Sistema de informação na administração pública

Research findings show that approximately 10 per cent of children have persistent attention problems (Gathercole & Alloway, 2008; Young, 2012), but this number does not include children who are thought to meet diagnostic criteria for ADHD (Polanczyk & Rohde, 2007).The prevalence rates of ADHD in children and adolescents vary from study to study depending on who is in the sample, where the study was conducted, and the particular criteria used to assess ADHD symptoms. However, systematic review findings have generally shown rates between 5 and 10 per cent (Polancyzk & Rohde, 2007; Polancyzk & Jensen, 2008). It is well established that rates of ADHD are significantly higher in boys than in girls, with estimates ranging from 3:1 to 9:1 (Staller & Faraone, 2006). However by adulthood, the rates among males and females are equal, suggesting that earlier symptoms of ADHD in girls may tend to be overlooked (Polanczyk & Rohde, 2007). Roughly 50 per cent of children with ADHD will continue to have symptoms in adolescence, but the symptoms may look different (Young & Amarasinghe, 2010). About half of these adolescents will still have symptoms as adults. The prevalence rate for ADHD in adulthood is between 1 and 4 per cent (Kessler et al., 2006).

R E F E R E N C E S

Achenbach, T.M. (2005). Advancing assessment of children and adolescents: Commentary on evidence-based assessment of child and adolescent disorders. Journal of Clinical Child and Adolescent Psychology, 34(3): 541–47.

Alloway T.P.; Gathercole, S.E.; Kirkwood, H.; & Elliott, J. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80: 606–21.

APA (American Psychiatric Association). (2000). The diagnostic and statistical manual of mental disorders. 4th ed. Text revision. (DSM-IV-TR). Washington, DC: Author.

Barkley, R.A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. 2nd ed. New York: Guilford Press.

Attention and Hyperactivity/Impulsivity Problems Biederman, J., & Faraone, S.V. (2005). Attention-deficit hyperactivity disorder.

Lancet, 366: 237–48.

Biederman, J.; Mick, E.; & Faraone, S.V. (2000). Age-dependent decline of symptoms of attention deficit/hyperactivity disorder: Impact of remission and symptom type. American Journal of Psychiatry, 157(5): 816–18.

Breslau, J.; Miller, E.; Breslau, N.; Bohnert, K.; Lucia, V.; & Schweitzer, J. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics, 123: 1472–76.

CAMH (Centre for Addiction and Mental Health). (2007). Knowledge exchange sheet on attention-deficit/hyperactivity disorder. From CAMH, Acting out: Understanding and reducing aggressive behaviour in children and youth, Chapter 8, “Diagnosis”. Retrieved from http://knowledgex.camh.net/educators/

elementary/aggressive_behaviour/Pages/adhd.aspx.

Cornelius, M.D., & Day, N.L. (2009). Developmental consequences of prenatal tobacco exposure. Current Opinion in Neurology, 22(2): 121–25.

Currie, J., & Stabile, M. (2006). Child mental health and human capital

accumulation: The case of ADHD. Journal of Health Economics, 25: 1094–1118. CYMHIN-MAD (Child and Youth Mental Health Information Network). (2011). Making a difference – An educator’s guide to child and youth mental health problems. Retrieved from www.cymhin.ca.

Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4): 455–64.

Dally, K. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98: 420–37. doi: 0.1037/0022–0663.98.2. 420.

DuPaul, G.J., & Kern, L. (2011). Young children with ADHD: Early identification and intervention. Washington, DC: American Psychological Association. Egger, H.L.; Kondo, D.I.; & Angold, A. (2006). The epidemiology and diagnostic issues in preschool attention-deficit/hyperactivity disorder: A review. Infants and Young Children, 19: 109–22.

Eiraldi, R.B.; Mautone, J.A.; & Power, T.J. (2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/ hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 21: 145–59.

Fergusson, D.M.; Lynskey, M.T.; & Horwood, L.J. (1997). Attentional difficulties in middle childhood and psychosocial outcomes in young adulthood. Journal of Child Psychology and Psychiatry, 38(6): 633–44.

