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Filter by:This study will evaluate the safety and efficacy of onabotulinumtoxinA (BOTOX®) compared with placebo as treatment for major depressive disorder (MDD) in adult females.
Voluntary and involuntary attention processes are thought to play an important role in the development and maintenance of anxiety disorders including OCD. Individuals with OCD pay greater attention to threat information related to their illness and have difficulty shifting their attention from such triggers. Studies suggest that a change in attention bias may lead to a change in anxiety vulnerability. However, few studies have directly examined the causal role of attention bias in the maintenance of anxiety underlying OCD and whether modification of such biases may reduce pathological anxiety symptoms particularly in children. In this proposal, we aim to translate basic findings from research on cognitive biases in anxiety into a novel computerized intervention for child Obsessive Compulsive Disorder (OCD). The treatment is designed to target a basic cognitive vulnerability in OCD, namely the selective processing of threatening OCD-related information. 52 children with OCD will be randomly assigned to either a 12-session attention modification program (AMP) or an attention control condition (ACC). Clinical assessment of symptom severity along with a brief neurocognitive battery will be conducted before and after treatment. We hypothesize that children in the AMP group at end of treatment will show (1) decreased attention bias to OCD-related triggers using an independent measure of attention bias to assess change and (b) reduced OCD severity. This study is an initial step towards demonstrating the feasibility and efficacy of a novel computerized attention training program for OCD that ultimately may prove to be a highly transportable and accessible intervention for this childhood psychiatric disorder. Furthermore, the project will also examine neurocognitive performance before and after attention training to elucidate possible predictors and mechanisms of treatment response.
Comprehensive Behavioral Intervention for Tics (CBIT) is an evidence based intervention for tic disorders. A recent scientific review of research priorities completed by the Tourette Syndrome Association recommended widespread dissemination of CBIT as an important next step in services delivery research. Given early evidence that occupational therapists can deliver CBIT effectively, a dissemination strategy using occupational therapists may improve accessibility to this treatment, at lower cost and with decreased stigma. Thus the goal of this study is to develop and test a training and dissemination model with occupational therapists (OTs) using an expert, multi-disciplinary team at Weill Cornell/New York Presbyterian Hospital (WC/NYPH) and University of Alabama at Birmingham (UAB). The investigators have adapted CBIT, the gold-standard behavioral intervention program for children with tic disorders (Woods et al, 2008a,b), for eventual use in OT programs across the country.
The purpose of the trial is to develop a treatment protocol to be used in trials studying internet-delivered CBT for children with functional gastrointestinal disorders (FGID). The study size is not based on power calculations but the estimated sample necessary to develop a treatment protocol. This study will include 20-30 children with FGID and their parents who will be treated individually (face-to-face). The treatment consists of 10 weekly sessions of exposure-based CBT. The study uses a pre- post-design with no control group.
Anxiety disorders affect 40 to 50% of children with autism spectrum disorders (ASD), contributing to substantial distress and impairment. The goal of this study is to examine the effectiveness of a personalized type of psychotherapy against standard-care psychotherapy for addressing anxiety in youth with ASD.
The current study aimed to examine the effectiveness of a Computer-based auditory training (CBAT) intervention for children with Central Auditory Processing Disorder (CAPD) by comparing the changes in auditory processing (AP) and functional listening skills of these children immediately post-intervention, to that of the untrained controls. The AP skills of the trained group were evaluated again at 3 months post-intervention to examine the sustainability of any improvements made from the CBAT intervention. I hypothesised that after intervention, children from the auditory training (AT) group would improve in their AP skills, and that improvement would be greater than the changes in AP skills of those untrained controls. I also hypothesised that the improvement made from the intervention would sustain for at least 3 months after the end of intervention. Finally, I examined if the training outcomes are predictable from any underlying factors such as the initial AP, language, or cognitive skills of these children.
The investigators will study and compare how effectively sodium phenylbutyrate, sodium benzoate, and a combination of the two, help excrete nitrogen in healthy volunteers. Subject participation will require three, separate, four-day study periods at least one week apart. During one study period (also called a treatment arm), subjects will take sodium phenylbutyrate; during another they will take sodium benzoate; during another they will take a combination of the two medications. We expect to find that phenylbutyrate is more effective at removing nitrogen than benzoate or a combination of the two.
