Pub Date : 2022-03-15DOI: 10.1080/23794925.2022.2042876
Paige J. Trojanowski, R. Mehlenbeck, Sarah F. Fischer
ABSTRACT Adolescent girls with Type 1 diabetes (T1D) are at high risk for developing eating disorders (EDs), a comorbidity that undermines treatment adherence and contributes to serious medical complications. Despite these concerns, no teen prevention programs exist that address risk factors specific to T1D. This study aimed to adapt an existing, empirically supported cognitive dissonance-based ED prevention program (Body Project) for teen girls with T1D. Young women with T1D, parents, and multidisciplinary medical professionals participated in semi-structured focus groups and individual interviews centered on understanding T1D-specific factors that influence body image development and eating and gathering suggestions for modifying the program to address T1D-specific factors. Multiple themes were identified related to complicating factors: diabetes stereotypes and misinformation, illness non-acceptance, demands of T1D management, adolescent-doctor relations, and family factors. Three themes related to protective factors also emerged: illness acceptance, validation and normalization of experiences, and family factors. Stakeholder feedback on program structure was also gathered. The adapted manual protocol is described in detail in addition to how findings extend current theoretical models of ED development in young women with T1D. The adapted ED prevention program, Body Project (T1D Style), centers on promoting illness acceptance, encouraging self-affirmation, teaching effective communication skills, and enhancing social support in addition to the original program’s focus on challenging and resisting sociocultural appearance pressures.
{"title":"Adapting a Cognitive Dissonance-based Eating Disorders Prevention Program for Adolescent Girls with Type 1 Diabetes","authors":"Paige J. Trojanowski, R. Mehlenbeck, Sarah F. Fischer","doi":"10.1080/23794925.2022.2042876","DOIUrl":"https://doi.org/10.1080/23794925.2022.2042876","url":null,"abstract":"ABSTRACT Adolescent girls with Type 1 diabetes (T1D) are at high risk for developing eating disorders (EDs), a comorbidity that undermines treatment adherence and contributes to serious medical complications. Despite these concerns, no teen prevention programs exist that address risk factors specific to T1D. This study aimed to adapt an existing, empirically supported cognitive dissonance-based ED prevention program (Body Project) for teen girls with T1D. Young women with T1D, parents, and multidisciplinary medical professionals participated in semi-structured focus groups and individual interviews centered on understanding T1D-specific factors that influence body image development and eating and gathering suggestions for modifying the program to address T1D-specific factors. Multiple themes were identified related to complicating factors: diabetes stereotypes and misinformation, illness non-acceptance, demands of T1D management, adolescent-doctor relations, and family factors. Three themes related to protective factors also emerged: illness acceptance, validation and normalization of experiences, and family factors. Stakeholder feedback on program structure was also gathered. The adapted manual protocol is described in detail in addition to how findings extend current theoretical models of ED development in young women with T1D. The adapted ED prevention program, Body Project (T1D Style), centers on promoting illness acceptance, encouraging self-affirmation, teaching effective communication skills, and enhancing social support in addition to the original program’s focus on challenging and resisting sociocultural appearance pressures.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"88 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1080/23794925.2022.2034551
Casey D. Calhoun, Elizabeth A. Nick, Kyrill Gurtovenko, Aaron J. Vaughn, S. Simmons, R. Taylor, Eileen Twohy, Jessica E. Flannery, Alysha D. Thompson
ABSTRACT Children and adolescents admitted to psychiatric inpatient units typically present with severe psychopathology, trauma histories, and risk to self or others. Unfortunately, inpatient care has proven to be largely ineffective in changing the course of mental illness for these youth, with many experiencing readmission or continued risk following discharge. A critical examination of child and adolescent psychiatric inpatient practices, and guiding models of care, are greatly needed. This comprehensive review provides an overview of contemporary inpatient care, highlighting specific areas where empirically-informed guidance is present and lacking. The content reviewed includes: scope and structure of inpatient care, intake and evaluation, safety and security, therapeutic interventions, and discharge planning. Following our review, we present the 5S model as a guiding framework for inpatient care and continued research. Lastly, given the critical importance of inpatient care and the sparse empirical literature in this area, we issue a call for research investigating all aspects of inpatient care from admission to post-discharge.
