Marjolein Luman
Vrije Universiteit Amsterdam, Clinical Neuropsychology, Faculty Member
Behavioural parent training is an evidence-based intervention for children with attention-deficit/hyperactivity disorder (ADHD), but little is known about the extent to which benefits are maintained. This meta-analysis investigated the... more
Behavioural parent training is an evidence-based intervention for children with attention-deficit/hyperactivity disorder (ADHD), but little is known about the extent to which benefits are maintained. This meta-analysis investigated the longer-term (i.e., more than two months post-intervention) child and parental outcomes of behavioural parent training for children with ADHD. We searched for randomized controlled trials and examined ADHD symptoms, behavioural problems, positive parenting, negative parenting, parenting sense of competence, parent-child relationship quality, and parental mental health as outcomes. We included 27 studies (31 interventions; 238 effect sizes) and used multilevel random-effects meta-analyses for within- and between-group comparisons (pre-intervention to follow-up and post-intervention to follow-up), and explored twelve predictors of change. Between pre-intervention and follow-up (M = 5.3 months), we found significant small-to-large within-group changes for...
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Research Interests: Psychology, Clinical Psychology, Cognitive Science, Developmental Psychology, Medicine, and 7 morePsychological Intervention, Contingency Management, Moderation, Randomized Controlled Trial, Guidance and Counseling Intervention Programs, Child and Adolescent Clinical Psychology, and Developmental and Educational Psychology
ABSTRACT Objective Behavioral parent training (BPT) is an evidence-based intervention for children with attention-deficit/hyperactivity disorder (ADHD), but little is known about the effects of separate techniques parents learn in BPT.... more
ABSTRACT Objective Behavioral parent training (BPT) is an evidence-based intervention for children with attention-deficit/hyperactivity disorder (ADHD), but little is known about the effects of separate techniques parents learn in BPT. Method In a three-armed randomized controlled microtrial including parents of 92 children (4–12 years) with ADHD, we examined the efficacy of two sessions parent training involving either stimulus control techniques (antecedent-based condition (AC)) or contingency management techniques (consequent-based condition (CC)), compared to a waitlist. Primary outcome was daily parent-rated problem behaviors, secondary outcomes were parent-rated symptoms of ADHD and oppositional defiant disorder (ODD), and mental health-care consumption. Measures were completed at baseline (T0), immediately after the training (T1), at two weeks (T2) and three months (T3) follow-up. We also explored whether child and parent characteristics moderated treatment effects. Results Compared to the waitlist, in the AC, daily rated problem behaviors improved at T1 (d= .56) and T2 (d= .65); in the CC, these behaviors only improved at T2 (d= .53). Daily rated problem behaviors within both conditions remained stable between T2 and T3. In the AC compared to the other conditions, inattention symptoms decreased at T1 and T2. For both active conditions compared to waitlist, hyperactivity-impulsivity symptoms decreased only at T2 and ODD symptoms did not decrease. No moderators were identified. Mental health-care consumption after training was low and did not differ between the active conditions. Conclusions Brief training of parents in antecedent- or consequent-based techniques improves problem behaviors of children with ADHD. Antecedent-based techniques appear to be especially important to target inattention.
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Objective To review current findings of the feedback related negativity component (FRN) in the ADHD population. Methods A systematic search in PubMed, PsycINFO, and Science Direct databases (up to December 15, 2014) identified 33... more
Objective To review current findings of the feedback related negativity component (FRN) in the ADHD population. Methods A systematic search in PubMed, PsycINFO, and Science Direct databases (up to December 15, 2014) identified 33 published articles of EEG studies with ADHD patients that were tested within a reward paradigm, that reported FRN component on a FCZ location, 250 ms following feedback onset. Six studies measured the FRN within a reward context met all inclusion criteria, while five studies measured the FRN within loss context. Results ADHD population showed altered FRN in a reward context relative to typical control groups while FRN in a loss context did not differ between groups. This neuronal alteration showed enlarged amplitudes in the FRN waveform for the ADHD groups in a reward context. Conclusions Results are consistent with previous work that reported a greater sensitivity to gain than loss context (e.g. Sambrook et al. 2012) Clearly, this meta-analysis brings evidence that this effect is also observable in clinical population. Moreover, our results are compatible with previous ADHD models that suggest abnormalities in the midbrain dopamine system (e.g. Dopamine Transfer Deficit Model). Keywords Feedback Related Negativity (FRN), Reward system, Attention Deficit Hyperactivity Disorder (ADHD).
