Agnieszka E Mlodnicka1, Sarah O'Neill2, David J Marks3, Khushmand Rajendran4, Anne-Claude V Bedard5, Robyn L Schneiderman6, Bipasha Basu7, Jeffrey M Halperin8. 1. Department of Psychology, The Graduate Center, City University of New York (CUNY), New York, NY. 2. Department of Psychology, City College of New York, CUNY, New York, NY. 3. Department of Child and Adolescent Psychiatry, NYU Langone Medical Center, New York, NY. 4. Department of Social Work, Ohio University, Zanesville, OH. 5. Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY. 6. Ferkauf Graduate School of Psychology, Yeshiva University, New York, NY. 7. Queens College, City University of New York, New York, NY. 8. Department of Psychology, The Graduate Center, City University of New York (CUNY), New York, NY; Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY; Queens College, City University of New York, New York, NY.
Abstract
OBJECTIVE: Impact of speech and language therapy (ST) and occupational/physical therapy (OT/PT) on language and motor skills was examined in hyperactive/inattentive children. METHODS: Preschoolers were divided into those receiving and not receiving ST or OT/PT. RESULTS: Children receiving ST showed no gains in language functioning relative to those not receiving ST. OT/PT yielded similar results for motor functions. Hours of a service did not predict improvement. However, children who received ST showed improvement in social skills. DISCUSSION: The apparent lack of benefit suggests the need for further investigation into efficacy of these treatments in hyperactive/inattentive preschool children.
OBJECTIVE: Impact of speech and language therapy (ST) and occupational/physical therapy (OT/PT) on language and motor skills was examined in hyperactive/inattentive children. METHODS: Preschoolers were divided into those receiving and not receiving ST or OT/PT. RESULTS:Children receiving ST showed no gains in language functioning relative to those not receiving ST. OT/PT yielded similar results for motor functions. Hours of a service did not predict improvement. However, children who received ST showed improvement in social skills. DISCUSSION: The apparent lack of benefit suggests the need for further investigation into efficacy of these treatments in hyperactive/inattentive preschool children.
Entities:
Keywords:
ADHD; Occupational therapy; Physical therapy; Preschool children; Speech and language therapy
Authors: Susan Mackie; Philip Shaw; Rhoshel Lenroot; Ron Pierson; Deanna K Greenstein; Tom F Nugent; Wendy S Sharp; Jay N Giedd; Judith L Rapoport Journal: Am J Psychiatry Date: 2007-04 Impact factor: 18.112
Authors: E Fliers; N Rommelse; S H H M Vermeulen; M Altink; C J M Buschgens; S V Faraone; J A Sergeant; B Franke; J K Buitelaar Journal: J Neural Transm (Vienna) Date: 2007-11-12 Impact factor: 3.575