The Subjective Experience Of Mild Traumatic Brain Injury In Pediatric Patients

Mild Traumatic Brain Injury is a neurologic insult that impacts a child’s functioning across domains. Risk factors include previous concussion history, force of impact, and gender. Current research regarding return to school following a brain injury suggests the need for accommodations in a number of areas of learning including changes in schedule, reduced exposure to screens and text, limitations to classroom expectations for tasks such as reading and note-taking, and modified testing. A one-size-fits-all approach to accommodations is problematic as recovery rates vary widely. Studies have also suggested that mood symptoms are comorbid with concussion recovery. Further, pediatric concussion patients who suffer from anxiety and depression symptoms while recovering may have extended recovery periods with more debilitating symptoms. Students must balance their recovery, school demands, and changes in their activities. School professionals are often uncomfortable managing students with brain injuries leading to further stress for the recovering student. This study sought to explore patient perspectives regarding returning to learning and functional activity. Participants included 124 patients, ages 10-21, seeking treatment at a regional concussion clinic. A patient recovery profile was compiled including perspectives on the level of disruption the brain injury has caused to learning, social interactions, and activities. The patients completed a survey with a 6 point Likert scale at their medical visit. The amount to which the concussion was impairing, concerns with post injury recovery, support from school, and the impact of the concussion on mood was analyzed. The impact of gender, age, and time post injury on recovery profile were also explored

School-based interventions for students with attention-deficit/ hyperactivity disorder

Children with attention-deficit/hyperactivity disorder typically manifest impairments in multiple settings. Perhaps the most common reason for referral relates to the school impairments experienced by these children. A wide range of intervention strategies have been developed for these children to improve attention and behavior, enhance academic competence, and promote social competence. A strong majority of the research on nonpharmacologic interventions has focused on strategies to improve attention and behavior. More recently, strategies specifically designed to promote the academic and social competence of these children are being developed. Also, most of the research has focused on elementary school-age children, but evidence-based strategies for intervening with preschoolers and adolescents are beginning to emerge. © Current Medicine Group, LLC 2009

An Empirical Survey on Psychological Testing and the Use of the Term Psychological: Turf Battles or Clinical Necessity?

The issue of who, in addition to psychologists, is actually qualified to administer, score, and interpret psychological testing has been a matter of ongoing debate for decades. With the advent of licensing laws for other mental health professionals (e.g., professional counselors, marriage and family therapists, social workers), many professionals now contend that their laws permit them to utilize psychological testing, provided that they have the appropriate training and experience. This article presents a discussion of the issue of psychological testing as well as the adjoining issue of who is permitted to use terms such as psychologist and psychological. The results of a survey that was conducted, to which a response was received by every psychology licensing board in the United States and Canada, indicate that of all 62 jurisdictions, 61 restrict the use of the terms psychologist and psychological to those who hold a valid license to practice psychology. Of the total sample polled, 67.2% indicated that their jurisdiction prohibits other licensed professionals from conducting psychological testing. A discussion section highlights some of the exceptions, along with the dilemmas and future concerns regarding this topic and potential remedies. © 2007 American Psychological Association

Academic Interventions for Students With ADHD: Predictors of Achievement Outcomes

Students with Attention-deficit/hyperactivity disorder (ADHD) are typically found to be at risk for increased underachievement, grade retention, and school dropout. Given the poor outcomes often associated with both low achievement and ADHD, it is important to examine the impact of treatment on the relationships between ADHD and achievement. Although previous research has identified some of the potential predictors of poor achievement in students with ADHD, no direct examination of the relationship between ADHD and achievement following interventions targeted to remediate specific academic difficulties has been completed. The purpose of this presentation is to report the results of a study designed to address these limitations in the literature. (PsycEXTRA Database Record (c) 2013 APA, all rights reserved

Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder

Children with attention-deficit/hyperactivity disorder (ADHD) typically show impairments throughout the school day. A number of interventions have been demonstrated to address both the academic and behavioral impairments associated with this disorder. Although the focus of research has been on classroom-based strategies of intervention for children with ADHD, school-based interventions applicable for nonclassroom environments such as lunchrooms and playgrounds are beginning to emerge. This paper provides a brief description of the guiding principles of behavioral intervention, identifies selected strategies to address behavioral and academic concerns, discusses how school contextual factors have an effect on intervention selection and implementation, and considers the effects of using psychosocial interventions in combination with medication. ABSTRACT FROM AUTHOR], Copyright of Mind & Brain, The Journal of Psychiatry is the property of San Lucas Medical and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder\u27s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.

Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR, schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed. © 2008 Wiley-Liss, Inc

Special topic, research brief

The purpose of this follow-up study was to evaluate the effectiveness of two consultation-based models to enhance the educational functioning of children with attention deficit hyperactivity disorder (ADHD) after 1 year of no treatment. Children (N = 167) meeting Diagnostic Statistical Manual (4th ed., text revision, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: traditional data-based academic intervention, which consisted of interventions based on consultant-teacher collaboration, representing -consultation as usual,~ or intensive data-based academic intervention, which consisted of interventions using a data-based decision-making model involving ongoing feedback to teachers. Teachers implemented academic interventions over 15 months, and all children were assessed 1 year following the suspension of treatment. A variety of academic outcomes were assessed on five occasions (baseline, 3 months, 12 months, 15 months, and 1-year follow-up). Although previously published reports of this sample using hierarchical linear modeling analyses indicated comparable significant positive growth for the majority of these dependent variables for both intervention groups, the findings of this follow-up study using hierarchical linear modeling found significant growth trajectories for only 2 of 16 dependent variables. These findings highlight the need for sustained intervention efforts to ameliorate the educational functioning of children with attention deficit hyperactivity disorder. © 2009 by the National Association of School Psychologists

A dose-ranging study of a methylphenidate transdermal system in children with ADHD

Objective: This was a multicenter, double-blind, randomized, dose-ranging study of a methylphenidate (MPH) transdermal system (MTS). Medication (placebo, 0.45, 0.9, and 1.8 mg/h) was crossed with application time (6 a.m., 7 a.m.) to evaluate MTS efficacy and influence of exposure time on morning effects. Method: The study took place in a summer treatment program (STP) at three sites, with 36 children aged 7-12 years with attention-deficit/hyperactivity disorder. Each treatment was administered for 1 day in random order, for a total of 8 days. Behavioral and academic measures were taken as well as patch wear characteristics and side effects. Results: Evaluable participant data were analyzed in a series of dose x application time multivariate analyses of variance. All MTS conditions were significantly different from placebo across measures. Time of application had no significant effect on daily behavior, and effects of application time on morning behavior were inconclusive. Consistent with previous results in this setting, the highest dose produced limited incremental benefit compared with the mid-range dose. The wear characteristics of the MTS were acceptable, and the formulation was well tolerated. Conclusions: The MTS produced significant effects that were similar to those previously reported with comparable MPH doses. There does not appear to be a substantial effect of application time on total daily functioning in this setting, further controlled time-course studies will be necessary to evaluate the question of morning onset fully. ©2005 Journal of the American Academy of Child and Adolescent Psychiatry

Children with attention deficit hyperactivity disorder: Are there gender differences in school functioning?

Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic criteria for ADHD. School functioning was assessed using teacher ratings, direct observations of classroom behavior, and a standardized, norm-referenced achievement test. Results indicated that participants, regardless of gender, experienced impairment across all functioning domains. The few gender differences obtained varied across areas of functioning and were dependent, in part, on the type of score and comparison group used. Specifically, although girls were less likely to have ADHD than were boys, when they did exhibit this disorder, their impairments were as severe, or possibly more severe, than for boys relative to non-ADHD peers of the same gender. Implications of these findings for school-based practice and research are discussed. Copyright 2006 by the National Association of School Psychologists

Modifying an evidence-based summer treatment program for use in a summer school setting: A pilot effectiveness evaluation

This report evaluates a pilot implementation of a modified version of the Summer Treatment Program (STP, Pelham et al. in Evidence-based psychotherapies for children and adolescents. The Guilford Press, New York, 2010) as an afternoon adjunct to a mandatory summer school curriculum in three inner city elementary schools (Summer School STP, SSSTP). Using preliminary post-test measures, the SSSTP was compared with afternoon adjunct programs implemented in two comparison schools. Students in pre-kindergarten through sixth grade who failed to meet grade-level requirements for grade promotion were required to attend the program and served as participants (SSSTP n = 585, Comparison n = 686). Measures collected include the following: student self-reports, teachers’ program evaluations, staff evaluations (of students, program, benefit to self), staff ratings of benefit to junior counselors (i.e., adolescent employees), and independent observations. Results suggest that the SSSTP is an acceptable and feasible adjunctive intervention for the summer school setting in inner city schools. Further research is needed to examine academic and therapeutic benefits. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract