Robert D. Lyman

Academic Underachievement and Attention-Deficit/Hyperactivity Disorder: The Negative Impact of Symptom Severity on School Performance.

Abstract Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) achieve academically at a lower level than would be predicted given their intellectual abilities. However, the extent to which this is due to behavioral problems versus cognitive deficits associated with the disorder is unclear. In the present study, a group of children with ADHD (with average intellectual abilities) performed significantly below prediction in reading, writing, and mathematics skills and demonstrated a greater discrepancy between actual and predicted achievement than did a group of non-ADHD children. Even when controlling for performance on a measure of executive functioning, severity of ADHD symptoms, based on parent report, significantly predicted academic underachievement in reading, writing, and mathematics. These results indicate that the more severe the behavioral symptomatology of children with ADHD is, the more negatively impacted their school performance may be. Results are discussed in terms of diagnostic and intervention implications.

Cognitive bibliotherapy for mild and moderate adolescent depressive symptomatology.

The efficacy of cognitive bibliotherapy for adolescents experiencing mild and moderate depressive symptomatology was examined with a group of 22 community-dwelling adolescents. Cognitive bibliotherapy was determined to be superior to a delayed-treatment control condition. The treatment produced both statistically and clinically significant improvements in depressive symptoms. Treatment gains were maintained at 1-month follow-up. A significant decrease in dysfunctional thoughts, but not in negative automatic thoughts, was found after treatment. These results contribute to converging evidence on the efficacy of cognitive-behavioral treatments for adolescents experiencing depressive symptoms.

Client factors related to outcome in a residential and day treatment program for children

Abstract Previous evaluations of residential and day programs for emotionally disturbed children have neglected the effects of pre‐admission client variables on treatment outcome. The present study examined the influence of nine such client factors on behavioral ratings improvement and academic improvement of 50 children discharged from Brewer‐Porch Childrens Center, University of Alabama. Structural analyses revealed that the childs I.Q., age, parental involvement, and living situation were predictors of behavioral ratings improvement, while parental involvement, race, and I.Q. were predictors of academic gains. Results were related to existing knowledge of individual client variables’ effects on treatment outcome. In addition, the research model employed was discussed in terms of its utility for internal program analysis and its contribution to knowledge of intervention effects.

Reward dominance among children with disruptive behavior disorders

Investigated was a deficit in avoidance learning in situations of competing rewards and punishments in boys with behavior disorders. This learning style has been found to differentiate adults with psychopathy and controls and has been labeled “reward dominance.” The present study investigated the reward dominance paradigm in a group of 9- to 13-year-old boys with disruptive behavior disorders (N=21) and a normal control group (N=22). Subjects played four computer games programmed to provide the subject with a steadily decreasing ratio of rewards to punishments. Although the groups did not differ initially on the number of trials played, significant group differences emerged when measures of anxiety were included in the analysis. That is, boys with disruptive behavior disorders played more trials (reward dominance) only when the effect of anxiety was controlled. These findings are consistent with Grays biobehavioral theory of personality and are also consistent with research indicating that anxiety is an important marker for a distinct subgroup of children with behavior problems.

Residential and inpatient treatment of children and adolescents

I. Issues.- 1. Issues in Residential and Inpatient Treatment.- II. Models.- 2. A Psychoanalytic Model.- 3. The Behavioral Model.- 4. The Medical Inpatient Model.- 5. The Peer Culture Model.- 6. The Psychoeducational Model: Cumberland House after 25 Years.- 7. The Wilderness Challenge Model.- III. Methods.- 8. Outpatient Treatment as an Alternative to Residential Treatment or Inpatient Hospitalization.- 9. Pharmacotherapy.- 10. Individual and Group Psychotherapy.- 11. Partners in Care: Involving Parents in Childrens Residential Treatment.- 12. Educational Programming.- 13. Issues in the Evaluation of Residential and Inpatient Treatment Programs.- IV. Special Populations.- 14. Treatment of Schizophrenic Children and Adolescents.- 15. Mentally Retarded Children and Adolescents.- 16. Conduct-Disordered Children and Adolescents.- 17. Care Considerations for the Abused and Neglected Child.- 18. The Suicidal Child and Adolescent.- 19. Adolescent Alcohol and Substance Abuse.

The Effect of Success or Failure on Self-Efficacy and Task Persistence of Conduct-Disordered Children.

Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success groups self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Banduras self-efficacy theory and to educational programming for conduct-disordered children.

Accuracy of self-monitoring on a variable ratio schedule of observer verification

Clean-up and self-monitoring behaviors of eight nonpsychotic, behaviorally disturbed 10, 11, and 12 year old boys were studied. The study consisted of four phases, including a Pre-baseline measure of cleaning, the self-monitoring of cleaning, a continual accuracy check (in which a reinforcer was contingent upon criterion self-monitoring accuracy and cleaning), and finally a variable ratio accuracy check (in which the contingencies of the previous phase were placed on a variable ratio schedule). It was found that (a) self-monitoring alone did not maintain an increase in clean-up behaviors, that (b) simultaneous reinforcement of both clean-up and accurate self-monitoring on a continuous schedule significantly increased both, and that (c) a variable schedule of reinforcement maintained high levels of both clean-up and accurate self-monitoring. The theoretical and applied implications of the results were discussed, with emphasis upon the effectiveness of the variable schedule upon self-monitoring accuracy.

Teaching of Psychology: A Required Course for All Doctoral Students.

The development and content of a Teaching of Psychology course required for doctoral students is described. Graduate students take full responsibility for a section of introductory psychology and participate in a weekly 2-hr seminar covering a variety of practical and theoretical issues. Two separate evaluations have found that undergraduates rate graduate student instructors and faculty instructors similarly. Faculty and graduate students report a high degree of satisfaction with the course.

Contingency management of self-report and cleaning behavior

The effects of a contingency management program utilizing a reinforcing event (breakfast) were investigated in respect to cabin-cleaning and self-report behaviors in a group of nine male campers, ranging in age from 11 to 13. Control of cabincleaning behavior was clearly demonstrated. The large discrepancy between camper selfratings and counselor ratings disappeared when the opportunity to line up for breakfast was made contingent upon both accuracy of self-report and improved cleaning performance.

Fears and Anxiety

Internalizing problems are among the most understudied areas in preschool mental health. The lack of research attention devoted to young children’s fears parallels the tendency of parents to place low priority on treatment of internalizing problems. Fears and phobias in young children have been reported to account for only 5% of all referrals for intervention (Ollendick & Francis, 1988). According to Campbell (1990, p. 66), “Internalizing behaviors are often ignored or not recognized by adults in the child’s environment because they are usually less dramatic and less irritating to others than externalizing symptoms.” Fears are common in very young children, with mothers reporting an average of four to five fears for 2- to 6-year-old children (Jersild & Holmes, 1935).