{"title":"Child and Adolescent Psychiatric Inpatient Care: Contemporary Practices and Introduction of the 5S Model","authors":"Casey D. Calhoun, Elizabeth A. Nick, Kyrill Gurtovenko, Aaron J. Vaughn, S. Simmons, R. Taylor, Eileen Twohy, Jessica E. Flannery, Alysha D. Thompson","doi":"10.1080/23794925.2022.2034551","DOIUrl":"https://doi.org/10.1080/23794925.2022.2034551","url":null,"abstract":"ABSTRACT Children and adolescents admitted to psychiatric inpatient units typically present with severe psychopathology, trauma histories, and risk to self or others. Unfortunately, inpatient care has proven to be largely ineffective in changing the course of mental illness for these youth, with many experiencing readmission or continued risk following discharge. A critical examination of child and adolescent psychiatric inpatient practices, and guiding models of care, are greatly needed. This comprehensive review provides an overview of contemporary inpatient care, highlighting specific areas where empirically-informed guidance is present and lacking. The content reviewed includes: scope and structure of inpatient care, intake and evaluation, safety and security, therapeutic interventions, and discharge planning. Following our review, we present the 5S model as a guiding framework for inpatient care and continued research. Lastly, given the critical importance of inpatient care and the sparse empirical literature in this area, we issue a call for research investigating all aspects of inpatient care from admission to post-discharge.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"7 1","pages":"477 - 492"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49260705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/23794925.2022.2042870
R. Lewandowski, J. Jenness, Carolyn N. Spiro, Kathryn Delonga, K. Crowe, Kavita Tahilani, Katie Happer, Paul Sullivan, Kathleen S Camacho, Jiyon Kim, Karen Fleiss, Alan Schlechter, B. Watson, Mark J. Knepley, C. Martell, K. Hoagwood, S. Horwitz, E. McCauley
ABSTRACT This paper describes the implementation of Behavioral Activation (BA) as the core psychotherapy treatment within a broader clinician-led effort to establish a care pathway for adolescent depression in an academic medical center that served public and private hospital systems. This quality improvement effort required a standardized yet flexible approach to psychotherapy to be used by clinicians with a range of experience and training backgrounds while serving diverse clinical populations in child psychiatry and pediatric clinics. This paper highlights implementation of BA in treating adolescent depression across these varying systems. In particular, the paper emphasizes the application of BA as a principle-driven, treatment that enables flexibility across settings while remaining rooted in scientific evidence. The paper also reviews lessons learned from this effort that may support efforts to implement BA in other clinical settings and systems.
