Download or read book Behavioral Change in a Summer Treatment Program for Children with ASD and ADHD written by Zoey Phillips and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) are both neurodevelopmental disorders, often associated with common impairments in social and behavioral functioning (Craig et al., 2016; Golstein & Schwebach, 2004; Grzadzinski et al., 2016; Karalunas et al., 2018; Mayes et al., 2012; Ronald et al., 2014; Sokolova et al., 2017). Less is known about the population of children who have symptoms of both ASD and ADHD, but preliminary research suggests that these children may experience greater impairment compared to children with ASD or ADHD only (Antshel et al., 2016; Constantino, 2018; Grzadzinski et al., 2016; Craig et al., 2015; Rao & Landa, 2014), and respond differently to treatment (Antshel et al., 20110). The Children's Summer Treatment Program (STP) is a comprehensive and multicomponent treatment package designed to decrease challenging behavior and increase prosocial behavior for children who may not respond to less intensive interventions (e.g. Antshel et al., 2011; Mikami et al., 2017). This study examined positive and negative behavioral functioning with a modified version of the STP for children with ASD, ADHD, and ASD + ADHD. Findings showed overall low rates of negative behavior and relatively high rates of positive behaviors across the treatment period. Diagnosis, returner status, and the interaction between these variables was a significant predictor of both Peer Problems and Defiant Behavior. Returning campers with ADHD showed the highest rates of behavior problems at baseline, and also the greatest improvements over time. Gender and attention problems at baseline were not significant predictors after accounting for other factors. More research is needed to develop sensitive measurement tools to assess children’s social functioning and monitor changes in social skills development over time.

Download or read book Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD ADHD and Comorbid ASD and ADHD written by Shannon Ludeman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children ages 6-12 with Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) often demonstrate similar challenges in in social skills and externalizing behavior (e.g., Leitner, 2014; May et al., 2018). Although distinct evidence-based intervention strategies for improving social skills and externalizing behavior have been shown to have positive effects for children with ASD (e.g., Wong et al., 2015) as well as children with ADHD (e.g., Fabiano et al., 2014), less is known about how a single evidence-based intervention might differentially affect children with ASD, ADHD, or both (Davis & Kollins, 2012).This study examined behavioral trajectories of children with ASD (n = 39), ADHD (n = 50), or both (n = 28) who participated in Apex Summer Camp prior to the COVID-19 pandemic. Apex is an intensive behavioral intervention modeled after the Summer Treatment Program (Pelham et al., 2012). Hierarchical linear modeling was used to model growth in prosocial and externalizing behaviors during camp, and to test whether diagnosis and pre-camp parent-reported child behavior ratings (i.e., Social Responsiveness Scale and Child Behavior Checklist) predicted growth. Results showed that all children, on average, had significant increases in most prosocial behaviors, but no overall changes in most externalizing behaviors. More importantly, campers with ASD and comorbid ASD and ADHD were rarely different from their counterparts with ADHD alone, though comorbid diagnosis was more often associated with less desirable outcomes. Last, parent pre-intervention behavior ratings were largely not predictive of positive behavior growth but predicted the intercept of some externalizing behaviors. Implications for clinical and school-based practice are discussed.

Download or read book Self perception and Peer Relationships in a Summer Treatment Program for Children with ASD And or ADHD written by Lupita Santillan and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was two-fold. First, to examine perceptions of social and behavioral abilities among children with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD). Second, to analyze the association between self-perception ratings and social relationships at a Summer Treatment Program among children with ASD and ADHD. Previous literature suggests that youth with ASD and ADHD overreport their competence when compared to other informants. The majority of the research has relied on difference of scores to examine overestimation. Recent research has highlighted methodological limitations to using difference of scores, and has encouraged the use of alternative methodological analysis. The current study examined the relationship between self and counselor ratings of social and behavioral abilities among a sample of 71 children and their teachers. Polynomial regression analysis was used, this method has been recommended by recent research as it provides the opportunity to examine the interaction between child and counselor ratings and predictors. Using a polynomial regression analysis, this study examined the interaction between demographic factors and child and counselor reports. The results of this study demonstrated that the majority of children in this sample over-reported their abilities when compared to counselors. Additionally, within this sample, none of the demographic predictors were significantly associated with child self-perception ratings. To examine the association between child and counselor ratings of social and behavioral abilities and social relationships throughout the STP, data from multiple timepoints was collected. During the first and last week of the summer camp, children were asked to complete a friendship survey that provided information regarding number of received friendship nominations and rejections. Following previous STP research among children with ADHD and ASD friendship research, reciprocal friendships, social preference, and friendship scores were analyzed. Children results demonstrated that during the first week of the program, teacher and child ratings were not significantly associated with any of the social relationships scores. Additionally, during the first week of the STP demographic factors were not significantly associated with child and teacher ratings. Results from the fifth week demonstrated that child self-perception ratings were not associated with any of the friendship predictors, counselor ratings were. Demographic factors were not significantly associated during the fifth week of the program for both child and counselor ratings. Results demonstrated that during the fifth week of the program, counselor ratings were significantly associated with child friendship results. These results demonstrate the importance of including multiple forms of ratings into future research and clinical activities. This study contributes to the literature by being the first to (1) include a sample with both children with ASD and/or ADHD, (2) use a polynomial regression method in a STP setting, (3) study examine social relationships of children with ASD within an STP setting.

