The Experts below are selected from a list of 11616 Experts worldwide ranked by ideXlab platform
Dana Hangai - One of the best experts on this subject based on the ideXlab platform.
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Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
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social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
Amori Yee Mikami - One of the best experts on this subject based on the ideXlab platform.
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Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
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social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
Keith Mcburnett - One of the best experts on this subject based on the ideXlab platform.
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Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
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social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
Linda J. Pfiffner - One of the best experts on this subject based on the ideXlab platform.
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Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
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social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
Journal of Abnormal Child Psychology, 2007Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana HangaiAbstract:This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.
John R Guyton - One of the best experts on this subject based on the ideXlab platform.
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final conclusions and recommendations of the national lipid association statin safety Assessment Task force
American Journal of Cardiology, 2006Co-Authors: James M Mckenney, Michael Davidson, Terry A Jacobson, John R GuytonAbstract:This article summarizes the final conclusions of the National Lipid Association (NLA) Statin Safety Task Force, based on a review and independent research of New Drug Application (NDA) information, US Food and Drug Administration (FDA) Adverse Event Reporting System (AERS) data, cohort and clinical trial results, and analysis of administrative claims database information and the Assessment of its 4 Expert Panels, which focused on issues of statin safety with regard to liver, muscle, renal, and neurologic systems. Practical guidance in the form of recommendations to health professionals who manage the coronary artery disease risk of patients with statin therapy is provided.
