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Books on the topic 'Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Shamsie, S. J. Troublesome children: A guide to understanding and managing youth with attention deficit hyperactivity disorder, oppositional defiant disorder and conduct disorder. 2nd ed. Toronto: Institute for the Study of Antisocial Behaviour in Youth, 1999.

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2

Shamsie, S. J. Troublesome children: A guide to understanding and managing youth with Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder and Conduct Disorder. Etobicoke, Ont: Institute for the study of Antisocial behaviour in Youth, 1995.

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3

Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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4

E, Lochman John, ed. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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5

Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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6

Behnke, Patricia. Enhancing parent-child relations in children with characteristics of both oppositional defiant disorder and attention-deficit/hyperactivity disorder. $c2002, 2002.

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7

Elik, Nezihe. Teacher- and student-related influences on teachers' attitudes toward children with attention deficit hyperactivity disorder (ADHD). 2002.

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8

Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.
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9

Hum, Mary. Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders. 2004.

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10

Lochman, John E., and Walter Matthys. Oppositional Defiant Disorder and Conduct Disorder in Childhood. Wiley & Sons, Incorporated, John, 2016.

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11

Lochman, John E., and Walter Matthys. Oppositional Defiant Disorder and Conduct Disorder in Childhood. Wiley & Sons, Incorporated, John, 2016.

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12

Lochman, John E., and Walter Matthys. Oppositional Defiant Disorder and Conduct Disorder in Childhood. Wiley-Blackwell, 2017.

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13

Bell, Pearnel. A Teacher's Guide to Understanding the Disruptive Behaviour Disorders: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder. AuthorHouse, 2013.

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14

Lord, Udis M. Dr. Lord's Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder and Other Learning Disorders: A Guide to their Understanding and Management. Philippine American Educational Press, 2006.

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15

Pfiffner, Linda J., and Lauren M. Haack. Nonpharmacologic Treatments for Childhood Attention-Deficit/Hyperactivity Disorder and Their Combination with Medication. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0003.

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Of the nonpharmacological treatments for childhood attention-deficit/hyperactivity disorder (ADHD), behavioral interventions have the largest evidence base. Current behavioral interventions include behavioral parent training, behavioral classroom management, child skills training, behavioral multicomponent interventions, and multimodal treatment, which combines behavioral interventions and medication. This updated review of studies reveals significant behavioral treatment effects from randomized controlled trials on a wide range of child outcomes including ADHD and oppositional defiant disorder symptoms as well as areas of functional impairment such as homework, organizational, and social behaviors. Combined behavioral and medication treatments appear to reduce the needed dose or intensity of each intervention.
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16

Kass, Erica, Jonathan E. Posner, and Laurence L. Greenhill. Pharmacological Treatments for Attention-Deficit/Hyperactivity Disorder and Disruptive Behavior Disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0004.

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More than 225 placebo-controlled type 1 investigations demonstrate that psychostimulants are highly effective in reducing core symptoms of attention-deficit/hyperactivity disorder (ADHD) in children and adults. In contrast, there are limited type I studies demonstrating that psychopharmacological management with U.S. Food & Drug Administration-approved agents for ADHD (stimulants and nonstimulants), atypical antipsychotics, and mood stabilizers decrease the defiant and aggressive behavior characteristic of disruptive behavior disorders. Stimulant treatment evidence has been supplemented by two large multisite randomized controlled trials. Randomized controlled trials from the past 15 years continue to report several key adverse events associated with stimulants but have not supported rarer and more serious problems. Although psychostimulants have been shown to retain their efficacy for as long as 14 months, their long-term academic and social benefits are not as robust. Nonstimulant agents for which there is more limited evidence of efficacy include atomoxetine, alpha-agonists, modafinil, and bupropion.
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17

From Defiance to Cooperation: Real Solutions for Transforming the Angry, Defiant, Discouraged Child. Three Rivers Press, 2001.

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18

1949-, Hendren Robert L., ed. Disruptive behavior disorders in children and adolescents. Washington, DC: American Psychiatric Press, 1999.

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19

Taylor, Eric, and Argyris Stringaris. Disruptive Mood: Irritability in Children and Adolescents. Oxford University Press, 2015.

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20

(Editor), Herbert C. Quay, and Anne E. Hogan (Editor), eds. Handbook of Disruptive Behavior Disorders. Springer, 1999.

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21

(Contributor), Joanne Barrie Lynn, ed. The Asperger Plus Child: How to Identify and Help Children with Asperger Syndrome and Seven Common Co-Existing Conditions. Autism Asperger Publishing Company, 2007.

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22

Selikowitz, Mark. ADHD: The Facts. 3rd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867371.001.0001.

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ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.
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