Downloaded by [New York University] at 12:14 14 August 2016 Cognitive-Behavioral Therapy for Adult ADHD

Total Page:16

File Type:pdf, Size:1020Kb

Downloaded by [New York University] at 12:14 14 August 2016 Cognitive-Behavioral Therapy for Adult ADHD Downloaded by [New York University] at 12:14 14 August 2016 Cognitive-Behavioral Therapy for Adult ADHD Cognitive-Behavioral Therapy for Adult ADHD: An Integrative Psychosocial and Medical Approach has been revised, updated, and expanded for this second edition and remains the definitive book for clinicians seeking to treat adults with Attention-Deficit/ Hyperactivity Disorder (ADHD). Clinicians will continue to benefit from the presenta- tion of an evidence-supported treatment approach for adults with ADHD that combines cognitive behavioral therapy and pharmacotherapy adapted for this challenging clinical population. The updated edition of the book offers new and expanded case examples, and the authors emphasize more detailed, clinician-friendly how-to instructions for the delivery of specific interventions for adult patients with ADHD. Understanding that most adults with ADHD say, “I know exactly what I need to do, but I just cannot make myself do it,” the book pays special attention to the use of implementation strategies to help patients carry out the necessary coping skills to achieve improvements in function- ing and well-being in their daily lives. In addition to providing an outline of their treat- ment approach, Drs. Ramsay and Rostain provide an up-to-date review of the current scientific understanding of the etiology, developmental course, and life outcomes of adults with ADHD as well as the components of a thorough diagnostic evaluation. As an added clinical resource, Drs. Ramsay and Rostain have also produced a companion patient handbook written for adults with ADHD, The Adult ADHD Tool Kit: Using CBT to Facilitate Coping Inside and Out, which clinicians can use with their patients. J. Russell Ramsay, PhD, is cofounder and codirector of the Adult ADHD Treatment and Research Program and an associate professor of clinical psychology in psychiatry in the University of Pennsylvania’s Perelman School of Medicine. He is cochair of the profes- Downloaded by [New York University] at 12:14 14 August 2016 sional advisory board for the Attention Deficit Disorder Association. Anthony L. Rostain, MD, is cofounder and codirector of the Adult ADHD Treatment and Research Program and a professor of psychiatry and pediatrics in the University of Pennsylvania’s Perelman School of Medicine, where he is also director of education for the department of psychiatry. He is currently president of the American Professional Society of ADHD and Related Disorders (APSARD). This page intentionally left blank Downloaded by [New York University] at 12:14 14 August 2016 Cognitive-Behavioral Therapy for Adult ADHD An Integrative Psychosocial and Medical Approach Second Edition J. Russell Ramsay and Anthony L. Rostain Downloaded by [New York University] at 12:14 14 August 2016 Second edition published 2015 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 J. Russell Ramsay and Anthony L. Rostain The right of J. Russell Ramsay and Anthony L. Rostain to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge 2008 Library of Congress Cataloging-in-Publication Data Ramsay, J. Russell, author. Cognitive-behavioral therapy for adult ADHD : an integrative psychosocial and medical approach / by J. Russell Ramsay and Anthony L. Rostain. — Second edition. p. ; cm. Includes bibliographical references and index. I. Rostain, Anthony L., author. II. Title. [DNLM: 1. Attention Deficit Disorder with Hyperactivity—therapy—Case Reports. 