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1 – 10 of over 1000Marco O. Bertelli, Michele Rossi, Roberto Keller and Stefano Lassi
The management of individuals with autism spectrum disorders (ASDs) requires a multimodal approach of behavioural, educational and pharmacological treatments. At present, there…
Abstract
Purpose
The management of individuals with autism spectrum disorders (ASDs) requires a multimodal approach of behavioural, educational and pharmacological treatments. At present, there are no available drugs to treat the core symptoms of ASDs and therefore a wide range of psychotropic medications are used in the management of problems behaviours, co-occurring psychiatric disorders and other associated features. The purpose of this paper is to map the literature on pharmacological treatment in persons with ASD in order to identify those most commonly used, choice criteria, and safety.
Design/methodology/approach
A systematic mapping of the recent literature was undertaken on the basis of the following questions: What are the most frequently used psychoactive compounds in ASD? What are the criteria guiding the choice of a specific compound? How effective and safe is every psychoactive drug used in ASD? The literature search was conducted through search engines available on Medline, Medmatrix, NHS Evidence, Web of Science and the Cochrane Library.
Findings
Many psychotropic medications have been studied in ASDs, but few have strong evidence to support their use. Most commonly prescribed medications, in order of frequency, are antipsychotics, antidepressants, anticonvulsants and stimulants, many of them without definitive studies guiding their usage. Recent animal studies can be useful models for understanding the common pathogenic pathways leading to ASDs, and have the potential to offer new biologically focused treatment options.
Originality/value
This is a practice review paper applying recent evidence from the literature.
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Ayesh Udayanga Nelumdeniya, B.A.K.S. Perera and K.D.M. Gimhani
The purpose of this study is to investigate the usage of digital technologies (DTs) in improving the mental health of workers on construction sites.
Abstract
Purpose
The purpose of this study is to investigate the usage of digital technologies (DTs) in improving the mental health of workers on construction sites.
Design/methodology/approach
A mixed research approach was used in the study, which comprised a questionnaire survey and two phases of semi-structured interviews. Purposive sampling was used to determine the interviewees and respondents of the questionnaire survey. Weighted mean rating (WMR) and manual content analysis were used to rank and evaluate the collected data.
Findings
The findings of this study revealed bipolar disorder, anxiety disorders, attention-deficit/hyperactivity disorder, obsessive-compulsive disorder, work-related stress and depression as the six most significant mental disorders (MDs) among the construction workforce and 30 causes for them. Moreover, 27 symptoms were related to the six most significant MDs, and sweating was the most significant symptom among them. Despite that, 16 DTs were found to be suitable in mitigating the causes for the most significant MDs.
Originality/value
There are numerous studies conducted on the application of DTs to construction operations. However, insufficient studies have been conducted focusing on the application of DTs in improving the mental health of workers at construction sites. This study can thus influence the use of DTs for tackling the common causes for MDs by bringing a new paradigm to the construction industry.
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Ghorban Hemati Alamdarloo and Hasan Mradi
Autism spectrum disorder is a kind of neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts, and…
Abstract
Purpose
Autism spectrum disorder is a kind of neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests or activities. The purpose of this paper is to determine the effectiveness of sensory integration intervention on emotional-behavioral problems in children with autism spectrum disorder.
Design/methodology/approach
This research was conducted in a pretest-posttest design with control group. The participants were 30 children with autism spectrum disorder (6–11 years old) who were selected through convenience sampling from among children with autism spectrum disorder in Zeinab center of Isfahan and were randomly divided into two groups of 15 subjects. The children of the experimental group received 14 sessions of sensory integration intervention while the control group did not receive this intervention. To measure emotional-behavioral problems, the Behavior Assessment System for Children-Second Edition was used. To analyze the data, ANCOVA and MANCOVA tests were used.
Findings
The results showed that sensory integration intervention improves emotional-behavioral problems and its subscales (hyperactivity, aggression, behavioral problems, anxiety, depression, somatization, attention problems, learning difficulties, atypicality and withdrawal) in children with autism spectrum disorder.
Research limitations/implications
Therefore, it can be concluded that sensory integration intervention can be a suitable treatment for reducing sensory problems and improving emotional-behavioral problems in children with autism spectrum disorder.
Originality/value
The study of the effect of sensory integration on emotional-behavioral problems in children with autism spectrum disorder is necessary as a simple and non-side-effect educational and therapeutic method, both as a step to fill the research gap in this field, besides being a cheap and affordable way for improving the various skills of children with autism spectrum disorder for professionals, teachers, parents and educators.
