Medication Non-Adherence and Tolerance Breaks Among Adolescents and Young Adults With ADHD.

Objective: We examine what variables were associated with increased medication non-adherence for adolescents and young adults with ADHD.

Method: These variables included sociodemographic characteristics such as gender, age, race, and ethnicity but also included self-reported reasons for medication non-adherence as well as the type of and degree of self-reported side effects or adverse events. Results: The following variables were statistically significant predictors of medication non-adherence: being White; forgetting to take the medication; not liking the feeling; and desiring a tolerance break from the medication.

Task analysis guidance for number of and readability of steps for individuals with intellectual disabilities.

We examined the relationship of number of and readability of content of steps of task analyses with subsequent task performance. The results of the current study indicate that the number of and readability of steps were significantly associated with task performance via a non-linear, quadratic relationship. From our results, we suggest that task analyses may consider up to seven steps with a grade level of content (i.

Reported Side or Adverse Effects Associated with Medication Nonadherence Among Adolescents and Young Adults with Attention-Deficit/Hyperactivity Disorder.

The purpose of this study was to determine what side effects were most associated with medication nonadherence as reported by adolescents and young adults with attention-deficit/hyperactivity disorder (ADHD). A combination of multiple linear regression and chi-square automatic interaction detection techniques were utilized in analyzing the survey data responses of 157 adolescents and young adults with ADHD. The mean number of side effects reported was  = 10.

A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities.

In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e.