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Biomedical subjects

C K Whalen

Publications and source records attributed to C K Whalen.

At least 19 recordsLinked to original sources
PubMed1994

Optimism in children's judgments of health and environmental risks.

Although optimistic bias has been well documented for adults, little is known about how children view their own risks vis-à-vis those of their peers. Two studies of 6th graders examined optimism and the degree of differentiation in perceived risks across diverse health, lifestyle, and environmental problems. The findings revealed perceptions of relative invulnerability and highly differentiated risk assessments. The strongest levels of optimism emerged for controllable and stigmatizing events such as illicit drugs, smoking, and AIDS. The effects of gender, assessment context, and methodological variations were minimal. Discussion focused on the implications for health-promoting interventions with school-age children, the need for developmental information about risk perception processes, and the difficulty of distinguishing realistic from biased optimism.

Adolescent↗
PubMed1994

Preadolescents' perceptions of AIDS before and after Earvin Magic Johnson's announcement.

Compared sixth graders' AIDS concerns before and after Magic Johnson announced that he tested HIV-positive. Examined perceptions of self/other vulnerability (optimistic bias) using questionnaires (Study A) and interviews (Study B). Also examined AIDS worries mentioned in open-ended interviews (Study C). Studies A and B revealed a substantial degree of optimistic bias. Study C showed that AIDS is a prime concern of school-age students, mentioned under free or context-cued conditions by about 50%. There was little detectable effect of the publicity; the sole before--after difference in three studies was one increase in self- and other-vulnerability to AIDS--an increase attributable, with marginal significance, only to girls. Discussed implications for health promotion and differences between assessment approaches.

Acquired Immunodeficiency Syndrome↗
PubMed1993

Malleability of social impressions of hyperactive children.

The role of adults' social cognitions in mediating judgments of hyperactive children's medication-related behavior change was explored. Two hundred eight-eight undergraduates observed two videotaped excerpts of a hyperactive "target" boy playing a group game with two peers. Each target was taking either methylphenidate (0.6 mg/kg) during both excerpts, placebo during both excerpts, methylphenidate first followed by placebo, or placebo first followed by methylphenidate. Adults' cumulative social evaluations of the child were assessed after they viewed both video segments. Results indicated that observers combined their perceptions of the two behavior samples into composite impressions using an equal-weight averaging algorithm. Even for children whose behavior improved, adults' ratings of undercontrolled behaviors continued to meet or, in some cases exceed, research cutoff scores used to identify hyperactive children. The findings suggest that the actual behaviors of children with attention-deficit hyperactivity disorder (ADHD) play a more influential role in shaping interpersonal impressions than do perceiver social-cognitive processes such as primacy, recency, or integration biases.

Aggression↗
PubMed1992

Prosocial behavior in hyperactive boys: effects of stimulant medication and comparison with normal boys.

To clarify the effects of stimulant medication on hyperactive (ADHD) children's prosocial as well as aversive behaviors toward peers, 19 hyperactive boys, aged 7-12, were observed as they acted as "leaders" for groups of 2-4 unfamiliar younger children. In a double-blind crossover design, subjects were observed twice, once on placebo and again on a moderate (0.6 mg/kg) dose of methylphenidate (Ritalin). Thirteen comparison boys, without problems in attention and behavior, were also observed in the same leader roles. Relative to comparison boys, hyperactive boys on placebo were more socially engaged, used more aversive leadership techniques, and were rated as less likable by the younger children in their groups. Aversive social behaviors were the strongest predictors of being disliked by the younger children. No differences were found between comparison and unmedicated hyperactive boys for any aspect of prosocial behavior. Stimulant medication had a general dampening effect on social behavior, significantly reducing social engagement and increasing (mild) dysphoria relative to the placebo condition. The implications of these findings for understanding and treating the peer relationship difficulties of hyperactive children are discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMed1991

Social impact of stimulant treatment for hyperactive children.

Most children diagnosed with ADHD have extensive and enduring problems in the social arena. Despite its limitations, the standard stimulant treatment regimen for children with ADHD is a useful therapeutic modality as well as an heuristic tool for increasing our understanding of both optimal and problematic interpersonal functioning. This article explores the social impact of stimulant treatment, delineating documented improvements, identifying elusive domains and puzzling patterns, and highlighting unintended and potentially undesirable outcomes. Medication-related changes in the behaviors and perceptions of the diagnosed child's adult caretakers are distinguished from those observed in peers, and the need to enhance our understanding of peer cultures is underscored. We present new findings on the effects of stimulant treatment on social cognition and affect, and then discuss the critical need to map the attributional sequelae of any treatment approach. The final sections explore contemporary controversies and improved strategies for balancing the costs, risks, and benefits of stimulant treatment in the service of enhancing interpersonal competence, satisfaction, and harmony.

