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1.
The present article provides a brief overview of the clinical use of two of the most commonly used and effective therapies for Attention Deficit-Hyperactivity Disorder (ADHD) in children: stimulant medication treatment and training parents in child behavior management skills. The clinical issues involved in the use of each treatment, as well as their limitations, are reviewed, along with evidence for their efficacy. It is concluded that ADHD is a developmental disorder of attention, impulse control, and regulation of activity level that requires multiple treatment methods, which must be applied over long time intervals if they are to produce an impact on the outcome of children with ADHD.  相似文献   

2.
Measuring student response to interventions has become an important role for school psychologists. Children with Attention‐Deficit/Hyperactivity Disorder (ADHD) are frequently treated with stimulant medication, but the response to the treatment is rarely adequately assessed. The current study examined the sensitivity of measures used to assess the outcomes of stimulant medication for children identified with ADHD using meta‐analytic procedures. A total of 812 articles were reviewed with 35 being selected for the study based on a common treatment protocol of .3 to .5 mg/kg with a 2‐ to 8‐week pre‐ and post‐test interval. Measures were categorized as behavioral, psychological, or physiological. A total of 81 effect sizes were computed with a total unbiased estimate of effect of .53 and unbiased estimates of effect of .11 for physiological measures, .38 for psychological measures, and .56 for behavioral measures. Tests of homogeneity found nonsignificant results within each of the three categories. © 2009 Wiley Periodicals, Inc.  相似文献   

3.
Six hundred fifty‐one students (ages 11–18) completed a questionnaire that asked if they were taking stimulant medication for ADHD. Those who responded positively were then asked to answer a section of the questionnaire that asked them about their experiences and attitudes related to their treatment with the medication. If they responded that they were not diagnosed with ADHD and not receiving treatment with stimulant medication, they answered a section of the questionnaire that inquired about their perceptions of students who did take medication. Fifty students completed the taking‐medication portion of the questionnaire. Although the students reported that the medication helped them somewhat in the areas of behavior, social ability with friends, parents, and teachers, and attention, they reported that the medication did not help them in the area of academic achievement. The majority of the students reported some side effects from their medication. Thirty‐four percent of students taking ADHD medication reported being approached to sell or trade their medication, and 53% of students not taking ADHD medication reported that some students taking ADHD medication gave away or sold their medication. © 2001 John Wiley & Sons, Inc.  相似文献   

4.
Research on spelling ability has witnessed a vigorous but fragmented growth in the last decade. A theory on the cognitive mechanisms of spelling remains elusive, as does a unified approach to spelling instruction. The idea that spelling competence unfolds in a series of developmental stages has gained popularity. Despite a lack of clear empirical support for the model, its impact on spelling instruction in the schools is growing. Research on traditional issues in teaching spelling continues unabated (size of word list, time between practice and test, immediacy of feedback), as well as investigation on innovative approaches (computers, group instruction). A creative technique applied in the early grades is invented spelling. Although popular and widely applied, its effectiveness remains unclear. Research is beginning to indicate that reading and spelling may be separable but related cognitive processes and that spelling ability involves two processing systems-phonological and lexical. Finally, experiencing incorrect spellings may be detrimental to spelling performance, and more research is needed on this issue.  相似文献   

5.
The present paper examines the relationship between the judge-rated and self-and spouse-reported parenting characteristics of the mothers and fathers of 83 Hyperkinetic/MBD boys, the rated self-esteem of these boys at referral, and their clinical response to CNS medication. Stepwise multiple regression analyses identified five predictors of Self-Esteem Deficits. The direction of the relationships is such that mothers of children with more severe Self-Esteem Deficits did not describe themselves as too strict, were rated higher in the direction of hostility, listed fewer self-reported shortcomings, and described their husbands as too demanding. Fathers of these lower self-esteem boys tended not to describe themselves as too demanding. The size of the multiple correlation indicates that 21% of the measured variation in Self-Esteem Deficits is accounted for by variation in these five significant parenting variables. The severity of Self-Esteem Deficits in these HK/MBD boys is also significantly correlated with the severity of Negative Affect, Aggressive Interpersonal Behavior, and Impulse Control Deficits, three variables which form a factor labelled Aggression. Another stepwise multiple regression analysis identified four predictors of initial response to CNS stimulant medication. The direction of the relationships is such that a more positive drug response is correlated with more inattention in the child, more self-reported mother short comings, more rated love than hostility in the father, and the mother not describing herself as too short-tempered. The size of the multiple correlation indicates that 19% of the measured variation in response to medication is accounted for by variation in these four significant symptom and parenting variables.  相似文献   