2. Cognitive Therapy—methods— Case Reports. WM 165] RC394.A85 616.85′89—dc23 2014014144 ISBN: 978-0-415-81590-1 (hbk) ISBN: 978-0-415-81591-8 (pbk) ISBN: 978-0-203-37548-8 (ebk) Typeset in Minion by Apex CoVantage, LLC Downloaded by [New York University] at 12:14 14 August 2016 JRR dedicates this book to my beloved daughters, Abigail and Brynn Ramsay. ALR dedicates this book to my wonderful kids, Isabelle, Julian, Sam, and Gen who have taught me what it really means to be a dad. Downloaded by [New York University] at 12:14 14 August 2016 This page intentionally left blank Downloaded by [New York University] at 12:14 14 August 2016 Contents Preface xi Acknowledgments xv 1 Adult ADHD: Diagnosis, Symptoms, Etiology, and Assessment 1 Introduction 2 Diagnostic Criteria and Symptoms Across the Lifespan 5 ADHD, Predominantly Hyperactive/Impulsive Presentation 7 ADHD, Predominantly Inattentive Presentation 8 ADHD, Combined Presentation 10 Other Specified ADHD and Unspecified ADHD 11 Sluggish Cognitive Tempo/Concentration Deficit Disorder 11 Persistence and Prevalence of Adult ADHD 12 Psychiatric Comorbidity and Adult ADHD 15 Life Outcomes of Adults With ADHD 16 Etiologic Models for ADHD 18 Executive Dysfunction Model of ADHD 19 Genetics 21 Neurobiology 22 Default Mode Network 24 Dopamine Model of Motivation 25 Assessment of Adult ADHD 26 Phone Screen/Home Packet/Clinical and Background Questionnaires 26 Downloaded by [New York University] at 12:14 14 August 2016 Review and History of Presenting Problems 27 Developmental History 27 Family History/Preschool Functioning 27 Academic History 28 Vocational History 29 Medical and Psychiatric History 29 Structured Diagnostic Interview 30 Assessing Symptoms of ADHD and Related Features 31 Inquiring About ADHD Symptoms 31 Standardized ADHD Symptom Checklists 32 viii Contents Standardized Adult ADHD Symptom Rating Scales 33 Standardized Ratings of Executive Functioning 34 Ratings of Functional Impairments 35 Mood and Anxiety Ratings 36 Neuropsychological Screening 36 Adult ADHD and Comorbidity 38 Depression 39 Anxiety 39 Bipolar Disorder 40 Substance Abuse 41 Oppositional Defiant Presentations in Adults With ADHD 42 Developmental-Social Learning Disorders 43 Chapter Summary 44 2 Models of Treatment: Cognitive Behavioral Therapy and Pharmacotherapy for Adult ADHD 46 Cognitive Behavioral Therapy for Adult ADHD 46 Case Conceptualization 48 Neurobiology and Environment Interaction 50 Developmental Experiences 52 Schema and Core Beliefs 53 Compensatory Strategies 54 Automatic Thoughts, Emotions, and Behaviors 57 CBT for Adult ADHD in Clinical Practice 59 Development of the PENN CBT for Adult ADHD Model 59 Reactions to the Diagnosis of ADHD 60 Motivation and Readiness for Change 62 Psycho-education 63 Defining Treatment Goals 63 Therapeutic Alliance 65 Session Structure 67 “Starting Small” 68 Categories of Interventions 70 Downloaded by [New York University] at 12:14 14 August 2016 Cognitive Interventions 70 Changing Automatic Thoughts 70 Changing Core Beliefs and Schemas 75 Behavioral Interventions 78 Implementation Strategies 81 Acceptance-Mindfulness Interventions 84 Specific Interventions for Managing Adult ADHD 86 To-Do List 86 Daily Planner 89 Time and Task Management 90 Getting Started 93 Contents ix Keeping the Plan Going (Part 1): Motivation, Emotions, and Energy 96 Keeping the Plan Going (Part 2): Attitudes, Beliefs, and Self-Esteem 99 Outsourcing Coping Skills 102 Data Management 103 Materials Management 105 Environmental Engineering 106 Problem Management/Decision Making 107 CBT Summary 110 Pharmacotherapy for Adult ADHD 111 Pharmacotherapy Summary 115 Chapter Summary 115 3 Research Evidence for CBT and Medications for Adult ADHD 116 Review of Research Evidence for Psychosocial Treatments for Adult ADHD 118 Individual CBT Approaches 119 Open and Nonrandomized Studies of Individual CBT 119 Randomized Control Studies of Individual CBT 121 Group CBT Approaches 123 Open and Nonrandomized Studies of Group CBT 123 Randomized Control Studies of Group CBT 126 Miscellaneous Psychosocial Treatments 129 Psychosocial Treatment Summary 131 Review of Research Evidence for Pharmacotherapy for Adult ADHD 131 Stimulant Medications 132 Nonstimulant Medications 132 Pharmacotherapy Summary 134 Chapter Summary 135 4 Clinical Case Examples 136 Case Example 1: Linda 136 Assessment 137 Course of Treatment 139 CBT 139 Downloaded by [New York University] at 12:14 14 August 2016 Pharmacotherapy 143 Case Example 2: Ian 144 Assessment 144 Course of Treatment 147 Pharmacotherapy 147 CBT 147 Case Example 3: Jason 152 Assessment 153 Course of Treatment 155 Pharmacotherapy 155 CBT 156 x Contents Case Example 4: Harold 159 Assessment 159 Course of Treatment 163 Pharmacotherapy 163 CBT 164 5 Complicating Factors 169 Readiness for Change and Motivational Enhancement in CBT 169 Treatment Complicating Behaviors 171 Lying 172 Adult Oppositional Behavior 175 Physical and Medical Well-Being 177 Exercise 179 Sleep 179 Dealing With Technology 180 Professionals’ Reactions to ADHD Patients 182 Significant Impairment 185 Medication-Related Complications 187 Chapter Summary 189 6 Maintenance and Follow-Up 190 Maintenance and Follow-Up: CBT 191 Winding Down in CBT 193 Wrapping Up and Booster Sessions 194 Reengagement in CBT 195 Important Coping Strategies and Resources to Use After