{"title":"Implementation of Behavioral Activation within a Care Pathway for Adolescent Depression at an Academic Medical Center","authors":"R. Lewandowski, J. Jenness, Carolyn N. Spiro, Kathryn Delonga, K. Crowe, Kavita Tahilani, Katie Happer, Paul Sullivan, Kathleen S Camacho, Jiyon Kim, Karen Fleiss, Alan Schlechter, B. Watson, Mark J. Knepley, C. Martell, K. Hoagwood, S. Horwitz, E. McCauley","doi":"10.1080/23794925.2022.2042870","DOIUrl":"https://doi.org/10.1080/23794925.2022.2042870","url":null,"abstract":"ABSTRACT This paper describes the implementation of Behavioral Activation (BA) as the core psychotherapy treatment within a broader clinician-led effort to establish a care pathway for adolescent depression in an academic medical center that served public and private hospital systems. This quality improvement effort required a standardized yet flexible approach to psychotherapy to be used by clinicians with a range of experience and training backgrounds while serving diverse clinical populations in child psychiatry and pediatric clinics. This paper highlights implementation of BA in treating adolescent depression across these varying systems. In particular, the paper emphasizes the application of BA as a principle-driven, treatment that enables flexibility across settings while remaining rooted in scientific evidence. The paper also reviews lessons learned from this effort that may support efforts to implement BA in other clinical settings and systems.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"73 - 87"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44025463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/23794925.2022.2042875
Stephanie K. Gusler, Angela Moreland, M. D. de Arellano
ABSTRACT Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for the reduction of trauma symptoms among trauma-exposed children and adolescents. Although the effectiveness of TF-CBT has been repeatedly evidenced when administered via telehealth or in non-English languages, no work has examined the effectiveness of TF-CBT through telehealth and with support of language interpretation. Providing information about TF-CBT implementation via telehealth utilizing interpreter services can help to reduce barriers to evidence-based care among trauma-exposed youth. The present case study reviews a treatment case of two teen siblings, for whom TF-CBT was administered through telehealth, and whose caregiver’s primary language was Spanish. The teens reported experiencing multiple traumatic events and evidenced subthreshold posttraumatic stress disorder (PTSD) symptoms, which were impairing their mood and interactions with others. TF-CBT was completed over the course of 15 sessions through a HIPAA-compliant telehealth platform, using interpretation support in caregiver meetings. Both teens evidenced reductions in trauma symptoms at post-treatment, demonstrating the effectiveness of TF-CBT in this case which utilized interpretation and telehealth. Guidelines, considerations, challenges, and lessons learned specific to both interpretation and telehealth are discussed.
{"title":"Implementing Telehealth-Based TF-CBT with Support of Interpretation: A Case Study","authors":"Stephanie K. Gusler, Angela Moreland, M. D. de Arellano","doi":"10.1080/23794925.2022.2042875","DOIUrl":"https://doi.org/10.1080/23794925.2022.2042875","url":null,"abstract":"ABSTRACT Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for the reduction of trauma symptoms among trauma-exposed children and adolescents. Although the effectiveness of TF-CBT has been repeatedly evidenced when administered via telehealth or in non-English languages, no work has examined the effectiveness of TF-CBT through telehealth and with support of language interpretation. Providing information about TF-CBT implementation via telehealth utilizing interpreter services can help to reduce barriers to evidence-based care among trauma-exposed youth. The present case study reviews a treatment case of two teen siblings, for whom TF-CBT was administered through telehealth, and whose caregiver’s primary language was Spanish. The teens reported experiencing multiple traumatic events and evidenced subthreshold posttraumatic stress disorder (PTSD) symptoms, which were impairing their mood and interactions with others. TF-CBT was completed over the course of 15 sessions through a HIPAA-compliant telehealth platform, using interpretation support in caregiver meetings. Both teens evidenced reductions in trauma symptoms at post-treatment, demonstrating the effectiveness of TF-CBT in this case which utilized interpretation and telehealth. Guidelines, considerations, challenges, and lessons learned specific to both interpretation and telehealth are discussed.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"148 - 162"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1080/23794925.2022.2034553
Kristin E. Canavera, T. Ollendick, Lara J. Farrell, S. Whiteside
ABSTRACT The need for effective treatments for obsessive-compulsive disorder (OCD) in childhood is evident given that as many as 50% of the adults with OCD report symptom onset before age 15. Despite the growing evidence supporting the efficacy of Exposure and Response Prevention (ERP) for youth with OCD, children seeking services for their OCD symptoms often do not receive ERP because of difficulties with treatment accessibility. Brief time-intensive treatment programs may be a feasible treatment option for children and their families who do not have access to ERP treatment and/or live in an area where therapists trained in ERP are limited. To evaluate the initial efficacy, feasibility, and acceptability of a brief, five-day intensive ERP program for pediatric OCD, eight children with OCD were randomized to a one-week, two-week, or three-week baseline period in a single-case, non-concurrent multiple-baseline experimental design. In most cases, there were clinically significant improvements in OCD symptoms with the implementation of treatment; moreover, treatment gains were maintained at 3-month follow-up. Children and families perceived the program to be acceptable, feasible, and beneficial. This study extends the support for the efficacy and feasibility of a five-day intensive treatment program for pediatric OCD.