Download or read book The effectiveness of a behavioral summer treatment program for children with high functioning autism spectrum disorder written by Elisabeth Sheridan Mitchell and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Treatment Outcomes of the Summer Treatment Program for Children with ADHD and Comorbid Mental Health Diagnoses written by Anthony Regis Pizzuti and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Although there is substantial support for the efficacy of the Summer Treatment Program (Pelham, Gnagy et al., 2010) for children diagnosed with attention deficit hyperactivity disorder (ADHD), limited research has evaluated whether children diagnosed with additional mental health disorders (comorbidity) show positive outcomes and improvements when exposed to an intensive behavior program such as the Summer Treatment Program (STP). Furthermore, there is no research available that shows whether children from differing ages or gender who are diagnosed with additional mental health disorders (comorbidity) show improvements over the course of treatment. With such limited research, this study investigated a few of the questions raised about the treatment outcomes of the STP and whether children diagnosed ADHD, with and without comorbid conditions, have positive treatment outcomes and efficacy differences as a function of comorbidity, gender and age. This particular research study examined archival data from 345 children, aged 6 to 12 years old, who enrolled in a 7-week Summer Treatment Program from the summers of 1999 -- 2012. The dependent variable included the STP point system total weekly points earned from the program utilized as the indicator of the rate of change. A series of mixed-effects regression models were computed with the independent measures for age group, gender comparisons, and ADHD comorbidity to address four research questions. The results of this investigation indicated no significant difference for children diagnosed with ADHD alone in treatment outcomes from those children diagnosed with ADHD comorbidity. Both children with ADHD alone and those with ADHD comorbidity made treatment gains over the course of the program. Secondly, significant differences were found between males and females diagnosed with ADHD comorbidity regarding treatment outcomes, in that females earned significantly more points than males during the summer treatment program. Thirdly, there were no significant age group differences in treatment outcomes with children diagnosed with ADHD comorbidity. Lastly, of all ADHD comorbid diagnoses, only Oppositional Defiant Disorder (ODD) was significantly associated with lower weekly scores than children with a diagnosis of ADHD only. The results indicate that treatment matching may reduce some of the clinical uncertainty in the literature regarding treatment options for children diagnosed with ADHD comorbidity.

Download or read book An Adapted Summer Treatment Program for Children with ADHD written by Zohra Chahal and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder. Clinical practice guidelines established by the American Academy of Pediatrics recommend behavioral treatments as a first-line intervention for preschool and elementary-aged children with ADHD. The Summer Treatment Program (STP) is one such treatment, providing intensive intervention to children with ADHD in the form of an 8-week summer day treatment program. Despite promising outcomes, the STP model remains largely cost-prohibitive for mental health teams and for families. Camp Baker, developed by Judge Baker Children’s Center, is a 6-week adaptation of the STP model intended to be more feasible and accessible to children and families in need than the traditional 8-week program. Despite the preliminary evidence and support for the implementation of this adapted STP, further investigation is needed to understand the overall effectiveness of this treatment model in terms of clinically meaningful and interpretable outcomes and to identify subpopulations of children with particularly strong or poor response to this specific intervention. This is the first study to investigate both program effectiveness and moderators of treatment outcome for participants of a 6-week adaptation of the STP delivered in a community setting

Download or read book Evidence Based Psychotherapies for Children and Adolescents Second Edition written by John R. Weisz and published by Guilford Press. This book was released on 2010-01-13 with total page 623 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widely regarded as a premier text and clinical resource, this book presents exemplary treatment approaches for a broad range of social, emotional, and behavioral problems in children and adolescents. Concise chapters from leading authorities describe the conceptual underpinnings of each therapy, how interventions are delivered on a session-by-session basis, and what the research shows about treatment effectiveness. Contributors discuss recommended manuals and other clinical and training resources and provide details on how to obtain them.

Download or read book Executive Functioning and Behavior written by Christy L. Emmons and published by . This book was released on 2005 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Parent Training for Disruptive Behavior written by Karen Bearss and published by Oxford University Press. This book was released on 2018-07-31 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: To access the video vignettes, please visit oup.com/RUBI Autism spectrum disorder (ASD) begins in early childhood and is characterized by impairments in social interaction and communication, restricted interests and repetitive behavior. As many as half of children with ASD between the ages of 3 and 8 also exhibit disruptive behaviors that interfere with their overall development and family functioning. This Therapist Guide, Parent Training for Disruptive Behavior, is designed for therapists to use with parents of children with ASD and challenging behaviors, such as tantrums, noncompliance, and aggression. Based on the principles of Applied Behavior Analysis and developed over more than a decade of research, the intervention consists of 11 core sessions as well as supplemental sessions, a home visit, and follow-up visits. Each session includes a therapist script, activity sheets, parent handouts, and checklists. Video vignettes are available online to illustrate concepts. The treatment manual is designed to be used in conjunction with the companion Workbook for parents. Each session is delivered individually in weekly outpatient visits. Homework assignments between sessions focus on implementing behavior change strategies collaboratively chosen by the therapist and parent.

