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 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 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 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 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 Evidence Based Practices and Treatments for Children with Autism written by Brian Reichow and published by Springer Science & Business Media. This book was released on 2010-11-25 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.

Download or read book The Effect of Comorbid Anxiety and Comorbid Oppositional Defiant Disorder on Behavior Group Training Outcomes for Children with Attention Deficit Hyperactivity Disorder written by Tanya Atamanoff Gambert and published by . This book was released on 2015 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present investigation assessed the effect of comorbid anxiety and comorbid oppositional defiant disorder (ODD) on behavioral group treatment outcomes of young children with ADHD and their parents. Fifty participants were assigned to one of three treatment conditions, varying in degree of level of intervention: child group training-only (C1), child group training and parent group training (C2), or child group training, parent group training, and home- and school-based behavioral consultation (CAMP). Based on initial diagnostic screening, participants were categorized with respect to presence or absence of comorbid anxiety and/or ODD as follows: (1) comorbid anxiety-only/Co-M Anx (i.e., comorbidity for anxiety without comorbidity for ODD), (2) comorbid ODD-only/Co-M ODD (i.e., comorbidity for ODD without comorbidity for anxiety), (3) doubly-comorbid (i.e., comorbidity for anxiety and comorbidity for ODD), or (4) without comorbid anxiety and without comorbid ODD/ No Co-M (i.e., neither comorbidity for anxiety nor ODD. A cell mean model (CMM) or three-factor, between-subjects ANOVA with mean values indexed by cell locations, was fitted to the data to assess the effects of treatment condition, comorbid anxiety, and comorbid ODD on degree of pre- to post-test changes in child externalizing behaviors, internalizing symptoms and social skills, and parental stress and efficacy. It was predicted that ADHD children with comorbid anxiety-only would exhibit greater benefit from treatment than ADHD children without comorbid anxiety, and that ADHD children with comorbid ODD-only would exhibit the least benefit of treatment. ADHD children with comorbid anxiety-only in CAMP and ADHD children with comorbid ODD-only in CAMP were expected to exhibit greater improvements than ADHD children with comorbid anxiety-only in C1 and C2 and ADHD children with comorbid ODD-only in C1 and C2, respectively. ADHD children with comorbid ODD-only were found to respond more positively to behavioral group treatment than ADHD children without comorbid ODD and exhibited greatest benefit from CAMP exposure. CAMP was found to be more effective than C1 and C2 in decreasing levels of parental stress in parents of ADHD children with comorbid anxiety-only. Overall, the present investigation offers promising implications for treating young ADHD children with comorbid ODD.

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 An Investigation of an Intensive One Week Summer Camp Program and Its Impact on Social Skills Development in Children and Youth with Autism Spectrum Disorder written by Amal Ibrahim and published by . This book was released on 2015 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) is an impairment in social and communication skills, and restricted and repetitive behavior. The prevalence of ASD has increased from 1 in 88 in 2012 to 1 in 68 in 2014. Children and youth with ASD need early intervention to improve their social, communication, and behavior skills. Summer camp for children and youth with ASD is considered one of the interventions that help in improving many skills and make individuals with ASD feel as if they are a part of their community. The purpose of this study was to investigate the impact of a one-week day camp, called Camp New Amigos, in improving social skills for children and youth with ASD. This quantitative study obtained data from 40 parents who have children or youth with ASD who participated in a one week day camp. A modified version of the Autism Social Skills Profile (ASSP) was given three times to determine if children and youth with ASD made improvements in social skills after participating in the one week day camp. Survey 1 was distributed before the beginning of camp, survey 2 was given at the end of camp, and survey 3 was given eight weeks post camp. This study reported statistically significant differences when the five domains included in social skills (communication, reciprocity, social cognition, initiation, and perspective taking and self-awareness) were analyzed. The time by treatment interaction was statistically significant for the communication, initiation, and reciprocity domains. These results suggest that participants who attended Camp New Amigos showed a positive impact on social skills for children and youth with ASD, as rated by their parents.