Galéra, C.; Côté, S.M.; Bouvard, M.P.; Pingault, J.B.; Melchior, M.; Michel, G., et al. (2011). Early risk factors for hyperactivity-impulsivity and inattention trajectories from age 17 months to 8 years. Archives of General Psychiatry, 68(12): 1267–75.

Gathercole, S.E., & Alloway, T.P. (2008). Working memory and learning: A practical guide for teachers. London: Sage.

Greenhill, L.L.; Posner, K.I.; Vaughan, B.S.; & Kratochvil, C.J. (2008). Attention deficit hyperactivity disorder in preschool children. Child and Adolescent Psychiatric Clinics of North America, 17: 347–66.

Hincks-Dellcrest-ABCs. (n.d.). The ABCs of mental health. Retrieved from www.hincksdellcrest.org/Home/Resources-and-publications/The-ABC-s-of- mental-health.aspx.

Holmbeck, G.N.; Greenley, R.N.; & Franks, E.A. (2003). Developmental issues and considerations in research and practice. In A. Kazdin & J. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents. New York: Guilford Press.

House, S.N. (Ed.). (2002). Behaviour intervention manual: Goals, objectives, and intervention strategies. Columbia, MO: Hawthorne Educational Services. Available from http://openlibrary.org/books/OL3670603M/Behavior-

intervention-manual.

Kessler, R.C.; Adler, L.; Barkley, R.; Biederman, J.; Connors, C.K.; Demler, O., et al. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163: 716–23.

Lewandowski, L.J.; Lovett, B.J.; Parolin, R.A.; Gordon, M.; & Codding, R.S. (2007). Extended time accommodations and the mathematics performance of students with and without ADHD. Journal of Psychoeducational Assessment, 25: 17–28.

Massetti, G.M.; Lahey, B.B.; Pelham, W.E.; Loney, J.; Ehrhardt, A.; Lee, S.S., et al. (2008). Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age. Journal of Abnormal Child Psychology, 36(3): 399–410.

NICE (National Institute for Health and Clinical Excellence). (2008). Attention deficit hyperactivity disorder: Diagnosis and management of ADHD in children,

Attention and Hyperactivity/Impulsivity Problems young people and adults. Retrieved from http://publications.nice.org.uk/

attention-deficit-hyperactivity-disorder-cg72.

Parker, H.C. (2005). The ADHD handbook for schools: Effective strategies for identifying and teaching students with attention-deficit/hyperactivity disorder. North Branch, MN: Specialty Press.

Pingault, J-B.; Tremblay, R.E.; Vitaro, F.; Carbonneau, R.; Genolini, C.; Falissard, B., et al. (2011). Childhood trajectories of inattention and hyperactivity and prediction of educational attainment in early adulthood: A 16-year longitudinal population-based study. American Journal of Psychiatry, 168(11): 1164–70. Polanczyk, G., & Jensen, P. (2008). Epidemiologic considerations in attention deficit hyperactivity disorder: A review and update. Child and Adolescent Psychiatric Clinics of North America, 17: 245–60. doi: 10.1016/j.chc.2007.11.006. Polanczyk, G., & Rohde, L.A. (2007). Epidemiology of attention deficit/

hyperactivity disorder across the lifespan. Current Opinion in Psychiatry, 20: 386–92.

Rabiner, D., & Coie, J.D. (2000). Early attention problems and children’s reading achievement: A longitudinal investigation. Journal of the American Academy of Child and Adolescent Psychiatry, 39: 859–67.

Rodrigues, A.; Järvelin, M-R.; Obel, C.; Taanila, A.; Miettunen, J.;

Moilanen, I., et al. (2007). Do inattention and hyperactivity symptoms equal scholastic impairment? Evidence from three European cohorts. BMC Public Health, 7: 327.

Rogers, M.; Hwang, H.; Toplak, M.; Weiss, M.; & Tannock, R. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 17(5): 444–58.

Rowe, K.; Pollard, J.; & Rowe, K. (2005). Literacy, behaviour and auditory processing: Does teacher professional development make a difference? Background paper to Rue Wright Memorial Award presented at the Royal Australasian College of Physicians Scientific Meeting, Wellington, NZ. (8–11 May).

