@article{WalitzaMelfsenJansetal.2011, author = {Walitza, Susanne and Melfsen, Siebke and Jans, Thomas and Zellmann, Henrike and Wewetzer, Christoph and Warnke, Andreas}, title = {Obsessive-Compulsive Disorder in Children and Adolescents}, series = {Deutsches {\"A}rzteblatt International}, volume = {108}, journal = {Deutsches {\"A}rzteblatt International}, number = {11}, doi = {10.3238/arztebl.2011.0173}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-141214}, pages = {173-I}, year = {2011}, abstract = {Background: Early-onset obsessive-compulsive disorder (OCD) is one of the more common mental illnesses of children and adolescents, with prevalence of 1\% to 3\%. Its manifestations often lead to severe impairment and to conflict in the family. In this review, we summarize the manifestations, comorbidity, pathophysiology, and course of this disease as well as current modes of diagnosis and treatment. Methods: We selectively review the relevant literature and the German-language guidelines for the diagnosis and treatment of mental illnesses in children and adolescents. Results: Obsessive-compulsive manifestations are of many types and cause severe impairment. Comorbid mental disturbances are present in as many as 70\% of patients. The disease takes a chronic course in more than 40\% of patients. Cognitive behavioral therapy is the treatment of first choice, followed by combination pharmacotherapy including selective serotonin reuptake inhibitors (SSRI) and then by SSRI alone. Conclusion: OCD often begins in childhood or adolescence. There are empirically based neurobiological and cognitive-behavioral models of its pathophysiology. Multiaxial diagnostic evaluation permits early diagnosis. Behavioral therapy and medications are highly effective treatments, but the disorder nonetheless takes a chronic course in a large percentage of patients.}, language = {en} } @article{MelfsenKuehnemundSchwiegeretal.2011, author = {Melfsen, Siebke and K{\"u}hnemund, Martina and Schwieger, Judith and Warnke, Andreas and Stadler, Christina and Poustka, Fritz and Stangier, Ulrich}, title = {Cognitive behavioral therapy of socially phobic children focusing on cognition: a randomised wait-list control study}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-68747}, year = {2011}, abstract = {Background: Although literature provides support for cognitive behavioral therapy (CBT) as an efficacious intervention for social phobia, more research is needed to improve treatments for children. Methods: Forty four Caucasian children (ages 8-14) meeting diagnostic criteria of social phobia according to the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; APA, 1994) were randomly allocated to either a newly developed CBT program focusing on cognition according to the model of Clark and Wells (n = 21) or a wait-list control group (n = 23). The primary outcome measure was clinical improvement. Secondary outcomes included improvements in anxiety coping, dysfunctional cognitions, interaction frequency and comorbid symptoms. Outcome measures included child report and clinican completed measures as well as a diagnostic interview. Results: Significant differences between treatment participants (4 dropouts) and controls (2 dropouts) were observed at post test on the German version of the Social Phobia and Anxiety Inventory for Children. Furthermore, in the treatment group, significantly more children were free of diagnosis than in wait-list group at post-test. Additional child completed and clinician completed measures support the results. Discussion: The study is a first step towards investigating whether CBT focusing on cognition is efficacious in treating children with social phobia. Future research will need to compare this treatment to an active treatment group. There remain the questions of whether the effect of the treatment is specific to the disorder and whether the underlying theoretical model is adequate. Conclusion: Preliminary support is provided for the efficacy of the cognitive behavioral treatment focusing on cognition in socially phobic children. Active comparators should be established with other evidence-based CBT programs for anxiety disorders, which differ significantly in their dosage and type of cognitive interventions from those of the manual under evaluation (e.g. Coping Cat).