Recommended publications
  • Methylphenidate Hydrochloride
    Application for Inclusion to the 22nd Expert Committee on the Selection and Use of Essential Medicines: METHYLPHENIDATE HYDROCHLORIDE December 7, 2018 Submitted by: Patricia Moscibrodzki, M.P.H., and Craig L. Katz, M.D. The Icahn School of Medicine at Mount Sinai Graduate Program in Public Health New York NY, United States Contact: [email protected] TABLE OF CONTENTS Page 3 Summary Statement Page 4 Focal Point Person in WHO Page 5 Name of Organizations Consulted Page 6 International Nonproprietary Name Page 7 Formulations Proposed for Inclusion Page 8 International Availability Page 10 Listing Requested Page 11 Public Health Relevance Page 13 Treatment Details Page 19 Comparative Effectiveness Page 29 Comparative Safety Page 41 Comparative Cost and Cost-Effectiveness Page 45 Regulatory Status Page 48 Pharmacoepial Standards Page 49 Text for the WHO Model Formulary Page 52 References Page 61 Appendix – Letters of Support 2 1. Summary Statement of the Proposal for Inclusion of Methylphenidate Methylphenidate (MPH), a central nervous system (CNS) stimulant, of the phenethylamine class, is proposed for inclusion in the WHO Model List of Essential Medications (EML) & the Model List of Essential Medications for Children (EMLc) for treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) under ICD-11, 6C9Z mental, behavioral or neurodevelopmental disorder, disruptive behavior or dissocial disorders. To date, the list of essential medications does not include stimulants, which play a critical role in the treatment of psychotic disorders. Methylphenidate is proposed for inclusion on the complimentary list for both children and adults. This application provides a systematic review of the use, efficacy, safety, availability, and cost-effectiveness of methylphenidate compared with other stimulant (first-line) and non-stimulant (second-line) medications.
    [Show full text]
  • ADHD Parents Medication Guide Revised July 2013
    ADHD Parents Medication Guide Revised July 2013 Attention-Deficit/Hyperactivity Disorder Prepared by: American Academy of Child & Adolescent Psychiatry and American Psychiatric Association Supported by the Elaine Schlosser Lewis Fund Physician: ___________________________________________________ Address: ___________________________________________________ ___________________________________________________ ___________________________________________________ Phone: ___________________________________________________ Email: ___________________________________________________ ADHD Parents Medication Guide – July 2013 2 Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulty paying attention, excessive activity, and impulsivity (acting before you think). ADHD is usually identified when children are in grade school but can be diagnosed at any time from preschool to adulthood. Recent studies indicate that almost 10 percent of children between the ages of 4 to 17 are reported by their parents as being diagnosed with ADHD. So in a classroom of 30 children, two to three children may have ADHD.1,2,3,4,5 Short attention spans and high levels of activity are a normal part of childhood. For children with ADHD, these behaviors are excessive, inappropriate for their age, and interfere with daily functioning at home, school, and with peers. Some children with ADHD only have problems with attention; other children only have issues with hyperactivity and impulsivity; most children with ADHD have problems with all three. As they grow into adolescence and young adulthood, children with ADHD may become less hyperactive yet continue to have significant problems with distraction, disorganization, and poor impulse control. ADHD can interfere with a child’s ability to perform in school, do homework, follow rules, and develop and maintain peer relationships. When children become adolescents, ADHD can increase their risk of dropping out of school or having disciplinary problems.
