Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder

The present study examined public perceptions toward children with autism or with attention deficit hyperactivity disorder (ADHD). A convenience sample was used consisting of 30 children (7–12-year-olds) and 30 adults. Participants read a stereotyped scenario featuring either a child with autism, a child with ADHD, or a normal child. Child participants were significantly more likely than adults to (a) express dislike/avoidance toward a child described with either stereotypic autistic or ADHD behaviors, and (b) perceive the child with ADHD as unlike themselves. However, child participants and adults were equally likely to see the autistic child as unlike themselves. Reasons for the different perceptions of children and adults may include differences in perceived threat and in categorization.     

Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

Background

Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings.

Objective

To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD symptoms, and the implications of aggregation algorithms in combing parents’ information, i.e. using ‘or-rule’ (endorsement by either one informant) versus ‘and-rule’ (endorsement by both informants).

Method

Teacher ratings on Conners scales and clinical data from parental accounts on 1383 probands and their siblings from the IMAGE study were analysed. The psychometric properties of teacher and combined ratings using the item response theory model (IRT) are presented. Kappa coefficients, intraclass correlations and linear regression were employed.

Results

First, teacher endorsement of symptoms is located in a narrow part of the trait continuum close to the average levels. Symptoms exhibit comparable perception in the measurement of the trait(s) with similar discrimination ability and information (reliability). Second, the IRT properties of the ‘or-rule’ ratings are predominantly influenced by parent-INFAs; and the ‘and-rule’ ratings predominantly by teacher-INFAs ratings. Third, parent-teacher INFAs agreement was low, both for individual items (κ = 0.01–0.15) and for dimensional scores (r = 0.12–0.16). The ‘or-rule’ captured milder expressions of ADHD symptoms, whereas the ‘and-rule’ indexed greater severity of ADHD.

Conclusions

Parent and teacher-INFAs provide different kinds of information, while both are useful. Teacher-INFA and the ‘and-rule’ provide a more accurate index of severity than an additive symptom count. Parent-INFA and the ‘or-rule’ are more sensitive for detecting cases with milder ADHD.

     

Attentional Focus Modulated by Mesothalamic Dopamine: Consequences in Parkinson’s Disease and Attention Deficit Hyperactivity Disorder

In this work, we propose a mathematical model that describes how the mesothalamic dopamine pathway modulates the attentional focus via the thalamocortical loop, and how mesothalamic dopamine alterations can promote inattention symptoms in patients with Parkinson’s disease (PD) and attention deficit hyperactivity disorder (ADHD). We model the thalamocortical loop with a neuronal network where each thalamic neuron is described by a system of coupled differential equations reflecting neurophysiological properties. The computational simulations reflect neurochemical features of PD and ADHD. Our results suggest that the mesothalamic dopamine hypoactivity causes difficulties in attentional shifting. Conversely, the mesothalamic dopamine hyperactivity hinders the attentional focus consolidation. Furthermore, regardless of the amount of mesothalamic dopamine activity, the mesocortical dopamine hypoactivity leads to loss of attentional focus. Finally, we identify a unique neuronal mechanism underlying attention deficits in PD and ADHD and relate different inattention symptoms in ADHD to different dopaminergic levels in the brain circuit modeled.     

Comorbidity of Personality Disorders and Adult Attention Deficit Hyperactivity Disorder (ADHD)—Review of Recent Findings

Children suffering from attention deficit hyperactivity disorder (ADHD) may remit until adulthood. But, more than 60–80 % have persisting ADHD symptoms. ADHD as an early manifesting neurodevelopmental disorder is considered a major risk factor for the development of comorbid psychiatric disorders in later life. Particularly, personality disorders are oftentimes observed in adult patients suffering from ADHD. If ADHD and personality disorders share common etiological mechanisms and/or if ADHD as a severely impairing condition influences psychological functioning and learning and leads to unfavorable learning histories is unclear. The development of inflexible and dysfunctional beliefs on the basis of real and perceived impairments or otherness due to the core symptoms of ADHD is intuitively plausible. Such beliefs are a known cause for the development of personality disorders. But, why some personality disorders are more frequently found in ADHD patients as for example antisocial and borderline personality disorder remains subject of debate. Because of the high prevalence of ADHD and the high impact of personality disorders on daily functioning, it is important to take them into account when treating patients with ADHD. Research on the developmental trajectories leading to personality disorders in adult ADHD patients might open the door for targeted interventions to prevent impairing comorbid clinical pictures.     