}, subject = {Verhaltenstherapie}, language = {en} } @article{HavikDegenhardtJohanssonetal.2012, author = {Havik, Bjarte and Degenhardt, Franziska A. and Johansson, Stefan and Fernandes, Carla P. D. and Hinney, Anke and Scherag, Andr{\´e} and Lybaek, Helle and Djurovic, Srdjan and Christoforou, Andrea and Ersland, Kari M. and Giddaluru, Sudheer and O'Donovan, Michael C. and Owen, Michael J. and Craddock, Nick and M{\"u}hleisen, Thomas W. and Mattheisen, Manuel and Schimmelmann, Benno G. and Renner, Tobias and Warnke, Andreas and Herpertz-Dahlmann, Beate and Sinzig, Judith and Albayrak, {\"O}zg{\"u}r and Rietschel, Marcella and N{\"o}then, Markus M. and Bramham, Clive R. and Werge, Thomas and Hebebrand, Johannes and Haavik, Jan and Andreassen, Ole A. and Cichon, Sven and Steen, Vidar M. and Le Hellard, Stephanie}, title = {DCLK1 Variants Are Associated across Schizophrenia and Attention Deficit/Hyperactivity Disorder}, series = {PLoS One}, volume = {7}, journal = {PLoS One}, number = {4}, doi = {10.1371/journal.pone.0035424}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-135285}, pages = {e35424}, year = {2012}, abstract = {Doublecortin and calmodulin like kinase 1 (DCLK1) is implicated in synaptic plasticity and neurodevelopment. Genetic variants in DCLK1 are associated with cognitive traits, specifically verbal memory and general cognition. We investigated the role of DCLK1 variants in three psychiatric disorders that have neuro-cognitive dysfunctions: schizophrenia (SCZ), bipolar affective disorder (BP) and attention deficit/hyperactivity disorder (ADHD). We mined six genome wide association studies (GWASs) that were available publically or through collaboration; three for BP, two for SCZ and one for ADHD. We also genotyped the DCLK1 region in additional samples of cases with SCZ, BP or ADHD and controls that had not been whole-genome typed. In total, 9895 subjects were analysed, including 5308 normal controls and 4,587 patients (1,125 with SCZ, 2,496 with BP and 966 with ADHD). Several DCLK1 variants were associated with disease phenotypes in the different samples. The main effect was observed for rs7989807 in intron 3, which was strongly associated with SCZ alone and even more so when cases with SCZ and ADHD were combined (P-value = 4x10\(^{-5}\) and 4x10\(^{-6}\), respectively). Associations were also observed with additional markers in intron 3 (combination of SCZ, ADHD and BP), intron 19 (SCZ+BP) and the 3'UTR (SCZ+BP). Our results suggest that genetic variants in DCLK1 are associated with SCZ and, to a lesser extent, with ADHD and BP. Interestingly the association is strongest when SCZ and ADHD are considered together, suggesting common genetic susceptibility. Given that DCLK1 variants were previously found to be associated with cognitive traits, these results are consistent with the role of DCLK1 in neurodevelopment and synaptic plasticity.}, language = {en} } @article{NeuhoffBruderBartlingetal.2012, author = {Neuhoff, Nina and Bruder, Jennifer and Bartling, J{\"u}rgen and Warnke, Andreas and Remschmidt, Helmut and M{\"u}ller-Myhsok, Bertram and Schulte-K{\"o}rne, Gerd}, title = {Evidence for the Late MMN as a Neurophysiological Endophenotype for Dyslexia}, series = {PLoS One}, volume = {7}, journal = {PLoS One}, number = {5}, doi = {10.1371/journal.pone.0034909}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-133686}, pages = {e34909}, year = {2012}, abstract = {Dyslexia affects 5-10\% of school-aged children and is therefore one of the most common learning disorders. Research on auditory event related potentials (AERP), particularly the mismatch negativity (MMN) component, has revealed anomalies in individuals with dyslexia to speech stimuli. Furthermore, candidate genes for this disorder were found through molecular genetic studies. A current challenge for dyslexia research is to understand the interaction between molecular genetics and brain function, and to promote the identification of relevant endophenotypes for dyslexia. The present study examines MMN, a neurophysiological correlate of speech perception, and its potential