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David McGavock

Is working memory training the priority for ADHD patients? | SharpBrains - 0 views

sharpbrains.com/...the-priority-for-adhd-patients

ADHD working memory training

shared by David McGavock on 28 Mar 14 - No Cached
  • Not all chil­dren ben­e­fit from med­ica­tion, some expe­ri­ence intol­er­a­ble side effects, and many con­tinue to strug­gle despite the ben­e­fits pro­vided by medication.
  • Behav­ior ther­apy can be dif­fi­cult for par­ents to con­sis­tently imple­ment, and does not gen­er­ally reduce behav­ior dif­fi­cul­ties to nor­ma­tive levels.
  • researchers have shown grow­ing inter­est in whether cog­ni­tive train­ing — gen­er­ally done via com­puter — can induce more last­ing changes in children’s abil­ity to focus and attend. One approach that has shown promise in help­ing youth with ADHD, and which is now widely avail­able, is Work­ing Mem­ory Training.
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  • In one, chil­dren with ADHD were ran­domly assigned to high inten­sity (HI) or low inten­sity (LI) WM train­ing. The HI treat­ment involved per­form­ing com­put­er­ized WM tasks, e.g., remem­ber­ing the sequence in which lights appeared in dif­fer­ent por­tions of a grid, recall­ing a sequence of num­bers in reverse order, where the dif­fi­culty level was reg­u­larly adjusted to match the child’s per­for­mance by increas­ing or decreas­ing the items to be recalled.
  • Each group trained 30–40 min­utes per day, 5 days per week, for 5 weeks with train­ing super­vised by par­ents
  • A sub­se­quent study also used ran­dom assign­ment to HI vs. LI train­ing, and observed the impact on children’s behav­ior in a con­trolled class­room set­ting.
  • The authors con­clude that their find­ings cast “…doubt on the claims that CWMT is an effec­tive treat­ment in young chil­dren with ADHD.”
  • par­ent reports indi­cated sig­nif­i­cant reduc­tions in ADHD symp­toms, par­tic­u­larly inat­ten­tive symp­toms; these reduc­tions remained evi­dent at 3 months. How­ever, no ben­e­fits in ADHD symp­toms were evi­dent in reports pro­vided by children’s teach­ers.
  • A sig­nif­i­cant lim­i­ta­tion in the evidence-based for using CWMT to treat youth with ADHD is the absence of teacher reported ben­e­fits.
  • some have sug­gested that CWMT should be regarded as no more than a ‘pos­si­bly effi­ca­cious’ treat­ment for ADHD and not con­sid­ered a ‘first-line’ treat­ment like med­ica­tion and behav­ior therapy.
  • Two recently pub­lished stud­ies
  • Results indi­cated sig­nif­i­cant reduc­tions in off-task class­room behav­ior among chil­dren with ADHD who received HI train­ing. This par­tially addresses con­cerns about fail­ure to find teacher reported ben­e­fits in other stud­ies.
  • Results from these 2 randomized-controlled tri­als do not sup­port CWMT as a first-line treat­ment for ADHD.
  • What can we con­clude from this work? Despite promis­ing ini­tial reports sug­gest­ing that CWMT is a poten­tially effec­tive treat­ment for ADHD, these stud­ies sig­nif­i­cantly under­cut this con­clu­sion. This does not mean that there is no util­ity to CWMT, how­ever, par­tic­u­larly for indi­vid­u­als with demon­strated work­ing mem­ory deficits. If one’s treat­ment goal is to enhance work­ing mem­ory, CWMT may have real value. If the goal is to bring ADHD symp­toms under con­trol, how­ever, these find­ings indi­cate that for most chil­dren with ADHD, CWMT would not cur­rently be con­sid­ered a rea­son­able sub­sti­tute for med­ica­tion and/or behav­ior therapy.
  • David McGavock on 28 Mar 14
     
    What can we con­clude from this work? Despite promis­ing ini­tial reports sug­gest­ing that CWMT is a poten­tially effec­tive treat­ment for ADHD, these stud­ies sig­nif­i­cantly under­cut this con­clu­sion. This does not mean that there is no util­ity to CWMT, how­ever, par­tic­u­larly for indi­vid­u­als with demon­strated work­ing mem­ory deficits. If one's treat­ment goal is to enhance work­ing mem­ory, CWMT may have real value. If the goal is to bring ADHD symp­toms under con­trol, how­ever, these find­ings indi­cate that for most chil­dren with ADHD, CWMT would not cur­rently be con­sid­ered a rea­son­able sub­sti­tute for med­ica­tion and/or behav­ior therapy.
David McGavock

