Faculty Bibliography

OBJECTIVE: This study examined the effectiveness of stimulant medication on multiple domains of functioning in 36 young (5 to 6 years old) children diagnosed with attention-deficit/hyperactivity disorder (ADHD). METHOD: Five- and 6-year-old children attending a summer treatment program between 1987 and 1997 underwent a randomized clinical assessment of the effect of two doses of methylphenidate (0.3 mg/kg versus 0.6 mg/kg) and placebo on social behavior and academic performance. RESULTS: Methylphenidate had an effect on all four social behaviors and improved two of the three areas of academic functioning. Dose effects were present for three of the seven dependent measures. Individual analyses indicated a therapeutic response rate between 39% and 100% across dependent measures. Furthermore, individual analyses of response indicated that across several important dependent measures, 39% to 98% of children showed little incremental improvement with the higher dose compared with the lower dose of stimulant medication. CONCLUSIONS: Stimulant medication is an effective treatment for young children diagnosed with ADHD; however, multiple domains of functioning must be assessed to determine the most effective dose for young children with ADHD.

This study examined the relationship between early maternal knowledge of child development and later quality of parenting behaviors. Differences by race/ethnic group were also examined. Mother-infant dyads (N = 378) participated in the study. Mothers completed the Knowledge of Infant Development Inventory (KIDI) when the infant was 2-4 months, and mother-toddler dyads were videotaped in their homes at 16-18 months. The Home Observation for Measurement of the Environment Inventory (HOME), Parent/Caregiver Involvement Scale (P/CIS), and Nursing Child Assessment by Satellite Training (NCAST) were used to measure quality of mother-toddler interaction. A series of hierarchical multiple regression analyses was conducted controlling for confounding demographic variables. Results revealed no significant main effect of maternal correct estimation of child development on quality of parenting, but there was a significant main effect of maternal underestimation of child development on quality of parenting during a teaching task. There was also a significant interaction of maternal knowledge and race in relation to quality of parenting behavior. Implications for generalizability and interventions are discussed. (C) 2004 Elsevier Inc. All rights reserved

To inform New York City's (NYC's) tobacco control program, we identified the neighborhoods with the highest smoking rates, estimated the burden of second-hand smoke exposure, assessed the early response to state taxation, and examined cessation practices. We used a stratified random design to conduct a digit-dialed telephone survey in 2002 among 9,674 New York City adults. Our main outcome measures included prevalence of cigarette smoking, exposure to second-hand smoke, the response of smokers to state tax increases, and cessation practices. Even after controlling for sociodemographic factors (age, race/ethnicity, income, education, marital status, employment status, and foreign-born status) smoking rates were highest in Central Harlem and in the South Bronx. Sixteen percent of nonsmokers reported frequent exposure to second-hand smoke at home or in a workplace. Among smokers with a child with asthma, only 33% reported having a no-smoking policy in their homes. More than one fifth of smokers reported reducing the number of cigarettes they smoked in response to the state tax increase. Of current smokers who tried to quit, 65% used no cessation aid. These data were used to inform New York City's smoke-free legislation, taxation, public education, and a free nicotine patch give-away program. In conclusion, large, local surveys can provide essential data to effectively advocate for, plan, implement, and evaluate a comprehensive tobacco control program.

Fear-potentiated startle (FPS) is an increasingly popular psychophysiological method for the objective assessment of fear and anxiety. Studies applying this method often elicit the startle reflex with loud white-noise stimuli. Such intense stimuli may, however, alter psychological processes of interest by creating unintended emotional or attentional artifacts. Additionally, loud acoustic probes may be unsuitable for use with infants, children, the elderly, and those with hearing damage. Past studies have noted robust and reliable startle reflexes elicited by low intensity airpuffs. The current study compares the aversiveness of white-noise (102 dB) and airpuff (3 psi) probes and examines the sensitivity of each probe for the assessment of fear-potentiated startle. Results point to less physiological arousal and self-reported reactivity to airpuff versus white-noise probes. Additionally, both probes elicited equal startle magnitudes, response probabilities, and levels of fear-potentiated startle. Such results support the use of low intensity airpuffs as efficacious and relatively non-aversive startle probes.

In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research

BACKGROUND: The aim of the study was to clarify the developmental risk associated with hyperactive behaviour in girls in a longitudinal epidemiological design. METHODS: This was investigated in a follow-up study of girls who were identified by parent and teacher ratings in a large community survey of 6- and 7-year-olds as showing pervasive hyperactivity or conduct problems or the comorbid mixture of both problems or neither problem. They were later investigated, at the age of 14 to 16 years, with a detailed self-report interview technique. RESULTS: Hyperactivity was a risk factor for later development, even allowing for the coexistence of conduct problems. Hyperactivity predicted academic problems and interpersonal relationship problems. Relationships with parents, by contrast, were not portrayed to be as problematic as relationships with peers and the opposite sex. Their psychological, social and occupational functioning was objectively rated to be more deviant and their self-report showed them to be more ambivalent about their future. There was a trend for hyperactivity to be self-reported as a risk for the development of continuing symptomatology but neither hyperactivity nor conduct problems were self-reported to be a risk for antisocial behaviour, substance misuse or low self-esteem in adolescence. However, they were at risk for the development of state anxiety. CONCLUSIONS: The results suggested girls' pattern of functioning may differ from that of boys because girls self-report a more pervasive range of social dysfunction than that previously reported in boys