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IntroductionBehavioural parent training (BPT) is a well-established treatment for children with attention-deficit/hyperactivity disorder (ADHD). BPT is based on the hypothesis that improvements in parenting are mediators of improvements... more
IntroductionBehavioural parent training (BPT) is a well-established treatment for children with attention-deficit/hyperactivity disorder (ADHD). BPT is based on the hypothesis that improvements in parenting are mediators of improvements in children’s behaviours. However, meta-analyses show considerate heterogeneity in effects of BPT on child outcomes, and meta-analyses on parenting outcomes are scarce. Also, few studies have investigated parenting factors as mediators of child outcomes. This study aims to examine the effects and moderators of BPT on parenting outcomes and whether improvements in parenting mediate amelioration of behaviour and impairment in children with ADHD.Methods and analysesWe will conduct an individual participant data meta-analysis (IPDMA), making use of individual data of existing trials, and giving the opportunity for highly powered moderator analyses. This IPDMA will be performed by the Psychosocial ADHD INTervention (PAINT) collaboration. We will include r...
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OBJECTIVE Neurocognitive deficits are at the heart of explanatory models of ADHD and lead to significant impairments in daily life. Determine dosing effects of methylphenidate (MPH) on a broad range of neurocognitive functions and... more
OBJECTIVE Neurocognitive deficits are at the heart of explanatory models of ADHD and lead to significant impairments in daily life. Determine dosing effects of methylphenidate (MPH) on a broad range of neurocognitive functions and investigate possible impairing effects of high doses is therefore important. METHOD Placebo-controlled trials were included that investigated MPH dosing effects on neurocognitive functions in children (5-18 years) diagnosed with ADHD. Effect sizes (SMD) were calculated for different neurocognitive functions (baseline speed, variability in responding, non-executive memory and executive memory, inhibitory control and cognitive flexibility) and, if available, for ADHD symptoms. Meta-regression analysis were used to investigate linear effects of dose (mg/kg/dose) and separate meta-analyses compared SMDs for three MPH dose ranges: low (0.10-0.30 mg/kg/dose), medium (0.31-0.60 mg/kg/dose) and high dose (0.61-1.00 mg/kg/dose). RESULTS Thirty-one studies fulfilled inclusion criteria comprising 804 children with ADHD. MPH had beneficial effects on all neurocognitive functions (d=0.20-0.73). Significant linear dosing effects were found for ADHD symptoms and lower-order neurocognitive functions (baseline speed, variability in responding, non-executive memory), with greater enhancement of functioning with increasing dose. No dosing effects were found for higher-order neurocognitive functions (executive memory, inhibitory control and cognitive flexibility). No detrimental effects for MPH were found on any of the investigated functions. CONCLUSION MPH is superior to placebo in improving ADHD symptoms and a broad range of neurocognitive functions, however effects sizes regarding the effects of dose vary substantially between functions. Our data highlights the importance of considering both neurocognitive and symptomatic aspects of ADHD in clinical practice.
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Supplemental material, Supplementary_material for The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis by Anouck I. Staff, Jaap Oosterlaan, Saskia van der Oord,... more
Supplemental material, Supplementary_material for The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis by Anouck I. Staff, Jaap Oosterlaan, Saskia van der Oord, Pieter J. Hoekstra, Karen Vertessen, Ralph de Vries, Barbara J. van den Hoofdakker and Marjolein Luman in Journal of Attention Disorders
Behavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence... more
Behavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention...
