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Descriptors:
Motor Reactions; Psychomotor Skills; Attention Deficit Hyperactivity Disorder; Males; Reaction Time; Intervals; Correlation; Task Analysis; Symptoms (Individual Disorders); Predictor Variables; Parent Attitudes; Conceptual Tempo; Physiology; Hyperactivity

Abstract:
Increased intrasubject variability (ISV), or short-term, within-person fluctuations in behavioral performance is consistently found in Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is also associated with impairments in motor control, particularly in boys. The results of the few studies that have examined variability in self-generated motor output in children with ADHD have been inconsistent. The current study examined variability in motor control during a finger sequencing task among boys with and without ADHD as well as the relationship between intrasubject variability during motor and cognitive control tasks. Changes in performance over the course of the task and associations with ADHD symptom domains were also examined to elucidate the nature of impaired motor control in children with ADHD. Fifty-one boys (ages 8 to 12 years) participated in the study, including 28 boys with ADHD and 23 typically developing (TD) boys. Participants completed a finger sequencing task and a Go/No-Go task providing multiple measures of response speed and variability. Boys with ADHD were slower and more variable in both intertap interval on the finger sequencing task and reaction time on the Go/No-Go task, with measures of speed and variability correlated across the two tasks. For the entire cohort, the only unique predictor of parent ratings of hyperactive-impulsive symptoms was variability in intertap interval during finger sequencing, whereas inattentive symptoms were only predicted by reaction time variability on the Go/No-Go task. These findings suggest that inefficient motor control is implicated in the pathophysiology of ADHD, particularly in regards to developmentally inappropriate levels of hyperactivity and impulsivity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hyperactivity; Autism; Pervasive Developmental Disorders; Drug Therapy; Youth; Symptoms (Individual Disorders); Outcomes of Treatment; Aggression

Abstract:
We performed a retrospective chart review of 50 youths with Autism Spectrum Disorder (ASD), prescribed amitriptyline (AMI) for hyperactivity and impulsivity. Data was systematically extracted from 50 outpatient clinic charts, including AMI treatment duration, dose, trough levels and adverse events. Mean age was 9.4 years (4.6-17.9); 40 were males and 10 females. 30 % had failed atomoxetine and 40 % had failed [greater than or equal to]3 ADHD medications. Mean dose was 1.3 [plus or minus] 0.6 mg/kg/day, mean trough level 114.1 [plus or minus] 50.5 ng/ml, mean duration 3.4 years. Clinical Global Impressions Scale-Improvement (CGI-I) was [less than or equal to]2 in 60 % of patients at the final visit, and in 82 % of patients for at least 50 % of follow-ups. Cautious use of low dose AMI shows promise for treatment-resistant youth with ASD accompanied by hyperactivity, impulsivity, aggression and self injury. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adventure Education; Hyperactivity; Teacher Attitudes; Residential Programs; Elementary School Students; Foreign Countries; Program Effectiveness; Child Development; Behavior Change; Self Concept; Teacher Student Relationship

Abstract:
Residential adventure education is a surprisingly powerful developmental experience. This paper reports on a mixed-methods study focused on English primary school pupils aged 9-11, which used complexity theory to throw light on the synergistic inter-relationships between the different aspects of that experience. Broadly expressed, the research question was how (if at all) do pupils change following a residential adventure education experience, how does any change relate to their experience during the course and what are the implications? Qualitative findings suggest that the process of personal development through residential adventure education is a complex system, in which transformative step changes arise in some pupils as a natural and possibly inevitable consequence of the complex nature of the process. Quantitative findings include evidence that the number of schools that offer residential experience is increasing but that fewer opportunities are available in schools with more deprived catchment areas. An instrument to assess the impact of a residential experience on pupils was designed and tested, showing four reliable components: living with others, challenge, teacher relationships and learning about self. Pupils' classroom attainment was significantly correlated with their perception of the impact of the course. There was a significant improvement in prosocial behaviour and a significant reduction in self-perceived hyperactivity from pre-course to post-course. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Mental Disorders; Attention Deficit Hyperactivity Disorder; Conceptual Tempo; Factor Structure; Symptoms (Individual Disorders); Models; Goodness of Fit; Correlation; Psychomotor Skills; Attention Control; Hyperactivity; Verbal Communication; Adults; Identification