    [Show full text]
  • Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine
    Proceedings of the 20th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Faculdade de Artes do Paraná – FAP CuritiBa, Brazil 17-18 July 2014 Editor Melita Belgrave ©International Society for Music Education 2014 www.isme.org All abstracts presented at the 2014 ISME World Conference in Porto Alegre, Brazil, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Melita Belgrave, Editor Jessie Chen Helen Farrell Markku Kaikkonen Bo Nilsson Lyn Schraer-Joiner National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music in Special Education, Music Therapy, and Music Medicine International Seminar (20th: 2014: Curitba, Brazil) Title: Proceedings of the 20th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine, Curitiba, Brazil [electronic resource] / ISBN: 978-0-9942055-3-7 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Dewey Number: 780.7 ii The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2014 ISME World Conference: Commissioners 2012-2014
    [Show full text]
  • The Influence of Paying Attention in Classroom on Students' Academic Achievement in Terms of Their Comprehension and Recall Ability
    2-4 February 2015- Istanbul, Turkey 684 Proceedings of INTCESS15- 2nd International Conference on Education and Social Sciences THE INFLUENCE OF PAYING ATTENTION IN CLASSROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN TERMS OF THEIR COMPREHENSION AND RECALL ABILITY Turkiya Al’Omairi1*, Husam Al Balushi2 1Ms. Assistant Lecturer, Sultanate of Oman, [email protected] 2Mr. English Teacher, Sultanate of Oman, [email protected]. * Corresponding Author Abstract Students' attention in classroom and their academic achievement are two related variables, and they are reflected in students' comprehension and recall ability. However, most of the studies referred to comprehension and recall ability interchangeably and mainly used recall tasks to measure working memory capacity. Adding to that, to the best of my knowledge, there are not many studies that combine the three main variables, but they relate each one of attention and working memory capacity to achievement in an indirect way. Thus, this paper was conducted to investigate whether paying attention in class affect students' academic achievement in terms of their comprehension and recall ability. In order to measure the three main variables, which are comprehension, recall ability and attention, three different tests were used, and they were applied on a sample of two hundred English Education students in counseling psychology class. The comprehension test had three questions related to the previous lesson of counselling psychology class. For the recall ability, a task had three parts, each of which included lists of pictures or letters that the participants needed to recall their order, and the attention task was mainly adapted from the Stroop colour naming task.
    [Show full text]
  • Early Childhood Memory and Attention As Predictors of Academic Growth Trajectories
    Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 1 Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories Deborah Stipek and Rachel Valentino Stanford University Correspondence concerning this article should be addressed to Deborah Stipek, Graduate School of Education, Stanford University, Stanford CA 94305. Email: [email protected] Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 2 Abstract Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academic achievement and years of schooling attained, although the latter was at least partially mediated by predictors’ effect on academic achievement in adolescence. The relationship of working memory and attention with academic outcomes was also found to be strong and positive in early childhood, but non-significant or small and negative in later years. The study results provide support for a “fade-out” hypothesis, which suggests that underlying cognitive capacities predict learning in the early elementary grades, but the relationship fades by late elementary school. These findings suggest that whereas efforts to develop attention and memory may improve academic achievement in the early grades, in the later grades interventions that focus directly on subject matter learning are more likely to improve achievement. Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 3 Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories Success in school requires many skills.