Theory of Mind–Based Action in Children from the Autism Spectrum

In this study we investigated whether task interest facilitated the application of Theory of Mind capacities in high-functioning children from the autism spectrum. Children were invited to carry out two simple tasks. Sabotage of both tasks by a third party resulted in the experimenter appearing to have a false belief. Whereas pervasive developmental disorder not otherwise specified (PDDNOS) children tended to correct the experimenter's false belief in the rewarded task condition, children with autism were not influenced by task condition. These results highlight the role played by social and communicative factors in the application of Theory of Mind knowledge in the former clinical group.     

How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

BackgroundBased on the model of ‘Parental Socialization of Emotions’ (Eisenberg, Cumberland, & Spinrad, 1998), these studies examined the profiles of parental reactions to their children’s emotions and the relation between these reactions and their ASD children’s ToM abilities. They could help identify protective versus risk factors in their ToM development.MethodThe participants in Study 1 included 29 mothers and 29 fathers of ASD children (26 boys and 3 girls). In Study 2, 39 mothers and 31 fathers and their ASD children participated. In both studies, mothers and fathers independently completed a questionnaire about their reactions to their children’s emotions. In Study 2 only, children’s ToM abilities were assessed by means of direct measures and a questionnaire completed by parents.ResultsThe results indicated that mothers displayed more encouragement and less minimizing responses to their ASD children’s negative emotions than fathers. For both maternal and paternal model analysed by stepwise regressions, the results highlighted specific links between each parent’s reactions and children’s ToM abilities that varied according to mental states. These findings suggested that parental reactions which help the children to understand how they can solve problems are protective factors, while parental reactions which deprive children of an opportunity to explore their feelings are risk factors.ConclusionThese studies provide new information about how parental reactions to children’s emotions could socialise ASD children’s ToM abilities better; this could be useful for adapting parental support programmes.     

Grandparents’ Experience of Autism Spectrum Disorder: Identifying Primary Themes and Needs

Limited information is available regarding the first person perspective of grandparents of children with Autism Spectrum Disorders (ASD). In the present study, 1870 grandparents of a child with ASD participated in a nationwide, online, anonymous, 30-minute survey and responded to open-ended questions including their “greatest challenges and greatest joys” as the grandparent of a child on the autism spectrum. A grounded theory approach to qualitative analysis revealed four overarching categories: a Desire for Connection, Barriers to Care, Celebration of Progress, and Personal Reactions. Despite the presence of significant challenges grandparents often experienced positivity in their role, and engaged in radical acceptance of their grandchild as well as transformative insight and advocacy. Specific recommendations are offered to help address grandparents’ needs and capitalize upon their resilience.     

The Effect of Methylphenidate and Placebo on Eye–Hand Coordination Functioning and Handwriting of Children with Attention Deficit Hyperactivity Disorder

Israeli children who were diagnosed as having attention deficit hyperactivity disorder participated in the study. The children were assessed three times in a specially constructed battery of tests. The battery of tests included variables assessing eye–hand coordination skills, writing, and behavioral assessment of the teacher. The design was in the format of a double blind, randomized, crossover, placebo-control procedure. The results showed that methylphenidate (MPH) improved some cognitive functions of eye–hand coordination slightly better than placebo. In addition, behavior variables assessed by the teachers improved only under the influence of MPH.     

Parental Reaction to Early Diagnosis of Their Children’s Autism Spectrum Disorder: An Exploratory Study

This study explores parental reactions subsequent to receiving their child’s autism spectrum disorder (ASD)-diagnosis. Seventy seven parents of recently diagnosed children participated in the Reaction to Diagnosis Interview. Within this group, associations between parental reaction to diagnosis, parental and child characteristics and prediagnostic circumstances were analysed. In a sub-sample, the stability of reaction to diagnosis was examined. The majority of parents were classified as ‘resolved’ regarding their child’s diagnosis. Conversely, parents of children with more severe ASD symptoms or non-Dutch parents were more likely to be classified as ‘unresolved’. Sub-sample analysis revealed stability of reaction to ASD-diagnosis. The majority of parents adapted well to the circumstances and the care for their child. Autism severity and parental nationality were significant factors affecting parental reactions. Thus, early identification of parental reaction to children’s ASD-diagnosis may aid in providing more tailored parental support programs.     

