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 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 Disruptive Behavior Disorders written by Patrick H. Tolan and published by Springer Science & Business Media. This book was released on 2013-07-09 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aggressive behavior among children and adolescents has confounded parents and perplexed professionals—especially those tasked with its treatment and prevention—for countless years. As baffling as these behaviors are, however, recent advances in neuroscience focusing on brain development have helped to make increasing sense of their complexity. Focusing on their most prevalent forms, Oppositional Defiant Disorder and Conduct Disorder, Disruptive Behavior Disorders advances the understanding of DBD on a number of significant fronts. Its neurodevelopmental emphasis within an ecological approach offers links between brain structure and function and critical environmental influences and the development of these specific disorders. The book's findings and theories help to differentiate DBD within the contexts of normal development, non-pathological misbehavior and non-DBD forms of pathology. Throughout these chapters are myriad implications for accurate identification, effective intervention and future cross-disciplinary study. Key issues covered include: Gene-environment interaction models. Neurobiological processes and brain functions. Callous-unemotional traits and developmental pathways. Relationships between gender and DBD. Multiple pathways of familial transmission. Disruptive Behavior Disorders is a groundbreaking resource for researchers, scientist-practitioners and graduate students in clinical child and school psychology, psychiatry, educational psychology, prevention science, child mental health care, developmental psychology and social work.

Download or read book Evidence Based Psychotherapies for Children and Adolescents Third Edition written by John R. Weisz and published by Guilford Publications. This book was released on 2017-06-13 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Subject Areas/Keywords: adolescents, behavioral, CBT, childhood, children, cognitive-behavioral therapy, emotional, evidence-based practice, externalizing, families, family-based, internalizing, interventions, problems, programs, psychological disorders, psychotherapies, psychotherapy research, texts, treatment manuals, treatments DESCRIPTION Widely regarded as the standard reference and text on evidence-based therapies--and now substantially revised--this book has introduced tens of thousands of clinicians and students to exemplary treatments for social, emotional, and behavioral problems in children and youth. Concise chapters focus on specific psychotherapy models. The developers of the respective approaches review their conceptual underpinnings, describe how interventions are delivered on a session-by-session basis, and summarize what the research shows about treatment effectiveness. The book explores important questions and challenges facing the field and identifies best practices for treatment dissemination in real-world clinical contexts"--

Download or read book Evidence Based Psychotherapies for Children and Adolescents written by John R. Weisz and published by Guilford Publications. This book was released on 2017-06-14 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widely regarded as the standard reference and text on evidence-based therapies--and now substantially revised--this book has introduced tens of thousands of clinicians and students to exemplary treatments for social, emotional, and behavioral problems in children and youth. Concise chapters focus on specific psychotherapy models. The developers of the respective approaches review their conceptual underpinnings, describe how interventions are delivered on a session-by-session basis, and summarize what the research shows about treatment effectiveness. The book explores important questions and challenges facing the field and identifies best practices for treatment dissemination in real-world clinical contexts. New to This Edition: *Existing chapters significantly revised with the latest treatment research. *Chapters on assessment, personalizing evidence-based therapies, clinical implications of developmental psychopathology, and advances in neuroscience. *Coverage of additional clinical problems (self-injury and suicidal ideation, bulimia nervosa, encopresis) and treatments (Early Start Denver Model for autism spectrum disorder, Internet-assisted and technology-enhanced interventions). *Chapters on implementation in complex mental health systems, as well as international models.

Download or read book Attention Deficit Hyperactivity Disorder written by Keith McBurnett and published by CRC Press. This book was released on 2007-11-28 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compiling the expertise and research of many of the most widely-cited opinion leaders in the field, this reference spans the etiology, assessment, and management of ADHD and covers all the essential data required to care for patients with this disorder including clinical definitions, psychosocial management approaches, medication dosing ranges, and

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 Handbook of Evidence Based Therapies for Children and Adolescents written by Ric G. Steele and published by Springer Science & Business Media. This book was released on 2007-12-03 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: The comprehensive coverage in this hugely important and timely handbook makes it invaluable to clinical child, school, and counseling psychologists; clinical social workers; and child psychiatrists. As a textbook for advanced clinical and counseling psychology programs, and a solid reference for the researcher in child/adolescent mental health, its emphasis on flexibility and attention to emerging issues will help readers meet ongoing challenges, as well as advance the field. Its relevance cannot be overstated, as growing numbers of young people have mental health problems requiring intervention, and current policy initiatives identify evidence-based therapies as the most effective and relevant forms of treatment.

