Video Training Tool Improves ADHD Symptoms in Teenagers

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

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Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000450 ◽

2016 ◽

Vol 44 (5) ◽

pp. 365-375 ◽

Cited By ~ 9

Author(s):

Jörg-Tobias Kuhn ◽

Elena Ise ◽

Julia Raddatz ◽

Christin Schwenk ◽

Christian Dobel

Keyword(s):

Working Memory ◽

Processing Speed ◽

Verbal Working Memory ◽

Typically Developing ◽

Cognitive Profiles ◽

Adhd Symptoms ◽

Memory Processing ◽

Numerical Processing ◽

Hyperactivity Disorder ◽

Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS. 

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Effectiveness of the Prevention Program for Externalizing Problem Behavior (PEP) in Preschoolers with Severe and No or Mild ADHD Symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000425 ◽

2016 ◽

Vol 44 (3) ◽

pp. 231-239 ◽

Cited By ~ 3

Author(s):

Ilka Eichelberger ◽

Julia Plücka ◽

Christopher Hautmann ◽

Charlotte Hanisch ◽

Manfred Döpfner

Keyword(s):

Problem Behavior ◽

Prevention Program ◽

Adhd Symptoms ◽

Aggressives Verhalten ◽

Externalizing Problem Behavior ◽

Externalizing Problem ◽

Expansives Problemverhalten

Abstract. Zusammenfassung: Fragestellung: Das Präventionsprogramm für Expansives Problemverhalten (PEP), entwickelt für Eltern (EL) und ErzieherInnen (ER) von Vorschulkindern, zeigte in beiden Modulen (PEP-EL und PEP-ER) in der Routineversorgung positive Effekte. Das Ziel dieser Sekundäranalyse war die Untersuchung der Effekte beider Module bezogen auf Vorschulkinder mit hoch ausgeprägter ADHS-Symptomatik im Vergleich zu Kindern mit keiner oder wenig ausgeprägter ADHS-Symptomatik. Methodik: In einem Eigenkontrollgruppendesign werden die Veränderungen der Symptomatik und des Problemverhaltens der Kinder in spezifischen Situationen zu Hause und in der Schule in einer Wartephase mit den Veränderungen in einer Interventionsphase verglichen (jeweils 3 Monate). Ergebnisse: Durch das Elterntraining reduzieren sich für Kinder mit hoch ausgeprägter ADHS-Symptomatik die spezifischen Problemsituationen zu Hause (HSQ-D) und durch das ErzieherInnentraining zeigen sich signifikante Effekte für oppositionell-aggressives Verhalten und im Gesamtscore des Fragebogen für ErzieherInnen von Klein- und Vorschulkindern (C-TRF 1½-5). Kinder mit keiner oder weniger ausgeprägter ADHS-Symptomatik zeigen Veränderungen im HSQ-D, im oppositionell-aggressiven Verhalten und im Gesamtwert des Elternfragebogen für Klein- und Vorschulkinder (CBCL 1½-5), während sich für das ErzieherInnentraining in allen Zielvariablen signifikante Effekte zeigen. Schussfolgerungen: Die Befunde, dass sich Effekte auf unterschiedlichen Dimensionen von Problemverhalten zeigen, legen nahe, dass die Kombination beider Trainingsmodule eine potentielle präventive Strategie für Vorschulkinder mit ADHS darstellt.

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The Attenuation of Very Low Frequency Brain Oscillations in Transitions from a Rest State to Active Attention

Journal of Psychophysiology ◽

10.1027/0269-8803.23.4.191 ◽

2009 ◽

Vol 23 (4) ◽

pp. 191-198 ◽

Cited By ~ 26

Author(s):

Suzannah K. Helps ◽

Samantha J. Broyd ◽

Christopher J. James ◽

Anke Karl ◽

Edmund J. S. Sonuga-Barke

Keyword(s):

Brain Activity ◽

Sampling Rate ◽

Low Frequency ◽

Future Research ◽

Adhd Symptoms ◽

Default Mode ◽

Very Low Frequency ◽

Wide Range ◽

Interference Hypothesis ◽

Mode Interference

Background: The default mode interference hypothesis ( Sonuga-Barke & Castellanos, 2007 ) predicts (1) the attenuation of very low frequency oscillations (VLFO; e.g., .05 Hz) in brain activity within the default mode network during the transition from rest to task, and (2) that failures to attenuate in this way will lead to an increased likelihood of periodic attention lapses that are synchronized to the VLFO pattern. Here, we tested these predictions using DC-EEG recordings within and outside of a previously identified network of electrode locations hypothesized to reflect DMN activity (i.e., S3 network; Helps et al., 2008 ). Method: 24 young adults (mean age 22.3 years; 8 male), sampled to include a wide range of ADHD symptoms, took part in a study of rest to task transitions. Two conditions were compared: 5 min of rest (eyes open) and a 10-min simple 2-choice RT task with a relatively high sampling rate (ISI 1 s). DC-EEG was recorded during both conditions, and the low-frequency spectrum was decomposed and measures of the power within specific bands extracted. Results: Shift from rest to task led to an attenuation of VLFO activity within the S3 network which was inversely associated with ADHD symptoms. RT during task also showed a VLFO signature. During task there was a small but significant degree of synchronization between EEG and RT in the VLFO band. Attenuators showed a lower degree of synchrony than nonattenuators. Discussion: The results provide some initial EEG-based support for the default mode interference hypothesis and suggest that failure to attenuate VLFO in the S3 network is associated with higher synchrony between low-frequency brain activity and RT fluctuations during a simple RT task. Although significant, the effects were small and future research should employ tasks with a higher sampling rate to increase the possibility of extracting robust and stable signals.

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