Stahl's Illustrated Attention Deficit Hyperactivity Disorder

2009 ◽  
Author(s):  
Stephen M. Stahl ◽  
Laurence Mignon ◽  
Nancy Muntner
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Hyperactivity Disorder ◽  
The Past ◽  
Clinical Strategies ◽  
Invaluable Tool ◽  
Text Version ◽  
Cognitive And Behavioral Therapy ◽  
Suggested Reading

As with Stahl's Essential Psychopharmacology, 3rd edition and The Prescriber's Guide, Attention Deficit Hyperactivity Disorder is a heavily illustrated title with a fun approach to theories. Stahl has been at the heart of significant advances in the treatment of ADHD in the past ten years, as new psychopharmacologic medications and cognitive and behavioral therapy techniques have been introduced into practice. The visual learner will find that these books make psychopharmacology concepts easy to master, while the non-visual learner will enjoy a shortened text version of complex psychopharmacology concepts. Novices to the series will find that the well-structured graphics and visual vocabulary can help build a vivid conception of complex pharmacologies. The complementary tables and algorithms provide clinical strategies and tips for drug dosaging, and the Suggested Reading section at the end of each book is an invaluable tool to guide the reader to more in-depth learning on particular concepts.

A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA

2021 ◽  
Vol 12 (4) ◽  
pp. 100-103
Author(s):  
Nuri Rai ◽  
A Jebarna Kiruba Mary
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Primary School ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Hyperactivity Disorder

The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.

Attention-Deficit/Hyperactivity Disorder

2002 ◽  
Vol 18 (5) ◽  
pp. 270-276 ◽  
Author(s):  
Janice Selekman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
School Nurses ◽  
Hyperactivity Disorder ◽  
The Past

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common conditions demanding the time and knowledge of school nurses. Although the condition was identified 100 years ago, it is only in the past decade that information has been clarified. New medication is continually being developed, and the area of comorbidity is exploding. This article updates school nurses on the latest information regarding ADHD.

Neurological Basis of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 118-124 ◽  
Author(s):  
Cynthia A. Riccio ◽  
George W. Hynd ◽  
Morris J. Cohen ◽  
Jose J. Gonzalez
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Brain Dysfunction ◽  
Turn Of The Century ◽  
Hyperactivity Disorder ◽  
Research Technology ◽  
The Past

Since the turn of the century, researchers have believed that attention deficit disorder (ADD) involves brain dysfunction. Many theories have been researched in an attempt to resolve the nature of brain dysfunction that has resulted in behaviors associated with ADD. In the past two decades, with an expansion of research technology, significant changes have occurred in the conceptualization of ADD—with or without hyperactivity—as well as in the neurological models relating to the etiology of this disorder. This article reviews these models and presents neuroanatomical, neurochemical, and neurophysiological perspectives on ADD.

A Comparison between Barkley Behavioral Therapy, Minuchin Structural Family Therapy and Neuro-feedback on Anxiety among children suffering from Attention Deficit – Hyperactivity Disorder

2020 ◽  
Vol 59 (10) ◽  
pp. 47-60
Author(s):  
Baqer Mirza Hasanvand ◽  
◽  
Kiyan Gholam Javadi Tarziloo ◽  
Mahbube Mostafa Khiri ◽  
◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Family Therapy ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Behavioral Therapy ◽  
Statistical Tests ◽  
Control Group ◽  
Structural Family Therapy ◽  
Structural Family ◽  
Hyperactivity Disorder

Background & objective: Due to the consequences of attention deficit - hyperactivity disorder, various therapy approach have been formed. This research aimed to investigate a comparative study between Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback on anxiety among children suffering from attention deficit – hyperactivity disorder. Methods: This study was a quasi - experimental pretest-posttest with a control group. The study population consisted of all primary school student in Karaj in 2018. By using cluster sampling method, 400 students selected and screening conducted for hyperactivity and anxiety. The sample consisted of 40 (10 for each group) students and their mothers were selected by as an available and randomly recruits to each of groups. Instruments for gathering data were semi-structured diagnostic interview (K-SADS), short diagnostic scale for hyperactivity and attention deficit disorder (Caners, 1999) and multidimensional child anxiety scale (March et al., 1997). Then, the participants in the experimental groups (Three groups) participated in Barkley behavioral therapy (9 sessions of 90 min), Minuchin structural family therapy (8 sessions of 90 min) and neuro-feedback (25 sessions of 30 min), while the control group did not receive any intervention. Then, the data were analyzed using SPSS.v21 software and statistical tests such as MANCOVA and ANCOVA. Data analysig was performed with SPSS.v16 and significant levels of all tests set on 0.05. Results: The results indicate that Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback have significant impact on anxiety among children suffering from attention deficit – hyperactivity disorder, generally (P < 0.01). Furthermore, post-hoc test revealed that the efficacy of therapies on anxiety of experiment groups is different (P < 0.01). Three months follow-up results represent resistance of therapies (P > 0.01). Conclusion: So, using of these therapies for reduction of anxiety among children suffering from attention deficit – hyperactivity disorder. Key words: Barkley behavioral therapy, Minuchin structural family therapy, neuro-feedback, anxiety, attention deficit – hyperactivity disorder