Abstract:
Objective: To examine factor structures of "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.) symptoms of ADHD in adults. Method: Two sets of models were tested: (a) models with inattention and hyperactivity/impulsivity as separate but correlated latent constructs and (b) hierarchical general factor models with a general factor for all symptoms and separate specific factors for inattention and hyperactivity/impulsivity. Participants were 751 adults with ADHD. Two models with correlated factors and two general factor models of ADHD symptoms were tested. Results: The general factor model provided a better fit of the data than the correlated models. The general factor model with one general and three (inattention, motoric, and verbal hyperactivity/impulsivity) specific factors best accounted for the adults' symptoms. Conclusion: These results suggest a unitary component to ADHD symptoms as well as dimensional specific factors. The replication of a general factor in adults suggests continuity of symptom presentation from childhood into adulthood. Clinical implications are discussed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Rating Scales; Hyperactivity; Attention Deficit Hyperactivity Disorder; Conceptual Tempo; Adults; Clinical Diagnosis; Symptoms (Individual Disorders); Diagnostic Tests; Interviews; Scores; Severity (of Disability)

Abstract:
Objective: To empirically identify the appropriate symptom threshold for hyperactivity-impulsivity for diagnosis of ADHD in adults. Method: Participants were 88 adults (M [SD] age = 41.69 [11.78] years, 66% female, 16% minority) meeting formal "DSM-IV" criteria for ADHD combined or predominantly inattentive subtypes based on a structured diagnostic interview keyed to "DSM-IV" (Conners' Adult ADHD Diagnostic Interview for "DSM-IV" [CAADID]). All participants also completed the Conners' Adult ADHD Rating Scale (CAARS), which was normed on the general adult population and includes subscales for "DSM-IV" inattentive and "DSM-IV" hyperactive-impulsive symptoms. A T-score threshold of 65 (at least 1.5 SD above population mean) on the CAARS "DSM-IV" hyperactive-impulsive dimension was used to identify participants with empirically elevated symptom severity. Results: Of 88 participating adults, 48 (55%) had a T-score of at least 65 (1.5 SD) on the CAARS "DSM-IV" Hyperactive-Impulsive scale. Of these, only 25 (52%) met the "DSM-IV" cutoff of six hyperactive-impulsive symptoms on the CAADID. Thus, approximately half of those who reported empirically elevated hyperactive-impulsive complaints on the CAARS did not concurrently meet the six-symptom DSM-IV cutoff on the CAADID. An alternative cutoff of four hyperactive-impulsive symptoms on the CAADID captured 39 (81%) cases identified by the CAARS. Conclusion: In adults, mandating at least six hyperactive-impulsive symptoms excludes a significant percentage (almost half) of adults who are at least 1.5 SD above the population mean on a dimensional measure of hyperactivity-impulsivity. These data provide a compelling basis for lowering the symptom threshold of hyperactivity-impulsivity for adults in the "DSM-5." (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hyperactivity; Behavior Rating Scales; Psychometrics; Preschool Children; Test Validity; Test Reliability; Attention Deficit Hyperactivity Disorder; Spanish; English; Attention Span; Symptoms (Individual Disorders); Questionnaires; At Risk Students; Peer Relationship; Prosocial Behavior; Behavior Problems; Emotional Problems

Abstract:
Objective: To evaluate the reliability and validity of the English and Spanish versions of the Strengths and Weaknesses of ADHD-symptom and Normal-behavior (SWAN) rating scale. Method: Parents of preschoolers completed both a SWAN and the well-established Strengths and Difficulties Questionnaire (SDQ) on two separate occasions over a span of 3 months; instruments were in the primary language of the family (English or Spanish). Results: Psychometric properties for the English and Spanish versions of the SWAN were adequate, with high internal consistency and moderate test-retest reliability. Skewness and kurtosis statistics for the SWAN were within the range expected for a normally distributed population. The SWAN also demonstrated adequate convergent and discriminant validity in correlations with the various subscales of the SDQ. Conclusion: Psychometric properties of both the English and Spanish versions of the SWAN indicate that it is a reliable and valid instrument for measuring child attention and hyperactivity. The stability of ratings over time in this preschool sample was moderate, which may reflect the relative instability of these characteristics in preschool children. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Student Relationship; Parent Teacher Cooperation; Academic Achievement; Student Adjustment; Elementary School Students; Elementary School Teachers; Parent Participation; Foreign Countries; Teacher Attitudes; Ethnicity; Student Characteristics; Attention Deficit Disorders; Hyperactivity; Cultural Differences