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Jessica Sabet, Lisa Underwood, Eddie Chaplin, Hannah Hayward and Jane McCarthy
A wealth of research on autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) has led to increased understanding and identification of each of these…
Abstract
Purpose
A wealth of research on autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) has led to increased understanding and identification of each of these developmental disorders. Existing literature has sparked controversial discussions regarding whether aspects of ASD and ADHD predispose individuals to criminality. The purpose of this paper is to explore the link between these conditions and offending.
Design/methodology/approach
A review of the literature on ASD, ADHD and offending was undertaken. This paper looks at the particular focus of the literature on the involvement of individuals with ADHD and ASD within the criminal justice system.
Findings
There is some evidence of a link between ADHD and criminality. However, the relationship between ASD and offending is a little more difficult to ascertain. Complicating this further is the relatively unexplored subject of comorbid ASD/ADHD and criminal behaviour. This paper found that additional cognitive deficits and conduct problems are associated with comorbid ASD/ADHD, highlighting the need for further research and development of interventions.
Originality/value
This paper seeks to examine whether predictions can be made with regards to what offending behaviour may look like in an individual with comorbid ASD/ADHD. This paper reviews the literature on offending in relation to both disorders to examine whether predictions can be made with regards to what the offending behaviour of an individual with ASD and ADHD may look like.
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Kenneth Courtenay and Samuel Elstner
Attention disorders in people with intellectual disabilities (ID) is common. Current drug treatments are based on the literature in people without ID. The purpose of this paper is…
Abstract
Purpose
Attention disorders in people with intellectual disabilities (ID) is common. Current drug treatments are based on the literature in people without ID. The purpose of this paper is to present a review of the drug treatment of Attention Deficit Hyperactivity Disorder (ADHD) in people with ID in the German and English languages literature with the aim of exploring the current evidence base.
Design/methodology/approach
The paper provides a general review of the evidence base on drug treatment of ADHD in people with ID from the German and English language literature.
Findings
Studies and practice guidance on ADHD in both languages are similar with more information published in English. Much of the evidence on drug therapy to treat ADHD in people with ID is based on studies in children. The literature on ADHD in children without ID is helpful but not specific to all people with ID who have ADHD. The response rates to medication to treat ADHD in people with ID are lower than in people without ID. The occurrence of side effects from medication is more common in people with ID. Co-morbid disorders are often present in people with ADHD that could affect study findings.
Practical implications
Medication used to treat ADHD is effective when treating ADHD in people with ID. Prescribers should be aware of guidelines on medication and their potential drug interactions and side effects. Newer drugs could offer more effective treatments because of fewer adverse effects than current medications.
Originality/value
The general review offers an insight in to the literature in German and English on ADHD in ID comparing what is published in both languages.
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– The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM).
Abstract
Purpose
The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM).
Design/methodology/approach
In total, 160 actively employed business graduate students participated in a business course where they were assigned to four person project teams responsible for completing a major business project. The project contained four sub-projects each of which was managed by a different team member. At the end of the semester each team member rated the others on their operational effectiveness as a project manager. Each subject identified a close associate who completed an observer version of the Brown Attention Deficit Scale. Product moment correlations were used to test the hypotheses that AAD and each of the symptom clusters are negatively associated with OEPM. Simultaneous linear regression was used to test the hypothesis that difficulties activating and organizing to work (DAOW) is uniquely associated with OEPM after controlling for the influence of all the other symptom clusters.
Findings
AAD and each of the symptom clusters is negatively associated with OEPM, and DAOW is uniquely associated with OEPM.
Research limitations/implications
Research study is limited by use of an indirect work sample (working graduate students) and future research requires direct workplace samples of project managers. The influence of creativity within the relationship between AAD and project management effectiveness requires further investigation and may reveal beneficial aspects of the disorder.
Practical implications
Individuals and organizations wanting to ensure timely and successful completion of key tasks and projects need to be aware of the influence of AAD on OEPM. The provision of intensive project management training/coaching, regular performance feedback, project management tools and an organized work space free of distractions is suggested for disordered project managers. Disordered project managers are especially vulnerable during the task activation and organization phase which may be addressed through the use of peer coaching and constructive team support. The effective design and management of project teams represents a significant opportunity for distributing the potential creative benefits of the disorder while managing the deficits. Pairing disordered employees with coworkers who are less creative but have better administrative skills may be mutually beneficial. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.
Social implications
Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees, be more inclusive and take appropriate advantage of employee diversity underscores the general social value of this research.
Originality/value
This research study is the first examination of the influence of AAD within the nomological network that determines project manager effectiveness. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.
