ADHD and disruptive behaviour disorders Flashcards
1
Q
What is ADHD?
A
- attention and hyperactivity disorder
2
Q
Bridgett and Walker (2006)
A
- 50% have symptoms persisting into adulthood
- 50% children worldwide and 2.5% adults
- comorbid
- consequences of ADHD are often left unsupported e.g. accident by injury, peer rejection, antisocial behaviour etc
3
Q
Farane et al (2005)
A
- adoption study
- genetic support
- 76% heritable
4
Q
Pine et al (2001)
A
- structural magnetic resonance imaging
- differences between ADHD patients and control groups
- dorsal lateral PFC, basal ganglia and cerebellum … BUT there is considerable overlap between the groups
5
Q
Durston et al (2004)
A
- children with ADHD have smaller brains compared to healthy children - 3.2% reduction in grey matter
6
Q
Johnstone and Marsh (2007)
A
- the learning theory of ADHD
- parent child interactions may cause ADHD
- positive reinforcement maintains and does not cause
- e.g. may be used as a tool - ‘my child has ADHD which is why he doesn’t listen’ - need to ensure that you reward good behaviour
- maybe ADHD caused by rewarding bad behaviour or not punishing bad behaviour
7
Q
Barkleys (2003)
A
- ADHD is not a deficit, BUT a difference in delayed gratification
- need to have the reward immediately, low dopamine levels, so need new things to increase the dopamine
- this could be genetic?
- maybe cultural and learned behaviour to prevent delayed gratification e.g. Buddhism
8
Q
Murray (2003)
A
- Westerners are at a possible disadvantage. Most jobs are office jobs, and school is always indoors at a desk
- those with ADHD need constant stimulation
- a lot of children with ADHD go on to become creative performers or do laborious work as they can work outside in open spaces with more cognitive variation in the environment
9
Q
Rutler et al (1997)
A
- whether a child with ADHD becomes an adolescent with comorbid CD is modulated by environmental factors
- parental hostility or whether a child is integrated into a peer group
10
Q
Findling et al (2000)
A
- parental training to deal with oppositional aspects of CD
- targets symptoms of physical aggression, destruction of property, rule-violations and socialisation
- in comorbid cases - hyperactivity, inattention, socialisation and aggression
11
Q
Spencer et al (1996)
A
- psychopharmacological treatment for ADHD
- MPH and amphetamines - no significant difference between safety and efficacy of these two psychostimulants
- improve inattention, hyperactivity, impulsivity and improve oppositional behaviour and social interactions
12
Q
Swanson et al (1998)
A
- 31 children with ADHD participated in a double-blind cross over study of four conditions, where the children were observed over an 11 hour day, and ratings of classroom behaviours were recorded
- found that psychostimulants increased child academic productivity and accuracy - BUT yet to see if psychostimulants alone can yield academic gains e.g. school grades
- loss of appetite, insomnia, head and stomache ache, weight gain
- when medication is stopped abruptly, withdrawal reactions occur and 4-12hours after last dose
- not effective beyond period administered
- may not be dosed appropriately to achieve full day coverage of medication e.g. may be effective during school hours but not after
+ available in many countries - lasts for 8 hours e.g. Ritalin L A.
+ long acting, so no need for a midday boost in school hours - good because less stigmatisation and removed the possibility of diversion and allows all medication to be delivered by the parent
+ smoother ascending and descending pharmacological profile
13
Q
What is conduct disorder?
A
- persistant, aggressive and destructive
- child/adolescent
- behaviour has to be pervasive in all different situations e.g. in school and at home
14
Q
Loebar et al (2002)
A
- 4-16% M
- 1.2-9% F
- criminality, economic cost and social
15
Q
Moffit (2005)
A
- early onset = low IQ, reading differences, teenage single parent, poor discipline, increased family conflict , low SES
- adolescent onset = no evidence of a deficit, less discipline, low SES, jobless, decrease in parental monitoring
