S R Pliszka

The University of Texas Health Science Center at San Antonio

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Jair C. Soares

The University of Texas Health Science Center at Houston

Kristina Hunter

Cambridge University Hospitals NHS Foundation Trust

Rene L. Olvera

The University of Texas Health Science Center at San Antonio

Pablo Najt

Ollscoil na Gaillimhe – University of Galway

Sheila C. Caetano

Universidade Federal de São Paulo

Jon McClellan

University of Washington

David C. Glahn

Harvard University

J.H. Beitchman

Centre for Addiction and Mental Health

Margaret Semrud‐Clikeman

University of Minnesota

Manoela Fonseca

The University of Texas Health Science Center at San Antonio

Cooperative Institutions

The University of Texas Health Science Center at San Antonio

Columbia University

American Academy of Child and Adolescent Psychiatry

The University of Texas at San Antonio

The University of Texas at Austin

The University of Texas Health Science Center at Houston

Duke University

University of Washington

National Institute of Mental Health

The University of Texas Southwestern Medical Center

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Summary of the Practice Parameter for the Use of Stimulant Medications in the Treatment of Children, Adolescents, and Adults

Journal of the American Academy of Child & Adolescent Psychiatry (2001)

Laurence L. Greenhill S R Pliszka Mina K. Dulcan William Bernet Vincent Arnold

Stimulant

Dextroamphetamine

Clinical Practice

10.1097/00004583-200111000-00020

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Citations (89)

Attention-deficit hyperactivity disorder: a clinical review.

PubMed (1991)

S R Pliszka

Attention-deficit hyperactivity disorder is a common psychiatric disorder, with onset before age seven. The diagnosis is based on a careful history and standardized rating scales, and stimulant medications remain the drugs of choice. Children who do not respond to stimulants, or who have other significant psychiatric disorders, should be referred to appropriate mental health professionals.

Stimulant

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Declarative memory impairment in pediatric bipolar disorder

Bipolar Disorders (2005)

David C. Glahn Carrie E. Bearden Sheila C. Caetano Manoela Fonseca Pablo Najt

Objectives: Impaired verbal declarative memory has been proposed as a trait marker for adult bipolar disorder. However, similar impairments in juvenile‐onset bipolar disorder have not been yet documented. Here, we assessed declarative memory in a large sample of clinically well‐characterized children with bipolar disorder. Methods: Forty‐one children and adolescents with bipolar disorder [21 bipolar I disorder (BP‐I), 10 bipolar II disorder (BP‐II), and 10 bipolar disorder, not otherwise specified (BP‐NOS)] and 17 demographically matched healthy participants completed a standardized learning and memory test. Results: BP‐I children recalled and recognized significantly fewer words than healthy subjects, whereas children with BP‐II and BP‐NOS did not differ from controls. However, individuals with BP‐NOS made more perseverative errors and intrusions than the other groups. Severity of mood symptomatology was not associated with memory performance in any bipolar subtype. Conclusions: Findings suggest that declarative memory impairments in juvenile BP‐I are similar to those seen in the adult form of the illness. These impairments do not appear to be secondary to clinical state; rather, they may reflect trait‐related impairments. Distinct performance patterns in BP‐I, BP‐II, and BP‐NOS suggest that the broadly defined phenotype is significantly heterogeneous, and may not be informative for pathogenetic investigations of bipolar disorder.

Memory Impairment

10.1111/j.1399-5618.2005.00267.x

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Citations (72)

Evidence for disruption in prefrontal cortical functions in juvenile bipolar disorder

Bipolar Disorders (2007)

Carrie E. Bearden David C. Glahn Sheila C. Caetano Rene L. Olvera Manoela Fonseca

Objectives: Systematic parsing of executive function processes is critical for the development of more specific models of neurobiological processes mediating disturbed cognition in youth with bipolar disorder (BPD). Methods: A sample of 33 children and adolescents with bipolar I disorder (BPD I) (mean age 12.1 ± 3.0 years, 39% female) and 44 demographically matched healthy participants (mean age 12.9 ± 2.8 years, 50% female) completed a neurocognitive battery including measures aimed at detection of disruption in prefrontal cortical circuitry (i.e., working memory, set shifting, and rule attainment). Results: Compared to healthy controls, BPD I children exhibited significant deficits in spatial working memory, visual sequencing and scanning, verbal fluency and abstract problem solving, particularly when a memory component was involved. In our spatial delayed response task, memory set size was parametrically varied; the performance pattern in BPD I children suggested deficits in short‐term memory encoding and/or storage, rather than capacity limitations in spatial working memory. Earlier age at onset of illness and antipsychotic medication usage were associated with poorer performance on speeded information‐processing tasks; however, severity of mood symptomatology and comorbidity with disruptive behavior disorders were not associated with task performance. Conclusions: These results suggest impairment in measures of prefrontal cortical function in juvenile BPD I that are similar to those seen in the adult form of the illness, and implicate both the ventral and dorsolateral prefrontal cortex as loci of pathology in juvenile BPD. As these deficits were not associated with clinical state or comorbidity with other disorders, they may reflect trait‐related impairments, a hypothesis that will be pursued further in longitudinal studies.

