Psychiatric, Neurological, and Somatic Comorbidities in Intermittent Explosive Disorder: a retrospective cohort study of electronic health records.

Importance: Intermittent Explosive Disorder (IED) is an understudied psychiatric condition that presents with repeated episodes of impulsive aggression and poorly regulated emotional control, often resulting in interpersonal and societal consequences. Better understanding of comorbidities will allow for enhanced screening, diagnosis, and treatment of patients.

Objective: To investigate prevalence and associations of IED with psychiatric, neurological, and somatic disorders using real-world data.

A Systematic Review of the Etiology and Neurobiology of Intermittent Explosive Disorder.

Intermittent Explosive Disorder (IED) is characterized by repeated inability to control aggressive impulses. Although the etiology and neurobiology of impulsive anger and impulse control disorders have been reviewed, no systematic review on these aspects has been published for IED specifically. We conducted a systematic search in seven electronic databases for publications about IED, screened by two authors, and retained twenty-four studies for the review.

Virtual controls as an alternative to randomized controlled trials for assessing efficacy of interventions.

Randomized controlled trials are ubiquitously spoken of as the "gold standard" for testing interventions and establishing causal relations. This article presents evidence for two premises. First: there are often major problems with randomized designs; it is by no means true that the only good design is a randomized design.

Editorial: Cognitive-Behavioral Therapy Versus Serotonin Reuptake Inhibitors for Pediatric Obsessive-Compulsive Disorder.

How should treatment be initiated for children with obsessive-compulsive disorder (OCD)? This editorial comments on an article by Melin and colleagues, published in this issue, from the NordLOTS study, which reports excellent outcomes from cognitive behavior therapy (CBT) for children with OCD. Children continued to improve after CBT was discontinued; at 3 year follow-up, they enjoyed a 90% response rate. Such continuing improvement contrasts markedly with other studies finding, among patients treated with selective serotonin reuptake inhibitors (SSRIs), high relapse rates upon discontinuation.

Pilot study of telephone tutoring in reading skills.

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr.

A randomized trial of individual tutoring for elementary school children with reading and behavior difficulties.

Children in Grades K-5, selected for reading and behavior problems, received individual tutoring in a program which aimed to detail a hierarchy of reading skills, locate the point on the hierarchy at which each child should work, and provide enthusiastic social reinforcement for successes. Children were randomly assigned to higher or lower frequency tutoring (one 45-min. session every 1.

Reduction in children's symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction.

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis.

Self-control: theory and research.

Theory and research on self-control were reviewed. Selected research is summarized along with some conclusions from clinical practice. Self-control difficulties are of central importance for many psychiatric disorders.

Self-control: toward systematic training programs.

Selected literature is reviewed regarding the question, How may children's self-control skills be developed or improved through training? It is premature to give up on psychosocial methods of training self-control. Self-control is fostered by being in a long-term positive relationship with a dependable person who communicates the value of this goal; working at self-control challenges carefully chosen to be at the correct level of difficulty for present skill; getting many positive models of the successful exercise of self-control; logging in many hours of practice where valued rewards are contingent upon greater and greater exercise of effort; learning that valued rewards can be obtained by effort, and thereby learning to enjoy effort; using fantasy rehearsal; learning compliance skills; learning verbal concepts (including a term for self-control itself) that affect the world view in ways conducive to this skill; learning the art of self-instruction; learning to remove oneself from tempting stimuli, physically and mentally; and learning self-monitoring.