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Emma Gilbert, Jane Padmore and Ian Norman
This study aims to builds upon the hypothesis that “gang” offenders have greater mental health vulnerabilities than both the offender and the general population. This study aims…
Abstract
Purpose
This study aims to builds upon the hypothesis that “gang” offenders have greater mental health vulnerabilities than both the offender and the general population. This study aims to determine whether there is a difference between the mental health difficulties experienced by young people who may be committing offenses or who may be non-offenders while exploring the interplay of conduct disorder (CD).
Design/methodology/approach
Secondary data analysis was conducted of a cross-sectional survey of 449 young people in two secondary schools and the data was compared to the scores on the strengths and difficulties questionnaire (SDQ). A diagnosis of CD was given to the respondents scoring “abnormal” for conduct on the SDQ and the findings were compared to the total difficulties score of those without a diagnosis of CD.
Findings
Those committing offenses both alone and within a group setting had significantly higher scores across all domains of the SDQ, indicating the prevalence of inattention and hyperactivity, emotional problems, lower prosocial behaviors and peer problems over other offending groups. The total difficulties scores on the SDQ were significantly higher for the offending groups that had a diagnosis of CD.
Originality/value
The results suggest that offending patterns are included within the screening for CD subtypes and support the need for further research into tailored interventions that involve multi-agency collaboration. This research offers a new approach to the identification of severe CD with callous and unemotional traits by examining offensive behavior.
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Eddie Chaplin, Amina Rawat, Bhathika Perera, Jane McCarthy, Ken Courtenay, Andrew Forrester, Susan Young, Hannah Hayward, Jess Sabet, Lisa Underwood, Richard Mills, Philip Asherson and Declan Murphy
This paper aims to examine effective diagnostic and treatment pathways for attention deficit hyperactivity disorder (ADHD) in prison settings given the high prevalence of ADHD and…
Abstract
Purpose
This paper aims to examine effective diagnostic and treatment pathways for attention deficit hyperactivity disorder (ADHD) in prison settings given the high prevalence of ADHD and comorbidities in the prison population.
Design/methodology/approach
Two studies were carried out in two separate prisons in London. Firstly, data were collected to understand the prevalence of ADHD and the comorbidities. The second study used quality improvement (QI) methodology to assess the impact of a diagnostic and treatment pathway for prisoners with ADHD.
Findings
Of the prisoners, 22.5% met the diagnostic criteria for ADHD. Nearly half of them were screened positive for autistic traits, with a higher prevalence of mental disorders among prisoners with ADHD compared to those without. The QI project led to a significant increase in the number of prisoners identified as requiring ADHD assessment but a modest increase in the number of prisoners diagnosed or treated for ADHD.
Originality/value
Despite various challenges, an ADHD diagnostic and treatment pathway was set up in a prison using adapted QI methodology. Further research is needed to explore the feasibility of routine screening for ADHD in prison and examine at a national level the effectiveness of current ADHD prison pathways.
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Kiriakos Xenitidis, Elena Paliokosta, Stefanos Maltezos and Vangelis Pappas
The general public and professionals from a range of backgrounds have increasingly become interested in autism spectrum disorders. This interest is particularly relevant to…
Abstract
The general public and professionals from a range of backgrounds have increasingly become interested in autism spectrum disorders. This interest is particularly relevant to learning disability practitioners. Both autism and learning disabilities are independently associated with increased risk of mental health problems. Thus, when a person has learning disabilities and an autism spectrum disorder, a comprehensive assessment for mental health problems is of paramount importance. This paper provides an overview of the assessment of mental health problems in adults and children with neurodevelopmental disorders. The general assessment principles are outlined followed by assessment issues related to specific conditions such as psychoses, mood disorders and attention deficit hyperactivity disorder. Finally conclusions on the clinical implications are drawn.
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Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychological disorder of childhood. Prevalence of ADHD currently is estimated at 5% among…
Abstract
Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychological disorder of childhood. Prevalence of ADHD currently is estimated at 5% among school-age children making it a serious concern for educators. One aspect of ADHD, however, that has received comparatively little attention is the academic difficulties that are commonly associated with ADHD. This chapter provides an overview of the extent and nature of academic problems of students with ADHD. First, a theoretical perspective on academic deficits of students with ADHD drawn from Barkley's (2006) theoretical work is presented. Second, the academic status of students with ADHD is discussed. Third, drawing on longitudinal studies, the academic trajectory of students with ADHD is examined. Fourth, possible causal factors for academic problems and core deficit areas of working memory and executive functions are discussed. Next, progress in academic interventions for ADHD is assessed and promising interventions are noted. Finally, some possible directions for future intervention research are provided.