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Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD who did not have IEPs. Two-hundred one children with ADHD participating in a summer treatment program (STP) were grouped by whether they had an IEP (N = 50 children) or not (N = 151). The content of the IEPs was descriptively reviewed. Further, children with and without IEPs were compared on measures of ADHD symptoms, aggressive behaviors, academic achievement, and psychosocial impairment. Groups were also compared on functioning in the STP setting on behavioral measures of rule-following, negative behaviors, and academic productivity in situations where intensive behavior modification procedures were and were not employed. The results indicated no significant differences between the two groups on any ratings or behavioral measures, with the exception of academic achievement scores (children in special education scored lower, on average). All children improved within the context of intensive behavioral intervention. The results are discussed in light of current approaches to supporting children with ADHD in schools.

Relationships between sluggish cognitive tempo (SCT) and age and IQ were investigated in children with autism and/or ADHD covering broader age and IQ ranges than in previous studies. Mothers rated 1436 children with autism and 1,056 with ADHD (2-17 years, IQs 9-149) on Pediatric Behavior Scale SCT items. Increasing age correlated with SCT in the autism, ADHD-Combined, and ADHD-Inattentive samples. SCT prevalence rates were 22% preschool, 29% early childhood, 41% late childhood, and 50% adolescence. Correlations between IQ and SCT were small and negative. SCT was lowest in children with above average intelligence. Children referred for autism and ADHD should be assessed for SCT, irrespective of IQ and age, given SCT's high prevalence and association with social and academic impairment.

Introduction: Findings regarding the relationship between IQ and comorbidity in autism and ADHD are inconsistent. Methods: Mothers rated 1,436 children with autism and 1,056 with ADHD without autism (IQs 9-149, ages 2-17) on the Pediatric Behavior Scale. Results: Children with IQs < 70 (vs. [greater than or equal to] 70) had less oppositional behavior, irritability, tantrums, conduct problems, generalized anxiety, and depression and more separation anxiety. Children with ADHD-Inattentive had less comorbidity than children with autism and children with ADHD-Combined. For autism, 80% had ADHD-Combined symptoms and 9% had ADHD-Inattentive symptoms. Most children with autism and with ADHD-Combined with IQs [greater than or equal to] 70 had oppositional defiant disorder, as did almost half with IQs < 70. For autism, 45% with IQs [greater than or equal to] 70 had generalized anxiety and 47% with IQs < 70 had separation anxiety. Conclusions: Given high rates of comorbid symptoms in autism and ADHD, clinicians should be alert to and assess for psychiatric comorbidity.

ObjectiveTo examine the impact of central nervous system (CNS) stimulants on the growth of children with attention-deficit/hyperactivity disorder (ADHD), and to assess the efficacy and feasibility of weight recovery interventions on growth.MethodA total of 230 children aged 5 to 12 years with ADHD with no history of chronic CNS stimulant use were randomly assigned to receive daily CNS stimulants (78%, primarily osmotic release oral system-methylphenidate [OROS-MPH]) or behavioral treatment (22%) for 30 months. After 6 months, children evidencing a decline in body mass index (BMI) of >0.5 z-units were randomized to 1 of 3 weight recovery treatments (WRTs): monthly monitoring of height/weight (MON) plus continued daily medication; drug holidays (DH) with medication limited to school days; or daily caloric supplementation (CS) with a 150-kcal supplement plus daily medication.ResultsBefore WRT assignment, medication was associated with significant reductions in standardized weight and height (p values

Relationships between sluggish cognitive tempo (SCT) and age and IQ were investigated in children with autism and/or ADHD covering broader age and IQ ranges than in previous studies. Mothers rated 1436 children with autism and 1,056 with ADHD (2-17 years, IQs 9-149) on Pediatric Behavior Scale SCT items. Increasing age correlated with SCT in the autism, ADHD-Combined, and ADHD-Inattentive samples. SCT prevalence rates were 22% preschool, 29% early childhood, 41% late childhood, and 50% adolescence. Correlations between IQ and SCT were small and negative. SCT was lowest in children with above average intelligence. Children referred for autism and ADHD should be assessed for SCT, irrespective of IQ and age, given SCT's high prevalence and association with social and academic impairment., Author(s): Susan D. Mayes [sup.1] , Jyssica Seebeck [sup.1] , Daniel A. Waschbusch [sup.1] Author Affiliations: (1) grid.240473.6, 0000 0004 0543 9901, Department of Psychiatry and Behavioral Health, Penn State [...]

No study has analyzed the relative occurrence of a broad range of symptoms reported by mothers of children with autism, ADHD-Combined, and ADHD-Inattentive and typical controls. Mothers rated 1436 children with autism, 1056 with ADHD without autism, and 186 controls, 2-17 years, on 41 internalizing, externalizing, neurodevelopmental, and somatic problems. Most children with autism had symptoms of ADHD, oppositional defiant disorder, disruptive mood dysregulation disorder, and expressive language disorder and almost half had dysgraphia and receptive language disorder. Symptom overlap between autism and ADHD-Combined was high. Clinicians specializing in autism and ADHD must have expertise in evaluating and treating these comorbidities identified as most problematic by mothers in order to relieve family concerns and develop treatment plans relevant to families.

