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Speech perception of emotion at children with ADHD
S272
IACAPAP 2012 – 20th World congress / Neuropsychiatrie de l’enfance et de l’adolescence 60S (2012) S254–S309
ARS-Parent version (K-ARS-P) and the K-ARS-Teacher version (K-ARS-T) as the primary screening instruments. The Diagnostic Interview Schedule for Children Version-IV was used as a diagnostic method for confirming ADHD. The reasonable levels of sensitivity, specificity, and negative predictive value were obtained in the total scores greater or equal to 90th percentile in the KARS-P. The positive predictive value and specificity significantly increased when combined total scores of K-ARS-P, attentional problem scores of K-CBCL, and total problem scores of K-CBCL. These results suggest that the combined use of K-ARS and K-CBCL could serve as a useful screening instrument to identify children with ADHD in community.
used GEES (speech corpus expression of emotions and attitudes) (Jovicic et al.). From the corpus we extracted sentences that manifest emotions of anger, joy, fear and sadness. Natural speech was elected as a reference. Of the attitudes and intentions the command and threat were selected. The task of the respondents is to identify the expression of emotions and attitudes based on communicative and life experience. Results and conclusions.– Results of application of this auditory test will provide us important indicators about perception of emotion and guidance in therapeutic work particularly in developing strategies for modelling the behavior of children with ADHD.
http://dx.doi.org/10.1016/j.neurenf.2012.04.725
http://dx.doi.org/10.1016/j.neurenf.2012.04.727
We-P-3082
We-P-3084
Multi-axial evaluation of attention deficit/hyperactivity disorder in children with autism spectrum disorder in child psychiatry clinic
Back-to-school stress survey in parents of children with and without ADHD: Results from France and differences compared with other countries
Y. Hiroshi ∗ , Y. Keiko , I. Hisako , K. Shigenobu Department of Child Psychiatry, Kyushu University Hospital, Fukuoka, Japan ∗ Corresponding author.
Objective.– This study aims to evaluate ADHD-like symptoms in children with autism spectrum disorder (ASD) based on Multi-axial evaluation, as well as the comparison of three sub-samples of children with ADHD, ASD, and ASD + ADHD. Methods.– Participants are 83 children with ASD. Dimensional and categorical aspects of ADHD are evaluated using a diagnostic symptom checklist according to DSM-IV, Child Behavior Checklist, WISC-3, and the checklist of psychosocial adversities. Results.– The comparison between three samples reveals differences in age and sex ratio. ASD children had Mood disorder, Anxiety disorder with higher Anxious-Depressive subscale. ADHD and ASD + ADHD children co-morbid with Oppositional Defiant Disorder, Conduct Disorder and higher Anxiousdepressive, Attention and Aggression subscales. ASD + ADHD sub-sample had similar cognitive profile with ASD as well as ADHD in comparison of WISC-3 subscales. Children with ASD had psychosocial stressor such as bullying and peer relationship problem. ADHD and ASD + ADHD sub-sample had severe chronic adversity in family environment (psychiatric problem in parents and dysfunctional family). Conclusion.– The results of preliminary study reveal a high phenotypical overlap between ASD and ADHD. The identified subtype ASD + ADHD reflect not only the DSM classification but also dimensional symptom profile based on CBCL. As for the ASD + ADHD sub-sample, it may suggest the clinical implication of the alternative intervention toward different clinical domains which are specific with ADHD such as disruptive behavior and psychosocial adversity.
B. Dutray a,∗ , I. Hernandez-Otero b , L. Doddamani c , A. Gagliano d , F. Haertling e , G. Ramnath f a Centre hospitalier de Rouffach, Rouffach, France b Hospital Maritimo Carretera del Sanatorio, Torremolinos, Spain c James-Paget University Hospital NHS Trust, Great Yarmouth, UK d Division of Child and Adolescent Psychiatry, University of Messina, Messina, Italy e Social-psychiatric Centre for Children and Adolescents, Frankfurt, Germany f ADHD Treatment Centre, Ijssel, Netherlands ∗ Corresponding author.
We-P-3083
The back-to-school stress survey was an international, non-clinical opinion survey evaluating stress during the back-to-school period in parents of children with/without ADHD; here we analyse the data collected in France and the differences to other countries. Participants rated potentially stress-causing situations from 1 (low-stress) to 10 (high-stress) on a modified Holmes and Rahe scale. In France, 101 and 126 parents of children with/without ADHD participated (mean [SD] age: 42.1 [6.84] and 39.5 [7.43] years, respectively). In the ADHD group, 95.0% of parents had only one child with ADHD. The mean (SD) age of the eldest child with ADHD was 10.6 (3.07) years; 68.3% had more or equal to 1 comorbid condition; in particular, conduct disorder (21.8%) and oppositional defiant disorder (9.9%) were more frequent than in the international study population, while autism spectrum disorder (2.0%) was less frequent. A lower proportion of children used ADHD medication in France compared with the international population (40.6% versus 51.0%); 30.7% received specialist support at school, compared with 22.8% in Germany and 69.3% in the UK (whole population: 43.8%). Parents of children with ADHD reported significantly higher stress in all six back-to-school-related areas evaluated (as in the international population), especially general back-to-school stress and interactions with school/teachers (P < 0.001). Study sponsor.– Shire AG, Switzerland.
