Workshop report: Workshop on psychiatric prescribing and psychology testing and intervention in children and adults with Duchenne muscular dystrophy

Article


Bouquillon, L., Bindman, D., Hendriksen, J., Collin, P., Hoskin, J., Conn, R., Geagan, C. and Quinlivan, R. 2024. Workshop report: Workshop on psychiatric prescribing and psychology testing and intervention in children and adults with Duchenne muscular dystrophy. Research Ideas and Outcomes. 10 (Art. e119243). https://doi.org/10.3897/rio.10.e119243
AuthorsBouquillon, L., Bindman, D., Hendriksen, J., Collin, P., Hoskin, J., Conn, R., Geagan, C. and Quinlivan, R.
Abstract

This workshop aimed at summarising knowledge and key issues in psychiatric prescribing and psychological testing in children and adults with Duchenne muscular dystrophy (DMD). It comprised clinicians and patient representatives from the UK and the Netherlands. The following topics were discussed: a model for capturing the range of non-motor problems in the domains of cognition, learning, emotion and behaviour; psychosocial screening tools for use with children and adults; assessing neurocognitive functioning in children and adults; parent and teacher perspectives on psychosocial needs; and psychopharmacological treatment for affective disorders, anxiety disorders, obsessive compulsive disorder, attention deficit hyperactivity disorder (ADHD) and insomnia. Some key considerations included: the need for tools used to assess behavioural and psychosocial functioning to consider motor aspects in DMD; to understand more about working memory performance; the need for early interventions for automatisation problems, which affect reading and arithmetic; appropriate selection of tests for neuropsychology assessments; in schools, acknowledging the range of psychosocial risks and gathering evidence of psychosocial needs; the suitability of selective serotonin reuptake inhibitors for mood and anxiety disorders; the use of stimulant medications for ADHD; melatonin use for insomnia; the cautious use of benzodiazepines; and the need for improving pathways for psychosocial care.

JournalResearch Ideas and Outcomes
Journal citation10 (Art. e119243)
ISSN 2367-7163
Year2024
PublisherPensoft Publishers
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.3897/rio.10.e119243
Publication dates
Online19 Feb 2024
Publication process dates
Deposited20 Feb 2024
Copyright holder© 2024, The Authors
Permalink -

https://repository.uel.ac.uk/item/8x512

Download files


Publisher's version
RIO_article_119243.pdf
License: CC BY 4.0
File access level: Anyone

  • 41
    total views
  • 28
    total downloads
  • 12
    views this month
  • 6
    downloads this month

Export as

Related outputs

Entering Adulthood with Duchenne Muscular Dystrophy: A Pathfinders Report
Glover, S., Hale, J., Roberts, M., Bosanquet, J., Dack, R., Hoskin, J., Peat, G. and Abbott, D. 2023. Entering Adulthood with Duchenne Muscular Dystrophy: A Pathfinders Report. Pathfinders: Neuromuscular Alliance.
Report on the Psycho-Social Needs and Support in Duchenne Muscular Dystrophy: The ‘Cinderella’ of DMD Care
Hoskin, J. 2022. Report on the Psycho-Social Needs and Support in Duchenne Muscular Dystrophy: The ‘Cinderella’ of DMD Care. Duchenne UK.
Education, Health and Care Plans
Arnold, L. and Hoskin, J. 2021. Education, Health and Care Plans. in: Beaton, M. C., Codina, G. N. and Wharton, J. C. (ed.) Leading on Inclusion: The Role of the SENCO Taylor & Francis (Routledge).
Accessible Housing Campaign Report
Rey-Hastie, J. and Hoskin, J. 2021. Accessible Housing Campaign Report. Pathfinders: Neuromuscular Alliance.
Troubling norms? Adults and teenagers with a life-limiting impairment in Denmark and England talk about their lives, support and future plans
Hoskin, J. 2021. Troubling norms? Adults and teenagers with a life-limiting impairment in Denmark and England talk about their lives, support and future plans. European Journal of Special Needs Education. 36 (3), pp. 329-343. https://doi.org/10.1080/08856257.2020.1754545
Aspiration, austerity and ableism: to what extent are the 2014 SEND reforms supporting young people with a life‐limiting impairment and their families to get the lives they want?
Hoskin, J. 2019. Aspiration, austerity and ableism: to what extent are the 2014 SEND reforms supporting young people with a life‐limiting impairment and their families to get the lives they want? British Journal of Special Education. 46 (3), pp. 265-291. https://doi.org/10.1111/1467-8578.12271
Psychosocial Management of the Patient With Duchenne Muscular Dystrophy
Colvin, M. K., Poysky, J., Kinnett, K., Damiani, M., Gibbons, M., Hoskin, J., Moreland, S., Trout, C. J. and Weidner, N. 2018. Psychosocial Management of the Patient With Duchenne Muscular Dystrophy. Pediatrics. 142 (Supplement 2), pp. S99-S109. https://doi.org/10.1542/peds.2018-0333L
Improving the reading skills of young people with Duchenne muscular dystrophy in preparation for adulthood
Hoskin, J. and Fawcett, Angela 2014. Improving the reading skills of young people with Duchenne muscular dystrophy in preparation for adulthood. British Journal of Special Education. 41 (2), pp. 172-190. https://doi.org/10.1111/1467-8578.12062
Book Reviews
Hoskin, J. and Robertson, G. 2017. Book Reviews. Research in Teacher Education. 7 (1), pp. 33-34. https://doi.org/10.15123/uel.891xx
Research in Teacher Education: Volume 7, No.1, May 2017
Garby-Czerniawski, G., Hudson, A., Smith, M., Bell, C., Baker, A., Archer, L., Hoskin, J. and Robertson, G. 2017. Research in Teacher Education: Volume 7, No.1, May 2017. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.891x1
Taking charge and letting go: exploring the ways a Transition to Adulthood project for teenagers with Duchenne muscular dystrophy has supported parents to prepare for the future
Hoskin, J. 2017. Taking charge and letting go: exploring the ways a Transition to Adulthood project for teenagers with Duchenne muscular dystrophy has supported parents to prepare for the future. British Journal of Special Education. 44 (2), pp. 165-185. https://doi.org/10.1111/1467-8578.12173