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Adolescent Psychiatry↗
Biomedical subjects
D T Feinberg
Publications and source records attributed to D T Feinberg.
Do stimulants improve self-esteem in children with ADHD and peer problems?
The self-esteem of children with Attention Deficit Hyperactivity Disorder (ADHD) has been shown to be low. The effects of stimulant medication upon their self-esteem have not been systematically studied. The present study employed a reliable self-report instrument to measure the self-esteem of children with ADHD medicated with stimulants vs. those who were unmedicated. Results showed that stimulants were associated with significantly higher self-esteem. Children with ADHD prescribed stimulants reported feeling more intelligent and more popular than unmedicated children with ADHD. Children with ADHD and Oppositional Defiant Disorder (ODD) prescribed stimulants reported feeling better behaved. Significant correlations indicated that higher doses were associated with higher self-esteem. The present results suggest a need for a well-controlled study to determine if stimulants were responsible for the observed differences in self-esteem.
Analysis of Variance↗
Use of the Child Behavior Checklist and DSM-III-R diagnosis in predicting outcome of children's social skills training.
A standardized 12-week cognitive-behavioral social skills package in which parents assisted children with socialization homework assignments, was presented to 52 nonpsychotic outpatient boys, many of whom were diagnosed with DSM-III-R Attention Deficit-Hyperactivity Disorder and Oppositional Defiant Disorder. Results demonstrated that the Thought Problems factor of the mother-completed Child Behavior Checklist aided in predicting changes in teacher-rated aggression. DSM-III-R diagnosis of Oppositional Defiant Disorder predicted changes in teacher-rated withdrawal subsequent to treatment. The need for research to determine which children benefit from which treatment was discussed.
Aggression↗
Parent-assisted transfer of children's social skills training: effects on children with and without attention-deficit hyperactivity disorder.
OBJECTIVE: Previous research has demonstrated that peer rejection is a significant part of the clinical presentation of many children with attention-deficit hyperactivity disorder (ADHD). Outcome studies of treatment interventions have typically failed to show generalization of treatment gains to the home and classroom. This has been especially true for children who have comorbid oppositional defiant disorder (ODD). The present study was intended to demonstrate generalization of an outpatient social skills training program when parents were trained in skills relevant to their child's social adjustment. METHOD: Thirty-five children with ADHD and 14 children without ADHD were given 12 sessions of treatment (treatment group). Outcome was compared with 12 children with ADHD and 12 children without ADHD who were on a waitlist for treatment (waitlist group). Nineteen children with ODD were in the treatment group and five in the waitlist. Stimulant medication was prescribed for all children with ADHD. RESULTS: Subjects with ADHD showed improvement comparable with that of subjects without ADHD on all teacher- and parent-reported measures of peer adjustment and social skills, except teacher-reported withdrawal. Children with ODD had outcome comparable with that of children without ODD. Effect sized ranged from 0.93 to 1.34 indicating that the average treatment group subject was better off than 83.4% of waitlist subjects on outcome measures. CONCLUSIONS: The present results suggest that children with ADHD are best heiped by a combination of social skills training for themselves, collateral training for their parents and stimulant medication.
Analysis of Variance↗
A sudden outbreak of illness suggestive of mass hysteria in schoolchildren.
OBJECTIVE: To clarify factors contributing to mass illness of sudden onset by studying an outbreak that was apparently triggered by a gaseous odor and that involved a rapid, extensive response by school and fire officials. SETTING: Urban elementary school. MAIN OUTCOME MEASURE: A standardized student questionnaire was designed to identify potential illness predictors. DESIGN: Four weeks following the outbreak, public health officials distributed the questionnaire to all students in regular classes in grades 3 through 6 (N = 319), representing 46% of the estimated 680 students present the day of the outbreak. RESULTS: Seventy-seven percent of the students who completed the questionnaire reported that they experienced physical symptoms during the epidemic. A stepwise regression analysis demonstrated several independent variables that predicted the severity of illness, including the intensity of the odor smelled during the outbreak (P < .0001), becoming sick after the fire trucks arrived (P < .0001), and believing in an environmental cause for the illness (P < .002). CONCLUSIONS: These results indicate that both psychological and environmental factors, real or perceived, may contribute to sudden-onset epidemics of hysteria. Moreover, the response intervention of officials may influence the extent of such outbreaks. Early recognition of psychological causes and dispersion of groups at risk could reduce morbidity and associated health care costs.
Child↗