    [Show full text]
  • SR Template FINAL 010210
    A systematic review of the literature July 2010 The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings Arindam Basu David Brinson This report should be referenced as follows: Basu, A and Brinson, D. The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings. HSAC Report 2010; 3(19) Health Services Assessment Collaboration (HSAC), University of Canterbury ISBN 978-0-9864652-1-5 (online) ISBN 978-0-9864652-2-2 (print) ISSN 1178-5748 (online) ISSN 1178-573X (print) i Review Team This review was undertaken by the Health Services Assessment Collaboration (HSAC). HSAC is a collaboration of the Health Sciences Centre of the University of Canterbury, New Zealand and Health Technology Analysts, Sydney, Australia. This report was authored by Arindam Basu, Senior Researcher and David Brinson, Researcher, who jointly developed and undertook the literature search, extracted the data, conducted the critical appraisals, and prepared the report. Sub-editing was performed by Lyn Wright. Acknowledgements Dr Ray Kirk peer reviewed the final draft. Cecilia Tolan (Administrator) provided document formatting. Franziska Gallrach, Carmel Olsen and staff at the University of Canterbury Libraries assisted with retrieval of documents. The current review was conducted under the auspices of a contract funded by the New Zealand Ministry of Health. This report was requested by Roz Sorensen, Senior Project Manager, Policy and Service Development Mental Health Group, Population Health Directorate of New Zealand’s Ministry of Health. We thank Roz Sorensen and Scott Connew, Policy Analyst, Mental Health Policy and Service Development, Ministry of Health for assisting in developing the scope of the review and providing background material for the review.
    [Show full text]
  • Randomized Crossover Study of the Natural Restorative Environment
    Journal of Cardiovascular Nursing Vol. 32, No. 5, pp 464Y479 x Copyright B 2017 Wolters Kluwer Health, Inc. All rights reserved. Randomized Crossover Study of the Natural Restorative Environment Intervention to Improve Attention and Mood in Heart Failure 10/14/2019 on BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3yRlXg5VZA8tg/hc1/q3Gv3yUK08Ia++Hk8Jl8VcsjnA= by https://journals.lww.com/jcnjournal from Downloaded Miyeon Jung, PhD, RN; John Jonides, PhD; Laurel Northouse, PhD, RN; Marc G. Berman, PhD; Downloaded Todd M. Koelling, MD; Susan J. Pressler, PhD, RN from Background: In heart failure (HF), attention may be decreased because of lowered cerebral blood flow and https://journals.lww.com/jcnjournal increased attentional demands needed for self-care. Objective: Guided by the Attention Restoration Theory, the objective was to test the efficacy of the natural restorative environment (NRE) intervention on improving attention and mood among HF patients and healthy adults. Methods: A randomized crossover pilot study was conducted among 20 HF patients and an age- and education-matched comparison group of 20 healthy adults to test the efficacy of the NRE intervention compared with an active control intervention. Neuropsychological tests were by administered to examine attention, particularly attention span, sustained attention, directed attention, and BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3yRlXg5VZA8tg/hc1/q3Gv3yUK08Ia++Hk8Jl8VcsjnA= attention switching, at before and after the intervention. Mood was measured with the Positive and Negative Affect Schedule. Results: No significant differences were found in attention and mood after the NRE intervention compared with the control intervention among the HF patients and the healthy adults. In analyses with HF patients and healthy adults combined (n = 40), significant differences were found.