Abstract:
Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent-teacher relationship by examining their link to teachers' perceptions of student-teacher relational conflict. Participants were 36 native Dutch teachers who rated their relationships with 230 Grade 4-6 students (59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 native Dutch) and their parents. It was found that the perceived parent-teacher relationship could explain ethnic differences in student-teacher conflict that were previously unaccounted for. Moreover, the effect of the parent-teacher relationship was most pronounced for students with more perceived inattention/hyperactivity problems. Results are discussed in light of their theoretical importance and practical implications. (Contains 2 tables, 1 figure, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Disorders; Familiarity; Parents; Hyperactivity; Autism; Pharmacology; Pediatrics; Drug Therapy; Parent Education; Behavior Modification; Pervasive Developmental Disorders; Program Effectiveness; Compliance (Psychology)

Abstract:
Objective: To follow up on a three-site, 24-week randomized clinical trial (N = 124) comparing antipsychotic medication alone (MED) with antipsychotic medication plus parent training in the behavior management (COMB) of children with autism spectrum disorders and severe behavior problems. The COMB treatment had shown a significant advantage for child behavioral noncompliance (p = 0.006, d = 0.34), irritability (p = 0.01, d = 0.48), and hyperactivity/noncompliance (p = 0.04, d = 0.55) with a lower medication dose. Method: One year after each participant's termination, the authors mailed an assessment packet with a return-addressed envelope; a telephone call alerted the family. Failure to return packets within 1 month elicited another contact and offers to resend. Results: Eighty-seven of 124 families (70.2%) participated in the follow-up. The improvement difference between treatments attenuated from after treatment to follow-up for noncompliance (d = 0.32 to 0.12) and irritability (d = 0.46 to 0.03). The follow-up differences were nonsignificant (the noncompliance difference also was nonsignificant after treatment for these 87 families). Sixty-seven percent of the COMB group and 53% of the MED group were still taking risperidone, the original study medication. Most needed dose adjustments or additional medication, and the COMB group no longer had a significantly lower dose. All COMB families but only 39% of MED families reported seeking parent training after treatment. Improvements in daily living skills during treatment predicted noncompliance improvement at follow-up for the COMB children, but noncompliance deterioration and especially hyperactivity/noncompliance deterioration for the MED children. Conclusions: The study treatment experience/familiarity greatly influenced the follow-up treatment: those who had received parent training reported seeking it, whereas those who had not received it tended not to seek it. The superiority of COMB over MED after treatment attenuated by more than half at follow-up. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Identification; Behavior Problems; Child Behavior; Hyperactivity; Predictor Variables; Mothers; Toddlers; Longitudinal Studies; Aggression; Parent Attitudes; Conceptual Tempo; At Risk Persons; Intervention; Control Groups; Predictive Validity

Abstract:
This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intelligence; Learning Disabilities; Adolescents; Inhibition; Hyperactivity; Short Term Memory; Attention Deficit Disorders; Symptoms (Individual Disorders); Neurological Organization; Neurology; Neuropsychology; Psychomotor Skills; Correlation; Secondary Schools; Foreign Countries

Abstract:
Aim: Research suggests important links between motor coordination and executive functions. The current study examined whether motor coordination predicts working memory, inhibition, and switching performance, extending previous research by accounting for attention-deficit-hyperactivity disorder (ADHD) symptomatology and other confounding factors, in an adolescent normative sample. Method: Ninety-three adolescents (38 females, 55 males) aged 12 to 16 years (mean age 4y 2mo, SD 1y 1mo) were assessed on the Movement Assessment Battery for Children-2 (MABC-2), Wechsler Intelligence Scale for Children-IV, N-back task, the inhibition subtest from the NEPSY-II: A Developmental Neuropsychological Assessment, second edition, and the parent-rated Strengths and Weaknesses of ADHD Symptoms and Normal Behaviour Questionnaire. Results: The MABC-2 total score accounted for a significant proportion of the variance in visuospatial working memory (p=0.041) but not for verbal working memory. The MABC-2 aiming and catching component, however, was found to account for unique variance in both verbal (p=0.019) and visuospatial working memory (p=0.016). The MABC-2 total score was found to account for a significant proportion of the variance in inhibition total completion time (p=0.017). Finally, balance skills accounted for unique variance in a NEPSY-II inhibition total errors variable (p=0.020). Interpretation: The results provide support for an overlap between motor coordination and executive functions, which has important practical implications. The study also suggests shared mechanisms underpinning the relationship between these areas, including possible cerebellar involvement. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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