| 1. |
- Tallberg, Pia, et al.
(author)
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A longitudinal investigation of cognitive functioning and its relationship to symptom severity and academic functioning in treatment seeking youth with AHDH
- 2021
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In: Scandinavian Journal of Child and Adolescent Psychiatry and Psychology. - : Walter de Gruyter GmbH. - 2245-8875. ; 9, s. 52-63
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Journal article (peer-reviewed)abstract
- Background: Children with ADHD tend to present with poorer cognitive functioning leaving them more vulnerable to a range of negative outcomes. To date, only a handful of longitudinal studies have examined the stability of Wechsler composite scores in children and adolescents with ADHD, and none of them used a more recent version of the Wechsler Intelligence Scales for Children (WISC), than the WISC-III. Objective: The present study investigates the cognitive stability and its longitudinal relationship with the severity of the child's ADHD symptoms and school grades. Method: Cognitive functioning was measured with the fourth editions of the WISC-IV or the Wechsler Adult Intelligence Scales (WAIS-IV) at baseline and at a 3-4-year follow-up in children with ADHD (n = 125, mean age = 11.40 years, SD = 3.27) and a Control group of schoolchildren (n = 59, mean age = 11.97 years, SD = 2.15). The stability of cognitive functioning and the relationship between cognitive functioning, ADHD and grades were evaluated using linear mixed models and logistic regression. Results: Standardized composite scores of Full scale IQ, Verbal Comprehension, and Processing Speed declined between baseline and follow-up in the ADHD group. ADHD symptom scores were associated with Working Memory scores. Together, the severity of concurrent ADHD symptoms and lower scores for verbal comprehension at baseline and follow-up were associated with an increased risk of not achieving grades at follow-up in youth with ADHD. Conclusions: Youth with ADHD often present with cognitive impairments, not improved over time. Together these increase the risk of poorer academic outcomes. Concurrent evaluation of symptom severity and cognitive functions can add potentially useful information in terms of treatment planning, and school supports to prevent school failure.
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| 2. |
- Aarne, Päivikki, et al.
(author)
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Parent-rated socio-emotional development in children with language impairment in comparison with typically developed children
- 2014
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In: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 11:3, s. 279-291
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Journal article (peer-reviewed)abstract
- Children with language impairment (LI) and children with typical development (TD) were assessed by their respective parents using The MacArthur Communicative Development Inventories (Swedish version SECDI) and Greenspan Socio Emotional Growth Chart (GSEGC). The aim was to investigate socio-emotional and language development in children with LI and TD with respect to possible differential patterns and relations between the groups. The results highlight a clear association between language and socio-emotional development. Children with LI were rated similar to young language-matched children with TD, but significantly lower relative to age-matched TD children, particularly concerning symbolic stages of development: the use of linguistic symbols as well as related areas such as symbol play and symbolic mental ability. The results are discussed in light of presumable background factors and possible consequences for children or sub-groups of children with LI.
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| 3. |
- Jostrup, Erica, et al.
(author)
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Effects of stochastic vestibular stimulation on cognitive performance in children with ADHD
- 2023
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In: Experimental Brain Research. - 0014-4819. ; 241, s. 2693-2703
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Journal article (peer-reviewed)abstract
- Previous work has shown that exposure to auditory white noise (WN) can improve cognitive performance in children with ADHD, but it is unknown whether this improvement generalizes to other sensory modalities. To address this knowledge gap, we tested the effect of Stochastic Vestibular Stimulation (SVS) on cognitive performance and reaction time (RT) variability in two groups: children with ADHD and typically developing children (TDC). Children with ADHD (N=42) and TDC (N=28) performed three cognitive tasks (Spanboard, Word Recall and N-back tasks) at two different occasions, with and without exposure to SVS, in a double blinded design. The results showed no main effects of SVS on neither performance nor RT variability for children in any of the groups, and no interactions between SVS and group. Based on these results we conclude that, using our stimulation protocol, the positive effects of WN exposure on cognition in children with ADHD do not generalize to Stochastic Vestibular Stimulation.
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| 4. |
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| 5. |
- Tallberg, Pia, et al.
(author)
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A longitudinal investigation of parental ratings and performance metrics for executive functioning and symptom severity in clinically referred youth with ADHD.
