scholarly journals How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment

2020 ◽  
Vol 23 (4) ◽  
pp. 577-604
Author(s):  
Saskia van der Oord ◽  
Gail Tripp
Keyword(s):  
Teacher Training ◽  
Parenting Practices ◽  
Instrumental Learning ◽  
Emotional Reactions ◽  
Children With Adhd ◽  
Remediation Strategies ◽  
Core Elements ◽  
Behavioral Treatments ◽  
Behavioral Predictions ◽  
Learning Principles

Abstract Attention deficit hyperactivity disorder [ADHD] is one of the most common psychiatric disorders of childhood with poor prognosis if not treated effectively. Recommended psychosocial evidence-based treatment for preschool and school-aged children is behavioral parent and teacher training [BPT]. The core elements of BPT are instrumental learning principles, i.e., reinforcement of adaptive and the ignoring or punishment of non-adaptive behaviors together with stimulus control techniques. BPT is moderately effective in reducing oppositional behavior and improving parenting practices; however, it does not reduce blinded ratings of ADHD symptoms. Also after training effects dissipate. This practitioner review proposes steps that can be taken to improve BPT outcomes for ADHD, based on purported causal processes underlying ADHD. The focus is on altered motivational processes (reward and punishment sensitivity), as they closely link to the instrumental processes used in BPT. Following a critical analysis of current behavioral treatments for ADHD, we selectively review motivational reinforcement-based theories of ADHD, including the empirical evidence for the behavioral predictions arising from these theories. This includes consideration of children’s emotional reactions to expected and unexpected outcomes. Next we translate this evidence into potential ADHD-specific adjustments designed to enhance the immediate and long-term effectiveness of BPT programs in addressing the needs of children with ADHD. This includes the use of remediation strategies for proposed deficits in learning not commonly used in BPT programs and cautions regarding the use of punishment. Finally, we address how these recommendations can be effectively transferred to clinical practice.

scholarly journals Parenting stress, social support, self-compassion, and parenting practices among mothers of children with ASD and ADHD

2021 ◽  
Vol 6 (1) ◽  
pp. 47-60
Author(s):  
Yulina Eva Riany ◽  
Ayu Ihsana
Keyword(s):  
Social Support ◽  
Parenting Stress ◽  
Parental Stress ◽  
Parenting Practices ◽  
Online Survey ◽  
Children With Adhd ◽  
Self Compassion ◽  
Children With Asd ◽  
Study Results ◽  
Significant Difference

This study aimed to analyze the differences in parenting stress, perceptions of social support, self-compassion, and parenting practices between mothers of children with ASD and children with ADHD. Using the parental stress scale, the multidimensional scale of perceived social support, self-compassion scale, and parent construct, this study also aimed to analyze how the observed variables predicted the parenting practices among mothers of children with ASD and mothers of children with ADHD. An online survey was completed voluntarily by 34 mothers of children with ASD and 31 mothers of children with ADHD. MANOVA and regression analyses were conducted to support the hypothesis of the study. Results showed no significant difference in parenting stress, social supports, self-compassion, and parenting practices between the two groups. Parenting stress was revealed as a predictor for negative parenting practices among both groups. This research provides a picture of parenting practice among parents of children with ASD and ADHD in Indonesia, contributing to filling the gap concerning the limited available research in this field.

scholarly journals Probabilistic Learning in Children With Attention-Deficit/Hyperactivity Disorder

2020 ◽  
pp. 108705472090509 ◽  
Author(s):  
Marjolein Luman ◽  
Tieme W. P. Janssen ◽  
Marleen Bink ◽  
Rosa van Mourik ◽  
Athanasios Maras ◽  
...  
Keyword(s):  
Instrumental Learning ◽  
Learning Task ◽  
Learning Phase ◽  
Learning Problems ◽  
Typically Developing ◽  
Probabilistic Learning ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Initial Learning ◽  
Reward Probability

Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Results: Results showed that children with ADHD performed less accurate compared with TD children during the learning phase, particularly in the 100% and 85% reward probability conditions. These findings were accompanied by a blunted learning rate in the first few task trials. Furthermore, children with ADHD showed poorer application of what was learned. Conclusion: To conclude, children with ADHD show initial learning problems, but increased performance in a similar manner as TD children independent of the probability of reward, although they fail to apply their knowledge. Findings are of clinical relevance as the application of knowledge is important to successfully adapt to daily challenges in life.