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The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited... more
The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited through schools, patient organizations and social media platforms (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the UK (n = 508), Sweden (n = 1436), Spain (n = 1491), Belgium (n = 508), the Netherlands (n = 324), Germany (n = 1662) and Italy (n = 794). Many parents reported negative effects of homeschooling for themselves and their child, and many found homeschooling to be of poor quality, with insufficient support from schools. In most countries, contact with teachers was limited, leaving parents with primary responsibility for managing homeschooling. Parents also reported increased levels of stress, worry, social isolation, and domestic conflict. A small number of parents reported increased...
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The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents (2002 parents... more
The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the United Kingdom (n=508), Sweden (n=1436), Spain (n=1491), Belgium (n=508), the Netherlands (n=324), Germany (n=1662) and Italy (n=794). Many parents found homeschooling to be of poor quality, with insufficient support from schools and general negative effects on both children and parents. In most countries, online teaching was uncommon, leaving parents with primary responsibility for managing their child’s schooling. Parents also reported increased levels of stress, worry, social isolation, and domestic conflict. A small number of parents reported increased parental alcohol/drug use. Some differences were found between countries and some effects were mor...
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Abstract Attneave's (1968) pointing triangle illusion consists of a display of ipsilateral triangles. Perceiving the display results in the illusion that the triangles point in a certain direction. Spontaneous switches in... more
Abstract Attneave's (1968) pointing triangle illusion consists of a display of ipsilateral triangles. Perceiving the display results in the illusion that the triangles point in a certain direction. Spontaneous switches in pointing direction are observed. Blink frequency significantly decreases before the switches witnessing for a nonspecific preparation process to perceptual and motor response events. Saccade angles in the pointing triangles illusion reveal a relation to the switches. It was found that during inspection of the triangles the ...
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Research Interests: Physiology, Psychology, Cognitive Science, Decision Making, Metabolism, and 15 moreAutonomic Nervous System, Motivation, Humans, Child, Gambling, Galvanic Skin Response, Female, Male, Punishment, Heart rate, Feedback, Clinical Sciences, Arousal, Choice Behavior, and Attention deficit disorder with hyperactivity
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According to a widely cited finding by Ellis and Stark (1978 Perception7 575–581), the duration of eye fixations is longer at the instant of perceptual reversal of an ambiguous figure than before or after the reversal. However, long... more
According to a widely cited finding by Ellis and Stark (1978 Perception7 575–581), the duration of eye fixations is longer at the instant of perceptual reversal of an ambiguous figure than before or after the reversal. However, long fixations are more likely to include samples of an independent random event than are short fixations. This sampling bias would produce the pattern of results also when no correlation exists between fixation duration and perceptual reversals. When an appropriate correction is applied to the measurement of fixation durations, the effect disappears. In fact, there are fewer actual button-presses during the long intervals than would be expected by chance. Moving-window analyses performed on eye-fixation data reveal that no unique eye event is associated with switching behaviour. However, several indicators, such as blink frequency, saccade frequency, and the direction of the saccade, are each differentially sensitive to perceptual and response-related aspect...
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bio-psychosocial, family functioning and
Objective: We examined whether neurocognitive profiles could be distinguished in children with ADHD and typically developing (TD) children, and whether neurocognitive profiles predicted externalizing, social, and academic problems in... more
Objective: We examined whether neurocognitive profiles could be distinguished in children with ADHD and typically developing (TD) children, and whether neurocognitive profiles predicted externalizing, social, and academic problems in children with ADHD. Method: Neurocognitive data of 81 children with ADHD and 71 TD children were subjected to confirmatory factor analysis. The resulting factors were used for community detection in the ADHD and TD group. Results: Four subgroups were detected in the ADHD group, characterized by (a) poor emotion recognition, (b) poor interference control, (c) slow processing speed, or (d) increased attentional lapses and fast processing speed. In the TD group, three subgroups were detected, closely resembling Subgroups (a) to (c). Neurocognitive subgroups in the ADHD sample did not differ in externalizing, social, and academic problems. Conclusion: We found a neurocognitive profile unique to ADHD. The clinical validity of neurocognitive profiling is ques...