Session 13: Parent Coaching Session 1: Between Adolescent Sessions 3–5

2020 ◽  
pp. 161-168
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parenting Style ◽  
Attention Deficit ◽  
Management System ◽  
Behavioral Therapy ◽  
Contingency Management ◽  
Parent Coaching ◽  
Hyperactivity Disorder ◽  
Limit Setting ◽  
Coaching Session

This chapter describes the first optional parent coaching session. The primary goal of this session is to assess parent motivation for and hopefulness about cognitive behavioral therapy (CBT) in helping their adolescent with attention-deficit/hyperactivity disorder (ADHD). The therapist can also discuss services that the adolescent is currently receiving at school, help the parents decide if other services are needed, and talk about how to advocate for these services. Other topics discussed in this chapter are how the contingency management system is working, how to address any issues with this system that may have come up, parenting style, and limit-setting with adolescents.

Session 9: Self-Coaching

2020 ◽  
pp. 93-102
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Cognitive Behavioral ◽  
Cognitive Component ◽  
Hyperactivity Disorder

Self-coaching or cognitive restructuring is a valuable skill for those with attention-deficit/hyperactivity disorder (ADHD). This chapter continues the discussion of the cognitive component of cognitive behavioral therapy (CBT) introduced in the previous chapter. It includes instructions regarding how to review thought records, and it uses a coaching metaphor to discuss various styles of coaching. The chapter concludes with a discussion of how to formulate helpful alternative thoughts to use in place of negative automatic thoughts.

scholarly journals A hybrid AI approach for supporting clinical diagnosis of attention deficit hyperactivity disorder (ADHD) in adults

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Ilias Tachmazidis ◽  
Tianhua Chen ◽  
Marios Adamou ◽  
Grigoris Antoniou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Health Systems ◽  
Clinical Diagnosis ◽  
Attention Deficit ◽  
Neurodevelopmental Disorder ◽  
Hybrid Approach ◽  
Public Health Issue ◽  
Hyperactivity Disorder ◽  
The Past ◽  
Increased Risk

AbstractAttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that includes symptoms such as inattentiveness, hyperactivity and impulsiveness. It is considered as an important public health issue and prevalence of, as well as demand for diagnosis, has increased as awareness of the disease grew over the past years. Supply of specialist medical experts has not kept pace with the increasing demand for assessment, both due to financial pressures on health systems and the difficulty to train new experts, resulting in growing waiting lists. Patients are not being treated quickly enough causing problems in other areas of health systems (e.g. increased GP visits, increased risk of self-harm and accidents) and more broadly (e.g. time off work, relationship problems). Advances in AI make it possible to support the clinical diagnosis of ADHD based on the analysis of relevant data. This paper reports on findings related to the mental health services of a specialist Trust within the UK’s National Health Service (NHS). The analysis studied data of adult patients who underwent diagnosis over the past few years, and developed a hybrid approach, consisting of two different models: a machine learning model obtained by training on data of past cases; and a knowledge model capturing the expertise of medical experts through knowledge engineering. The resulting algorithm has an accuracy of 95% on data currently available, and is currently being tested in a clinical environment.

Efficacy of cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder

2019 ◽  
pp. 19-26
Author(s):  
Nawel Abdesslem ◽  
Sabeur Hamrouni ◽  
Roy Jesse Shephard ◽  
Mohamed Souhaiel Chelly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Physically Based ◽  
One Year

Objective: This study made a preliminary exploration of the efficacy of physically-based cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder (ADHD). Methods: ADHD behavior and cognitive functions were assessed by test D2 and Conner’s scale before and after a one-year physically-based training program. The reliability of test scores was assessed by repeat testing of a control group (CG) of 10 students who did not have ADHD. Children (10 per group) with ADHD were assigned to physically-based cognitive-behavioral therapy and deep relaxation (E1) or physically-based cognitive-behavioral alone (E2). Results: After 52 weeks of treatment, an intra-group comparison showed that E1 and E2 had improved their scores on the test D2, whereas CG showed no significant change. In addition, most participants with ADHD showed a remarkable improvement in their attentional behavior, with group E1 responding better to treatment than group E2. Conclusions: Physically-based cognitive behavioral therapy appears to improve function and social competence in children with ADHD, and should be recommended as an alternative or supplement to pharmaceutical treatment.

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