Attention Deficit Disorder with Hyperactivity↗
PubMed1990

Social judgment processes in hyperactive boys: effects of methylphenidate and comparisons with normal peers.

Although there is consensus that ADHD children have serious social problems, there is little understanding of the mechanisms underlying or accompanying such problems. To examine the possibility of atypical or faulty social reasoning, we presented ADHD and normal boys with a social perception task that entailed evaluating the behaviors of unknown peers. ADHD "judges" participated under both methylphenidate and placebo conditions, and on each occasion they evaluated an unfamiliar ADHD "target" in each medication state. In contrast to placebo, methylphenidate appeared to dampen overall response rates in ADHD judges, but there was no effect on sensitivity to medication-related differences. Regardless of their own medication state, ADHD judges identified more undesirable behaviors in peers on placebo than in those taking methylphenidate. Judges with the most serious behavior problems tended to identify the greatest number of negative behaviors in peers, especially when both judge and target were unmedicated. There were no effects of target medication status on detections of positive behaviors and few differences in detection patterns of ADHD versus normal judges. Discussion focused on the need to distinguish general regulatory from specific social-cognitive processes.

Attention Deficit Disorder with Hyperactivity↗
PubMed1989

Hyperactivity and attention deficits.

Substantive progress has been made in our understanding of children considered hyperactive, especially in the interpersonal sphere. Evolving conceptualizations of hyperactivity and attention deficits are reviewed briefly, including changes in clinical diagnostic practices and in knowledge about developmental course. The hypothesis is advanced that the cognitive and social difficulties of hyperactive children may be better understood in terms of motivational and self-regulatory processes than as deficiencies in basic information processing. The role of stimulant medication is emphasized, both as a controversial treatment approach and as an adjunct to research on the children's problems.

Attention↗
PubMed1989

Does stimulant medication improve the peer status of hyperactive children?

Although stimulants improve the social behaviors of hyperactive children, analogous changes in peer status have not been previously demonstrated. We compared peer appraisals of hyperactive boys (N = 25) after placebo, 0.3 mg/kg, and 0.6 mg/kg methylphenidate (Ritalin). With the higher dose generally producing stronger effects, methylphenidate enhanced social standing, increasing nominations of hyperactive boys as best friends, cooperative, and fun to be with. These medication-related improvements, although important, did not normalize peer appraisals, and there was marked interindividual variability in medication response.

Attention Deficit Disorder with Hyperactivity↗
PubMed1989

Externalizing behavior disorders, situational generality, and the type A behavior pattern.

Measures of the Type A Behavior Pattern (TABP) in children have demonstrated good sensitivity but problematic specificity. Using the most popular measure of childhood TABP, a teacher rating scale called the MYTH, we sought to (a) replicate earlier findings of extensive overlap between TABP and externalizing behavior problems, (b) further distinguish between and extend the empirical networks for the positive (Competition) and negative (Impatience-Aggression) components of TABP, and (c) explore cross-situational generality. Normal boys and those with attention-deficit hyperactivity disorder (ADHD) were assessed on multiple instruments in diverse contexts. ADHD boys obtained higher TABP Total and Impatience-Aggression scores than normal boys, and these scores were associated with a wide array of behavior problems and peer difficulties. In contrast, the Competition subscale was related to popularity and athleticism and, inversely, to internalizing problems. Discussion focused on the construct validity of the MYTH, the heterogeneity of boys identified by the MYTH as showing the TABP, and the need for distinguishing research uses of the measure from applications of the TABP concept.

Aggression↗
PubMed1987

Peer perceptions of hyperactivity and medication effects.

This study focused on peer sensitivity to differences in social behaviors between hyperactive and normal comparison peers and, especially, to medication-related behavioral differences. In Study 1, normal sixth graders rated videotapes of normal and hyperactive boys playing a social interaction game. Half of the hyperactive boys were taking methylphenidate, and the other half placebo. In Study 2, fourth- and sixth-grade children rated a different sample of hyperactive boys (seen on both methylphenidate and placebo) playing the same interaction game. Hyperactive boys taking placebo were perceived as exhibiting more externalizing problem behaviors than either medicated hyperactive boys or comparison boys. The medication effects were robust, spanning many behavioral domains and emerging consistently across the 2 studies. There were few grade or gender differences. Discussion focused on children's detection of treatment-related differences in the social behaviors of their peers, as well as on the imperfect relation between social behavior and social standing.

Adolescent↗
PubMed1986

Type A behavior in normal and hyperactive children: multisource evidence of overlapping constructs.