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De Cognitieve Test Applicatie (COTAPP) is een computertest gestoeld op wetenschappelijke kennis. De test meet aandacht, informatieverwerking en executieve functies van kinderen (met een mentale leeftijd) van 6–12 jaar. De normgroep... more
De Cognitieve Test Applicatie (COTAPP) is een computertest gestoeld op wetenschappelijke kennis. De test meet aandacht, informatieverwerking en executieve functies van kinderen (met een mentale leeftijd) van 6–12 jaar. De normgroep bestaat uit een representatieve groep van N = 1.032 kinderen bij wie tevens intelligentie en schools en psychisch functioneren werden gemeten. Voor validiteitsonderzoek werden daarnaast N = 79 kinderen met ADHD onderzocht, en voor betrouwbaarheidsonderzoek deden in totaal N = 127 kinderen een hertest. De COTAPP genereert 22 basis- en 46 specialistische uitkomstmaten. De split-half-betrouwbaarheid is voor de meeste basis-uitkomstmaten goed. De test-hertestbetrouwbaarheid varieert voor de basis-uitkomstmaten van matig tot goed. Uit validiteitsonderzoek blijkt dat de uitkomstmaten samenhangen met intelligentie, schoolprestaties en ADHD. Meewegen van betrouwbaarheid en validiteit wordt aanbevolen bij interpretatie van de uitkomsten. Het onderzoek laat zien dat de COTAPP binnen korte tijd een betrouwbaar en valide cognitief sterkte-zwakteprofiel kan bepalen op het gebied van de aandacht, informatieverwerking en executieve functies. The Cognitive Task Application (COTAPP) is a short, computerized test based on scientific knowledge. The task application assesses the attention, information processing and executive functions of children with a mental age of 6–12 years. The normative sample consisted of 1,032 Dutch children. Their intelligence, academic achievement and psychological functioning were also assessed. For validity purposes, 79 children with ADHD participated. Test-retest reliability was examined in a total of 127 children. The COTAPP generates 22 basic and 46 specialized parameters. Split-half reliability correlates are strong for almost all basic parameters. Test-retest reliability correlations vary from moderate to strong for the basic parameters. The COTAPP shows associations with intelligence, academic achievement and ADHD. Accounting for reliability and validity is recommended when interpreting individual results. The COTAPP is able to quickly provide a valid and reliable cognitive profile of strengths and weaknesses in attention, information processing and executive functioning.
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Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science–practitioner gap might be due to a lack of shared knowledge between... more
Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science–practitioner gap might be due to a lack of shared knowledge between the scientific fields of psychology/psychiatry and education. This review uses science mapping to explore the basis of the current stock of knowledge in each of the two scientific fields, compares current approaches, and examines whether implementation methods and related barriers are investigated topics. We conducted a systematic search of the literature to identify articles on CMS in ADHD. We then conducted co-citation analyses and bibliographic coupling analysis. The former revealed six clusters of psychology/psychiatry and five clusters of education. Bibliographic coupling analysis resulted in eight clusters, with literature from both fields. The majority of the research is conducted in the field of psychology/psychiatry; teachers’ perspectives a...
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Objective: To assess attention-deficit/hyperactivity disorder (ADHD) symptoms in the classroom, most often teacher rating scales are used. However, clinical interviews and observations are recommended as gold standard assessment. This... more
Objective: To assess attention-deficit/hyperactivity disorder (ADHD) symptoms in the classroom, most often teacher rating scales are used. However, clinical interviews and observations are recommended as gold standard assessment. This systematic review and meta-analysis evaluates the validity of teacher rating scales. Method: Twenty-two studies ( N = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. Results: Results showed convergent validity for rating scale scores, with the strongest correlations ( r = .55–.64) for validation against interviews, and for hyperactive–impulsive behavior. Divergent validity was confirmed for teacher ratings validated against interviews, whereas validated against observations this was confirmed for inattention only. Conclusion: Teacher rating scales appear a valid and time-efficient measure to assess classroom ADHD; although validated ...
