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H Abikoff

Publications and source records attributed to H Abikoff.

10 recordsLinked to original sources
PubMed1992

Attention-deficit hyperactivity and conduct disorder: comorbidity and implications for treatment.

The distinguishing and overlapping features of attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CD) are discussed. Conclusions regarding comorbidity, treatment efficacy, and long-term outcome can be influenced by several factors, including diagnostic procedures and sample characteristics. The need to distinguish between referred and non-referred samples is particularly crucial when considering treatment and comorbidity issues. The efficacy of psychosocial and pharmacological treatments in ADHD and CD children is reviewed as are the few studies of psychostimulant medication in co-morbid youngsters. Suggestions regarding treatment planning and recommendations for treatment and research are described.

Adolescent↗
PubMed1991

Cognitive training in ADHD children: less to it than meets the eye.

This article reviews cognitive training studies that have been carried out with children with attention deficit-hyperactivity disorder (ADHD) during the past decade. The efficacy of cognitive training as a single intervention and as an adjunct to stimulant treatment is discussed. The impact of training on the cognitive, academic, and behavioral functioning of youngsters with ADHD is summarized. Although this treatment modality is inherently appealing, there is little empirical support for its clinical utility with children with hyperactivity.

Attention Deficit Disorder with Hyperactivity↗
PubMed1990

A survey of child and adolescent psychiatry residents: perceptions of the ideal training program.

A survey instrument was developed to examine several issues relevant to training in child and adolescent psychiatry. Forty percent of the residents representing 56% of the training programs in the United States completed the questionnaires. A descriptive profile of the typical training experiences of child and adolescent psychiatry residents is presented, as is a report of their satisfaction with each component of their program and their expectations of an ideal training program. In general, satisfaction with residency training experiences was found to be highly related to the amount of emphasis reportedly placed on the various training experiences. The implications of the findings for training directors are discussed.

Adolescent Psychiatry↗
PubMed1988

Cognitive training in academically deficient ADDH boys receiving stimulant medication.

This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed.

Achievement↗
PubMed1987

Logical memory subtest of the Wechsler Memory Scale: age and education norms and alternate-form reliability of two scoring systems.

The Logical Memory (LM) subtest of the Wechsler Memory Scale has been characterized by imprecise scoring instructions which can make data interpretation and study comparisons difficult. A total of 339 adults, from 18 to 83 years old, took either Form I or Form II of the LM. Verbal recall of the story passages was evaluated using gist and verbatim scoring systems. Interrater reliability was very high for both scoring approaches. The two forms were equivalent for gist recall. However, verbatim recall of Form I was more difficult than Form II because the former consists of more words to remember. Recall was related more to educational level than to age. For both gist and verbatim scoring, age and education norms were generated for immediate, delayed, and 24-h recall.

Adolescent↗
PubMed1985

Hyperactive children treated with stimulants. Is cognitive training a useful adjunct?

We evaluated whether, among hyperactive children who required maintenance stimulant treatment, cognitive training enhanced academic performance; improved the functioning of youngsters who had only a partial behavioral response to medication; facilitated withdrawal of stimulant treatment; and enhanced maintenance effects of academic gains following termination of stimulants. A 16-week cognitive training program that emphasized reflective problem-solving strategies and social problem-solving skills was compared with an attention control treatment and with no training. There was virtually no evidence of efficacy of cognitive training. No significant treatment effects were obtained on academic, behavioral, and cognitive measures. Cognitive training did not improve behavior among children with residual problems, nor did it facilitate the withdrawal of medication. With placebo substitution, the overwhelming majority of children required remedication, regardless of previous exposure to cognitive training.

Achievement↗
PubMed1976

Relative efficacy of methylphenidate and behavior modification in hyperkinetic children: an interim report.

Children reported to be hyperactive in school and with behavior difficulties at home were randomly assigned to methylphenidate, behavior therapy and placebo, or behavior therapy with methylphenidate for an 8-week period. Rating scales were obtained from teachers and parents. Independent blind observers rated childrens' classroom bheavior on a weekly basis. A behavior therapy program was implemented in the home and at school. Methylphenidate dosage was individualized. Ratings of behavior deviance were significantly reduced by all treatments. However, a significant advantage for the groups receiving methylphenidate was found over the group receiving behavior therapy and placebo. No significant differences between methylphenidate alone and methylphenidate combined with behavior therapy were obtained. Global ratings of improvement done by teachers favored the combined treatment of behavior therapy and methylphenidate over behavior therapy and placebo. No differences among treatments were found in the mothers' global ratings of improvement. The results indicate that though all three treatments were effective, methylphenidate was significantly superior to behavior therapy alone.

Attention↗