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Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child's individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed. (Contains 5 tables and 1 figure.)

Objective: Evaluate whether stimulant medication improves acquisition of academic material in children with attention deficit hyperactivity disorder (ADHD) receiving small-group, content-area instruction in a classroom setting. Method: Participants were 173 children between the ages of 7 and 12 years old (77% male, 86% Hispanic) who met Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria for ADHD and were participating in a therapeutic summer camp. The design was a triple-masked, within-subject, AB/BA crossover trial. Children completed two consecutive phases of daily, 25-min instruction in both (a) subject-area content (science, social studies) and (b) vocabulary. Each phase was a standard instructional unit lasting for 3 weeks. Teachers and aides taught the material to small groups in a summer classroom setting. Each child was randomized to be medicated with daily osmotic-release oral system methylphenidate (OROS-MPH) during either the first or second of the instructional phases, receiving placebo during the other. Results: Medication had large, salutary, statistically significant effects on children's academic seatwork productivity and classroom behavior on every single day of the instructional period. However, there was no detectable effect of medication on learning the material taught during instruction: Children learned the same amount of subject-area and vocabulary content whether they were taking OROS-MPH or placebo during the instructional period. Conclusions: Acute effects of OROS-MPH on daily academic seatwork productivity and classroom behavior did not translate into improved learning of new academic material taught via small-group, evidence-based instruction. What is the public health significance of this article?: In this controlled study, there was no detectable impact of extended-release methylphenidate on the learning of units of academic material taught via small-group, evidence-based instruction. Methylphenidate improved seatwork productivity and classroom behavior, as in many previous studies, but these benefits did not translate into improved learning of academic material. [ABSTRACT FROM AUTHOR]

Variability in working memory (WM) task selection likely contributes to heterogeneity in effect size estimates of deficiencies in youth with attention-deficit/hyperactivity disorder (ADHD). This has resulted in the development of brief, easy to administer assessments such as the NIH List Sorting Working Memory (LSWM) task from the NIH Cognitive Toolbox in hopes of standardizing measurement of this construct. Unfortunately, substantial questions persist regarding the specific constructs being evaluated by this task (e.g., visuospatial [VS] or phonological [PH] WM) as well as the ability of this task to detect WM deficits in previously identified impaired groups (e.g., ADHD). The current study examines the extent to which the LSWM task is associated with VS and PHWM performance as well as symptoms of ADHD. Additionally, we examined the magnitude of differences between ADHD and Typically Developing (TD) youth on this task relative to empirically derived WM tasks utilized in the past. Forty-six children (25 ADHD, 21 TD) completed multiple WM tasks. The LSWM task was moderately associated with PHWM and demonstrated relatively weaker associations with VSWM. Symptoms of inattention and hyperactivity/impulsivity were unrelated to the LSWM task; whereas tasks assessing PH and VSWM were moderately associated with inattention and weakly associated with hyperactivity (VSWM only). No significant between-group differences in performance emerged on the LSWM task; however, significant large-magnitude group differences were observed on both the PH and VSWM tasks. These findings suggest that the LSWM task may lack the ability to detect WM difficulties in youth with ADHD. [ABSTRACT FROM AUTHOR]

Children with disruptive behavior disorders (DBD) and callous-unemotional traits (CU; i.e., lack of guilt, uncaring) are at risk for a variety of negative trajectories (Frick & White, 2008), and frequently exhibit poorer response-to-treatment than children without CU traits (Haas et al., 2010; Hawes & Dadds, 2005). The current single-case design study describes the process of developing individualized modifications of a Daily Report Card intervention for a nine-year, eleven-month-old boy receiving treatment for disruptive behavior and CU traits in the context of a highly controlled, well-staffed Summer Treatment Program setting. After the child showed an initial non-response to the standard components of the behavior modification program, several treatment adaptations were attempted to maximize treatment response. During the 8-week program, one strategy emerged as superior in which the child was not told which target behaviors were being evaluated until immediately before the reward was given ("mystery" Daily Report Card targets). Results are discussed in the context of ways in which treatment can be maximized for children with both DBD and co-occurring CU traits. Our findings suggest that clinicians who are working with children who initially demonstrate an insufficient response to treatment should consider using iterative, data-driven treatment planning and progress monitoring strategies. [ABSTRACT FROM AUTHOR]

The current study examined the relative efficacy of behavioral sports training, medication, and their combination in improving sports competence among youth with attention deficit/hyperactivity disorder (ADHD). Participants were 73 youth (74% male; 81% Hispanic) between the ages of 5 and 12 diagnosed with Diagnostic and Statistical Manual of Mental Disorders (4th ed.) ADHD enrolled in a Summer Treatment Program (STP). The study consisted of a 2 (medication: methylphenidate, placebo) × 2 (sports training: instruction and practice, recreational play) between-groups design and was conducted over a 3-week period during the STP. Sports training was conducted with a novel sport, badminton, to limit previous sport knowledge and to differentiate it from concurrent sports training that occurred within the STP. Objective and subjective measures of sports skills, knowledge, and behavior were collected. Results indicated that, relative to recreational play, brief sports training improved observed and counselor-rated measures of sports competence including sports skills, knowledge, game awareness, effort, frustration, and enjoyment. During sports training, medication incrementally improved children's observed rule following behavior and counselor-rated sportsmanship relative to placebo. In the absence of sports training, medication improved behavior, effort, and sport knowledge. Training in sports skills and rules produced the largest magnitude effects on sports-related outcomes. Therefore, skills training, rather than medication alone, should be used in conjunction with behavioral intervention to teach sports to youth with ADHD. It is recommended that medication be used only as an adjunct to highly structured sports skills training for youth who display high rates of negative behavior during sports activities. [ABSTRACT FROM AUTHOR]

This paper confirms that the ultraviolet photolysis reactions of UF6 in the B band spectral region is simple bond cleavage to UF5 and F. The photolysis products may either recombine to UF6 or the UF5 may dimerize, and ultimately polymerize, to solid UF5 particles. We use four methods to set an upper limit for the rate constant for recombination of kr<2.0×10-12cm3 molecule-1 s-1. We measure the rate constant for UF5 dimerization to be kd=(1.0±0.2)×10-11 cm3 molecule-1 s-1. The principal method employed in these studies is the use of diode lasers to monitor, in real time, the changes in density of the species UF6 and UF5 after laser photolysis of the UF6 gas sample. [ABSTRACT FROM AUTHOR]