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Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions... more
Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Results: Results showed that children with ADHD performed less accurate compared with TD children during the learning phase, particularly in the 100% and 85% reward probability conditions. These findings were accompanied by a blunted learning rate in the first few task trials. Furthermore, children with ADHD showed poorer application of what was learned. Conclusion: To conclude, children with ADHD show initial learning problems, but increased performance in a similar manner as TD children independent of the probability of reward, although they fail to apply their knowledge. Findings are of clinical relevance as the application of knowledge is i...
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Objective: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance.... more
Objective: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. Method: Sixty-three children (ADHD diagnosis; methylphenidate treatment; age 8-13; IQ > 70) were randomly allocated to a 7-day methylphenidate or placebo treatment in this double-blind placebo-controlled crossover study and compared with 67 controls. Data were collected at schools and analyzed using mixed-model analysis. Methylphenidate was hypothesized to improve all measures; all measures were evaluated as potential mediators of methylphenidate-related math improvements. Results: Controls mostly outperformed the ADHD group. Methylphenidate did not affect measures of cognitive functioning ( p = .082-.641) or academic motivation ( p = .199-.865). Methylphenidate improved parent ratings of their child’s self-perceived competence ( p < .01), which...
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Attention-deficit/hyperactivity disorder (ADHD) is associated with structural abnormalities in total gray matter, basal ganglia, and cerebellum. Findings of structural abnormalities in frontal and temporal lobes, amygdala, and insula are... more
Attention-deficit/hyperactivity disorder (ADHD) is associated with structural abnormalities in total gray matter, basal ganglia, and cerebellum. Findings of structural abnormalities in frontal and temporal lobes, amygdala, and insula are less consistent. Remarkably, the impact of comorbid oppositional defiant disorder (ODD) (comorbidity rates up to 60%) on these neuroanatomical differences is scarcely studied, while ODD (in combination with conduct disorder) has been associated with structural abnormalities of the frontal lobe, amygdala, and insula. The aim of this study was to investigate the effect of comorbid ODD on cerebral volume and cortical thickness in ADHD. Three groups, 16 ± 3.5 years of age (mean ± SD; range 7-29 years), were studied on volumetric and cortical thickness characteristics using structural magnetic resonance imaging (surface-based morphometry): ADHD+ODD (n = 67), ADHD-only (n = 243), and control subjects (n = 233). Analyses included the moderators age, gender...
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The past decades have seen a surge in stimulant prescriptions for the treatment of attention-deficit/hyperactivity disorder (ADHD). Stimulants acutely alleviate symptoms and cognitive deficits associated with ADHD by modulating striatal... more
The past decades have seen a surge in stimulant prescriptions for the treatment of attention-deficit/hyperactivity disorder (ADHD). Stimulants acutely alleviate symptoms and cognitive deficits associated with ADHD by modulating striatal dopamine neurotransmission and induce therapeutic changes in brain activation patterns. Long-term functional changes after treatment are unknown, as long-term studies are scarce and have focused on brain structure. In this observational study (2009-2012), we investigated associations between lifetime stimulant treatment history and neural activity during reward processing. Participants fulfilling DSM-5 criteria for ADHD (N = 269) were classified according to stimulant treatment trajectory. Of those, 124 performed a monetary incentive delay task during magnetic resonance imaging, all in their nonmedicated state (nEARLY&INTENSE = 51; nLATE&MODERATE = 49; nEARLY&MODERATE = 9; nNAIVE = 15; mean age = 17.4 years; range, 10-26 years). Whole-brain analyses ...