{"title":"A Five-Day Intensive Treatment for Pediatric Obsessive-Compulsive Disorder: A Multiple Baseline Design Pilot Study","authors":"Kristin E. Canavera, T. Ollendick, Lara J. Farrell, S. Whiteside","doi":"10.1080/23794925.2022.2034553","DOIUrl":"https://doi.org/10.1080/23794925.2022.2034553","url":null,"abstract":"ABSTRACT The need for effective treatments for obsessive-compulsive disorder (OCD) in childhood is evident given that as many as 50% of the adults with OCD report symptom onset before age 15. Despite the growing evidence supporting the efficacy of Exposure and Response Prevention (ERP) for youth with OCD, children seeking services for their OCD symptoms often do not receive ERP because of difficulties with treatment accessibility. Brief time-intensive treatment programs may be a feasible treatment option for children and their families who do not have access to ERP treatment and/or live in an area where therapists trained in ERP are limited. To evaluate the initial efficacy, feasibility, and acceptability of a brief, five-day intensive ERP program for pediatric OCD, eight children with OCD were randomized to a one-week, two-week, or three-week baseline period in a single-case, non-concurrent multiple-baseline experimental design. In most cases, there were clinically significant improvements in OCD symptoms with the implementation of treatment; moreover, treatment gains were maintained at 3-month follow-up. Children and families perceived the program to be acceptable, feasible, and beneficial. This study extends the support for the efficacy and feasibility of a five-day intensive treatment program for pediatric OCD.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"120 - 132"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42909652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/23794925.2022.2025631
Niza A. Tonarely-Busto, Dominique Phillips, Estefany Saez-Clarke, Ashley R. Karlovich, Kelly Kudryk, A. Lewin, Jill Ehrenreich-May
ABSTRACT Misophonia is a condition in which individuals suffer a wide range of intense emotions in response to sound triggers. Emotions such as anxiety, irritability, and disgust may lead individuals to engage in avoidance behaviors to escape or suppress sound triggers. Transdiagnostic treatment may serve as a practical intervention for misophonia as it addresses a broad scope of emotions and physiological sensations. This paper presents the first reported case example of misophonia treated with a transdiagnostic treatment protocol, the Unified Protocol for Emotional Disorders in Adolescents (UP-A). In this case, the UP-A was efficacious in treating a client with autism spectrum disorder, comorbid misophonia and anxiety symptoms. The client evidenced reliable change in misophonia and related problems. Future research should investigate the efficacy of the UP-A in a larger sample of youth with misophonia, as well as assess mechanisms of change in transdiagnostic treatment of this disorder in youth.