Speech perception of emotion at children with ADHD
http://dx.doi.org/10.1016/j.neurenf.2012.04.728
http://dx.doi.org/10.1016/j.neurenf.2012.04.726
V. Plecevic a,∗ , A. Kesic b , D. Oketic a a Cabinet of Defectology and Speech- Language Therapy “Ple´ cevi´c”, Belgrade, Serbia b Child Psychiatry, Child and Adolescent Neurology and Psychiatry Clinic, Belgrade, Serbia ∗ Corresponding author.
We-P-3085
Facial emotions recognition in boys with attention/deficit/hyperactivity disorder (ADHD) M. Tehrani-Doost a,∗ , G. Noorazar a , Z. Shahrivar a , A. Khorrami b Child and Adolescent Psychiatry, Tehran University of Medical Sciences, Tehran, Iran b Neuropsychology, Institute for Cognitive Science Studies, Tehran, Iran ∗ Corresponding author.
a
Background.– Perception of the speech signal includes speech recognition and understanding of the voice message. It is known that speech, in addition to linguistic information also carries information about the speaker’s emotional state. There are few studies that are about understanding and recognizing emotions in children with ADHD. Emotional state has affects on somatic signs (physiologically plan) and on a facial expression (behavioral plan) and these manifestations are largely in direct correlation with verbal expression, which is manifested trough linguistic and acoustic manifestation. Methods.– The study included 20 children with ADHD (experimental group) and 20 children with normal physiological development (control group). In order to assess the ability to recognize emotion in speech studied groups of children, was
Background.– Children with attention-deficit/hyperactivity disorder (ADHD) may have some problems in recognizing emotions. This study was carried out to evaluate this hypothesis. Methods.– Thirty-two boys aged 7 to 12 years with ADHD and 30 normal children were recruited for the study. They were evaluated using the Facial Emotion Recognition Task and Continuous Performance Test.
IACAPAP 2012 – 20th World congress / Neuropsychiatrie de l’enfance et de l’adolescence 60S (2012) S254–S309
ARS-Parent version (K-ARS-P) and the K-ARS-Teacher version (K-ARS-T) as the primary screening instruments. The Diagnostic Interview Schedule for Children Version-IV was used as a diagnostic method for confirming ADHD. The reasonable levels of sensitivity, specificity, and negative predictive value were obtained in the total scores greater or equal to 90th percentile in the KARS-P. The positive predictive value and specificity significantly increased when combined total scores of K-ARS-P, attentional problem scores of K-CBCL, and total problem scores of K-CBCL. These results suggest that the combined use of K-ARS and K-CBCL could serve as a useful screening instrument to identify children with ADHD in community.
used GEES (speech corpus expression of emotions and attitudes) (Jovicic et al.). From the corpus we extracted sentences that manifest emotions of anger, joy, fear and sadness. Natural speech was elected as a reference. Of the attitudes and intentions the command and threat were selected. The task of the respondents is to identify the expression of emotions and attitudes based on communicative and life experience. Results and conclusions.– Results of application of this auditory test will provide us important indicators about perception of emotion and guidance in therapeutic work particularly in developing strategies for modelling the behavior of children with ADHD.
http://dx.doi.org/10.1016/j.neurenf.2012.04.725
http://dx.doi.org/10.1016/j.neurenf.2012.04.727
We-P-3082
We-P-3084
Multi-axial evaluation of attention deficit/hyperactivity disorder in children with autism spectrum disorder in child psychiatry clinic
Back-to-school stress survey in parents of children with and without ADHD: Results from France and differences compared with other countries
Y. Hiroshi ∗ , Y. Keiko , I. Hisako , K. Shigenobu Department of Child Psychiatry, Kyushu University Hospital, Fukuoka, Japan ∗ Corresponding author.