    [Show full text]
  • Musical Attention Control Training for Psychotic Psychiatric Patients: an Experimental Pilot Study in a Forensic Psychiatric Hospital
    fnins-13-00570 June 6, 2019 Time: 20:15 # 1 ORIGINAL RESEARCH published: 07 June 2019 doi: 10.3389/fnins.2019.00570 Musical Attention Control Training for Psychotic Psychiatric Patients: An Experimental Pilot Study in a Forensic Psychiatric Hospital R. van Alphen1*, G. J. J. M. Stams2 and L. Hakvoort3 1 Inforsa, Forensic Psychiatric Hospital, Amsterdam, Netherlands, 2 Social and Behavioral Sciences, University of Amsterdam, Amsterdam, Netherlands, 3 Department of Music Therapy, ArtEZ University of the Arts, Enschede, Netherlands Poor attention skills constitute a major problem for psychiatric patients with psychotic symptoms, and increase their chances of treatment drop-out. This study investigated possible benefits of musical attention control training (MACT). To examine the effect of MACT on attention skills of psychiatric patients with psychotic features a randomized controlled trial (RCT) was conducted in a forensic psychiatric clinic. Participants (N = 35, age M = 34.7, 69% male) were pair matched (on age, gender, and educational level), and randomly assigned to an experimental and control group. The experimental group received a 30-min MACT training once a week over 6 weeks’ time, whereas the Edited by: controls received treatment as usual without attention training. Single blind pre- and Michael H. Thaut, University of Toronto, Canada post-neuropsychological assessments were performed to measure different attention Reviewed by: levels. The experimental MACT group outperformed the control group in selective, Gianluca Serafini, sustained and alternating attention. In addition, overall attendance of MACT participants Ospedale San Martino (IRCCS), Italy was high (87.1%). This result suggests that in this experimental pilot study MACT was Alexandre Martins Valença, Universidade Federal Fluminense, effective for attention skills of psychiatric patients with psychotic features.
    [Show full text]
  • Investigating the Existence, Cognitive Attributes and Potential Pathological Consequences of the Extreme Female Brain
    INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise JONES Submitted for the degree of Doctor of Philosophy Division of Psychology Faculty of Social Sciences University of Bradford 2 0 1 6 Abstract INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise Jones Key words: extreme female brain, empathising, systemising, sex differences, autism, schizophrenia, memory, cognition, gene imprinting, paranoid ideation The ‘extreme female brain’ (EFB) is derived from the empathising - systemising theory (E-S) which hypothesises that sex differences in cognition exist on a continuum, based on abilities in ‘empathising’ and ‘systemising’ (Baron-Cohen, 2003). The EFB profile; extreme empathising alongside deficient systemising, has received little attention in social cognitive neuroscience research, compared to the extreme male brain, which has advanced the knowledge of sex differences in the expression of autism. Currently, there is no solid evidence of a clinical pathology relating to the EFB nor a marker of cognition associated with a person’s ‘place’ on the E-S continuum. Here, an episodic memory paradigm with social and non-social conditions was given to participants along with measures of empathising and systemising. Scores on the social condition predicted where a person lies on the E-S continuum. The thesis then investigated the hypothesis that schizophrenia is expressed in the feminised profile (Badcock & Crepsi, 2006) i and the presumption that empathising and systemising demonstrate a trade­ off. Elements of paranoia were associated with an empathising bias. However, a bias in systemising ability was associated with schizotypy along with a significant overlap in the expression of autistic traits and schizotypy.
    [Show full text]
  • Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive
    brain sciences Review Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive Subtype/Presentation: Research Progress and Translational Studies Ike C. de la Peña 1,* , Michael C. Pan 2,3, Chau Giang Thai 1 and Tamara Alisso 1 1 Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Loma Linda, CA 92350, USA; [email protected] (C.G.T.); [email protected] (T.A.) 2 Department of Psychology, Korea University, Seoul 02841, Korea; [email protected] 3 Division of Social Sciences, University of the Philippines Visayas Tacloban College, Tacloban 6500, Philippines * Correspondence: [email protected]; Tel.: +1-909-651-5995; Fax: +1-909-558-0446 Received: 23 April 2020; Accepted: 9 May 2020; Published: 14 May 2020 Abstract: Research on the predominantly inattentive attention-deficit/hyperactivity disorder (ADHD-PI) subtype/presentation is important given its high prevalence, but paradoxically it is under-recognized and undertreated. The temporal stability of the inattention symptom could impact the high worldwide prevalence of ADHD-PI. Some evidence suggests differences in the nature of attentional deficit in ADHD-PI vs. that in other subtypes. Impairments in neuropsychological, neurocognitive, and social functioning are also evident in ADHD-PI, which could be specific to the subtype (e.g., processing speed, social perception, and skills), or differ from others in severity. Neuroimaging studies have also revealed ADHD-PI-specific neuropathological abnormalities and those that are shared with other subtypes. ADHD-PI is highly comorbid with learning and internalizing (e.g., anxiety and depression) disorders. There is no solid evidence for ADHD-PI-specific genetic etiologies and differential responses of subtypes to ADHD medications.
