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1.
Article in German | MEDLINE | ID: mdl-26289149

ABSTRACT

Within the new DSM-5, the currently differentiated subgroups of "Autistic Disorder" (299.0), "Asperger's Disorder" (299.80) and "Pervasive Developmental Disorder" (299.80) are replaced by the more general "Autism Spectrum Disorder". With regard to a patient-oriented and expedient advising therapy planning, however, the issue of an empirically reproducible and clinically feasible differentiation into subgroups must still be raised. Based on two Autism-rating-scales (ASDS and FSK), an exploratory two-step cluster analysis was conducted with N=103 children (age: 5-18) seen in our social-pediatric health care centre to examine potentially autistic symptoms. In the two-cluster solution of both rating scales, mainly the problems in social communication grouped the children into a cluster "with communication problems" (51 % and 41 %), and a cluster "without communication problems". Within the three-cluster solution of the ASDS, sensory hypersensitivity, cleaving to routines and social-communicative problems generated an "autistic" subgroup (22%). The children of the second cluster ("communication problems", 35%) were only described by social-communicative problems, and the third group did not show any problems (38%). In the three-cluster solution of the FSK, the "autistic cluster" of the two-cluster solution differentiated in a subgroup with mainly social-communicative problems (cluster 1) and a second subgroup described by restrictive, repetitive behavior. The different cluster solutions will be discussed with a view to the new DSM-5 diagnostic criteria, for following studies a further specification of some of the ASDS and FSK items could be helpful.


Subject(s)
Child Development Disorders, Pervasive/diagnosis , Child Development Disorders, Pervasive/psychology , Diagnostic and Statistical Manual of Mental Disorders , Adolescent , Asperger Syndrome/classification , Asperger Syndrome/diagnosis , Asperger Syndrome/psychology , Asperger Syndrome/therapy , Child , Child Development Disorders, Pervasive/classification , Child Development Disorders, Pervasive/therapy , Cluster Analysis , Communication Disorders/classification , Communication Disorders/diagnosis , Communication Disorders/psychology , Communication Disorders/therapy , Developmental Disabilities/classification , Developmental Disabilities/diagnosis , Developmental Disabilities/psychology , Developmental Disabilities/therapy , Diagnosis, Differential , Female , Humans , Male , Personality Assessment/statistics & numerical data , Personality Disorders/classification , Personality Disorders/diagnosis , Personality Disorders/psychology , Personality Disorders/therapy , Prognosis , Psychometrics/statistics & numerical data , Social Adjustment
2.
Article in German | MEDLINE | ID: mdl-19283995

ABSTRACT

Studies on the effectiveness of parent trainings, especially for children treated with stimulants, yielded conflicting results. This study investigated the effectiveness of parent training (PT) as a part of routine clinical care. Compared to a waitlist control (n=16) PT-mothers (n=16) reported significantly fewer ADHD-symptoms, better acceptance of their children and a trend to better relationship satisfaction. No differences were found between children treated with or without stimulants. Contrary to the high level of consumer satisfaction fathers didn't report any improvements on all outcome domains.


Subject(s)
Attention Deficit Disorder with Hyperactivity/therapy , Education/methods , Psychotherapy, Group/methods , Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/psychology , Central Nervous System Stimulants/therapeutic use , Child , Family Conflict/psychology , Female , Humans , Male , Mother-Child Relations , Outcome and Process Assessment, Health Care
3.
Prax Kinderpsychol Kinderpsychiatr ; 54(3): 159-72, 2005 Mar.
Article in German | MEDLINE | ID: mdl-15850163

ABSTRACT

Starting from a discussion of the validity of neuropsychological methods for the diagnosis of ADHD the results of an own study are presented. What is the diagnostic value of the German version of the CPT (Continuous Performance Task) and the DAT (Dortmunder Aufmerksamkeitstest) in discriminating ADHD subtypes (according to DSM-IV) and in which areas do the children of each subtype differ from a control group of normal children? The computer versions of the CPT and DAT were administered to 14 boys with the "combined subtype" of ADHD, 14 boys with the "predominantly inattentive type" of ADHD and 18 boys without clinical signs; all groups were matched in age and intelligence. Subsequently the mean differences between the various test parameters were assessed as to their significance. Contrary to other studies there were no significant differences either between both ADHS types or relative to the control group with regard to the CPT omission errors and the reaction time. There were differences in the reaction variability both between the ADHD subtypes and relative to the control group. Only the "combined subtype", not the "pre-dominantly inattentive type" differed from the control group as to the CPT commission errors. Regarding the DAT, there were significant differences between all three groups regarding both the solution quality and the response delay.


Subject(s)
Attention Deficit Disorder with Hyperactivity/diagnosis , Diagnosis, Computer-Assisted , Neuropsychological Tests/statistics & numerical data , Attention , Attention Deficit Disorder with Hyperactivity/classification , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/classification , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Child Behavior Disorders/classification , Child Behavior Disorders/diagnosis , Child Behavior Disorders/psychology , Diagnostic and Statistical Manual of Mental Disorders , Humans , Language Development Disorders/classification , Language Development Disorders/diagnosis , Language Development Disorders/psychology , Learning Disabilities/classification , Learning Disabilities/diagnosis , Learning Disabilities/psychology , Male , Psychometrics/statistics & numerical data , Psychomotor Disorders/classification , Psychomotor Disorders/diagnosis , Psychomotor Disorders/psychology , Reaction Time , Reference Values , Reproducibility of Results , Software
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