Brief Report: Test–Retest Reliability of Cognitive,Affective, and Spontaneous Theory of Mind Tasks Among School-Aged Children with Autism Spectrum Disorder

Journal of Autism and Developmental Disorders - The present study evaluates the test–retest reliability of six theory of mind (ToM) tasks that measured cognitive, affective, and spontaneous...     

Comparing Fathers’ and Mothers’ Perspectives About Their Child’s Autism Spectrum Disorder

Journal of Autism and Developmental Disorders - Mothers are often the primary parent participants in autism spectrum disorder (ASD) research. As a result, little is known about fathers’...     

Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’

People with autism spectrum disorders (ASD) often take longer to make decisions. The Autism-Psychosis Model proposes that people with autism and psychosis show the opposite pattern of results on cognitive tasks. As those with psychosis show a jump-to-conclusions reasoning bias, those with ASD should show a circumspect reasoning bias. Jumping-to-conclusions was assessed in a sample of 20 adolescents with ASD and 23 age-matched controls using the jumping-to-conclusions beads task. Both groups demonstrated equivalent levels of confidence in decision-making, however the ASD group required more beads than controls before making their decision. Furthermore, there was a positive correlation between the beads required and degree of autism symptoms. Consistent with the Autism-Psychosis Model, a more circumspect reasoning bias was evident in ASD.     

Social Cognition in Tourette’s Syndrome: Intact Theory of Mind and Impaired Inhibitory Functioning

Although associations between social cognition involving theory of mind and non-social executive skills have frequently been reported, dissociations in performance have also been found. The present study was designed to examine social and non-social cognition in uncomplicated Tourette Syndrome (TS). Adult TS participants without comorbid diagnoses were compared to matched healthy control participants on social cognition measures involving theory of mind and empathy, and on non-social executive tasks. Participants with TS were found to make more errors than a matched control group on an inhibitory task, but did not differ on other executive measures or on the social cognition measures. The implications of the findings for our understanding of TS and of the relationship between social cognition and executive skills are discussed.     

Assessing Interdisciplinary Trainees’ Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services

Journal of Autism and Developmental Disorders - The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable....     

Comparison of the clinical efficacy of twice-daily Ritalin® and once-daily Equasym™ XL with placebo in children with Attention Deficit/Hyperactivity Disorder

OBJECTIVE: To compare the efficacy and safety of two methylphenidate (MPH) formulations--once-daily modified-release MPH (EqXL, Equasym XL) and twice-daily immediate-release methylphenidate (MPH-IR, Ritalin)--and placebo in children with Attention Deficit/Hyperactivity Disorder (ADHD). METHODS: Children aged 6-12 years on a stable dose of MPH were randomized into a double-blind, three-arm, parallel-group, multi-center study and received 3 weeks of EqXL (20, 40, or 60 mg qd), MPH-IR (10, 20, or 30 mg bid) or placebo. Non-inferiority of EqXL to MPH-IR was assessed by the difference in the inattention/overactivity component of the overall teacher's IOWA Conners' Rating Scale on the last week of treatment (per protocol population). Safety was monitored by adverse events, laboratory parameters, vital signs, physical exam, and a Side Effect Rating Scale. RESULTS: The lower 97.5% confidence interval bound of the difference between MPH groups fell above the non-inferiority margin (-1.5 points) not only during the last week of treatment but during all three treatment weeks. Both MPH-treatment groups experienced superior benefit when compared to placebo during all treatment weeks (P < 0.001). All treatments were well tolerated. CONCLUSIONS: EqXL given once-daily was non-inferior to MPH-IR given twice-daily. Both treatments were superior to placebo in reducing ADHD symptoms.