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Biomedical subjects

M E Wynne

Publications and source records attributed to M E Wynne.

12 recordsLinked to original sources
PubMed2000

Providing services to Asian Americans with developmental disabilities and their families: mainstream service providers' perspective.

This survey investigated the opinions and perceptions of 44 mainstream social service providers regarding barriers to Asian Americans with developmental disabilities and their families receiving appropriate supportive services. Six main barriers were identified: (1) Language and communication difficulties; (2) Lack of knowledge concerning mainstream service delivery system; (3) Perceived cultural differences; (4) Being a "minority within a minority" in the service delivery system; (5) Individual differences within families and differences among Asian ethnic groups; and (6) Lack of resources to meet needs within the family. Implications of the interrelationships among the identified barriers were discussed.

Adolescent↗
PubMed1987

Piagetian conservation and response to cognitive therapy in attention deficit disordered children.

Cognitive therapy is often used in treating attention-deficit-disordered (ADD) children because of its purported ability to address this population's attentional deficits and behavioral difficulties and to create durable therapeutic effects. Nonetheless, research findings on these treatments have been inconsistent. This study sought to explain these inconsistencies by examining the influence of cognitive development on children's ability to benefit from such treatment. The ability to conserve number and substance was shown to influence treatment outcome, as measured by laboratory tasks of cognitive style and impulsivity. No effects were found on standardized academic achievement measures or on behavioral ratings by teachers or parents. Further study of individual development will be important in understanding the outcomes of cognitive therapy.

Attention↗
PubMed1986

Methylphenidate and cognitive therapy with ADD children: a methodological reconsideration.

The present double-blind study examined the effects of methylphenidate, cognitive therapy, and their combination in attention deficit-disordered (ADD) children. Four treatment groups were compared on measures of attentional deployment and cognitive style, tests of academic achievement, and behavioral rating scales. In contrast to a previous study conducted in this laboratory, children in this study were not receiving medication during post-testing. Results were interpreted to suggest that measurable effects of stimulant medication dissipate rapidly upon discontinuation of pharmacotherapy. The combination of methylphenidate and cognitive therapy was not found to be any more efficacious than either of the treatments studied alone. Discussion suggests that medication status at follow-up is an essential feature of research design.

Achievement↗
PubMed1986

Methylphenidate and cognitive therapy in children with attention deficit disorder: a double-blind trial.

Stimulant medications have been the treatment of choice for children with Attention Deficit Disorder (ADD), yet long-term benefits have not been found. The present study examined the ability of an adjunctive cognitive behavioral self-control therapy program to improve upon these long-term results. Findings only partially supported the efficacy of the cognitive therapy, as demonstrated on the Matching Familiar Figures Test of impulsivity. However, this improvement did not persist over time. Results are discussed in terms of the need for pediatricians to consider individual differences in therapeutic response across patients.

Adolescent↗
PubMed1985

Methylphenidate and cognitive therapy: a comparison of treatment approaches with hyperactive boys.

This study of hyperactive boys evaluated the effects of three modes of treatment in relation to an untreated group. The treatments were administered over a 3-month period and included cognitive training, stimulant drug therapy (methylphenidate), and the two treatments combined. A follow-up assessment was conducted approximately 3 months after contact between the training staff and the child had ceased. Analyses of attentional deployment and cognitive style measures, tests of academic achievement, and behavioral ratings showed that only those children in the two medication treatment conditions demonstrated improvement in attentional deployment and behavioral ratings. In the cognitive therapy condition, there were changes only on measures of attentional deployment. The data did not provide evidence indicating that the combined medication and cognitive therapy condition was any more effective than that condition involving medication alone. Discussion provides future guidelines for evaluation of the relative effectiveness of stimulant drug therapy and other psychological treatment modalities.

Achievement↗
PubMed1985

Variables discriminating residential placement of severely handicapped children.

The relationship of 11 social and status variables to two placement groups of severely handicapped children (home and community-based residential facility). Using a multiple discriminant analysis, we found that 6 of these variables (child's age, parental feelings about the suggestion to institutionalize, religiosity, mother's age, child's age at first words, and child's age at school entry) contributed significantly to the discrimination between the two groups. When the resulting coefficient of discrimination was applied to a subsample, statistical classification agreed with known placement in 75.68% of the cases, indicating a high degree of discrimination between children residing at home and in residential settings on the variables studied.

Adolescent↗
PubMed1984

How much stimulant medication is appropriate for hyperactive school children?

This research tested the hypothesis that a relatively modest dose of stimulant medication would produce optimal effects on cognitive and impulse control performance when compared to three other dosage levels in hyperactive school children. The efficacy of the medication was measured using a school-like visual search and matching task tapping concentration and impulse control that previously has been shown to be sensitive to stimulant drug effects. Task performance was found to be optimal at the predicted dose level, supporting the original hypothesis. The importance of school health personnel involvement in the adjusting of dosage levels of stimulant medication was stressed. A role for school health personnel in facilitating communication between physicians and teachers was suggested.

Attention Deficit Disorder with Hyperactivity↗
PubMed1984

Attention deficit disorder and the effect of methylphenidate on attention, behavioral, and cardiovascular functioning.

The effect of a 0.3 mg/kg dose of methylphenidate on attentional, behavioral, and cardiovascular measures in boys with attention deficit disorder (ADD) was examined. The results of double-blind clinical trials demonstrated a significant improvement in sustained attention and impulse control, as well as in ratings of social behavior by both teachers and parents. Consistent with previous research, cardiovascular functioning did not significantly increase as a function of methylphenidate. Due to the large intraindividual variability in cardiovascular response, careful monitoring of each patient's response is recommended.

Attention↗