Download or read book An Efficacy Study Exploring a Multimodal Treatment Program for Children and Adolescents with Attention Deficit Hyperactivity Disorder written by Karen Hoving-Calloway and published by . This book was released on 1996 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention Deficit/Hyperactivity Disorder is a life disability. the symptoms of hyperactivity, impulsivity, distractibility, and an inability to stay on task can span an individual's entire life, affecting all aspects of their life. the purpose of this study was to study the efficacy of a multimodal treatment program in place in Cincinnati, Ohio, and determine which combination of treatments were most effective at improving behavior. Twenty-five (25) patients participated in the study. A single group pre test/post test design was utilized using the Home Situations Questionnaire - Revised (HSQ-R) (DuPaul 1990) Statistical analyses revealed that although the overall number of situations where behavioral problems were exhibited increased after treatment, the mean severity of the behavioral problems decreased. This may suggest that the group may have improved their coping skills. It was also discovered that there was a negative correlation between the treatment combinations of individual therapy, family therapy, and medication and the number of situational behavioral problems. the treatment combination of individual therapy, family therapy and group, however, had a positive correlation with the number of behavioral problems. It was also revealed that there was a positive correlation between Imipramine and the mean severity of behavioral problems. Recommendations included reanalysis utilizing a larger sample and a control group pre test/post test design including both quantitative and qualitative data.

Download or read book Psychosocial Treatments for Child and Adolescent Disorders written by Euthymia D. Hibbs and published by Amer Psychological Assn. This book was released on 2005 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition amplifies and refines the material presented in the first. This volume was written for practitioners, treatment researchers, professors and students, health care administrators, and others who make decisions about mental health treatment services for children and adolescents.

Download or read book Pharmacological and Behavioral Treatment written by Michel Hersen and published by Wiley-Interscience. This book was released on 1986 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to integrate current research on drug and behavioral approaches to therapy. It examines the principles of these intervention approaches and shows how they can be used together to assess and treat patients. The book includes applications for treating both children and adults. It features clinical case studies that illustrate the integration of the two treatment strategies.

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 ADHD and Hyperkinetic Disorder written by Tobias Banaschewski and published by . This book was released on 2015 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pocketbook serves as a concise and practical guide to the management of ADHD for child and adolescent psychiatrists and child psychologists, paediatricians, trainees, psychiatric specialist nurses, interested general practitioners, and other mental health professionals. The pocketbook provides a user-friendly introduction to the clinical understanding, evaluation, and treatment of ADHD. This edition has been updated to include new DSM-5 diagnostic criteria (May 2013) and to reflect more published studies on ADHD in the adult population, along with new data on the CNS stimulant drug LDX (Lisdexamfetamine Dimesylate).

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 A Multimodal Treatment Program for Children with ADHD written by Yvonne Hauch and published by . This book was released on 2005 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Child ADHD (i.e., Attention Deficit Hyperactivity Disorder) Multimodal Program (CAMP) is an empirically supported intervention program for children with ADHD, parents, and teachers. CAMP includes: (1) children's training group promoting social skills, impulse control, and anger management, (2) parent training group, and (3) home and school-based behavioral consultation services. The first objective of this study was to examine outcomes of CAMP in comparison to child only group training (C1) at baseline and 16 month follow-up in externalizing problems, parental stress, parental efficacy, and family routines and resources. Second, the relationship between child-, parent- and family-centered variables at baseline and change scores on externalizing problems between baseline and 16-month follow-up was examined. Twenty families were randomly assigned to C1 or CAMP. The mean age of the four girls and six boys in C1 was 77.2 months. Eight children were Caucasian, 1 was African-American, and 1 was Asian. For CAMP, 9 participants were Caucasian males with a mean age of 70.3 months. Sixteen-month follow-up data was collected via telephone interview with parents. Repeated measures ANOVAs and ANCOVAs were computed, and fewer statistical differences were found between groups at follow-up than expected. However, CAMP exhibited clinically significant differences within and between groups on all areas measured (i.e., Effect Sizes). CAMP was clinically superior to C1 at follow-up on externalizing problems, parental stress, parental efficacy, and family routines and resources. Jacobson and Turax's (1991) standard error of difference statistic was computed. CAMP participants exhibited greater percentages of reliable change and/or reliable change with recovery on the Oppositional, Cognitive Problems/Inattention, and ADHD scales of the Conner's Parent Short Form. A linear regression was computed to examine the relationship between child-, parent-, and family characteristics at baseline and treatment outcome at follow-up for C1 and CAMP. No significant relationship was found. Results suggest that many clinically significant improvements experienced by children across groups are maintained at follow-up. CAMP participants exhibit clinically significant improvements over C1 in externalizing problems, parental efficacy, parental stress, and family routines and resources at follow-up. Results of the current study suggest that CAMP provides targeted, clinically potent, and lasting benefits.