    [Show full text]
  • Honing in on the Social Difficulties Associated with Sluggish Cognitive Tempo in Children: Withdrawal, Peer Ignoring, and Low Engagement
    Journal of Clinical Child & Adolescent Psychology ISSN: 1537-4416 (Print) 1537-4424 (Online) Journal homepage: http://www.tandfonline.com/loi/hcap20 Honing in on the Social Difficulties Associated With Sluggish Cognitive Tempo in Children: Withdrawal, Peer Ignoring, and Low Engagement Stephen P. Becker, Annie A. Garner, Leanne Tamm, Tanya N. Antonini & Jeffery N. Epstein To cite this article: Stephen P. Becker, Annie A. Garner, Leanne Tamm, Tanya N. Antonini & Jeffery N. Epstein (2017): Honing in on the Social Difficulties Associated With Sluggish Cognitive Tempo in Children: Withdrawal, Peer Ignoring, and Low Engagement, Journal of Clinical Child & Adolescent Psychology, DOI: 10.1080/15374416.2017.1286595 To link to this article: http://dx.doi.org/10.1080/15374416.2017.1286595 Published online: 13 Mar 2017. Submit your article to this journal Article views: 55 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hcap20 Download by: [University of Iowa Libraries] Date: 31 March 2017, At: 09:20 Journal of Clinical Child & Adolescent Psychology, 00(00), 1–10, 2017 Copyright © 2017 Society of Clinical Child & Adoloscent Psychology ISSN: 1537-4416 print/1537-4424 online DOI: 10.1080/15374416.2017.1286595 Honing in on the Social Difficulties Associated With Sluggish Cognitive Tempo in Children: Withdrawal, Peer Ignoring, and Low Engagement Stephen P. Becker Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine Annie A. Garner Department of Psychology, Saint Louis University Leanne Tamm Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine Tanya N.
    [Show full text]
  • 7Th World Congress on ADHD: from Child to Adult Disorder
    ADHD Atten Def Hyp Disord (2019) 11(Suppl 1):S1–S89 https://doi.org/10.1007/s12402-019-00295-7 ABSTRACTS Ó Springer-Verlag GmbH Austria, part of Springer Nature 2019 7th World Congress on ADHD: From Child to Adult Disorder 25th–28th April, Lisbon Portugal Editors: Manfred Gerlach, Wu¨rzburg Peter Riederer, Wu¨rzburg Andreas Warnke, Wu¨rzburg Luis Rohde, Porto Alegre 123 S2 ABSTRACTS Introduction Dear Colleagues and Friends, We are pleased to have received more than 180 poster abstracts as well as more than 100 poster abstracts from young scientists and clinicians (\ 35 years) who applied for our Young Scientists’ Award. Of all abstracts submitted by our young colleagues, the Scientific Programme Committee has selected the best eight. The authors have been invited to give a presentation as part of our two Young Scientist Award Sessions and to receive a prize money in the amount of 500 Euros. With this approach, we intend to highlight the importance of original scientific contributions, especially from our young colleagues. In this volume, the abstracts of our two Young Scientist Award Sessions come first, followed by regular poster abstracts. These have been organized by topics: Aetiology, Autism Spectrum Disorders, Co-morbidity, Diagnosis, Electrophysiology, Epidemiology, Experimental Models, Genetics, Neuroimaging, Non-pharmacological Treatment, Pathophysiology, Pharmacological Treatment, Quality of Life/Caregiver Burden, Substance Use Disorders and Miscellaneous. Submitted abstracts have not been modified in any way. Please, do not just read the selected poster abstracts, we also encourage you to actively discuss and share your ideas with our young colleagues. Finally, we would like thank all our speakers, contributors and sponsors of our 7th World Congress on ADHD: from Childhood to Adult Disease, and welcome you to join—what we are sure will be—a very enjoyable and highly informative event.
    [Show full text]