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  • Cambridge University Press (CUP)  (2)
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  • Cambridge University Press (CUP)  (2)
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  • 1
    Online Resource
    Online Resource
    Cambridge University Press (CUP) ; 2002
    In:  Behavioural and Cognitive Psychotherapy Vol. 30, No. 1 ( 2002-01), p. 111-115
    In: Behavioural and Cognitive Psychotherapy, Cambridge University Press (CUP), Vol. 30, No. 1 ( 2002-01), p. 111-115
    Abstract: The aim of this study was to demonstrate the effectiveness of cognitive behavioural treatment (CBT) with a focus on academic skills and conduct problems and to increase parents' educational skills in managing aggressive and oppositional behaviour in a subsequent parent training (PMT). For this purpose 18 children with a diagnosis of ADHD combined type participated in the study. In an A-B study design the effects of a 12-week treatment phase (6 weeks CBT; 6 weeks PMT) were compared with a preceding 4-week baseline. Core symptoms of ADHD, conduct problems and individual problem behaviour were assessed by weekly administration of parent and teacher questionnaires. The results indicate a significant and generalized reduction of ADHD core symptoms, conduct problems and homework problems during CBT at home and at school. PMT resulted in a further amelioration of the cited symptoms. We conclude that CBT may be a promising component in the treatment of ADHD provided that aspects of generalization are considered during the treatment. PMT may be a useful adjunct in most cases as it is effective in situations where the ADHD child still has problems of self-guidance.
    Type of Medium: Online Resource
    ISSN: 1352-4658 , 1469-1833
    Language: English
    Publisher: Cambridge University Press (CUP)
    Publication Date: 2002
    detail.hit.zdb_id: 1499945-6
    SSG: 5,2
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  • 2
    Online Resource
    Online Resource
    Cambridge University Press (CUP) ; 2008
    In:  Acta Neuropsychiatrica Vol. 20, No. 4 ( 2008-08), p. 207-215
    In: Acta Neuropsychiatrica, Cambridge University Press (CUP), Vol. 20, No. 4 ( 2008-08), p. 207-215
    Abstract: Psychopathological, neuropsychological and genetic findings indicate an association between ASD Spectrum Disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). The goal of this study was to compare the neuropsychological profiles of attention functions in children with ADHD and with ASD and without comorbid ADHD. The hypothesis was that either ADHD and autistic children with comorbid ADHD symptoms were more impaired in inhibition and sustained attention performance and that all individuals with ASD show more deficits in divided attention. Method: Children aged 6 to 18 years old with ADHD ( n = 30) or ASD with ( n = 21) and without comorbid ADHD ( n = 20) and 30 healthy children were included consecutively. Psychopathology was evaluated using the KIDDIE-SADS and symptom checklists for ADHD and ASD according to DSM-IV. Assessed neuropsychological functioning included inhibition, sustained as well as divided attention and alertness tasks. Results: Age and IQ-corrected z-scores were used. Statistically significant group effects were found for the variables sustained attention median ( F = 3.2, = .02), hits ( F = 3.3, p = .02) and false alarms ( F = 3.9, p = .01), divided attention hits ( F = 3.3, p = .02), errors ( F = 3.1, p = .03) and false alarms ( F = 3.3, p = .03) and alertness false alarms ( F = 2.9, p = .04). Pearson Correlations revealed associations between ADHD symptoms and sustained attention in the ADHD group and between ADHD symptoms and inhibition in the ASD+ group. Conclusion: Our hypothesis was partly confirmed as ADHD children showed more deficits in sustained attention and ASD children in divided attention tasks. However there was no evidence that children with ASD and comorbid ADHD symptoms have a specific profile in comparison to pure ASD children.
    Type of Medium: Online Resource
    ISSN: 0924-2708 , 1601-5215
    Language: English
    Publisher: Cambridge University Press (CUP)
    Publication Date: 2008
    detail.hit.zdb_id: 2077830-2
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