{"title":"Applying the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents to Misophonia: A Case Example","authors":"Niza A. Tonarely-Busto, Dominique Phillips, Estefany Saez-Clarke, Ashley R. Karlovich, Kelly Kudryk, A. Lewin, Jill Ehrenreich-May","doi":"10.1080/23794925.2022.2025631","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025631","url":null,"abstract":"ABSTRACT Misophonia is a condition in which individuals suffer a wide range of intense emotions in response to sound triggers. Emotions such as anxiety, irritability, and disgust may lead individuals to engage in avoidance behaviors to escape or suppress sound triggers. Transdiagnostic treatment may serve as a practical intervention for misophonia as it addresses a broad scope of emotions and physiological sensations. This paper presents the first reported case example of misophonia treated with a transdiagnostic treatment protocol, the Unified Protocol for Emotional Disorders in Adolescents (UP-A). In this case, the UP-A was efficacious in treating a client with autism spectrum disorder, comorbid misophonia and anxiety symptoms. The client evidenced reliable change in misophonia and related problems. Future research should investigate the efficacy of the UP-A in a larger sample of youth with misophonia, as well as assess mechanisms of change in transdiagnostic treatment of this disorder in youth.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"133 - 147"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42428565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/23794925.2022.2025629
Alayna L. Park, Leslie R. Rith-Najarian, Dana Saifan, R. Gellatly, Stanley J. Huey, B. Chorpita
ABSTRACT This review summarized the literature on psychosocial interventions for youth of color. Ninety-three journal articles of randomized clinical trials, with samples comprising youth of color, published between 1974 and 2018 were coded for sample characteristics, intervention characteristics, and strategies for incorporating culture into psychotherapy. Results found 69 psychosocial interventions to be efficacious for youth of color; 32% of these psychosocial interventions included a strategy for incorporating culture into psychotherapy. The evidence base was largest for Black and Hispanic/Latinx populations and for psychosocial interventions targeting disruptive behavior problems. The most common strategies for incorporating culture into treatment among effective psychosocial interventions were employing procedures for addressing cultural context and including providers with awareness and knowledge of the client’s culture. The inclusion of strategies for incorporating culture was not associated with treatment efficacy. Findings from this review highlight the laudable efforts that have been made to identify efficacious psychosocial interventions for youth of color and illuminate remaining gaps in the evidence base (e.g., efficacious psychosocial interventions for Asian, Native American and Alaska Native, and Native Hawaiian and Pacific Islander youth). Findings also emphasize the nuance of providing effective mental health services that are compatible with client’s cultural worldviews, values, and practices and allude to the promise of decision support tools to help providers determine whether, when, and how to culturally tailor their psychotherapy with youth of color.
{"title":"Strategies for Incorporating Culture into Psychosocial Interventions for Youth of Color","authors":"Alayna L. Park, Leslie R. Rith-Najarian, Dana Saifan, R. Gellatly, Stanley J. Huey, B. Chorpita","doi":"10.1080/23794925.2022.2025629","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025629","url":null,"abstract":"ABSTRACT This review summarized the literature on psychosocial interventions for youth of color. Ninety-three journal articles of randomized clinical trials, with samples comprising youth of color, published between 1974 and 2018 were coded for sample characteristics, intervention characteristics, and strategies for incorporating culture into psychotherapy. Results found 69 psychosocial interventions to be efficacious for youth of color; 32% of these psychosocial interventions included a strategy for incorporating culture into psychotherapy. The evidence base was largest for Black and Hispanic/Latinx populations and for psychosocial interventions targeting disruptive behavior problems. The most common strategies for incorporating culture into treatment among effective psychosocial interventions were employing procedures for addressing cultural context and including providers with awareness and knowledge of the client’s culture. The inclusion of strategies for incorporating culture was not associated with treatment efficacy. Findings from this review highlight the laudable efforts that have been made to identify efficacious psychosocial interventions for youth of color and illuminate remaining gaps in the evidence base (e.g., efficacious psychosocial interventions for Asian, Native American and Alaska Native, and Native Hawaiian and Pacific Islander youth). Findings also emphasize the nuance of providing effective mental health services that are compatible with client’s cultural worldviews, values, and practices and allude to the promise of decision support tools to help providers determine whether, when, and how to culturally tailor their psychotherapy with youth of color.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"181 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46905393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/23794925.2021.1996299
Sarah E. Martin, B. Kavanaugh, Claudia Paszek, Mia Demarco, Lauren R. Mernick, J. Boekamp
ABSTRACT Children with deficits in executive function are at risk for poor outcomes in academic, social-emotional, and behavioral domains. These deficits have been particularly well documented in school-aged children with attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders. However, there have been fewer studies exploring the links between executive function and psychopathology in preschool-aged children, particularly among young children with diagnosed psychiatric disorders and significant clinical impairment. This study examined associations between executive dysfunction, psychiatric symptoms, and behavioral dysregulation in a sample of 44 preschoolers participating in an intensive psychiatric day treatment program. The NIH Toolbox Early Childhood Cognition Battery was used to assess EF, including inhibitory control and cognitive flexibility, and parent-reported assessments were used to examine child psychiatric symptoms and behavioral dysregulation. Analyses using linear and logistic regression equation modeling suggest that executive dysfunction – particularly cognitive inflexibility – is a significant predictor of ADHD symptoms and behavioral dysregulation in clinically-referred preschoolers. Findings are discussed with respect to the role of executive dysfunction in early childhood psychopathology, with implications for treatment. Findings also suggest the NIH Toolbox is feasible for use in an early childhood psychiatric treatment setting and provides valid neurocognitive results to inform treatment planning and clinical care.