CECMHC | Center for Early Childhood Mental Health Consultation - 1 views

www.ecmhc.org/index.html

Georgetown University Mental health consultation

shared by David McGavock on 03 Jan 13 - Cached
  • David McGavock on 03 Jan 13
     
    "The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: Mental Health Consultants Head Start Program Administrators Head Start Staff Training & Technical Assistance Providers Families The Center translates research in healthy mental development into materials tailored to the needs of each of the target audiences, and makes them available on this website. In addition, the Center serves as an online "Community of Learners:" a clearinghouse for the exchange of ideas through traditional and new media. "
David McGavock

Treatment Assumptions | Circle of Security International - 0 views

circleofsecurity.net/...treatment-assumptions

shared by David McGavock on 24 Mar 13 - No Cached
    • David McGavock
      David McGavock on 24 Mar 13
       
      Relationship, relationship; nothing happens until and unless.
  • when children feel safe and secure, their attachment system terminates, and their exploratory system engages.
  • when children feel threatened, exposed, criticized, or vulnerable to attack, their exploratory system terminates and their attachment system is activated.
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  • In other words, people cannot adequately learn and defend themselves at the same time. When parents, especially high-risk parents who are often under social and legal scrutiny, take the risk of placing their caregiving approach under a magnifying glass their attachment needs (for protection and comfort) are often activated.
  • what is needed is a system for differentially identifying each child’s attachment pattern and his or her parent’s caregiving pattern, followed by a specific treatment protocol assigned to that dyadic pattern. Such a protocol helps eliminate the potential problems of a “one size fits all” approach to intervention.
  • this differential assessment-intervention protocol would allow more standardization in the training of service providers and implementation of their services, as well as the replication of the success we have come to know in our current work.
  • The Circle of Security™ is a user-friendly map that we developed to teach attachment theory to parents.
  • When children feel safe, their exploratory system or innate curiosity is activated and they need support (either verbally or non-verbally) for exploration; As they are exploring, sometimes they need their parents to watch over them, sometimes they need help, and sometimes they need their parents to enjoy with them; When they have explored long enough, (or if they get tired or anxious, or find themselves in an unsafe situation) they need their parents to welcome them back. When they return, they need their parents to comfort, protect, delight in, and/or organize their feelings. We focus on the last piece because for many of the parents it is a new idea that children need help organizing their internal experience as well as the external environment. When the attachment system is terminated, children are ready to start the circle again.
David McGavock

About Us | Communication Across Barriers - 0 views

www.combarriers.com/about

Child development poverty culture Beegle

shared by David McGavock on 26 Apr 13 - No Cached
  • We assist organizations and communities who want to improve outcomes for people living in poverty.
  • Conferences for youth and adults living in poverty and the Navigator/Neighbor program for matching trained citizens who are not in poverty with citizens who are in poverty), Poverty Competency assessments, customized action planning tools, books, articles, research, informative free newsletter, a resource focused website, and other educational materials for making a difference
  • David McGavock on 26 Apr 13
     
    If we intend to support children we need to understand the roots of poverty so we can support families. Donna Beegle can help us understand what it means and how to help families. Dr. Beegle was named a 2013 Woman of Influence by the Portland Business Journal! The annual Orchid Awards honor women who are compelling, affect change and represent their positions with strength, wisdom and grace. "Our Mission: Communication Across Barriers is dedicated to broadening and improving opportunities for people who live in the war zone of poverty Our far reaching goals: Assist communities and organizations to "fight poverty, not the people who live in it." We illuminate real and structural causes of poverty and provide life changing information that shatters common myths and stereotypes about people who live in poverty Offer research-based strategies and insider perspectives for improving relationships, communication, and opportunities across poverty barriers Develop an army of speakers and trainers who can educate and assist communities in breaking poverty barriers Provide models and programs that increase a connected, collaborative, community-wide approach to fighting poverty Educate and engage people not in poverty with tools and avenues for making a difference in their own communities"
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