The ADHD report最新文献_第10页

Prescription Stimulant Misuse: International Findings and Implications for Policy, Prevention, and Intervention 处方兴奋剂滥用:国际发现和政策、预防和干预的含义

The ADHD report Pub Date : 2016-09-02 DOI: 10.1521/ADHD.2016.24.6.1

B. G. Gudmundsdottir, L. Weyandt, Bailey A. Munro

引用次数: 4

Is There an Adult Onset Type of ADHD? Issues in Establishing Persistence and Remission of ADHD from Childhood to Adulthood ADHD有成人发病类型吗?建立ADHD从儿童期到成年期持续和缓解的问题

The ADHD report Pub Date : 2016-09-02 DOI: 10.1521/ADHD.2016.24.6.6

R. Barkley

引用次数: 1

Executive Function Coaching as a Tool for Transition to College for Students with ADHD 执行功能辅导作为ADHD学生过渡到大学的工具

The ADHD report Pub Date : 2016-07-25 DOI: 10.1521/ADHD.2016.24.5.1

Shara B. Goudreau, M. Knight

引用次数: 3

Attending to the Needs of the Non–ADHD Partner: A New Paradigm for Clinicians and Coaches 关注非adhd伴侣的需求:临床医生和教练的新范式

The ADHD report Pub Date : 2016-07-25 DOI: 10.1521/adhd.2016.24.5.5

Kimberly M. Nelson, S. Goldstein

引用次数: 0

Re-Examining ADHD as Corticostriatal Disorder: Implications for Understanding Common Comorbidities 重新审视ADHD作为皮质纹状体疾病:理解常见合并症的意义

The ADHD report Pub Date : 2016-06-10 DOI: 10.1521/ADHD.2016.24.4.1

J. Wasserstein, G. Stefanatos

引用次数: 5

Opinion: A Response to the CDC Press Conference on Behavioral Parent Training and Treating ADHD in Young Children 观点:对疾病预防控制中心关于行为父母训练和治疗幼儿多动症的新闻发布会的回应

The ADHD report Pub Date : 2016-06-10 DOI: 10.1521/ADHD.2016.24.4.11

R. Barkley

引用次数: 3

Cognitive-Behavioral Therapy for ADHD in College: Recommendations “Hot Off the Press” 大学ADHD的认知行为疗法:建议

The ADHD report Pub Date : 2015-08-03 DOI: 10.1521/ADHD.2015.23.5.8

Laura E. Knouse

{"title":"Cognitive-Behavioral Therapy for ADHD in College: Recommendations “Hot Off the Press”","authors":"Laura E. Knouse","doi":"10.1521/ADHD.2015.23.5.8","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.5.8","url":null,"abstract":"ADHD leads to impairment across the lifespan including during the college years. An increasing number of studies document the academic, social, and psychological impairments associated with the disorder in college (DuPaul, Wey-andt, O'Dell, & Varejao, 2009). Yet, until very recently, there were no published studies on cognitive-behavioral treatment approaches specifically tailored to college students with ADHD. Over the past year, however, four research groups have published work on skills-based cognitive-behavioral treatments for this population. My goal in this article is to briefly summarize these findings and to identify key recommendations for clinicians working with college students with the disorder that emerge across studies. In addition, I will integrate findings from basic research on ADHD and memory strategies that my colleagues and I have recently completed and make the case for inclusion of these strategies into skills-based ADHD treatments for college students. It is now fairly well established that skills-based, cognitive-behavioral treatment (CBT) approaches can be effica-cious for adults with ADHD (Knouse & Safren, 2014). Depending on one's interpretation of the American Psychological Association Division 12's criteria for empirically supported treatments, based in particular upon the studies conducted by Safren and colleagues (2010) and Solanto and colleagues (2010), CBT for adult ADHD meets criteria as at least a \" probably efficacious treatment. \" Across studies, teaching adults with ADHD to consistently use specific compensatory behavioral skills (e.g., organization and planning) and to recognize and cope with the thinking patterns that block the use of those skills has been shown to reduce the impact of symptoms. Likewise, specific training in the use of organization and planning skills has been shown to help the functioning of both children (Abikoff et al., 2013) and adolescents 2012) with ADHD in the academic setting. Yet only recently have studies of specific applications with college students been published, although the subject has been covered in the clinical practice literature (e.g., Ramsay & Rostain, 2006). Importantly, these recent studies are adaptations of existing skills-based CBT approaches for adults more generally. There are good reasons to predict that modifications to general adult protocols for ADHD treatment would be necessary to achieve optimal results, including the unique developmental context of emerging adulthood (see Fleming & McMahon, 2012, for a review) and the heavy cognitive and organizational load that students must carry. Each of these research groups has taken an independent course in adapting existing interventions, and thus examining these studies …","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"12 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2015-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86944450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

