children with attention deficit hyperactivity disorder (ADHD) and aggressive behavior than female students. The results of the study confirm the results of other studies. The study recommends that there is a need for early detection of children with developmental and emotional disorders (like children with ADHD). The results of the present study are also consistent with the findings of previous studies that indicated that attention disorder associated with hyperactivity is positively associated with aggressive behavior in children of both sexes. It also proposes to prepare and arrange guidance programs for them and their parents and strive towards achieving optimal treatment of such children in the school environment.
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Pekonidi, A. V. "Digital addiction in children and adolescents. Modern diagnostics and treatment tactics." Russian Medical Inquiry 5, no. 5 (2021): 322–29. http://dx.doi.org/10.32364/2587-6821-2021-5-5-322-329.
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Nowadays, there is a need for consensus on diagnostic criteria, measures to improve the reliability of researches and the development of effective and efficient treatment methods, despite the significant amount of researches conducted on digital addiction (both Internet and gadget addiction). At the present stage, it is advisable and possible to find a common approach that is relevant for providing preventive and medical care to children and adolescents with digital addiction. This review of recent scientific articles systematizes modern treatment tactics for the prevention, diagnosis and therapy of these conditions, primarily in children and adolescents, which can be summarized as follows: digital addiction is a behavioral addiction (1), the diagnosis of which requires a multimodal/integrated approach (2), which consists of preventive measures in childhood and adolescence ("digital hygiene") (3), psychotherapy of behavioral addiction, behavior disorders, social maladaptation and neurotic disorders (4), and psychopharmacotherapy of the existing depressive and neurotic spectrum (in particular, selective serotonin reuptake inhibitors, clomipramine) and attention deficit hyperactivity disorder (methylphenidate, atomoxetine) (5). KEYWORDS: digital addiction, Internet addiction, gadget addiction, behavioral addiction, psychotherapy, digital hygiene, psychiatry, children and adolescents. FOR CITATION: Pekonidi A.V. Digital addiction in children and adolescents. Modern diagnostics and treatment tactics. Russian Medical Inquiry. 2021;5(5):322–329 (in Russ.). DOI: 10.32364/2587-6821-2021-5-5-322-329.
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Mathes, Mickie Y., and William N. Bender. "The Effects of Self-Monitoring on Children with Attention-Deficit/Hyperactivity Disorder Who Are Receiving Pharmacological Interventions." Remedial and Special Education 18, no. 2 (March 1997): 121–28. http://dx.doi.org/10.1177/074193259701800206.
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A multiple baseline design was employed for this study to assess the effects of using a self-monitoring procedure to enhance on-task behavior of students with attention-deficit/hyperactivity disorder who were already receiving pharmacological treatment. Three male subjects in a public school, ages 8 to 11, were selected for the study because of their frequent off-task and inattentive behaviors in the classroom, despite their receiving psychostimulant medication. The subjects were classified as having emotional/behavioral disorders according to criteria established by the state of georgia. Intervention involved training in self-monitoring procedures. A functional relationship was established between independent and dependent variables: all 3 subjects demonstrated an increase in on-task behavior when self-monitoring was utilized. A combination of pharmacological intervention and self-monitoring procedures enhanced the students' on-task behavior.
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Manti, Filippo, Federica Giovannone, Franca Aceti, Nicoletta Giacchetti, Francesca Fioriello, Andrea Maugeri, and Carla Sogos. "Unraveling the Relationship between Sleep Problems, Emotional Behavior Disorders, and Stressful Life Events in Preschool Children." Journal of Clinical Medicine 11, no. 18 (September 15, 2022): 5419. http://dx.doi.org/10.3390/jcm11185419.
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Objectives: The aims of this study were to: (1) explore sleep problems in preschool children with generalized anxiety disorder (GAD), selective mutism (SM), and oppositional defiant disorder (ODD) and (2) examine the relationship between stressful life events, sleep problems, and emotional behavior disorders in preschoolers. Methods: The parents of 213 preschool children with SM, GAD, ODD, and TD (typical development, age range 2–6 years) completed the Children’s Sleep Habits Questionnaire (CSHQ), the Coddington Life Events Scale, preschool version (CLES-P), and the CBCL 1½–5. Results: Eighty-three subjects reported sleep problems before the age of 2 years. Seventy-five children (86.14%) with a clinical diagnosis and eight children with TD (8.4%) exceeded the threshold level on the CSHQ. For the bedtime resistance (p = 0.042) and sleep duration subscales (p = 0.038), the SM group had significantly higher scores in comparison to the ODD group. The same pattern was also true for the sleep onset (p = 0.024) and sleep anxiety subscales (p = 0.019). The linear regression analysis model showed that the impact of stressful life events and internalizing problems could predict sleep habits in children. Conclusions: Emotional behavior disorders and stress factors should be regularly investigated in children who are referred to clinics for sleep problems. Clinicians should consider how these symptoms may exacerbate sleep problems and/or interfere with treatment.
