Incidental learning,distraction, and sustained attention in hyperactive and control subjects

Thirty-two children designated as hyperactive (ADD) were compared with an equal number of control subjects who were matched for age, sex, and verbal IQ. The subjects were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. No straightforward group differences were found on the component selection task, whereas hyperactive subjects made more omission and commission errors than controls on the cancellation task. It was concluded that a deficit in sustained attention and impulsivity best described the group differences. Age was also found to influence performance on a number of variables, including incidental learning on the component selection task and response rate and omission errors on the cancellation task. Because subjects in the hyperactive group were rated as extreme on a number of subscales not necessarily related to hyperactivity, the data were reexamined by multiple regression analyses. Subscales considered to be related both to hyperactivity and to conduct disorder were associated with different performance variables, indicating that each of these subscales provided some unique information.This study was supported by a grant from the Medical Research Council of New Zeland to the first author. The authors would like to thank the pupils and staff of Mt. Eden Normal Primary School and Newmarket School for taking part in the study, and the Auckland Education Board for granting approval for the study. We also thank Prof. J. S. Werry, Dr. J. Reeves, and Mrs. G. Elkind for assistance in locating some of the control subjects. Special thanks goes to Gail Elkind for assistance with the statistical analysis.     

Cognitive,social, and other correlates of specific reading retardation

Children with specific reading retardation were matched with controls on the basis of age, sex, intelligence, and (less successfully) parental education. All subjects were tested on a variety of automated performance tests including the Matching Familiar Figures (MFF) Task, Auditory-Visual Integration, Short-Term Memory, the Continuous Performance Task (CPT), and Motor Performance. All children were assessed socially using the Conners Teacher Questionnaire, and reading-retarded children were rated on the Behavior Problem Checklist. Finally, all children were screened with the Finger Twitch Test and were assessed for left-right awareness. Statistical analysis suggested that the following performance tests discriminated between the groups in this respective order of importance: MFF (Accuracy), Auditory-Visual Integration, and the CPT. The Short-Term Memory Task, MFF Decision Time, and Motor Performance did not distinguish between the groups. Multiple regression equations suggested that scores on the performance tests could account for about 40% of the variance in reading attainment. Several factors from the rating scales (notably those pertaining to attention and anxiety) and left-right awareness also discriminated between the groups.This study was supported by a grant from the Medical Research Council of New Zealand to Prof. J. S. Werry (Grant MRC 151). The author would especially like to thank John Werry, M. D., Malcolm Gill, Ph.D., and the staffs of the official Remedial Reading Clinics and Psychological Services as well as those of Epsom Normal, Mount Eden Normal, Newmarket, and Parnell primary schools for the willing support they all rendered this project.     

Impact of recent findings on study design of future autism clinical trials

There are specific challenges to studying the design of pharmacologic trials in child/adolescent and adult autism, such as subject stratification and parallel versus crossover designs. This article describes how optimal study design is influenced by subject selection and outcome measures chosen. Lessons learned in study design from the Research Units on Pediatric Psychopharmacology Autism Network trial with risperidone, Seaver Center trials with fluoxetine and valproate, Dartmouth trials with amantadine, and National Institutes of Health secretin trials are highlighted. The Internet System for Assessing Autistic Children system for managing multicenter clinical trials in autism and statistical issues in autism research are also described.     

Psychometric Properties and Norms of the Family Needs Scale

We studied 205 low-income families, using the Family Needs Scale (FNS). Factor analysis of the FNS data resulted on a 7-factor solution with high internal consistency within the various subscales. We provide normative scores based on the factor structure of the FNS. A total of 53 parents completed the FNS on two occasions with an average of four weeks between these two ratings. In general, the test-retest reliabilities were low to moderate. A total of 61 pairs of parents independently rated their families with the FNS. Again, agreement between raters was low to moderate. Several factors that may have detracted from better test-retest and interrater reliability were identified. Our data point to the need for more psychometric studies with the FNS.     

Psychometric Properties of the Family Support Scale with Head Start Families

Social support systems can have either a beneficial or adverse effect when a family faces stress. Hence, support perceived by family members is an important construct. We studied the psychometric properties of the Family Support Scale (FSS) with a sample of 244 low-income families of children in a Head Start program, and we conducted an exploratory factor analysis with the scale. We obtained a 5-factor solution for the FSS when assessing the family support of low-income families. The internal consistency and test-retest reliability were moderately high for the 5 proposed subscales. The factor structure obtained may prove more valid for Head Start families than structures from previous studies, although there is still a need for further psychometric study of the FSS.     

Development of a parent training program for children with pervasive developmental disorders

Parent delivered interventions based on applied behavior analysis (ABA) for children with Pervasive Developmental Disorders (PDDs) have been evaluated using primarily single‐subject design methodology or small case series. While the results of these evaluations are encouraging, an important next step is to standardize the interventions to allow for replication across sites, in studies with large samples and measures of long‐term, clinically meaningful outcomes such as improvements in children's functioning and their relationships with parents. Accordingly, the Research Units on Pediatric Psychopharmacology and Psychosocial Interventions (RUPP Autism Network) assembled a detailed manual for a structured behavioral parent training (PT) program, developed treatment fidelity and training procedures, and conducted a pilot, feasibility study. The PT program is part of a large scale, multisite study intended to determine the efficacy of combined pharmacological treatment and behavioral intervention to improve behavior and adaptive functioning in children with PDD. This paper discusses the rationale for this project. A companion paper provides the results of our feasibility study on the PT program. Copyright © 2007 John Wiley & Sons, Ltd.     

The effects of essential fatty acid supplementation by efamol in hyperactive children

Thirty-one children, selected for marked inattention and overactivity, were studied in a double-blind, placebo-controlled crossover study of essential fatty acid (EFA) supplementation. Subjects received the active treatment and placebo conditions for 4 weeks each and were assessed on a variety of cognitive, motor, and standardized rating scale measures. EFA supplementation (evening primrose oil; Efamol®) resulted in significantly lower levels of palmitoleic acid (a nonessential fatty acid) and higher concentrations of dihomogammalinolenic acid, an EFA previously found to be deficient in some hyperactive children. Supplementation was also associated with significant changes on two performance tasks and with significant improvement to parent ratings on the subscales designated as Attention Problem and Motor Excess of the Revised Behavior Problem Checklist. However, a variety of eight other psychomotor performance tests and two standardized teacher rating scales failed to indicate treatment effects. When the experimentwise probability level was set at.05, only 2 of 42 variables showed treatment effects. Baseline EFA concentrations appeared to be unrelated to treatment response. It was concluded that EFA supplementation, as employed here, produces minimal or no improvements in hyperactive children selected without regard to baseline EFA concentrations.This study was supported by grants from Efamol Research Inc., and the Medical Research Council of New Zeland. We thank Messers. Patrick Flynn and Mark Norwood for carrying out the statistical analyses.     

Assessment of Parental Acceptability and Preference for Behavioral Interventions for Childhood Problem Behavior in Saudi Arabia

Abstract

The present study assessed the treatment acceptability and preference for common behavior management strategies with parents of children with Autism Spectrum Disorder in Saudi Arabia. Specifically, parents were asked to evaluate medication, positive reinforcement, response cost, spanking, and timeout using a treatment acceptability measure. Results indicated that positive reinforcement had the highest average acceptability score, and that spanking had the lowest acceptability score. Treatment preference rankings corresponded to treatment acceptability ratings for all interventions assessed. Implications for working with diverse families and contexts are highlighted, and potential avenues for further research are described.