The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; M[subscript age] = 5.07 years) with at-risk or clinically elevated levels of EBP who were attending a summer treatment camp. Data collected from the children, their peers, and the counselors who worked at the summer camp examined preschoolers' social preference, likability, and behaviors indicative of CU. Parents and preschool teachers also reported on children's CU traits and severity of behavioral impairment, as well as school readiness. Peer nominations of CU traits showed (a) excellent factor structure as evidenced by clear CU items (e.g., "don't feel bad when they do something wrong") versus more prosocial items ("share," "cooperate"); (b) moderate construct validity when compared to counselor reports of the CU factor as well as preschool teacher reported ratings of CU traits and severity of behavioral impairment; and (c) good utility as evidenced by associations with peer and counselor rated social preference, likability, and school readiness measures as rated by both parents and preschool teachers. These findings indicate that as early as preschool, children with EBP can identify peers who engage in behaviors indicative of CU traits, which have significant implications for children's social status and overall school readiness. [This article was published in "Journal of Clinical Child and Adolescent Psychology," v45 n2 p201-214 2016.]

Little is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores = 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement = 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519 general population), 6-16 years of age. Significant correlates of the reading and math achievement groups were diagnosis (autism greatest overachievement, ADHD greatest LD), IQ (lowest in overachievers and highest in LD), and Working Memory scores relative to the child's IQ (close to or exceeding IQ in overachievers and lower than IQ in LD). Demographics (age, sex, race, and parent occupation) and parent and teacher ratings of psychopathology (e.g., behavior problems, anxiety, and depression) and personality characteristics (e.g., motivation and self-confidence) did not contribute significantly more to predicting overachievement and LD beyond that explained by IQ, diagnosis, and working memory. These findings suggest an underlying neurobiological etiology for both overachievement and LD.

No study has analyzed the relative occurrence of a broad range of symptoms reported by mothers of children with autism, ADHD-Combined, and ADHD-Inattentive and typical controls. Mothers rated 1436 children with autism, 1056 with ADHD without autism, and 186 controls, 2-17 years, on 41 internalizing, externalizing, neurodevelopmental, and somatic problems. Most children with autism had symptoms of ADHD, oppositional defiant disorder, disruptive mood dysregulation disorder, and expressive language disorder and almost half had dysgraphia and receptive language disorder. Symptom overlap between autism and ADHD-Combined was high. Clinicians specializing in autism and ADHD must have expertise in evaluating and treating these comorbidities identified as most problematic by mothers in order to relieve family concerns and develop treatment plans relevant to families., Author(s): Susan D. Mayes [sup.1] , Susan L. Calhoun [sup.1] , Raman Baweja [sup.1] , Daniel A. Waschbusch [sup.1] Author Affiliations: (1) grid.240473.6, 0000 0004 0543 9901, Department of Psychiatry [...]

Aggressive and defiant behaviors in students are costly to schools, teachers, and students. In this paper, we summarize findings from meta-analyses, systematic reviews, and meta-reviews that examined school-based interventions for aggressive and defiant behaviors in students. Results of the review suggest that school-based interventions produce significant but small positive effects on aggression and defiance, with larger effects for interventions that are implemented with higher quality. Behavioral and cognitive behavioral techniques are key components of nearly all effective school interventions, whether interventions are student-directed or teacher-/environment-directed. Specific interventions with empirical support, as identified using the Blueprints for Healthy Youth Development and "What Works Clearinghouse" databases, are briefly summarized. Finally, recommendations are made for schools considering a school intervention for aggression and defiance, and important priorities for future research are outlined.

Objectives: Use of Synthetic and designer products, including synthetic marijuana (SM), among adolescents poses a major risk to public health. Little is known about the motivating factors of synthetic substance use in adolescents. This study examined the motivations, predictors, perceived risks and benefits, and differences with SM versus natural marijuana among adolescents. Methods: Between April 2016 and May 2018, a convenience sample of adolescents receiving substance use treatment from a local counseling center completed an anonymous survey to assess the use of natural and synthetic marijuana use, the Strengths and Difficulties Questionnaire to assess levels of current psychiatric symptoms and the Community Assessment of Psychic Experiences-Positive Scale to assess symptoms of psychosis. Results: A total of 80 adolescents (age range of 14-18 years; 71% male; 53% Caucasian) completed the study. Of these, 39 (49%) reported natural marijuana use (natural marijuana users) and 41 (51%) reported both synthetic and natural marijuana use (dual users). The most commonly reported reasons for using SM were its low cost and reduced risk of detection. Participants who were familiar with SM and reported a desire to avoid detection on drug tests were likelier to use SM (all P <.05). Dual users reported more benefits and risks associated with SM use when compared to natural marijuana users (P ⩽.05). The use of SM also heightened the perceived medical risks of natural marijuana, including seizures and respiratory issues (P <.05), compared with natural marijuana users. While dual users self-reported more conduct (P =.009) and externalizing problems (P =.024) when compared to natural marijuana users, there were no group differences in psychotic symptoms, nor correlations with the frequency of synthetic or natural marijuana use and psychotic symptoms except that persecutory ideation correlated with the frequency of natural marijuana use during the past 12 months (rp = 0.28, P =.04). Conclusions: These results suggest that reports of cost savings, and lack of detection on urine drug screens are common reasons for SM use in adolescents despite being aware of the risks of using SM. Perceived benefits of using synthetics and other novel substances appear diverse, and merit further exploration as a better understanding of what motivates adolescents to use specific novel substances may guide prevention and treatment efforts. [ABSTRACT FROM AUTHOR]