as an endophenotype for dyslexia in three groups of children. The first group of children was clinically diagnosed with dyslexia, whereas the second group of children was comprised of their siblings who had average reading and spelling skills and were therefore "unaffected'' despite having a genetic risk for dyslexia. The third group consisted of control children who were not related to the other groups and were also unaffected. In total, 225 children were included in the study. All children showed clear MMN activity to/da/-/ba/ contrasts that could be separated into three distinct MMN components. Whilst the first two MMN components did not differentiate the groups, the late MMN component (300-700 ms) revealed significant group differences. The mean area of the late MMN was attenuated in both the dyslexic children and their unaffected siblings in comparison to the control children. This finding is indicative of analogous alterations of neurophysiological processes in children with dyslexia and those with a genetic risk for dyslexia, without a manifestation of the disorder. The present results therefore further suggest that the late MMN might be a potential endophenotype for dyslexia.}, language = {en} } @article{HautmannDoepfnerKatzmannetal.2018, author = {Hautmann, Christopher and D{\"o}pfner, Manfred and Katzmann, Josepha and Sch{\"u}rmann, Stephanie and Wolff Metternich-Kaizman, Tanja and Jaite, Charlotte and Kappel, Viola and Geissler, Julia and Warnke, Andreas and Jacob, Christian and Hennighausen, Klaus and Haack-Dees, Barbara and Schneider-Momm, Katja and Philipsen, Alexandra and Matthies, Swantje and R{\"o}sler, Michael and Retz, Wolfgang and Gontard, Alexander von and Sobanski, Esther and Alm, Barbara and Hohmann, Sarah and H{\"a}ge, Alexander and Poustka, Luise and Colla, Michael and Gentschow, Laura and Freitag, Christine M. and Becker, Katja and Jans, Thomas}, title = {Sequential treatment of ADHD in mother and child (AIMAC study): importance of the treatment phases for intervention success in a randomized trial}, series = {BMC Psychiatry}, volume = {18}, journal = {BMC Psychiatry}, doi = {10.1186/s12888-018-1963-9}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-227930}, year = {2018}, abstract = {Background The efficacy of parent-child training (PCT) regarding child symptoms may be reduced if the mother has attention-deficit/hyperactivity disorder (ADHD). The AIMAC study (ADHD in Mothers and Children) aimed to compensate for the deteriorating effect of parental psychopathology by treating the mother (Step 1) before the beginning of PCT (Step 2). This secondary analysis was particularly concerned with the additional effect of the Step 2 PCT on child symptoms after the Step 1 treatment. Methods The analysis included 143 mothers and children (aged 6-12 years) both diagnosed with ADHD. The study design was a two-stage, two-arm parallel group trial (Step 1 treatment group [TG]: intensive treatment of the mother including psychotherapy and pharmacotherapy; Step 1 control group [CG]: supportive counseling only for mother; Step 2 TG and CG: PCT). Single- and multi-group analyses with piecewise linear latent growth curve models were applied to test for the effects of group and phase. Child symptoms (e.g., ADHD symptoms, disruptive behavior) were rated by three informants (blinded clinician, mother, teacher). Results Children in the TG showed a stronger improvement of their disruptive behavior as rated by mothers than those in the CG during Step 1 (Step 1: TG vs. CG). In the CG, according to reports of the blinded clinician and the mother, the reduction of children's disruptive behavior was stronger during Step 2 than during Step 1 (CG: Step 1 vs. Step 2). In the TG, improvement of child outcome did not differ across treatment steps (TG: Step 1 vs. Step 2). Conclusions Intensive treatment of the mother including pharmacotherapy and psychotherapy may have small positive effects on the child's disruptive behavior. PCT may be a valid treatment option for children with ADHD regarding disruptive behavior, even if mothers are not intensively treated beforehand. Trial registration ISRCTN registry ISRCTN73911400. Registered 29 March 2007.}, language = {en} }