6.
This study determined the self-reported positive and negative physical, academic, and social effects of stimulant medication on middle/junior high school and high school students who have been diagnosed with AD/HD. The study also identified other students’ attitudes toward those diagnosed with AD/HD and receiving stimulant medication. Students in regular education classrooms, classrooms for students with an emotional disturbance, and classrooms for students with learning disabilities participated by filling out a questionnaire. A convenience sample of 925 students in Wisconsin and Minnesota participated in the study. Eighty-six of the students were taking stimulant medication for the treatment of AD/HD. Students did report experiencing side effects from the medication. The social and behavioural effects of the medication rather than the academic achievement enhancement effects appear to be the reasons for taking stimulant medication. Students not taking stimulant medication reported neither they nor teachers treated students taking stimulant medication differently.  相似文献   

7.
Children with attention deficit hyperactivity disorder (ADHD) were examined on four subtests of the Test of Everyday Attention for Children (TEA‐Ch) when on and off stimulant medication. Performance was assessed relative to 18 individually age‐matched controls. Children with ADHD performed significantly worse on TEA‐Ch measures when off compared to when on stimulant medication. This was found in both predominantly inattentive (n = 6) and combined inattentive and hyperactive‐impulsive (n = 12) subtypes. The age‐matched controls significantly improved with repeated testing on most TEA‐Ch measures. Significant differences were found between the unmedicated children with ADHD and age‐matched controls on sustained attention (Score! and Walk Don’t Walk) and attention control measures (Same and Opposite Worlds). When the ADHD group was on stimulant medication, with the exception of the Walk Don’t Walk subtest, no significant differences were found between them and the age‐matched controls. Unlike the TEA‐Ch subtests, the significant differences between the two groups on the Test of Word Reading Efficiency (TOWRE) subtests remained when attentional status was altered in the children with ADHD. The study supports further investigations of the TEA‐Ch as a measure sensitive to changes in stimulant medication in children with ADHD.  相似文献   

8.
This article reviews cognitive training studies that have been carried out with children with attention deficit-hyperactivity disorder (ADHD) during the past decade. The efficacy of cognitive training as a single intervention and as an adjunct to stimulant treatment is discussed. The impact of training on the cognitive, academic, and behavioral functioning of youngsters with ADHD is summarized. Although this treatment modality is inherently appealing, there is little empirical support for its clinical utility with children with hyperactivity.  相似文献   

9.
In an effort to define a future research agenda for gerontologically oriented cognitive training investigators, a number of issues crucial to the efficacy and utility of fluid (Gf) ability training with the aged are discussed. These issues involve (a) underlying mechanisms for fluid ability training, (b) individual differences in response to training, (c) practice effects in Gf performance, and (d) ecological validity. It is argued that these concerns have yet to be adequately understood as they bear on the modification of intellectual performance in elderly people and on the aging of intelligence.  相似文献   

