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Clinical correlates of episodicity in juvenile mania.

OBJECTIVE: Researchers debate whether the diagnostic criteria for mania should differ between children and adults. Specifically, although the Diagnostic and Statistical Manual of Mental Disorders (fourth edition; DSM-IV) requires episodic mood changes, children commonly are diagnosed as manic on the basis of chronic irritability. In this preliminary study, children carrying a diagnosis of bipolar disorder (BPD) in the community were classified as having either episodic or chronic symptoms. We hypothesized that the episodic group would be more likely to have a history of psychosis and a parental history of BPD, whereas the chronic group would be more likely to have conduct disorder. METHODS: Parents of children carrying the BPD diagnosis were interviewed on the telephone to obtain psychiatric and family histories. Children were considered episodic (n = 34) if they had a history of one or more DSM-IV manic/hypomanic episodes meeting full duration criteria and chronic (n = 53) if they had no discernable episodes. RESULTS: The episodic group was more likely to have had psychosis, parental history of BPD, and to have experienced each manic symptom except for irritability and psychomotor agitation. Children in the episodic group were also more likely to have had a depressive episode meeting full DSM-IV criteria and were more likely to have made a suicide attempt. Children in the chronic group were not more likely to meet criteria for conduct disorder but were more likely to exhibit violence toward others. CONCLUSIONS: These preliminary data indicate that, among children being treated for BPD in the community, those with discrete episodes of mania may be more likely to have a lifetime history of psychosis and a parental history of BPD. The latter hypothesis should be tested in a sample where relatives are interviewed directly.

Adolescent↗

Risperidone in preschool children with autistic spectrum disorders: an investigation of safety and efficacy.

INTRODUCTION: Early intervention in autism spectrum disorders (ASDs) appears promising and may represent a window of opportunity for more effective treatment. Whereas the safety and efficacy of risperidone have been established for children aged 5 and older, they has not been adequately tested in preschool children. METHODS: A randomized placebo-controlled study of risperidone in preschool children was conducted in a sample of young children, most of whom were also undergoing intensive behavioral treatment. RESULTS: Preschool children tolerated low-dose risperidone well with no serious adverse effects observed over a 6-month treatment period. Weight gain and hypersalivation were the most common side effects reported, and hyperprolactinemia without lactation or related signs was observed. Significant differences between groups found at baseline complicated the analyses; however, controlling for some of these differences revealed that preschoolers on risperidone demonstrated greater improvements in autism severity. The change in autism severity scores from baseline to 6-month follow up for the risperidone group was 8% compared to 3% for the placebo group. Notably, both groups significantly improved over the 6-month treatment period. CONCLUSIONS: Study findings suggest that risperidone is well tolerated in preschoolers over a 6-month period, but that only minimally greater improvement in target symptoms was evident in the risperidone group, possibly due to the differences between groups at baseline or due to the small sample size. Although these findings are not sufficient to direct treatment, they suggest that larger-scale, double-blind, placebo-controlled investigations of risperidone in preschoolers with ASDs should now be conducted.

Antipsychotic Agents↗

Continuity and change of self-reported problem behaviors from adolescence into young adulthood.

OBJECTIVE: To investigate the 4-year course of behavioral and emotional problems from adolescence into young adulthood in a general population sample. METHOD: The population consisted of 364 individuals, aged 15 to 18 years at the beginning of the study. Subjects filled out the Youth Self-Report at the first time of assessment. At follow-up, 2 and 4 years later, subjects aged 19 or older completed the Young Adult Self-Report, which was derived from the Youth Self-Report. RESULTS: Almost 40% of the adolescents who were classified as deviant initially were still deviant 4 years later. There was no significant difference in the continuity of internalizing problems versus externalizing problems in this sample. CONCLUSIONS: All types of problems tended to persist to a similar degree. This holds also for problems that are often regarded as typical childhood problems, such as attention problems and hyperactivity. Because adolescent problems are likely to continue, we need more knowledge on the efficacy of interventions.

Adolescent↗

Psychopharmacology in child and adolescent psychiatry: a review of the past seven years. Part II.

OBJECTIVE: To present a critical overview of the selected literature published in the past 7 years on the efficacy and safety of psychoactive agents in conduct disorder, schizophrenia, separation anxiety disorder, selective mutism, obsessive-compulsive disorder, panic disorder, major depressive disorder, bipolar disorder, and sleep and eating disorders. METHOD: Reports of double-blind and placebo-controlled trials and open studies were reviewed and selected studies presented. RESULTS: Employment of larger samples of diagnostically homogeneous patients and a more sophisticated design and methodology led to progress in the treatment of most of these conditions. Data have been accumulated on dose range and safety of lithium in this age group, and there is supportive evidence that lithium is useful in reducing aggression. CONCLUSIONS: For a rational treatment approach, further studies are needed, particularly in depression and conduct disorder; psychosocial-environment contributions and possible biological markers should be investigated in order to identify children who require psychopharmacological treatments and those who will respond to psychosocial interventions or the combination of both. Symptoms targeted to require pharmacotherapy and symptoms targeted to respond to psychosocial interventions have to be identified.

Adolescent↗

Physical fighting in childhood as a risk factor for later mental health problems.