Objective.– This study aims to evaluate ADHD-like symptoms in children with autism spectrum disorder (ASD) based on Multi-axial evaluation, as well as the comparison of three sub-samples of children with ADHD, ASD, and ASD + ADHD. Methods.– Participants are 83 children with ASD. Dimensional and categorical aspects of ADHD are evaluated using a diagnostic symptom checklist according to DSM-IV, Child Behavior Checklist, WISC-3, and the checklist of psychosocial adversities. Results.– The comparison between three samples reveals differences in age and sex ratio. ASD children had Mood disorder, Anxiety disorder with higher Anxious-Depressive subscale. ADHD and ASD + ADHD children co-morbid with Oppositional Defiant Disorder, Conduct Disorder and higher Anxiousdepressive, Attention and Aggression subscales. ASD + ADHD sub-sample had similar cognitive profile with ASD as well as ADHD in comparison of WISC-3 subscales. Children with ASD had psychosocial stressor such as bullying and peer relationship problem. ADHD and ASD + ADHD sub-sample had severe chronic adversity in family environment (psychiatric problem in parents and dysfunctional family). Conclusion.– The results of preliminary study reveal a high phenotypical overlap between ASD and ADHD. The identified subtype ASD + ADHD reflect not only the DSM classification but also dimensional symptom profile based on CBCL. As for the ASD + ADHD sub-sample, it may suggest the clinical implication of the alternative intervention toward different clinical domains which are specific with ADHD such as disruptive behavior and psychosocial adversity.
B. Dutray a,∗ , I. Hernandez-Otero b , L. Doddamani c , A. Gagliano d , F. Haertling e , G. Ramnath f a Centre hospitalier de Rouffach, Rouffach, France b Hospital Maritimo Carretera del Sanatorio, Torremolinos, Spain c James-Paget University Hospital NHS Trust, Great Yarmouth, UK d Division of Child and Adolescent Psychiatry, University of Messina, Messina, Italy e Social-psychiatric Centre for Children and Adolescents, Frankfurt, Germany f ADHD Treatment Centre, Ijssel, Netherlands ∗ Corresponding author.
We-P-3083
The back-to-school stress survey was an international, non-clinical opinion survey evaluating stress during the back-to-school period in parents of children with/without ADHD; here we analyse the data collected in France and the differences to other countries. Participants rated potentially stress-causing situations from 1 (low-stress) to 10 (high-stress) on a modified Holmes and Rahe scale. In France, 101 and 126 parents of children with/without ADHD participated (mean [SD] age: 42.1 [6.84] and 39.5 [7.43] years, respectively). In the ADHD group, 95.0% of parents had only one child with ADHD. The mean (SD) age of the eldest child with ADHD was 10.6 (3.07) years; 68.3% had more or equal to 1 comorbid condition; in particular, conduct disorder (21.8%) and oppositional defiant disorder (9.9%) were more frequent than in the international study population, while autism spectrum disorder (2.0%) was less frequent. A lower proportion of children used ADHD medication in France compared with the international population (40.6% versus 51.0%); 30.7% received specialist support at school, compared with 22.8% in Germany and 69.3% in the UK (whole population: 43.8%). Parents of children with ADHD reported significantly higher stress in all six back-to-school-related areas evaluated (as in the international population), especially general back-to-school stress and interactions with school/teachers (P < 0.001). Study sponsor.– Shire AG, Switzerland.
Speech perception of emotion at children with ADHD
http://dx.doi.org/10.1016/j.neurenf.2012.04.728
http://dx.doi.org/10.1016/j.neurenf.2012.04.726
V. Plecevic a,∗ , A. Kesic b , D. Oketic a a Cabinet of Defectology and Speech- Language Therapy “Ple´ cevi´c”, Belgrade, Serbia b Child Psychiatry, Child and Adolescent Neurology and Psychiatry Clinic, Belgrade, Serbia ∗ Corresponding author.
We-P-3085
Facial emotions recognition in boys with attention/deficit/hyperactivity disorder (ADHD) M. Tehrani-Doost a,∗ , G. Noorazar a , Z. Shahrivar a , A. Khorrami b Child and Adolescent Psychiatry, Tehran University of Medical Sciences, Tehran, Iran b Neuropsychology, Institute for Cognitive Science Studies, Tehran, Iran ∗ Corresponding author.
a
Background.– Perception of the speech signal includes speech recognition and understanding of the voice message. It is known that speech, in addition to linguistic information also carries information about the speaker’s emotional state. There are few studies that are about understanding and recognizing emotions in children with ADHD. Emotional state has affects on somatic signs (physiologically plan) and on a facial expression (behavioral plan) and these manifestations are largely in direct correlation with verbal expression, which is manifested trough linguistic and acoustic manifestation. Methods.– The study included 20 children with ADHD (experimental group) and 20 children with normal physiological development (control group). In order to assess the ability to recognize emotion in speech studied groups of children, was
Background.– Children with attention-deficit/hyperactivity disorder (ADHD) may have some problems in recognizing emotions. This study was carried out to evaluate this hypothesis. Methods.– Thirty-two boys aged 7 to 12 years with ADHD and 30 normal children were recruited for the study. They were evaluated using the Facial Emotion Recognition Task and Continuous Performance Test.