{"title":"Executive Dysfunction, Psychiatric Symptoms, and Behavioral Dysregulation in Preschoolers: Preliminary Findings in a Clinical Sample","authors":"Sarah E. Martin, B. Kavanaugh, Claudia Paszek, Mia Demarco, Lauren R. Mernick, J. Boekamp","doi":"10.1080/23794925.2021.1996299","DOIUrl":"https://doi.org/10.1080/23794925.2021.1996299","url":null,"abstract":"ABSTRACT Children with deficits in executive function are at risk for poor outcomes in academic, social-emotional, and behavioral domains. These deficits have been particularly well documented in school-aged children with attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders. However, there have been fewer studies exploring the links between executive function and psychopathology in preschool-aged children, particularly among young children with diagnosed psychiatric disorders and significant clinical impairment. This study examined associations between executive dysfunction, psychiatric symptoms, and behavioral dysregulation in a sample of 44 preschoolers participating in an intensive psychiatric day treatment program. The NIH Toolbox Early Childhood Cognition Battery was used to assess EF, including inhibitory control and cognitive flexibility, and parent-reported assessments were used to examine child psychiatric symptoms and behavioral dysregulation. Analyses using linear and logistic regression equation modeling suggest that executive dysfunction – particularly cognitive inflexibility – is a significant predictor of ADHD symptoms and behavioral dysregulation in clinically-referred preschoolers. Findings are discussed with respect to the role of executive dysfunction in early childhood psychopathology, with implications for treatment. Findings also suggest the NIH Toolbox is feasible for use in an early childhood psychiatric treatment setting and provides valid neurocognitive results to inform treatment planning and clinical care.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"1 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43049552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/23794925.2022.2025630
Brendan A. Rich, Nina S. Starin, Christopher J. Senior, Melissa M. Zarger, Colleen M. Cummings, Anahi Collado, M. Alvord
ABSTRACT Enhancing resilience is valuable to youth from economically marginalized communities given that they often face greater challenges and hardships than their peers from more affluent communities. Efforts to increase resilience skills in these youth are hampered because they disproportionately encounter barriers in access to mental health interventions. Implementing school-based services may be optimal to address these inequalities. This project explores the effectiveness of a school-based group intervention (the Resilience Builder Program®) related to resilience and academic functioning in a sample of children from economically marginalized communities. Students (N = 169) with social-emotional difficulties were recruited from five elementary schools and randomly assigned to participate in the Resilience Builder Program® (RBP) immediately or following a semester delay. Participants, their parents, and teachers completed measures of resilience (BASC-2, RSCA) and academic functioning (ACES). Results found a significant relationship between resilience and stronger academic functioning (i.e., engagement and motivation). RBP participants, their parents, and teachers reported greater increases in resilience compared to the delay group. Teachers reported significant increases in students’ study skills, academic engagement, interpersonal skills, and academic motivation compared to the delay group. RBP participants reported significantly greater study skills and academic engagement, compared to the delay group. Findings indicate school-based RBP effectively promotes resilience skills and academic functioning in children who often face significant barriers to accessing mental health care.