- 2023
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In: Applied neuropsychology. Child. - : Informa UK Limited. - 2162-2965 .- 2162-2973. ; 12:4, s. 259-271
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Journal article (peer-reviewed)abstract
- There remains a knowledge gap concerning the persistence of attention deficit hyperactivity disorder (ADHD) over the longer term. The current study aimed to investigate the change in parent-rated, and performance-based metrics of executive functioning (EF) and the relationship between these EF metrics and ADHD symptoms in individuals with ADHD from childhood/adolescence to young adulthood. This was done by examining possible improvements in parent-rated EF and performance-based measures of inattention and inhibition over a three-year interval and their relationship to ADHD outcomes in 137 clinically referred youth with ADHD (mean age = 12.4years, SD = 3.1). Participants' parents completed the Behavior Rating Inventory of Executive Function (BRIEF) and the Swanson-Nolan-Pelham Scale at baseline and follow-up. Participants completed the Conners' Continuous Performance Test, Version II (CPT II) at baseline and follow-up. Statistical analyses were performed with Linear Mixed Models. The sex- and age-standardized measures Commission and Hit reaction time (RT) subscales of the CPT II and parent-rated metacognitive, and behavior regulation composites of the BRIEF were largely stable between measuring points. CPT Omissions, Hit RT standard error (reaction time variability), and parent-rated ADHD symptom scores improved slightly. BRIEF composites and reaction time variability were related to ADHD symptoms using longitudinal data. Overall, behavioral aspects of EF, as observed by parents in the home context, appear to play a significant role in the trajectory of childhood ADHD.
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| 6. |
- Tallberg, Pia, et al.
(author)
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Incremental clinical utility of continuous performance tests in childhood ADHD – an evidence-based assessment approach
- 2019
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In: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564. ; 60:1, s. 26-35
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Journal article (peer-reviewed)abstract
- Despite extensive research on attention deficit hyperactivity disorder (ADHD), there are still uncertainties regarding the clinical utility of different ADHD assessment methods. This study aimed to examine the incremental clinical utility of Conners’ continuous performance test (CPT) II and QbTest in diagnostic assessments and treatment monitoring of attention deficit hyperactivity disorder (ADHD). Retrospective data from child and adolescent psychiatric records of two populations were studied. The diagnostic clinical utility of Conners’ CPT II and QbTest was analysed using receiver operator characteristics (ROC) and post-test probability in 80 children with and 38 without ADHD. Dose titrations of central stimulants in 56 children with ADHD were evaluated using QbTest and the Swanson, Nolan, Pelham, version IV (SNAP-IV) scale. Conners’ CPT II, but not QbTest, had incremental clinical utility in diagnostic assessment of children with ADHD when teacher and parent ratings were inconclusive. QbTest proved useful in titration of central stimulant treatment when parent ratings were inconclusive. Continuous performance tests were found to be clinically useful when rating scales were inconclusive.
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| 7. |
- Tallberg, Pia
(author)
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Long-term Outcome of Cognitive and Emotional Functioning in Young People with ADHD
- 2021
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Doctoral thesis (other academic/artistic)abstract
- Clarification on how cognitive, executive and emotional functioning contribute to symptom reduction or improved function in childhood attention deficit hyperactivity disorder (ADHD) is needed to find additional treatment methods. The clinical utility of continuous performance test (CPT) (Conners’ CPT-II, QbTest) to complement rating scales in diagnostic assessments and treatment evaluations (QbTest) was examined using one dataset from clinical records of 118 treatment-seeking youth (ADHD, n = 80; non-ADHD, n = 38) (diagnostic) and one dataset of 56 youth treated for ADHD (treatment evaluation) (Paper I). The course of cognitive, executive, emotional functioning and their relationship with ADHD outcome was investigated in a clinical study group of 137 treatment-seeking youth with ADHD (Papers II, III, and IV). A control group (n = 59) participated in parts of papers II and IV. The youth completed the Wechsler Intelligence Scales, the Conners’ CPT II, and the Beck Youth Inventories at baseline and follow-upafter three years. Their parents completed the Swanson-Nolan-Pelham Scale, fourth edition (SNAP-IV), the Behavior Rating of Executive Function (BRIEF) at baseline and follow-up, the Five To Fifteen scale at baseline, and the Strengths and Difficulties Questionnaire at follow-up. The Conners’ CPT II was useful in diagnostic assessments of ADHD in cases with ambiguous parental/teacher ratings, and the QbTest was useful in identifying patients with a positive response to medical treatment (Paper I). Cognitive, executive, and emotional functioning were largely stable across measuring points in youth with ADHD when using standardized scores, except for worsening verbal functioning and improved reaction time variability (Papers II, III, and IV). Worsened BRIEF scores between baseline and follow-up were associated with ADHD symptom severity and overall functional impairment at follow-up. Selfand parent-rated internalizing symptoms were related to BRIEF composite scores. Verbal functioning predicted whether ADHD children at follow-up attained passing grades. In clinical practice, it is important to monitor cognitive, executive, and emotional functioning in youth with ADHD. Reducing stress and failure in daily life may decrease internalizing symptoms and enable youth with ADHD to manage better in school.
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| 8. |
- Tallberg, Pia, et al.
