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Biomedical subjects

F J Humphrey

Publications and source records attributed to F J Humphrey.

14 recordsLinked to original sources
PubMed1994

Methylphenidate and ADHD: influence of age, IQ and neurodevelopmental status.

Sixty-nine children with attention deficit hyperactivity disorder (ADHD) underwent blind methylphenidate trials. 36 had ADHD alone (with or without a learning disability) and 33 had additional neurodevelopmental disorders. Of the children with ADHD alone, 88 per cent improved significantly on methylphenidate. This did not differ significantly from the 69 per cent response rate for children with ADHD and other neurodevelopmental disorders. The results confirm and add to the research literature indicating that ADHD children who are of preschool age and/or who have co-existing neurological disorders may benefit from methylphenidate.

Adolescent↗
PubMed1989

Variables associated with frequency of rumination in a boy with profound mental retardation.

The relationships between frequency of rumination in a boy with profound mental retardation and a variety of environmental, interpersonal, and temporal variables were investigated by collecting and analyzing data during all waking hours over a 4-week period. Low levels of rumination were associated with periods of special education programming (versus nonschool hours), individual attention (versus group activities and independent play), and time spent with caretakers who like the child (versus those who like him less). The findings also revealed a mealtime effect (decreasing rumination as time elapsed following meals) and a time of day effect (increasing rumination as the day progressed). Directions for future research and possible implications for the environmental management of rumination are discussed.

Child↗
PubMed1986

An objective evaluation of special class placement of elementary schoolboys with behavior problems.

Behavioral checklists were employed to identify the type and degree of psychopathology observed in 90 boys who were referred for possible placement in classrooms for the socially and emotionally disturbed (SED). School behavior was assessed by teachers completing the Conners Teacher Rating Scale, while behavior at home was rated by parents with the Child Behavior Checklist. The checklist findings from both environments showed the boys to have high levels of psychological disturbance, especially for externalizing factors such as hyperactivity, aggression, and conduct disorder. This was especially true for those boys for whom SED placement was recommended. Further, the clinical usefulness of these checklists was investigated as an adjunctive method for the determination of the need for SED placement. By the use of discriminant function analysis, about three-fourths of the boys recommended for SED placement were accurately identified; correct classification was maximized when parent and teacher checklists were employed together.

Child↗
PubMed1983

Educational objectives in psychiatric residency training: a survey of training directors and residents.

The authors surveyed 200 physicians completing their psychiatric residencies on the importance and achievement of 124 core training objectives. One hundred thirty (65%) of the residents and all 23 of the training directors of the programs selected responded. As a group, residents viewed a substantial number of the objectives as less important, and less well accomplished, than did their training directors. The discordantly rated objectives fell in several basic areas of psychiatric competence, such as the management of schizophrenia and drug side effects. Certain objectives were rated at a lower level of accomplishment by residents from smaller programs. Possible factors accounting for these differences are briefly considered.

Curriculum↗
PubMed1981

The patient care crisis in community mental health centers: a need for more psychiatric involvement.

The authors examine the role of psychiatrists in community mental health centers and suggest that extensive psychiatric involvement is needed to ensure proper patient care. Within the context of four basic clinical models--social, psychological, behavioral, and biomedical--they describe the psychiatrist's unique clinical skills in history taking, differential diagnosis, case formulation, use of psychopharmacologic agents, and provision of leadership in patient care. Five case reports illustrate instances in which psychiatric intervention corrected serious problems in diagnosis and treatment that otherwise would have resulted in inadequate care or harm to the patient.

Adolescent↗
PubMed1980

Somnambulism. Clinical characteristics and personality patterns.

Fifty adults with either a present or past complaint of somnambulism were evaluated to determine the development and clinical course of their disorder as well as their personality patterns. Generally, when sleepwalking was outgrown, its onset was before age 10 years and its termination before age 15 years. Current sleepwalkers, compared with past sleepwalkers, started sleepwalking at a later age, had a higher frequency of events, and had episodes earlier in the night. Their episodes were also characterized by more intense clinical manifestations. Furthermore, current sleepwalkers demonstrated high levels of psychopathology, whereas past sleepwalkers had essentially normal psychological patterns. Specifically, the current sleepwalkers showed active, outwardly directed behavioral patterns, suggestive of difficulties in handling aggression. The clinical application of these findings is discussed and practical recommendations are given for the evaluation and management of sleepwalking.

Adolescent↗
PubMed1980

Priorities in psychiatric residency training.

The authors surveyed 22 psychiatric educators to determine their views of the basic knowledge and skills that should be required for all psychiatric residents. A comprehensive document of educational objectives facilitated practical differentiation of responses. Diagnostic, problem-solving, and treatment-dispositional skills were particularly highly ranked. Such data may be useful in defining the profession of psychiatry as well as in curriculum planning.

Curriculum↗