Children with dyslexia show a variety of comorbid disorders like behavior and adaptive disorders, hyperkinetic and anxiety disorders. Raising and educating a child with dyslexia is a challenging task for parents. Studies show that parents of children with dyslexia suffer under depressive symptoms and higher parenting stress. In order to support the child's academic development many parents of children with dyslexia practice reading and writing more often and show controlling and maladaptive behavior. As a result learning motivation of the child decreases and later homework situations are influenced in a negative way. Consequently, it is necessary to provide parent training on appropriate behavior with homework and academic exercises, in order to raise parent's competences, reduce parenting stress and promote learning motivation of the child. In the German-speaking area there is a lack of elaborated and evaluated programs for parents of dyslexic children. Therefore, a group program that especially addresses the needs of these parents was devised. The study aims at evaluating the effects of the parent training. We hypothesize that the treatment reduces parenting stress and raises competences of the parents. Forty-one mothers of third graders with dyslexia were randomly assigned to the group-based parent training program (N=25) or a waiting list control group (N=16). Only children who performed in the normal range on the test measuring cognitive abilities (IQ > 70) and who scored below average in at least one test measuring reading or writing (T-Score < 40) were included. Children with significant deficits in hearing or vision, pervasive developmental disorder or genetic disorders were excluded. Data of children and their mothers were collected prior to intervention, directly after intervention and three months after intervention. For investigating training effects at all time points parenting stress and competences in supporting academic development, mastering homework situations and attachment to the child were measured. Parents of the waiting list control group had the possibility to take part in the parent training after the follow-up was completed. The intervention program consists of five two-hour sessions held biweekly. The training lasts about 10 weeks. It is designed for group sizes of three to ten persons. It follows a cognitive-behavioral approach. The training aims at knowledge transfer about dyslexia, raising parent's empathy for the child's difficulties in reading and writing, promoting parent's competencies and self-efficacy in handling dyslexia within the family context and during homework situations, sensitization for opportunities of integrating reading and writing into daily life and reduction of parental stress. The main topics covered are requirements and phases of acquisition of written language, the causes of dyslexia, helpful strategies for managing homework and exercises, facilitation of literacy in everyday life and dealing with dyslexia. Methods used are brief lectures, example cases, group discussions and practice, as well as homework tasks. Written handouts summarizing important topics are given at every session. A benefit of enrolling in the study is that parents get information concerning the academic development of their children. At the moment it is not sure whether parents profit from participating in the training because effects have not been investigated yet. The study takes place at the University of Heidelberg (Children's Hospital) and the Early Intervention Centre in Heidelberg. The study started in January 2012 and is expired to end in October 2014. Participants have been recruited two times, at the beginning of a school year. The timeline for every study flow was similar. Pretests took place in September and October; parent training started in December and lasted until February. Post-Test took place in February and March. Follow-Up measurements were realized from June to July. The study is funded by the Günter Reimann-Dubbers foundation of Heidelberg. The main contact for the study is Bettina Multhauf (M.Sc. Psych.), e-mail: fruehinterventionszentrum@googlemail.com
Eating Disorders are a debilitating and serious mental illness. This illness is associated with medical complications, psychological and social impairment. Families of people with an eating disorder also report that they lack resources and have many unmet needs. Families often have insufficient information regarding the eating disorder, available treatment options and strategies for supporting the person with the illness. The purpose of this study is to evaluate the effectiveness of two different family interventions for people with eating disorders and their family members (parents or partners) receiving treatment either in the inpatient or day treatment Eating Disorder Program at the Toronto General Hospital, University Health Network. Family supportive counseling consists of people with eating disorders and their family members meeting with a family therapist. Multi-family group therapy involves eight to ten families who meet as a group with two therapists. The investigators are conducting a study to assess the differences between these two different family interventions. This study will help us identify who benefits the most from participating in family supportive counseling or multi-family therapy. The investigators are also evaluating which intervention is more effective at helping the person with the eating disorder overcome their illness while helping their family members learn how to support the recovery process. Both family therapy interventions are delivered by experienced family therapy clinicians who work in either the Inpatient or Day Treatment Eating Disorder Program at Toronto General Hospital.
The purpose of this study is to carry out a high-level treatment efficacy study on children with speech sound disorders with motor speech involvement (SSD-MSI) using a well-controlled Randomized Controlled Trial design. The intervention of choice is the Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) approach, which has been effective in treating motor speech disorders in adults and in children with autism and cerebral palsy.