Neurocognitive

Verbal fluency test

10.1111/j.1399-5618.2007.00453.x

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Citations (50)

Response Inhibition and Academic Abilities in Typically Developing Children with Attention-Deficit-Hyperactivity Disorder-Combined Subtype

Archives of Clinical Neuropsychology (2010)

Jesse Bledsoe Margaret Semrud‐Clikeman S R Pliszka

Research in Attention-Deficit/Hyperactivity Disorder (ADHD) generally utilizes clinical samples or children with comorbid psychiatric diagnoses. Findings indicated that children with ADHD experience academic underachievement and poor performance on measures of response inhibition (RI). Less is known, about the neuropsychological profile of typically developing children with ADHD. The aim of the current study was twofold: (1) determine if academic skills and RI were impaired in typically developing children with ADHD-combined subtype (ADHD-C) and (2) determine to what extent RI may predict academic abilities. Children with ADHD-C did not differ on any academic domain from controls. Children with ADHD-C performed more poorly than controls on RI measures. Regression analyses suggest that Written Expression ability was significantly influenced by RI. No other academic domain was related to RI. Results suggest that children with ADHD-C may experience impairments in RI despite adequate academic functioning. Impaired RI is not solely responsible for difficulties found in academic skills in ADHD-C.

Typically developing

Attention deficits

10.1093/arclin/acq048

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Citations (23)

Attention-deficit hyperactivity disorder: new diagnosis, old problem.

Texas medicine (1988)

S R Pliszka

Attention deficits

Attention deficit disorder

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The Texas Children's Medication Algorithm Project: Report of the Texas Consensus Conference Panel on Medication Treatment of Childhood Attention-Deficit/Hyperactivity Disorder. Part I

Journal of the American Academy of Child & Adolescent Psychiatry (2000)

S R Pliszka LAURENCE L. GREENHILL M. Lynn Crismon ANDREW SEDILLO Caryn L. Carlson

Panel discussion

10.1097/00004583-200007000-00021

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Citations (156)

Neuroimaging and Psychopharmacology.

School Psychology Quarterly (2005)

Margaret Semrud‐Clikeman S R Pliszka

This review presents the most recent research concerning neuroimaging in developmental disabilities. Changes in structure and activation have been found in children with ADHD and learning disabilities, following intervention. For the children with learning disabilities changes in activation have been found following intensive behavioral and academic intervention. Structural and activation differences in the auditory processing regions of the brain were found prior to academic intervention, with activation differences found for those children responding to the reading programs. Children with ADHD have been found to show differences in brain structures with few studies evaluating the differences in activation following medication. Emerging evidence indicates differences in the frontal regions of the brain for children who respond successfully to medication. Finally, a discussion of the variables that can impact the results in neuroimaging studies is presented. Further study is needed in this area, and additional variables of concern are also discussed. With the advent of structural and functional neuroimaging, it is now possible to obtain information about brain activity during selected tasks as well as differences in brain structure across various psychological disorders. Contemporary neurological models for language, reading, and attention suggest that these complex behaviors are a result of the interaction of functional systems that are separate (Luria, 1980). During development, these systems change in organization and possibly in structure in response to neurological maturation, experience, and environmental influences (Semrud-Clikeman, 1997). Variations in anatomical structure can contribute to differing types of developmental disabilities depending on the type and severity of deviance. To be useful, these models need to

Psychopharmacology

10.1521/scpq.20.2.172.66512

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Citations (7)

Affective Disorder in Juvenile Offenders: A Preliminary Study

American Journal of Psychiatry (2000)

S R Pliszka J. O. Sherman Mark V. Barrow S Irick

The authors' goal was to determine the prevalence of major mental disorders and substance abuse in adolescents admitted to a juvenile detention center.As part of a routine mental health screening, modules from the Diagnostic Interview Schedule for Children were administered to 50 youths (11-17 years old) at an urban juvenile detention center.A high rate of affective disorder (42%) was found among these adolescents: 10 (20%) met criteria for mania, another 10 met criteria for major depressive disorder, and one met criteria for bipolar disorder, mixed type. Thirty (60%) met criteria for conduct disorder, and very high rates of alcohol, marijuana, and other substance dependence were found. There was a strong association between affective disorder and conduct disorder; adolescents with mania had much higher rates of reported abuse of substances other than alcohol or marijuana.Juvenile offenders have high rates of affective disorder. Further studies are needed to examine the relationship of affective disorder to substance abuse as well as to antisocial behavior.

Conduct disorder

Alcohol use disorder

Alcohol abuse

10.1176/ajp.157.1.130

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Citations (151)

Bibliography C HILD A ND A DOLESCENT P SY C HIA T RY

Greenhill Ll S R Pliszka J.H. Beitchman Jon McClellan S Stock

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