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197 results on '"Pelham Jr., William E."'

1. Single and Combined Effects of Multiple Intensities of Behavioral Modification and Methylphenidate for Children with ADHD in the Home Setting

Author

Merrill, Brittany M., Macphee, Fiona L., Burrows-MacLean, Lisa, Coles, Erika K., Wymbs, Brian T., Chacko, Anil, Walker, Kathryn, Wymbs, Frances, Garefino, Allison, Robb Mazzant, Jessica, Gnagy, Elizabeth M., Waxmonsky, James G., Massetti, Greta M., Waschbusch, Daniel A., Fabiano, Gregory A., and Pelham, Jr., William E.

Published
2023
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4. Special Education for Children with ADHD: Services Received and a Comparison to Children with ADHD in General Education

Author

Fabiano, Gregory A., Naylor, Justin, Pelham, Jr., William E., Gnagy, Elizabeth M., Burrows-MacLean, Lisa, Coles, Erika, Chacko, Anil, Wymbs, Brian T., Walker, Kathryn S., Wymbs, Frances, Garefino, Allison, Mazzant, Jessica Robb, Sastry, Amber L., Tresco, Katy E., Waschbusch, Daniel A., Massetti, Greta M., and Waxmonsky, James

Published
2022
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10. High Versus Low Intensity Summer Adolescent ADHD Treatment Effects on Internalizing, Social, and Self-Esteem Problems.

Author

Barney, Samantha, Sibley, Margaret H., Coxe, Stefany J., Meinzer, Michael C., and Pelham Jr., William E.

Subjects
SELF-esteem, SOCIAL anxiety, ATTENTION-deficit hyperactivity disorder, YOUTH with attention-deficit hyperactivity disorder, DEPRESSION in adolescence, TEENAGERS, MENTAL depression, SOCIAL skills
Abstract

The current study aims to evaluate the effectiveness of a high-intensity (HI) versus a low-intensity (LI) skills-based summer intervention delivered to adolescents with ADHD by school staff in improving depressive symptoms, anxiety symptoms, social problems, and self-esteem. Participants were 325 ethnically diverse rising sixth and ninth graders with ADHD randomized to an HI versus an LI intervention (n = 218) or recruited into an untreated comparison group (n = 107). Group x time and group x grade x time one-year outcome trajectories were compared using linear mixed models. Across the transitional year (sixth or ninth grade), adolescents in the HI group were found to experience significantly greater decreases in depressive symptoms (p =.022, d =.25) compared to the LI group. There was no significant impact of the HI intervention (vs. LI) on anxiety symptoms (p =.070, d =.29), social problems (p =.054, d =.34), or self-esteem (p =.837, d = 0.21); however, secondary analyses of the non-randomized untreated comparison group indicated a significant effect of HI versus the untreated comparison group on social problems (p =.009, d = 43). These significant treatment effects suggest that comprehensive academic and organizational skills interventions for adolescents with ADHD may have a secondary impact of relieving adolescent depression for teens with this comorbidity. Given mixed evidence for the efficacy of the HI intervention on social skills, future work should further evaluate this effect. [ABSTRACT FROM AUTHOR]

Published
2024
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11. Family Burden of Raising a Child with ADHD

Author

Zhao, Xin, Page, Timothy F., Altszuler, Amy R., Pelham, III, William E., Kipp, Heidi, Gnagy, Elizabeth M., Coxe, Stefany, Schatz, Nicole K., Merrill, Brittany M., Macphee, Fiona L., and Pelham, Jr, William E.

Published
2019
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15. Assessment of Parent–Child Interaction Quality from Dyadic Dialogue.

Author

Lin, Chaohao, Bai, Ou, Piscitello, Jennifer, Robertson, Emily L., Merrill, Brittany, Lupas, Kellina, and Pelham Jr., William E.

Subjects
PARENT-child relationships, NATURAL language processing, MACHINE learning, CHILD behavior, CHILD development, ARTIFICIAL intelligence, LIFTING & carrying (Human mechanics)
Abstract

The quality of parent–child interaction is critical for child cognitive development. The Dyadic Parent–Child Interaction Coding System (DPICS) is commonly used to assess parent and child behaviors. However, manual annotation of DPICS codes by parent–child interaction therapists is a time-consuming task. To assist therapists in the coding task, researchers have begun to explore the use of artificial intelligence in natural language processing to classify DPICS codes automatically. In this study, we utilized datasets from the DPICS book manual, five families, and an open-source PCIT dataset. To train DPICS code classifiers, we employed the pre-trained fine-tuned model RoBERTa as our learning algorithm. Our study shows that fine-tuning the pre-trained RoBERTa model achieves the highest results compared to other methods in sentence-based DPICS code classification assignments. For the DPICS manual dataset, the overall accuracy was 72.3% (72.2% macro-precision, 70.5% macro-recall, and 69.6% macro-F-score). Meanwhile, for the PCIT dataset, the overall accuracy was 79.8% (80.4% macro-precision, 79.7% macro-recall, and 79.8% macro-F-score), surpassing the previous highest results of 78.3% accuracy (79% precision, 77% recall) averaged over the eight DPICS classes. These results show that fine-tuning the pre-trained RoBERTa model could provide valuable assistance to experts in the labeling process. [ABSTRACT FROM AUTHOR]

Published
2023
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42. Observed Classroom Behavior of Children with ADHD: Relationship to Gender and Comorbidity

Author

Abikoff, Howard B., Jensen, Peter S., Arnold, L. L. Eugene, Hoza, Betsy, Hechtman, Lily, Pollack, Simcha, Martin, Diane, Alvir, Jose, March, John S., Hinshaw, Stephen, Vitiello, Benedetto, Newcorn, Jeffrey, Greiner, Andrew, Cantwell, Dennis P., Conners, C. Keith, Elliott, Glen, Greenhill, Laurence L., Kraemer, Helena, Pelham, Jr., William E., Severe, Joanne B., Swanson, James M., Wells, Karen, and Wigal, Tim

Published
2002
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45. The Effect of Stimulant Medication on the Learning of Academic Curricula in Children With ADHD: A Randomized Crossover Study.

Author

Pelham III, William E., Altszuler, Amy R., Merrill, Brittany M., Raiker, Joseph S., Macphee, Fiona L., Ramos, Marcela, Gnagy, Elizabeth M., Greiner, Andrew R., Coles, Erika K., Connor, Carol M., Lonigan, Christopher J., Burger, Lisa, Morrow, Anne S., Zhao, Xin, Swanson, James M., Waxmonsky, James G., and Pelham Jr., William E.

Subjects
ATTENTION-deficit hyperactivity disorder, STIMULANTS, CREATIVE activities & seat work, SOCIAL sciences education, LEARNING
Abstract

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]

Published
2022
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48. Psychosocial Treatment Strategies in the MTA Study: Rationale, Methods, and Critical Issues in Design and Implementation

Author

Wells, Karen C., Pelham, Jr., William E., Kotkin, Ronald A., Hoza, Betsy, Abikoff, Howard B., Abramowitz, Ann, Arnold, L. Eugene, Cantwell, Dennis P., Conners, C. Keith, Del Carmen, Rebecca, Elliott, Glenn, Greenhill, Laurence L., Hechtman, Lily, Hibbs, Euthymia, Hinshaw, Stephen P., Jensen, Peter S., March, John S., Swanson, James M., and Schiller, Ellen

Published
2000
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