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Masuda, Fumi, Shinichiro Nakajima, Takahiro Miyazaki, Ryosuke Tarumi, Kamiyu Ogyu, Masataka Wada, Sakiko Tsugawa, Paul E. Croarkin, Masaru Mimura, and Yoshihiro Noda. "Clinical effectiveness of repetitive transcranial magnetic stimulation treatment in children and adolescents with neurodevelopmental disorders: A systematic review." Autism 23, no. 7 (January 20, 2019): 1614–29. http://dx.doi.org/10.1177/1362361318822502.
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Neurodevelopmental disorders, including autism spectrum disorder, are common in children and adolescents, but treatment strategies remain limited. Although repetitive transcranial magnetic stimulation has been studied for neurodevelopmental disorders, there is no clear consensus on its therapeutic effects. This systematic review examined literature on repetitive transcranial magnetic stimulation for children and adolescents with neurodevelopmental disorders published up to 2018 using the PubMed database. The search identified 264 articles and 14 articles met eligibility criteria. Twelve of these studies used conventional repetitive transcranial magnetic stimulation and two studies used theta burst stimulation. No severe adverse effects were reported in these studies. In patients with autism spectrum disorder, low-frequency repetitive transcranial magnetic stimulation and intermittent theta burst stimulation applied to the dorsolateral prefrontal cortex may have therapeutic effects on social functioning and repetitive behaviors. In patients with attention deficit/hyperactivity disorder, low-frequency repetitive transcranial magnetic stimulation applied to the left dorsolateral prefrontal cortex and high-frequency repetitive transcranial magnetic stimulation applied to the right dorsolateral prefrontal cortex may target inattention, hyperactivity, and impulsivity. In patients with tic disorders, low-frequency repetitive transcranial magnetic stimulation applied to the bilateral supplementary motor area improved tic symptom severity. This systematic review suggests that repetitive transcranial magnetic stimulation may be a promising intervention for children and adolescents with neurodevelopmental disorders. The results warrant further large randomized controlled trials of repetitive transcranial magnetic stimulation in children with neurodevelopmental disorders.
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Moskowitz, Lauren J., Emile Mulder, Caitlin E. Walsh, Darlene Magito McLaughlin, Jennifer R. Zarcone, Greg Hajcak Proudfit, and Edward G. Carr. "A Multimethod Assessment of Anxiety and Problem Behavior in Children With Autism Spectrum Disorders and Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 6 (November 1, 2013): 419–34. http://dx.doi.org/10.1352/1944.7558.118.6.419.
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Abstract Despite the increased risk for anxiety disorders in children with autism spectrum disorders (ASD), there is a lack of research on the assessment and treatment of anxiety in this population, particularly for those with an intellectual disability (ID). The present study evaluated a multimethod strategy for the assessment of anxiety and problem behavior in three children with ASD and ID. Anxiety was operationally defined using: (1) behavioral data from anxious behaviors, (2) affective/contextual data from parent-report and observer ratings of overall anxiety, and (3) physiological data (heart rate [HR] and respiratory sinus arrhythmia [RSA]). A functional assessment of problem behavior during high- and low-anxiety conditions was conducted. Higher levels of problem behavior and HR and lower RSA were found in the high-anxiety than in the low-anxiety conditions.
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Gresham, Frank M. "Methodological Issues in Evaluating Cognitive-Behavioral Treatments for Students with Behavioral Disorders." Behavioral Disorders 30, no. 3 (May 2005): 213–25. http://dx.doi.org/10.1177/019874290503000302.
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Cognitive-behavior therapy (CBT) is based on the notion that thoughts, emotions, and actions are reciprocally linked and that changes in one of these necessarily will produce changes in the others. In CBT, thoughts, emotions, perceptions, and information processing styles all play a key role in the development and remediation of behavior and adjustment difficulties of children with emotional and behavioral disorders. This article focuses on methodological issues involved in the development, implementation, and evaluation of outcomes in CBT. Several meta-analyses of the literature suggest that approximately 65% of children and youth receiving CBT improve compared to only 35% of controls. Criteria for evidence-based interventions used to determine the efficacy and effectiveness of cognitive-behavioral treatments are described. This article discusses the role of cognition in CBT, criteria for determining clinical significance of treatment effects, mediators and moderators of treatment outcomes, and treatment integrity of CBT.