Download or read book ADD ADHD Behavior Change Resource Kit written by Grad L. Flick and published by Jossey-Bass. This book was released on 1998-01-02 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: For teachers, counselors and parents, this comprehensive new resource is filled with up-to-date information and practical strategies to help kids with attention deficits learn to control and change their own behaviors and build the academic, social, and personal skills necessary for success in school and in life. The Kit first explains ADD/ADHD behavior, its biological bases and basic characteristics and describes procedures used for diagnosis and various treatment options. It then details a proven set of training exercises and programs in which teachers, counselors and parents work together to monitor and manage the child's behavior to achieve the desired results.

Download or read book Efficacy of the Summer Treatment Program for Children with ADHD written by Nancy SinMurphy and published by . This book was released on 2000 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Disconnected Kids written by Robert Melillo and published by Penguin. This book was released on 2009 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a bold new understanding of the causes of such disorders as autism, ADHD, Asperger's, dyslexia, and OCD, an effective drug-free program addresses both the symptoms and causes of conditions involving a disconnection between the left and right sides of the developing brain, with customizable exercises, behavior modification advice, nutritional guidelines, and more.

Download or read book ADD ADHD Behavior Change Resource Kit written by Grad L. Flick and published by Jossey-Bass. This book was released on 1998-01-02 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For teachers, counselors and parents, this comprehensive new resource is filled with up-to-date information and practical strategies to help kids with attention deficits learn to control and change their own behaviors and build the academic, social, and personal skills necessary for success in school and in life. The Kit first explains ADD/ADHD behavior, its biological bases and basic characteristics and describes procedures used for diagnosis and various treatment options. It then details a proven set of training exercises and programs in which teachers, counselors and parents work together to monitor and manage the child's behavior to achieve the desired results.

Download or read book The Effect of Behavioral Intervention on the Need for Adjunctive Medication Treatment in Children with ADHD written by Erika Coles and published by . This book was released on 2007 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study was designed to determine the impact of behavioral intervention on the need for medication in both the home and school setting, as well as to evaluate the dose of medication required as a function on ongoing behavioral treatments in the school and home setting in children with ADHD. Thus, 127 unmedicated children with ADHD were randomly assigned to either no, low, or high behavioral consultation procedures in their regular school setting following participation in a Summer Treatment Program study. Children were assessed weekly to determine if medication treatment with a CNS stimulant needed to be initiated, separately in the school and the home setting. When medication treatment was determined to be necessary, a medication assessment was conducted in either the school or home setting and the child began receiving medication. Several outcomes were assessed, including time to initiation of medication treatment, total daily dose of medication, and the child, parent, and teacher factors that may have influenced the above outcomes. Results indicate that children who received behavioral consultation both at home and at school initiated medication treatment later in the school year. Also, in the home setting, fewer children initiated medication in the behavioral consultation group than no behavior consultation. This result was not seen in the school setting. Of those children who did initiate medication treatment, there were differences in weekly doses of medication such that children who were receiving behavioral intervention received lower weekly doses of medication. A variety of predictors of propensity to receive medication were examined. Only previous use of medication predicted initiation of medication in both the home and school setting in the current study.

Download or read book Summer Treatment Program for ADHD and ASD written by Erin G. Underbrink and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Treatment of Disorders in Childhood and Adolescence Fourth Edition written by Mitchell J. Prinstein and published by Guilford Publications. This book was released on 2021-05-19 with total page 930 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now completely revised (over 90% new), this definitive practitioner reference and course text comprehensively reviews evidence-based treatments for psychological disorders in children and adolescents. The significantly expanded fourth edition covers an increased number of disorders, as well as transdiagnostic issues and public health concerns. Psychosocial, pharmacological, and complementary therapies are identified and described in well-organized chapters that include rich clinical illustrations. Prominent experts address developmental considerations in treatment and offer guidance for tailoring interventions to each child and family's needs. Prior edition title: Treatment of Childhood Disorders, Third Edition, edited by Eric J. Mash and Russell A. Barkley. New to This Edition *All chapters are new, reflecting over a decade of clinical and empirical developments. *Chapters on additional clinical issues: bipolar disorder, suicidal and nonsuicidal self-injury, obsessive–compulsive disorder, infant and toddler problems, posttraumatic stress disorder, coping and emotion regulation, bereavement, early-onset schizophrenia, personality disorders, childhood obesity, and sleep problems. *Chapters on case conceptualization and evidence-based therapist flexibility. *Illustrative case examples and transcripts added throughout. *Updated for DSM-5; every chapter also considers transdiagnostic and dimensional issues. See also the editors' Assessment of Disorders in Childhood and Adolescence, Fifth Edition.

Download or read book Treatment of Childhood Disorders Third Edition written by Eric J. Mash and published by Guilford Publications. This book was released on 2017-02-13 with total page 897 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has been replaced by Treatment of Disorders in Childhood and Adolescence, Fourth Edition, ISBN 978-1-4625-3898-0.