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Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students' performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.

Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent (p < 0.001) and teacher (p = 0.003) ratings on the ADHD-Rating Scale-IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for preschoolers with ADHD is readily implemented at home. Preliminary evidence suggests efficacy beyond the termination of active treatment.

Objective: To investigate the effects of methylphenidate (MPH) on components of working memory (WM) in children with ADHD and determine whether MPH produces differential effects on WM in children with comorbid anxiety (ANX). Method: Participants were a clinical sample of 130 children with ADHD, aged 6 to 12 years old (32% comorbid ANX). Each child participated in an acute randomized, double-blind, placebo-controlled, crossover trial with single challenges of three MPH doses. Four WM measures were used that varied in processing demands (storage versus manipulation of information) and modality (auditory-verbal; visual-spatial). Results: MPH improved auditory-verbal manipulation but only in the non-ANX children with ADHD. It had no effect on auditory-verbal storage of information. Also, MPH improved the ability to manipulate visual-spatial information in both ADHD groups, but beneficial effects on visual-spatial storage were evident only in children without comorbid ANX. Conclusions: Findings provide insight into potential mechanisms underlying individual differences in treatment response in ADHD, which may facilitate more targeted treatments. (Contains 3 tables.)

Background: To investigate the effects of methylphenidate (MPH) on components of working memory (WM) in attention-deficit hyperactivity disorder (ADHD) and determine the responsiveness of WM measures to MPH. Methods: Participants were a clinical sample of 50 children and adolescents with ADHD, aged 6 to 16 years old, who participated in an acute randomized, double-blind, placebo-controlled, crossover trial with single challenges of three MPH doses. Four components of WM were investigated, which varied in processing demands (storage versus manipulation of information) and modality (auditory-verbal; visual-spatial), each of which was indexed by a minimum of two separate measures. Results: MPH improved the ability to store visual-spatial information irrespective of instrument used, but had no effects on the storage of auditory-verbal information. By contrast, MPH enhanced the ability to manipulate both auditory-verbal and visual-spatial information, although effects were instrument specific in both cases. Conclusions: MPH effects on WM are selective: they vary as a function of WM component and measurement.

Objective: To investigate the effect of methylphenidate (MPH) on visual-spatial memory, as measured by subtests of the Cambridge Neuropsychological Testing Automated Battery (CANTAB), in children with attention-deficit/hyperactivity disorder (ADHD). Visual-spatial memory is a core component of working memory that has been shown to be impaired in ADHD, irrespective of comorbid reading and/or language problems. Method: A clinic-referred sample of school-age children with a confirmed DSM-IV diagnosis of ADHD (n = 26) completed tests of visual-spatial memory, planning ability, and recognition memory in an acute, randomized, placebo-controlled, crossover trial with three single fixed doses of MPH. MPH effects on right-handed and left-handed motor control were also assessed. Results: MPH significantly improved performance on a self-ordered, updating visual-spatial working memory task and on maintenance of visual-spatial information but had no effects on measures of visual-spatial planning ability or recognition memory. Also, MPH significantly improved left-handed motor control. Conclusions: Beneficial effects of MPH on visual-spatial processing in ADHD are selective and restricted to visual-spatial memory.

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students' performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs. [ABSTRACT FROM AUTHOR]

Background: We recently developed the Child Behavior Checklist-Mania Scale (CBCL-MS), a novel and short instrument for the assessment of mania-like symptoms in children and adolescents derived from the CBCL item pool and have demonstrated its construct validity and temporal stability in a longitudinal general population sample. objective: The aim of this study was to evaluate the construct validity of the 19-item CBCL-MS in a clinical sample and to compare its discriminatory ability to that of the 40-item CBCL-dysregulation profile (CBCL-DP) and the 34-item CBCL-Externalizing Scale. Methods: The study sample comprised 202 children, aged 7-12 years, diagnosed with DSM-defined attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), and mood and anxiety disorders based on the Diagnostic Interview Schedule for Children. The construct validity of the CBCL-MS was tested by means of a confirmatory factor analysis. Receiver operating characteristics (ROC) curves and logistic regression analyses adjusted for sex and age were used to assess the discriminatory ability relative to that of the CBCL-DP and the CBCLExternalizing Scale. Results: The CBCL-MS had excellent construct validity (comparative fit index = 0.97; Tucker-Lewis index = 0.96; root mean square error of approximation = 0.04). Despite similar overall performance across scales, the clinical range scores of the CBCL-DP and the CBCL-Externalizing Scale were associated with higher odds for ODD and CD, while the clinical range scores of the CBCL-MS were associated with higher odds for mood disorders. The concordance rate among the children who scored within the clinical range of each scale was over 90%. conclusion: CBCL-MS has good construct validity in general population and clinical samples and is therefore suitable for both clinical practice and research. [ABSTRACT FROM AUTHOR]

Objective: Impact of speech and language therapy (ST) and occupational/physical therapy (OT/PT) on language and motor skills was examined in hyperactive/inattentive children. Methods: Preschoolers were divided into those receiving and not receiving ST or OT/PT. Results: Children receiving ST showed no gains in language functioning relative to those not receiving ST. OT/PT yielded similar results for motor functions. Hours of a service did not predict improvement. However, children who received ST showed improvement in social skills. Discussion: The apparent lack of benefit suggests the need for further investigation into efficacy of these treatments in hyperactive/inattentive preschool children. [ABSTRACT FROM AUTHOR]