The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence

2017 ◽  
Vol 26 (4) ◽  
pp. 195-208 ◽  
Author(s):  
Desiree W. Murray ◽  
Jacqueline R. Lawrence ◽  
Doré R. LaForett
Keyword(s):  
At Risk ◽  
Young Children ◽  
Conduct Problems ◽  
Parent Report ◽  
Treatment Programs ◽  
Adolescent Psychology ◽  
Incredible Years ◽  
Child Treatment ◽  
Observational Measures ◽  
The Impact

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association’s Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered Probably Efficacious for young children at risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered Possibly Efficacious for children aged 4 to 6 years with ADHD, based on one study by the developer with a diagnosed sample.

scholarly journals Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research (Preprint)

2020 ◽  
Author(s):  
Robin Lynn Dodds
Keyword(s):  
At Risk ◽  
Los Angeles ◽  
Young Children ◽  
Parent Training ◽  
Autism Spectrum ◽  
Professional Services ◽  
Evidence Based ◽  
Culturally Competent ◽  
South Los Angeles ◽  
The Impact

BACKGROUND Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. OBJECTIVE To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. METHODS This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. RESULTS Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. CONCLUSIONS The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/18004

Using a Thin Slice Coding Approach to Assess Preschool Personality Dimensions

2019 ◽  
Author(s):  
Diana Whalen ◽  
Kirsten Gilbert ◽  
Joshua James Jackson ◽  
Joan Luby ◽  
Deanna Barch
Keyword(s):  
Young Children ◽  
Big Five ◽  
Parent Report ◽  
Preschool Age ◽  
Personality Dimensions ◽  
Thin Slice ◽  
Observational Measures ◽  
Preschool Age Children ◽  
Different Dimensions ◽  
Big 5 Personality

Background: A large literature assessing personality across the lifespan has used the Big Five as an organizing framework, with much evidence that variation along different dimensions predicts different aspects of psychopathology. There is some evidence from parent reports that these dimensions begin to emerge as early as preschool, but there is a need for objective observational measures of personality in young children, as parent report can be confounded by the parents own personality.Methods: The current study observationally coded personality dimensions in a clinically enriched sample of preschoolers. A clinically heterogeneous preschool sample oversampled for depression (N=299) completed 1-8 structured observational tasks with an experimenter. ‘Big 5’ personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience were coded using a “thin slice” technique with 7,820 unique ratings available for analysis. Results: Thin-slice ratings of personality dimensions were reliably observed in preschoolers’ ages 3-6 years. Within and across-task consistency was also evident, with consistency estimates higher than found in adult samples. Conclusions: Personality dimensions can be observationally identified in preschool-age children and offer reliable estimates that stand across different observational tasks. Refuting standard dogma that personality may not coalesce until adolescence, findings provide evidence that personality dimensions reliably emerge as early as age 3. Study findings highlight the importance of observational approaches to assessing early indicators of potentially lifelong personality dimensions relevant for understanding psychopathology risk.

scholarly journals Parent Training Outcomes Among Young Children with Callous–Unemotional Conduct Problems with or at Risk for Developmental Delay

2013 ◽  
Vol 23 (2) ◽  
pp. 437-448 ◽  
Author(s):  
Eva R. Kimonis ◽  
Daniel M. Bagner ◽  
Dainelys Linares ◽  
Clair A. Blake ◽  
Gabriela Rodriguez
Keyword(s):  
At Risk ◽  
Young Children ◽  
Parent Training ◽  
Developmental Delay ◽  
Conduct Problems ◽  
Training Outcomes ◽  
Callous Unemotional

scholarly journals Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research

10.2196/18004 ◽  
2020 ◽  
Vol 9 (12) ◽  
pp. e18004
Author(s):  
Robin Lynn Dodds
Keyword(s):  
At Risk ◽  
Los Angeles ◽  
Young Children ◽  
Parent Training ◽  
Autism Spectrum ◽  
Professional Services ◽  
Evidence Based ◽  
Culturally Competent ◽  
South Los Angeles ◽  
The Impact

Background Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. Objective To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. Methods This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. Results Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. Conclusions The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. International Registered Report Identifier (IRRID) PRR1-10.2196/18004

Trauma-Informed Interventions for At-Risk and Justice-Involved Youth: A Meta-Analysis

2021 ◽  
pp. 009385482110031
Author(s):  
Ajima Olaghere ◽  
David B. Wilson ◽  
Catherine S. Kimbrell
Keyword(s):  
At Risk ◽  
Behavioral Therapy ◽  
Meta Analysis ◽  
Children And Youth ◽  
Treatment Programs ◽  
Negative Consequences ◽  
Eligibility Criteria ◽  
Treatment Comparison ◽  
Trauma Informed ◽  
The Impact

The impact of trauma on children and youth has potentially serious and long-lasting negative consequences, including increased involvement in the juvenile and criminal justice systems. The objective of this study was to meta-analyze research on the effectiveness of trauma-informed treatment programs for justice-involved youth and youth at risk of justice system involvement who have experienced some form of trauma. Our systematic search identified 29 publications that met our eligibility criteria and represent 30 treatment–comparison contrasts. Six of these evaluated the effectiveness of trauma-informed programs for justice-involved youth, and the remaining 24 evaluated programs for at-risk children and youth. The findings suggest that cognitive-behavioral therapy (CBT), including trauma-focused CBT, is effective. In addition, there was weak evidence suggesting that programs that used a cognitive restructuring component or had the participant create a trauma narrative were slightly more effective than programs without these features. Additional high-quality randomized controlled trials are needed.

The Impact of Classroom on the Attitudes and Actions of Young Children

2008 ◽  
Author(s):  
Gamze Baray ◽  
Stephen Wright ◽  
Jane Friesen ◽  
Jasmina Arifovic ◽  
Lisa Giamo ◽  
...  
Keyword(s):  
Young Children ◽  
The Impact
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