OBJECTIVE: The prevalence, persistence, and desistance of boys' physical fighting was examined over a 7-year period. The importance of persistent physical fighting compared with other risk factors in the prediction of later mental health problems was explored. METHOD: One hundred seventy-seven boys, aged 7 to 12 years, who had been referred to clinics for mental health problems were followed up annually for 7 years, with the boys, their parents, and teachers as informants. RESULTS: Agreement among different informants about the boys' fighting tended to be low. The prevalence of fighting over time remained quite similar for different age cohorts. Almost 9 of 10 fighters in year 1 continued to fight in one or more successive years, and about one third of the boys could be classified as persistent fighters. Only 13.1% of the boys desisted in fighting. Boys who desisted, compared with those who persisted, had higher intelligence and their mothers scored lower on measures of antisocial personality disorder. At year 7, persistent fighting was significantly associated with impairment. The prevalence of psychiatric diagnoses in year 7 was 3 times higher for persistent fighters than for nonfighters. Using regression analyses with several control variables, conduct disorder was best predicted by earlier oppositional defiant disorder in year 1 and persistent fighting. Global impairment was best predicted by oppositional defiant disorder in year 1, persistent fighting, and low IQ. Finally, the number of diagnoses at year 7 was best predicted by persistent fighting. CONCLUSION: Physical fighting constitutes a significant mental health risk in referred boys.

Adolescent↗

Behaviour problems in specific reading retarded and general reading backward children: a longitudinal study.

A sample of 453 Australian children was followed over the first three years of schooling. Behaviour problems were assessed at the beginning of the first year at school and at the end of the second and third years. At the end of the third year the children were classified as specific reading retarded, general reading backward or normal. At school entry backward readers were found to have behaviour problems, principally relating to attentional deficit. It was concluded that this factor may play a causative role in their reading difficulty. Retarded readers, on the other hand, showed no evidence of behaviour problems.

Antisocial Personality Disorder↗

Attention deficit disorder with hyperactivity: a critique.

The DSM III category of Attention Deficit Disorder with Hyperactivity is considered within a framework of Rutter's (1977) outline of criteria for adequacy of psychiatry classification. Discussion of problems with the operationalization and definition of 'attention deficit' and the difficulty of using this rubric in distinguishing between ADDH and other related childhood disorders, along with the consequent failure to meet other important criteria, leads to the conclusion that the concept needs re-appraisal.

Arousal↗

Reduced thyroid-stimulating hormone response to thyrotropin-releasing hormone in autistic boys.

The thyroid-stimulating hormone (TSH) and prolactin responses to thyrotropin-releasing hormone (TRH) were compared among four groups of boys--41 autistic, 12 mentally retarded (MR), 12 with minimal brain dysfunction (MBD) and five controls. The autistic boys were divided into two groups: DQ(IQ) greater than or equal to 80 and DQ(IQ) less than 80. Mean TSH basal and peak levels were significantly lower in both autistic groups than in the MR, MBD and control groups. Mean TSH peak value minus basal value (p-b) was significantly lower in both autistic groups than in the control group. Mean prolactin levels and p-b value did not differ among groups. It is suggested that there may be enhanced dopaminergic and/or reduced serotonergic activity in the central nervous system of autistic children, together with hypothalamic dysfunction.

Attention Deficit Disorder with Hyperactivity↗

Children under fire: the role of the schools.

Responses of teachers and children in Northern Ireland and observations in other areas of the world beset by the daily threat of violence and death are reported. Respondents showed a deep concern about the role of schools in relation to children who have grown up with warfare in the streets. The concept of school-as-sanctuary is discussed in light of its effects on the processes of teaching, learning, and the emotional development of students.

Acting Out↗

Comparison of abusive and nonabusive families with conduct-disordered children.

This study set out to define the relative contribution of psychological, sociological, and parent-child interactional variables in 19 abusive and 21 nonabusive families with conduct disordered children. Low family income and mother's report of having been abused as a child were found to be the most potent variables discriminating abusive from nonabusive families. Implications of the study findings are considered.

Adult↗

School refusal.

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Absenteeism↗

Food selectivity and problem behavior in children with developmental disabilities. Analysis and intervention.

Excessive food selectivity typifies some children with developmental disabilities. We conducted functional analyses to determine the controlling variables for problem behavior that accompanied food selectivity and analyzed the role of establishing operations in ameliorating food selectivity. Specifically, we studied the differential effects on intervention efficacy of an individual's having or not having access to preferred food items prior to an intervention that involved the presence versus absence of a positive reinforcement contingency applied to food consumption. Participants displayed significantly more problem behavior during the nonpreferred-foods condition. Participants consumed nonpreferred target food items only when prior access to preferred foods was limited and a positive reinforcement contingency was implemented. Functional analysis suggested that problem behavior was maintained by negative reinforcement. Intervention data suggested that establishing operations increased the efficacy of the contingency-based intervention. The implications of applying this intervention in the community were discussed as were the relative merits of stimulus fading versus escape extinction intervention strategies.

Autistic Disorder↗

Functional analysis of erratic body movement maintained by visual stimulation. Incorporating conjugate reinforcement into a paired-stimulus preference assessment.

A concurrent-operants design was used to analyze the repetitive behavior of observing reflective surfaces while simultaneously engaging in erratic gross-motor body movements (EBMs) exhibited by a young boy diagnosed with autism. The assessment involved an evaluation of preference for controlled (i.e., the participant controlled the visual activity on a TV screen) versus uncontrolled (i.e., the participant viewed a previously recorded tape from the controlled condition) TV footage of his EBMs. The analysis indicated that both observing and EBMs were maintained by the direct correspondence between the body movements and the visual stimulation they produced when controlled by the participant. Thus, the EBMs appeared to be maintained on a conjugate schedule of reinforcement.

Autistic Disorder↗

The borderline family in the borderline child--understanding and managing the noise.

This paper demonstrates the particular functions of noise communication in a borderline child and family. Analysis shows noise to have a primary role for the individuals and the family in protecting self, promoting attachment, defending against the experience of emptiness and depletion and communicating lack of attunement. Treatment objectives were to foster the development of a more differentiated and cohesive self for the individuals and the family.

Adolescent↗