Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers With Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children’s behavior, social/adaptive skills, and self-regulation. Children completed a standardized achievement and executive functioning battery and an emotion knowledge task. The treatment was delivered with high levels of fidelity and was well received by families. Improvements were reported in parent-rated hyperactivity, inattention, aggression, and social and adaptive skills. Children also improved performance across academic achievement, emotion knowledge, and executive functioning and were rated by parents as having better executive functioning and emotion regulation. Findings highlight the initial efficacy of an established treatment in improving outcomes for preschoolers with ASD and EBP.

A Pilot Study of Emotional Response to Time-Out in Children With Conduct Problems and Callous-Unemotional Traits

Little research has examined how children with conduct problems and concurrent callous-unemotional traits (CPCU) emotionally and behaviorally respond to time-out. This pilot study examined the distribution and stability of emotions during time-out as well as the association between emotions and negative behaviors. Participants were 11 children ( Mage = 9.8 years) with CPCU who participated in a summer treatment program designed specifically for children with CPCU. Summer treatment program counselors rated each child’s emotion when time-out was first assigned and then as the time-out progressed and indicated whether the child had negative behavior during time-out. These ratings were completed for approximately 30% of time-outs that occurred. Results showed that children were mostly rated as “unemotional” or “calm” and that these emotions were relatively stable throughout time-out. Furthermore, negative behaviors were most common during time-outs when children’s emotions were rated as “amused.” Results provide groundwork for future research to extend upon the methods used in the current study to further examine the emotional and behavioral response to time-out in children with CPCU.

Attributions and Perception of Methylphenidate Effects in Adolescents With ADHD

Objective: Although a number of studies demonstrate that children with ADHD do not attribute their behavior to taking medication, it remains unstudied whether adolescents, who have a longer history of taking medication for ADHD, show performance attributions to medication. Method: A sample of 46 adolescents completed daily attributions for success or failure as a part of their participation in a summer treatment program with a double-blind, placebo-controlled assessment of methylphenidate. Results: Results demonstrated that adolescents with ADHD did not reliably discern active medication from placebo, rarely attributed their performance to the pill, and showed no differences in attributional style as a function of medication status. Conclusion: These data indicate that adolescents with ADHD may possess inaccurate beliefs about the effect of stimulant medication on their behavior.

Differential Response to Methylphenidate in Inattentive and Combined Subtype ADHD

Objective: To examine response to methylphenidate (MPH) assessed by direct observation of ecologically valid behaviors in boys with ADHD with high hyperactivity-impulsivity (HI) and those with predominantly inattentive symptoms (ADHD/I). Method: Sixty-three boys ages 7 to 13 participated in an ADHD Summer Treatment Program and received a double-blind placebo-controlled assessment of .3 mg/kg of MPH on problem behaviors and individualized behavior goals. Medication effect sizes were calculated for each child for each behavior. Results: Children with ADHD/HI ( n = 21) displayed larger MPH effect sizes for interrupting, verbal abuse, and compliance, and marginally greater response for teasing and counselor-directed goals. Children with ADHD/I ( n = 21) displayed small medication effect sizes ( ds < .20) for many behaviors often identified as primary deficits in this group (e.g., attention to activities, peer interaction, class work completion, and accuracy). Conclusion: Systematic medication assessment for ADHD/I that quantifies response in ecologically valid areas of functional impairment is essential.