scholarly journals Emotional distress and its care in empowered indigenous women exposed to domestic violence and the demands of child rearing

Salud Mental ◽  
2021 ◽  
Vol 44 (2) ◽  
pp. 65-73
Author(s):  
Leticia Vega ◽  
Rafael Gutiérrez ◽  
Patricia Fuentes de Iturbe ◽  
Eva Ma. Rodríguez
Keyword(s):  
Domestic Violence ◽  
Emotional Distress ◽  
Parenting Practices ◽  
Mental Health Problems ◽  
Effective Means ◽  
Emotional Reactions ◽  
Marital Violence ◽  
Indigenous Women ◽  
Gender Violence ◽  
Child Rearing

Introduction. Indigenous girls and women in Mexico suffer emotional distress due to marital violence and adherence to gender roles. They are unlikely to denounce violence or treat their health in a timely manner. Women can cope with their distress by participating in empowerment processes. Objective. Describe in indigenous empowered women the emotional distress caused by domestic violence in their childhood and the current demands of raising their children and the actions they take to cope with them. Method. Qualitative and phenomenological qualitative research, in-depth interviews, and participant observation were conducted with nine migrant indigenous women to explore experiences during their upbringing, emotional reactions, and current mental health problems. Results. The software Atlas. ti V 7 was used to undertake a theoretical categorization of the data. Findings included exposure to violence, the influence of a good mother, and past and present emotional distress overcome through empowerment and professional care. Discussion and conclusion. Participating in urban empowerment activities enables participants to reflect on the violence experienced and the attendant distress, identify them as gender violence, and use them in their favor. They are strategic when coping with current distress due to the conflictive upbringing of their children, using psychological services and the urban upbringing prescriptions of children’s rights, and incorporating indigenous parenting practices, which encourage community commitment, responsibility, and early self-sufficiency in children. Empowerment is suggested as an effective means of improving the health of indigenous women in Mexico.

scholarly journals Uncertainty Tolerance in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

2020 ◽  
pp. 61-65
Author(s):  
Kateryna Miliutina ◽  
Vladislav Knyazev
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Emotional Reactions ◽  
Psychological Help ◽  
Behavioral Characteristics ◽  
High Tolerance ◽  
Anxiety Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Independent Variable

The study involved 45 children aged 7 to 9 years (mean age 7.9 years) diagnosed with ADHD, diagnosed by a psychoneurologist. Of our respondents there were 37 boys and 8 girls. All children attended secondary school, they did not have inclusive education. However, parents sought psychological help since they had impaired adaptation to school: behavioral disorders and lack of academic performance. A table of observation of emotional reactions and analysis of created stories was used to study children’s behavioral characteristics with ADHD. The task of compiling stories using five cubes (stimulus material – "Cubes of stories") was used as an independent variable. The observation table, created as a modification of the scale of differential emotions of Izzard, allowed to identify the specifics of children’s emotional reactions to different conditions of storytelling. This task was proposed to be performed in three different ways: 1) The child independently chooses cubes. 2) The cubes fall out accidentally, the glass with them shakes the child. 3) The cubes fall out accidentally; a glass with them shakes an adult. Children with ADHD are not a homogeneous group. In our study, they were divided into two subgroups, "risky" and "anxious". There is a high tolerance for uncertainty in the first of them, and in a situation of unpredictability and uncertainty, they are activated, emotionally uplifted, and some improvement in speech. In the second subgroup – a low level of tolerance for uncertainty, in these situations, children feel anxious, and if they think that they can somehow influence it, then guilt. In the "risky" group, children in a situation of uncertainty were dominated by interest, joy, and surprise. The children sometimes got angry and sad if the dice were "not good" and felt it would be challenging to write a story. The emotional spectrum in uncertainty in the anxiety group was different: fear, sadness, anger, and frustration. Disappointment and guilt arose in the children of this group when they threw the dice on their own. They considered themselves guilty of something unpleasant or difficult.

scholarly journals A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257888
Author(s):  
Michelle Jin Yee Neoh ◽  
Alessandro Carollo ◽  
Andrea Bonassi ◽  
Claudio Mulatti ◽  
Albert Lee ◽  
...  
Keyword(s):  
Parental Care ◽  
Parenting Styles ◽  
Parenting Practices ◽  
Parental Bonding ◽  
Emotional Reactions ◽  
Specific Aspect ◽  
Cultural Variation ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Child

Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual’s perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries–Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

scholarly journals Operant and classical learning principles underlying mind–body interaction in pain modulation: a pilot fMRI study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
In-Seon Lee ◽  
Won-Mo Jung ◽  
Ye-Seul Lee ◽  
Christian Wallraven ◽  
Younbyoung Chae
Keyword(s):  
Classical Conditioning ◽  
Operant Conditioning ◽  
Instrumental Learning ◽  
Test Session ◽  
Pain Modulation ◽  
Learning Mechanisms ◽  
Temporoparietal Junction ◽  
Passive Behavior ◽  
Pain Ratings ◽  
Learning Principles

AbstractThe operant conditioning has been less studied than the classical conditioning as a mechanism of placebo-like effect, and two distinct learning mechanisms have never been compared to each other in terms of their neural activities. Twenty-one participants completed cue-learning based pain rating tasks while their brain responses were measured using functional magnetic resonance imaging. After choosing (instrumental) or viewing (classical) one of three predictive cues (low- and high-pain cues with different level of certainty), they received painful stimuli according to the selected cues. Participants completed the same task during the test session, except that they received only a high pain stimulus regardless of the selected cues to identify the effects of two learning paradigms. While receiving a high pain stimulation, low-pain cue significantly reduced pain ratings compared to high-pain cue, and the overall ratings were significantly lower under operant than under classical conditioning. Operant behavior activated the temporoparietal junction significantly more than the passive behavior did, and neural activity in the primary somatosensory cortex was significantly reduced during pain in instrumental as compared with classical conditioning trials. The results suggest that pain modulation can be induced by classical and operant conditioning, and mechanisms of attention and context change are involved in instrumental learning.

scholarly journals A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

2021 ◽  
Author(s):  
Michelle Jin Yee Neoh ◽  
Alessandro Carollo ◽  
Andrea Bonassi ◽  
Claudio Mulatti ◽  
Albert Lee ◽  
...  
Keyword(s):  
Parental Care ◽  
Parenting Styles ◽  
Parenting Practices ◽  
Parental Bonding ◽  
Emotional Reactions ◽  
Specific Aspect ◽  
Cultural Variation ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Child

Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual’s perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries – Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

scholarly journals Mindful Parenting Behaviors and Emotional Self-Regulation in Children With ADHD and Controls

2020 ◽  
Vol 45 (9) ◽  
pp. 1074-1083
Author(s):  
Subhadra Evans ◽  
Sampada Bhide ◽  
Jeremey Quek ◽  
Jan M Nicholson ◽  
Vicki Anderson ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Parenting Practices ◽  
Self Regulation ◽  
Parenting Behaviors ◽  
Mindful Parenting ◽  
Self Control ◽  
Present Moment ◽  
Children With Adhd ◽  
Mediation Analyses ◽  
Child Adhd

Abstract Objective Mindfulness is defined as paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally and these behaviors can be applied to parenting. Thus far, it is not understood whether mindful parenting (MP) differs in parents of children with and without attention-deficit/hyperactivity disorder (ADHD), and how MP relates to other parenting practices and children’s self-regulation. Methods This study examined the relationships between MP, parenting behaviors and children’s self-regulation in 120 families with child ADHD (85% male; mean age = 11.93) and 105 control families (62% male; mean age = 11.98). Parents completed measures of MP (Interpersonal Mindfulness in Parenting Scale), parenting behaviors (parenting warmth, consistency, and anger assessed with the Longitudinal Study of Australian Children measures), psychological distress (Kessler 6), and children’s self-regulation (Social Skills Improvement System—self-control subscale). Results When compared with controls, parents of children with ADHD reported significantly lower MP. Higher MP was associated with lower levels of parent psychological distress, higher levels of parenting warmth and consistency, lower levels of parenting anger, and higher child emotion self-regulation in both groups. In mediation analyses, MP was indirectly associated with child emotion self-regulation through lower parenting anger, with the model accounting for 55% of the variance in child self-regulation. Conclusions MP is a useful construct for understanding parent behaviors, and children’s emotion self-regulation.

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