{"title":"Improved Resilience and Academics Following A School-based Resilience Intervention: A Randomized Controlled Trial","authors":"Brendan A. Rich, Nina S. Starin, Christopher J. Senior, Melissa M. Zarger, Colleen M. Cummings, Anahi Collado, M. Alvord","doi":"10.1080/23794925.2022.2025630","DOIUrl":"https://doi.org/10.1080/23794925.2022.2025630","url":null,"abstract":"ABSTRACT Enhancing resilience is valuable to youth from economically marginalized communities given that they often face greater challenges and hardships than their peers from more affluent communities. Efforts to increase resilience skills in these youth are hampered because they disproportionately encounter barriers in access to mental health interventions. Implementing school-based services may be optimal to address these inequalities. This project explores the effectiveness of a school-based group intervention (the Resilience Builder Program®) related to resilience and academic functioning in a sample of children from economically marginalized communities. Students (N = 169) with social-emotional difficulties were recruited from five elementary schools and randomly assigned to participate in the Resilience Builder Program® (RBP) immediately or following a semester delay. Participants, their parents, and teachers completed measures of resilience (BASC-2, RSCA) and academic functioning (ACES). Results found a significant relationship between resilience and stronger academic functioning (i.e., engagement and motivation). RBP participants, their parents, and teachers reported greater increases in resilience compared to the delay group. Teachers reported significant increases in students’ study skills, academic engagement, interpersonal skills, and academic motivation compared to the delay group. RBP participants reported significantly greater study skills and academic engagement, compared to the delay group. Findings indicate school-based RBP effectively promotes resilience skills and academic functioning in children who often face significant barriers to accessing mental health care.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"8 1","pages":"252 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46876685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/23794925.2021.2013138
R. Factor, C. Moody, Katherine Y. Sung, E. Laugeson
ABSTRACT Autistic individuals often experience anxiety at higher rates than typically developing individuals, which could worsen social impairment. While anxiety is highly linked to social skills, social anxiety symptoms have not often been investigated within the context of social skills interventions. The present study compared changes in social anxiety and social responsiveness in 154 adolescents and young adults on the autism spectrum participating in the Program for the Education and Enrichment of Relational Skills (PEERS®) social skills intervention. Results indicate that social anxiety symptoms significantly improved following treatment for both adolescents and young adults. Although young adults reported higher levels of anxiety overall, age group did not moderate social anxiety outcome, with both groups demonstrating comparable social anxiety improvements following treatment. Further, greater improvements in social responsiveness following PEERS® were associated with greater reductions in social anxiety symptoms. We also examined reporter agreement (e.g., self- and caregiver-reports), which indicated these reports were largely consistent, though correlations between adolescent and caregiver-report increased from pre- to post-treatment. Findings suggest that social skills interventions may play a critical role in the reduction of mental health symptoms, such as anxiety symptoms, for autistic adolescents and young adults.
{"title":"Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS®","authors":"R. Factor, C. Moody, Katherine Y. Sung, E. Laugeson","doi":"10.1080/23794925.2021.2013138","DOIUrl":"https://doi.org/10.1080/23794925.2021.2013138","url":null,"abstract":"ABSTRACT Autistic individuals often experience anxiety at higher rates than typically developing individuals, which could worsen social impairment. While anxiety is highly linked to social skills, social anxiety symptoms have not often been investigated within the context of social skills interventions. The present study compared changes in social anxiety and social responsiveness in 154 adolescents and young adults on the autism spectrum participating in the Program for the Education and Enrichment of Relational Skills (PEERS®) social skills intervention. Results indicate that social anxiety symptoms significantly improved following treatment for both adolescents and young adults. Although young adults reported higher levels of anxiety overall, age group did not moderate social anxiety outcome, with both groups demonstrating comparable social anxiety improvements following treatment. Further, greater improvements in social responsiveness following PEERS® were associated with greater reductions in social anxiety symptoms. We also examined reporter agreement (e.g., self- and caregiver-reports), which indicated these reports were largely consistent, though correlations between adolescent and caregiver-report increased from pre- to post-treatment. Findings suggest that social skills interventions may play a critical role in the reduction of mental health symptoms, such as anxiety symptoms, for autistic adolescents and young adults.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"7 1","pages":"142 - 159"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44202046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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