(author)
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The three-year outcome of emotional symptoms in clinically referred youth with ADHD and their relationship to neuropsychological functions
- 2022
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In: Scandinavian Journal of Child and Adolescent Psychiatry and Psychology. - : Walter de Gruyter GmbH. - 2245-8875. ; 10:1, s. 72-86
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Journal article (peer-reviewed)abstract
- Background: Further knowledge is needed regarding long-term outcome of emotional symptoms, and the interplay between these symptoms and neuropsychological functioning in youth with attention deficit hyperactivity disorder (ADHD). Objective: We aimed to explore the effect of performance-based neurocognitive functions and parent-rated behavioral executive functioning (EF) on self-rated and parent-rated internalizing symptoms longitudinally in clinically referred youth with ADHD (n = 137; mean age = 12.4 years). We also aimed to examine the change in self-rated emotional symptoms in the ADHD group and a Control group (n = 59; mean age = 11.9 years). Method: At baseline, and three years later, parents completed rating scales of their child's ADHD symptoms (Swanson Nolan Pelham Scale, Version IV - SNAP-IV), emotional symptoms (Five To Fifteen Questionnaire, Strengths, and Difficulties Questionnaire), and EF (Behavior Rating Inventory of Executive Function). At the same time, the child completed self-report measures of Anxiety, Depression, and Anger Inventories (the Beck Youth Inventories) and neurocognitive measures (Conner's Continuous Performance Test, Version II (CPT-II), Working Memory and Processing Speed composites (Wechsler Intelligence Scales). Statistical analyses were linear and logistic mixed models. Results: Using longitudinal data, parent- and self-ratings of emotional symptoms were associated with parent-ratings of EF behavior in youth with ADHD. Plan/organizing deficits were associated with Anxiety and Anger over and above other metacognitive subscales, while Emotional Control was related to Anger over and above other behavior regulation subscales. In the ADHD group, Anger symptoms improved across measuring points. When controlling for age, Anxiety, and Depression symptoms were largely stable in both groups, however at higher levels in the ADHD group. The differences in anxiety and depression symptoms across groups decreased over time. Conclusions: The current study emphasizes the importance of identification, monitoring, and treatment of emotional symptoms, and behavioral aspects of EF in youth with ADHD.
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| 9. |
- Vuorinen, Tuula, 1965-
(author)
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Mötet mellan föräldraansvar och förskollärarkompetens - föräldrasamverkan i förskolan
- 2020
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Doctoral thesis (other academic/artistic)abstract
- The overall aim of this thesis is to explore the experience of parental collaboration in preschool, by addressing preschool teachers’ competence and parental responsibility as described by preschool teachers and parents. The results are based on in-depth interviews with 30 preschool teachers and 10 parents. Data were gathered and analysed by means of conventional content analysis and constructivist grounded theory (CGT). The empirical material is presented in four articles. The first article focuses on preschool teachers’ approaches when professionally supporting parents, in relation to various views of children, parents and childrearing. The second article describes and analyses preschool teachers’ views on teachers’ professional competence, in the context of home and preschool collaboration. The third article explores parents’ perspectives on, and experiences of, home and preschool collaboration. The fourth article focuses on how parents perceive the process of building good relationships with preschool practitioners. Finally, all four articles are analysed as a whole to provide a synthesis of the findings and the knowledge acquired about home and preschool collaboration in a Swedish context.The findings demonstrate that both preschool teachers and parents value parental collaboration in the preschool. They also emphasize the importance of developing and strengthening the relationship between home and preschool. However, preschool teachers and parents approach collaboration from different starting points and perspectives. Preschool teachers endeavour to support parents in their parental role and consciously work to familiarize parents with their professional skills as regards children's learning and the content of the preschool curriculum. Parents, on the other hand, strive to shoulder their parental responsibilities by `remote parenting´, when persuading preschool practitioners to both `indivisualize´ and `individualize´ preschool practice. Time, continuity, and recognition are seen as central to building secure and authentic relationships. The results demonstrate the importance of preschool teachers critically examining the content expressed in the meeting between them and parents, as well as endeavouring to create preconditions for practical relationship building and collaboration in the preschool. Weak or non-existent relationships not only contribute to weakening parental participation and parental familiarity with the preschool, but also make it more difficult for guardians to exercise their legal parental responsibilities and support their child.
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| 10. |
- Williams, Pia, 1961, et al.
(author)
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Dimensionernas interaktion
- 2013
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In: Barndom, lärande och ämnesdidaktik. - Lund : Studentlitteratur. - 9789144091037 ; , s. 211-228
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Book chapter (other academic/artistic)abstract
- Kapitlet Dimensionernas interaktion knyts texterna i antologin samman. Texterna diskuteras utifrån innehållsområdena Barns lärande om estetiska lärprocesser, Barns lärande om naturvetenskap och teknik samt Barns lärande och språk och kommunikation.
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