ADHD: New Approaches to Subtyping and Nosology ADHD:亚型和分类学的新方法

The ADHD report Pub Date : 2015-03-09 DOI: 10.1521/ADHD.2015.23.2.6

J. Nigg

{"title":"ADHD: New Approaches to Subtyping and Nosology","authors":"J. Nigg","doi":"10.1521/ADHD.2015.23.2.6","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.2.6","url":null,"abstract":"A perennial and seemingly intractable nosological problem for ADHD has been whether to consider this condition as a single, unitary disorder or as comprising important subtypes—or even sub-disorders. Up until 1980, there was only one disorder in the nosology (variously named minimal brain damage; hyperkinetic reaction of childhood, and other terms). However, in 1980 DSM-III (American Psychiatric Association, 1980) introduced ADHD with and without hyperactivity. ADHD without hyperactivity was not operationally defined, but the implication was that those children could be impulsive, but not hyperactive. This was conceivable at that time because under DSM-III, ADHD had three behavioral dimensions. However, in 1987, after extensive factor analyses, DSM-III-R (American Psychiatric Association, 1987) abandoned the three-dimensional structure and any mention of subtypes. It was left to DSM-IV (American Psychiatric Association, 1994) to propose a revised picture with three subtypes based on a rational division of a two-factor structure (inattention and hyperactivityimpulsivity). The predominantly inattentive type was similar to the DSM-III ADHD without hyperactivity, except that these children were expected to be below threshold on a single hyperactivity-impulsivity dimension, rather than on hyperactivity. Crucially, they were not defined as being “without” hyperactivity (or hyperactivity-impulsivity) but only as being below the threshold for the combined subtype—meaning they could have up to 5 symptoms of hyperactivity-impulsivity. This led to substantial dissatisfaction among critics who noted that normative hyperactivity-impulsivity in children was well below 5 symptoms, so that some children in this group were still more hyperactive-impulsive than normal. Further problems arose with the recognition that the subtypes were not temporally stable, and their biological distinctions were faint (reviewed in detail by Willcutt et al., 2012). However, in the absence of a compelling body of data supporting an alternative structure, and in view of the need to convey heterogeneity in some fashion, DSM5 (American Psychiatric Association, 2013) opted only to soften the subtype definitions by repositioning them as presentations, leaving it to future editions to replace this nosological structure with a superior description of ADHD’s heterogeneity. An additional problem, alluded to by Willcutt and colleagues (Willcutt et al., 2012), is that the pattern of results in many cognitive, neuropsychological, and biological studies of the DSM-IV ADHD subtypes has been one consistent with a severity model. That is, if we assume that ADHD is a continuous dimension or two continuous dimensions, then arbitrarily cutting these into “types” will simply create a mild and a severe group. One of my objections to many findings about ADHD subtypes was that on measures of neuropsychological functioning, a consistent picture was that the ADHD combined type performed significantly worse ","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83146250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Is Aerobic Physical Activity a Viable Management Strategy for ADHD 有氧运动是ADHD的一种可行的管理策略吗

The ADHD report Pub Date : 2015-03-09 DOI: 10.1521/ADHD.2015.23.2.1

B. Hoza, Alan L. Smith

{"title":"Is Aerobic Physical Activity a Viable Management Strategy for ADHD","authors":"B. Hoza, Alan L. Smith","doi":"10.1521/ADHD.2015.23.2.1","DOIUrl":"https://doi.org/10.1521/ADHD.2015.23.2.1","url":null,"abstract":"For the past couple decades, the recommended evidence-based treatments for attention-deficit/hyperactivity disorder (ADHD) have remained largely consistent: medication, behavior therapy, and their combination (American Academy of Pediatrics’ Subcommittee on ADHD, Steering Committee on Quality Improvement and Management, 2011; MTA Cooperative Group, 1999). Although important new pharmaceutical preparations have emerged, as well as variations on behavioral intervention strategies, the basic approach to treating the disorder has remained largely the same. Yet, medication is considered unpalatable or unworkable (e.g., due to side effects) for some families (Halperin & Healey, 2011) and behavior therapy is considered cumbersome to others (Benner-Davis & Heaton, 2007). Further, with both treatments, as well as their combination, symptoms generally return upon treatment cessation (Jensen et al., 2007). In the past decade, our understanding of the life course of the disorder has advanced, making clear that in a majority of cases, impairment associated with ADHD persists into adulthood (Barkley, Fischer, Smallish, & Fletcher, 2002; Biederman, Petty, Clarke, Lomedico, & Faraone, 2011; Hinshaw et al., 2012). Given the chronic nature of ADHD, sustainable lifestyle changes should be explored that enable a proactive, chronic approach to its treatment, much like the approach taken to manage chronic medical disorders (Hoza et al., 2014) such as heart disease. One relatively unexplored approach to managing ADHD symptoms over the long term is the use of chronic aerobic physical activity (PA). To our knowledge, only one large-scale randomized clinical trial has applied aerobic PA to management of ADHD symptoms and impairments in young children (Hoza, et al., 2014), and we are unaware of any well-controlled randomized trials applying aerobic PA to older children or adolescents with ADHD. A handful of smaller sample studies, however, are present in the literature. Although forms of PA and methods of measuring outcomes vary widely across these extant studies, the emerging message from this small body of work is that PA may be a promising strategy for managing ADHD symptoms and impairments both in the short and long term (see Berwid & Halperin, 2012, and Halperin, Berwid, & O’Neill, 2014, for reviews).","PeriodicalId":90733,"journal":{"name":"The ADHD report","volume":"38 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2015-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76998849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Teacher-to-Teacher Consultation: Facilitating Consistent School Support Across Grade Levels 教师对教师咨询:促进跨年级一致的学校支持

The ADHD report Pub Date : 2015-02-06 DOI: 10.1521/ADHD.2015.23.1.9

M. Gormley, G. DuPaul

引用次数: 1