Research Interests: Decision Making, Long Term Care, Cognition, Magnetic Resonance Imaging, Adolescent, and 15 moreReward, Brain Mapping, Brain, Humans, Child, Female, Male, Motor Cortex, Arousal, Adult, Corpus striatum, Attention deficit disorder with hyperactivity, Psychology and Cognitive Sciences, Central nervous system stimulants, and Medical and Health Sciences
Oppositional defiant disorder (ODD) is highly prevalent in attention-deficit/hyperactivity disorder (ADHD). Individuals with both ADHD and ODD (ADHD + ODD) show a considerably worse prognosis compared with individuals with either ADHD or... more
Oppositional defiant disorder (ODD) is highly prevalent in attention-deficit/hyperactivity disorder (ADHD). Individuals with both ADHD and ODD (ADHD + ODD) show a considerably worse prognosis compared with individuals with either ADHD or ODD. Therefore, identification of risk factors for ADHD + ODD is essential and may contribute to the development of (early) preventive interventions. Participants were matched for age, gender, and ADHD-subtype (diagnostic groups), and did not differ in IQ. Predictors included pre- and perinatal risk factors (pregnancy duration, birth weight, maternal smoking during pregnancy), transgenerational factors (parental ADHD; parental warmth and criticism in diagnostic groups), and postnatal risk factors (parental socioeconomic status [SES], adverse life events, deviant peer affiliation). Three models were assessed, investigating risk factors for ADHD-only versus controls (N = 86), ADHD + ODD versus controls (N = 86), and ADHD + ODD versus ADHD-only (N = 90...
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Although numerous studies report positive effects of methylphenidate on academic performance, the mechanism behind these improvements remains unclear. This study investigates the effects of methylphenidate on academic performance in... more
Although numerous studies report positive effects of methylphenidate on academic performance, the mechanism behind these improvements remains unclear. This study investigates the effects of methylphenidate on academic performance in children with attention-deficit/hyperactivity disorder (ADHD) and the mediating and moderating influence of ADHD severity, academic performance, and ADHD symptom improvement. Sixty-three children with ADHD participated in a double-blind placebo-controlled crossover study comparing the effects of long-acting methylphenidate and placebo. Dependent variables were math, reading, and spelling performance. The ADHD group performance was compared with a group of 67 typically developing children. Methylphenidate improved math productivity and accuracy in children with ADHD. The effect of methylphenidate on math productivity was partly explained by parent-rated symptom improvement, with greater efficacy for children showing more symptom improvement. Further, chil...
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Reward processing is a key aspect of cognitive control processes, putatively instantiated by mesolimbic and mesocortical brain circuits. Deficient signaling within these circuits has been associated with psychopathology. We applied a... more
Reward processing is a key aspect of cognitive control processes, putatively instantiated by mesolimbic and mesocortical brain circuits. Deficient signaling within these circuits has been associated with psychopathology. We applied a network discovery approach to assess specific functional networks associated with reward processing in participants with attention-deficit/hyperactivity disorder (ADHD). To describe task-related processes in terms of integrated functional networks, we applied independent component analysis (ICA) to task response maps of 60 healthy participants who performed a monetary incentive delay (MID) task. The resulting components were interpreted on the basis of their similarity with group-level task responses as well as their similarity with brain networks derived from resting state fMRI analyses. ADHD-related effects on network characteristics including functional connectivity and communication between networks were examined in an independent sample comprising ...
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This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Primary school... more
This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Primary school children with ADHD symptoms (N = 114) were randomly assigned to the PR program (n = 58) or control group (n = 56). Teacher and parent ratings were used to assess behavioral, social, and emotional functioning at baseline, during and after the intervention. Intervention effects were assessed using intention-to-treat multilevel analyses. Teachers reported positive effects on ADHD symptoms and social skills (.01 < f(2) > .36). Effects did not generalize to the home setting. The PR program holds promise for improving classroom behavior in children with ADHD symptoms and might prevent escalation of problem behavior.
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Abstract The present study investigated the impact of reinforcement valence and magnitude on response timing in children with ADHD. Children were required to estimate a 1-s interval, and both the median response time (response tendency)... more
Abstract The present study investigated the impact of reinforcement valence and magnitude on response timing in children with ADHD. Children were required to estimate a 1-s interval, and both the median response time (response tendency) and the intrasubject-variability ( ...