1 goal was to identify correlates of the Type A "coronary-prone" Behavior Pattern (TABP) in children. A second was to examine the overlap between hyperactivity and TABP. In Study 1, a diverse set of measures reliably distinguished boys classified as Type A versus Type B on the basis of the MYTH, a teacher rating scale. The MYTH Competition subscale was related to perceived leadership, athleticism, and--when age and IQ were partialed out--to task attention in the classroom. The Impatience-Aggression subscale showed a different and more extensive configuration of correlates, including staff and peer assessments of problematic behaviors as well as classroom observations of noisemaking, verbalization, and social (particularly negative) contact. Hyperactive boys received higher Type A scores than did their comparison peers, a difference attributable to higher scores on the Impatience-Aggression subscale. Study 2, a partial replication conducted with a different group of hyperactive children, yielded a similar configuration of correlates. Discussion focused on the implications of the overlap between TABP and hyperactivity and, more generally, the heterogeneity of children designated Type A.

Achievement↗
PubMed1985

Cognitive-behavioral therapies for hyperactive children: premises, problems, and prospects.

The impetus for the widespread use of CBT for children with attention deficit disorder (hyperactivity) is examined, followed by an evaluation of various facets of treatment efficacy. The many "unknowns" concerning treatment ingredients, targets of change, domain specificity, individual differences, palatability, and treatment-emergent side effects are then reviewed. The final section focuses on future directions, specifying some reasons for optimism despite the disappointing outcomes to date. Nontraditional uses of CBT are also proposed, including the implementation of cognitive strategies to counteract undesirable emanative effects of extant treatments and to facilitate drug discontinuance in children taking psychoactive medication.

Attention Deficit Disorder with Hyperactivity↗
PubMed1984

Self-control in hyperactive boys in anger-inducing situations: effects of cognitive-behavioral training and of methylphenidate.

The effects of cognitive-behavioral intervention and methylphenidate on anger control in hyperactive boys were investigated in two studies. The anger-inducing stimuli in both studies involved verbal provocation from peers. Study 1 assessed a brief intervention using self-control strategies, while Study 2 employed a longer training period and a control intervention that focused on enhancement of empathy. Both studies included methylphenidate versus placebo comparisons. Methylphenidate reduced the intensity of the hyperactive boys' behavior but did not significantly increase either global or specific measures of self-control. Cognitive-behavioral treatment, when compared to control training, was more successful in enhancing both general self-control and the use of specific coping strategies. There was no advantage for the combination of methylphenidate plus cognitive-behavioral intervention. Implications for intervention to ameliorate the social and interpersonal difficulties of hyperactive children are discussed.

Adolescent↗
PubMed1984

Hyperactivity and the attention deficit disorders: expanding frontiers.

This article explores some of the pivotal research in the understanding and treatment of hyperactivity, overviewing the research milestones as well as the vexing questions that remain. Focus is placed upon the social worlds of hyperactive children and upon the overlap between hyperactive and aggressive behavior patterns. This is followed by an extensive look at the effects of stimulants upon these children and the needs for (and promise of) nonpharmacologic treatment strategies as adjuncts or alternatives to medication.

Aggression↗
PubMed1983

Cultured marrow stromal cells express common acute lymphoblastic leukaemia antigen (CALLA): implications for marrow transplantation.

This study demonstrates the presence of an antigenic determinant associated with the common acute lymphoblastic leukaemia antigen (CALLA), and presumably CALLA itself, on stromal cells in normal human long-term marrow cultures by using two monoclonal anti-CALLA antibodies, J-5 and 24.1. Treatment of cultured stromal cells with antibody and complement resulted in the loss of most flat angulated cells and many of the fat-containing cells. However, long-term cultures were generated with cytotoxic antibody-treated marrow buffy coat cells, and the stromal cells in these cultures were also CALLA-positive. We conclude that CALLA-bearing stromal cells arise from CALLA-negative progenitors. CALLA therefore could be either a differentiation antigen acquired on mature marrow stromal cells or may arise as a proliferation-dependent antigen. These studies suggest that the generation of long-term cultures from cytotoxic antibody-treated marrow may be an appropriate in vitro model for the functional assessment of such marrow prior to its use in autologous transplantation.

Antibodies, Monoclonal↗
PubMed1983

Child and adolescent perceptions of normal and atypical peers.

Students at 4 grade levels (grades 4, 6, 8, and 10) evaluated hypothetical male age-mates who were portrayed as normal, hyperactive, antisocial, or mildly mentally retarded. The focus was on behavioral characteristics, predicted outcomes, anticipated peer reactions, recommended parental interventions, and diagnostic labels. The results indicated that the students made social inferences that extended far beyond the specific behavioral information provided. The atypical boys were viewed as substantially more deviant than the normal boy within broad-ranging social, affective, and intellectual domains. Future problems were predicted for all 3 atypical boys, and parental interventions were recommended. Within this global negative perspective, clear distinctions were drawn among the 3 types of atypicality. The mildly retarded boy was viewed as most similar to the normal boys, and the antisocial boy was seen as the most dissimilar. Some gender differences and grade trends also emerged, with females and older students generally expressing more benign views of the atypical youths.

Adolescent↗