Download or read book The Intersectionality of Sex Race and Ethnicity in Externalizing Internalizing and Adaptive Symptoms in Youth with ASD ADHD and Comorbid ASD ADHD written by Liliana L. Acosta and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are two prominent neurodevelopmental disorders (NDD) typically diagnosed in childhood with complex presentations (Ng et al., 2019; Scandurra et al., 2019). There is a large literature base for ASD and ADHD, which informs evaluation, diagnosis, and intervention findings. However, literature is often based on predominately Non-Hispanic White male samples, yet generalized to all children. Additionally, although the DSM-5 now permits diagnosing comorbid ASD and ADHD, very few studies have investigated symptom profiles for children with comorbid ASD/ADHD. This study investigated differences across three groups; ASD, ADHD and comorbid ASD/ADHD for internalizing, externalizing and adaptive behavior composite scores on the BASC-3 by sex, race, and ethnicity. Results indicated significant effect for diagnostic group only but not sex, race or ethnicity variables. Significantly higher Adaptive Skills were noted for the ADHD group as compared to both the ASD and the comorbid ASD/ADHD groups.

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 Social Skills Intervention Efficacy Child Factors that Predict the Success of Intervention with Preschool age Children At risk for ADHD written by Katharine Reilly and published by . This book was released on 2013 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigated the predictors of treatment efficacy of an early intervention for young children at-risk for diagnosis of ADHD. Initial analyses of these data investigated differences in growth over time between those children who received a multi-setting, multi-component intervention and those whose parents participated in a general parent education program, revealing that both groups exhibited equivalent improvements over the first year of a two-year intervention and one-year post-intervention follow-up. Due to the counterintuitive nature of these findings, further investigation exploring individual predictors of treatment efficacy was conducted. Analysis of both observational measures and informant reports following the full two-year intervention and one-year post-intervention follow-up also failed to demonstrate treatment group effects, with both the multi-setting, multi-component intervention and parent education groups exhibiting significant rates of improvement on all dependent measures. Similarly, the majority of analyses investigating individual factors that could influence intervention efficacy, such as comorbid Oppositional Defiant Disorder (ODD), observation of aggression at baseline, and age at enrollment, revealed significant improvements over time but no group differences. Two models demonstrated both group differences at baseline and in growth rate: comparison between preschoolers with and without comorbid ODD on parent ratings of social skills, and comparison between preschoolers who did and did not exhibit aggression at baseline on subsequent levels of aggression. Overall, despite the failure to discover group differences, the slopes for those models that reached significance were in the direction of improvement: decreases in observed antisocial behavior and increases in informant ratings of social skills.

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 The Art and Science of Assessing Prosocial Behaviors in Children with and Without Autism Spectrum Disorder written by Kathryn J. Greenslade and published by . This book was released on 2015 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the influence of cuing on two prosocial behaviors, comforting and helping, in children with and without autism spectrum disorder (ASD). Twenty children with ASD (4;1-6;7) and 20 with typical development (3;1-6;5) participated in an experimental task that used cuing to elicit one type of comforting and three types of helping. Results revealed a prosocial behavior type by group interaction, indicating that children with ASD required more cues to elicit some, but not all behavior types. Children with ASD also demonstrated more variable response to cuing across behavior types, whereas children with typical development performed more consistently. Prosocial performance was correlated with general verbal and social abilities. Cuing is a critical variable that influcences prosocial behaviors in children with and without ASD.

Download or read book Targeting Attention Deficits in Youths with Attention deficit hyperactivity Disorder and Comorbid Autism Spectrum Disorder Through Parental Involvement T AAAP written by Bethania Carrion and published by . This book was released on 2020 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Youths with comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) experience significant attention difficulties and impairments. The T-AAAP program is a multifaceted treatment approach which incorporates evidenced-based treatment interventions to improve the youth’s level of attention by targeting behavioral, interpersonal, and emotional-regulation skills deficits. Additionally, since high parental stress is associated with interference with treatment, the present program is designed to decrease parental stress so as to improve the child’s progress in treatment. The T-AAAP program offers individual and group therapy to the children, while the parents receive individual therapy grounded in cognitive behavioral therapy and mindfulness interventions. Parents also learn applied behavioral analysis skills through psycho-education, modeling, feedback, hands-on strategies, and in-vivo training. The youth’s progress is measured through weekly behavioral observations and from parents’ report. The parents also rate their own level of stress pre and post-treatment. In conclusion, this 20-week treatment program combines evidence-based strategies to improve attention deficits in youths with comorbid ADHD and ASD through high parental involvement.

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.