Schweitzer, J.B.; Faber, T.L.; Grafton, S.T.; Tune, L.E.; Hoffman, J.M.; & Kilts, C.D. (2000). Alterations in the functional anatomy of working memory in adult attention deficit hyperactivity disorder. American Journal of Psychiatry, 157(2): 278–80.

Sonuga-Barke, E.; Daley, D.; Thompson, M.; & Swanson, J. (2003). Preschool ADHD: Exploring uncertainties in diagnostic validity and utility, and treatment efficacy and safety. Expert Review Neurotherapeutics, 3(4): 465–76.

Staller, J., & Faraone, S.V. (2006). Attention-deficit hyperactivity disorder in girls: Epidemiology and management. CNS Drugs, 20: 107–23.

Tannock, R. (2007). The educational implications of attention deficit hyperactivity disorder. Research Monograph 3. Toronto: Ontario Institute for Studies in Education/University of Toronto.

Taylor, E. (1999). Developmental neuropsychopathology of attention deficit and impulsiveness. Development and Psychopathology, 11: 607–28.

Thapar, A.; Cooper, M.; Jefferies, R.; & Stergiakouli, E. (2011). What causes attention deficit hyperactivity disorder? Archives of Disease in Childhood, 97(3): 260–65.

Warner-Rogers, J.; Taylor, A.; Taylor, E.; & Sandberg, S. (2000). Inattentive behavior in childhood: Epidemiology and implications for development. Journal of Learning Disabilities, 33: 520–36. doi: 10.1177/002221940003300602.

Webster-Stratton, C. (2005). The incredible years: A training series for the prevention and treatment of conduct problems in young children. In E. Hibbs & P. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice, 2nd ed., pp. 507–55. Washington, DC: American Psychological Association, pp. 507–55.

Young, S (2012). The “RAPID” cognitive-behavioral therapy program for inattentive children: Preliminary findings. Journal of Attention Disorders (Feb. 27).

Young, S., & Amarasinghe, J.M. (2010). Practitioner Review: Non-pharmacological treatments for ADHD: A lifespan approach. Journal of Child Psychology and Psychiatry, 51(2): 116–33.

Zwi, M.; Jones, H.; Thorgaard, C.; York, A.; & Dennis, J.A. (2011). Parent training interventions for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Database of Systematic Reviews, Issue 12. Art. No.: CD003018. doi:10.1002/14651858.CD003018.pub3.

4

Behaviour Problems

What Are Behaviour Problems?

It is not uncommon for children and youth to “break the rules” or “act out” from time to time. In fact, it can be a part of healthy development for a child to test limits occasionally and express differences of opinion. There are predictable times and stages in a child’s growth when oppositional behaviour is relatively common (e.g., among toddlers and teens). Since a specific behaviour may be problematic at one age but perfectly typical at another age, understanding child development is an important part of understanding behaviour problems. As well, occasional outbursts of disruptive behaviour are often a response to specific causes, such as frustration with an assignment, conflict with another student, tiredness, or an attempt to show off for peers. Some students may be slower than their peers to learn social and self-regulation skills, resulting in difficulties in behaviour control at school.

Sometimes, a pattern of negative, non-compliant behaviour can develop in a child or youth. When students are frequently argumentative, oppositional, and/or aggressive, this may signal that they are struggling with their emotional health. Patterns that are characterized by non-compliance and defiance are sometimes referred to as oppositional defiant disorder (ODD). Clusters of behaviour that are associated with violence and such things as aggression towards people and animals, destruction of property, deceitfulness or theft, and serious violations of rules fall into a category called conduct disorder (CD). Sometimes children and youth with ODD continue into the more serious CD category. A diagnosis of ODD or CD can only be made by a mental health professional, such as a psychologist or psychiatrist.

Qual a importância dos sistemas de informação no setor público?

Quais os principais sistemas de informação utilizados no serviço público?

Qual a importância do sistema de informação na Administração?

O que é sistema de informação administrativo?