10.
In many countries the question is posed — should school instruction be delivered in the pupils mother tongue (l1) or in another language (L2)? Cognitive problems may be aggravated or ameliorated by emotional or motivational tones. A frequently used strategy has been to impose the majority L2 on minority L1 speakers, sometimes with mass failure results. Even if L1 is acceptable, serious retardation in the development of literacy occurs when the initial instruction is delivered in L2. Even with strong positive motivation towards learning L2, literacy instruction in L2 still causes cognitive confusion. Less commonly initial literacy instruction is delivered in the pupils L1 even though the goal is literacy in L2. This avoids cognitive confusion, but if the L1 speakers have adopted negative attitudes to their own language the strategy does not survive. Rarer still is the strategy to deliver instruction part of the day in L1 and part in L2; little research evidence is available on this approach but indications are favorable.  相似文献   

11.
儿童社会退缩行为的原因与对策   总被引：1，自引：0，他引：1  
社会退缩作为儿童社会化研究的重要内容之一,也是儿童常常出现的问题,其不仅仅影响到儿童的社会化进程等问题,而且对儿童的健康成长也会造成深远的影响。影响儿童社会退缩行为的因素很多,不仅有内部的生理、认知模式等因素,还包括外部的亲子依恋关系、同伴关系等。针对上述问题目前主要采用行为矫正技术、游戏治疗与矫正和经验性矫正来改善儿童的社会化进程。  相似文献   

12.
A study on the perceptions of stimulant medications prescribed for children with attention‐deficit hyperactivity disorder (AD/HD) was conducted. Students, enrolled in introductory level psychology courses at a midwestern university participated voluntarily in the study (N= 36). After viewing a video that simulated the feelings a child with AD/HD experiences, participants were randomly assigned to two treatment groups. The popular information group read an article on AD/HD similar to that which is most often presented to the public. This article included personal testimonials and lacked a discussion of side effects and areas where the medications have not been demonstrated to be efficacious. The scientific information group read a page of information that was compiled from the scientific literature and included both the positive effects, side effects, and areas where the medication has not been demonstrated to be efficacious. All participants then completed a questionnaire regarding their perceptions of the efficacy of the medications. A second scale measured participants' likelihood of recommending the use of stimulant medications for children with suspected AD/HD. Two 2×2 between‐subjects ANOVA's were employed. There were main effects for the type of article that was read, but no main effects for gender of participant. No significant interactions were found. There were no differences found between the gender of participants and their perceptions of stimulant medications based on the reading material presented to them. However, the type of information presented to the participants did influence their view of the efficacy of stimulant medications. In addition, the type of reading material also influenced the participants' view of the safety and recommended use of stimulant medications prescribed for children with AD/HD. © 1999 John Wiley & Sons, Inc.  相似文献   

13.
One purpose of this study was to determine whether cognitive structure, assessed by psychometric measures of concept interrelatedness, can be developed when the students initially do not know what concept relationships exist and what they mean. The second purpose was to apply those measures to a learning situation that has produced a nonspecific transfer effect, i.e., the facilitative effect of concrete examples on learning abstract passages, to attempt to explain this effect more completely. Five groups of 20 students each read two prose passages and took recall and structure assessment tests on the second passage. Results (1) indicated that the nonspecific facilitative transfer effect was replicated and (2) offered some support for the contention that the cognitive structure which proximity measures assess can be trained to correspond to content structure, but that related recall remains low. With resolution of some of the methodological issues surrounding these measures, however, clearer explanation of transfer effects and assessment of higher order learning may be facilitated.  相似文献   

14.
This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access quickly in the last decade or two, but have not yet absorbed that expansion efficiently. Although the patterns in these indicators are observable in the first few years of schooling, they could constitute a cause of low learning outcomes at the end of primary school. The data show strong empirical relationships between an early primary enrollment bulge, low levels of pre-primary participation, and poor performance on early grade cognitive skills. This work does not attribute causal precedence to these patterns but instead argues that the indicators are reflections of each other, constituting a “knot” of issues undermining the foundations of the affected education systems. The article presents some of the cost implications and suggests that many countries are already paying for pre-primary education without realizing it.  相似文献   

15.
Controversy surrounding stimulant medication, particularly its effects on reading performance, continues to obscure the issue of the use of this drug in classroom situations. The present study emphasized careful differential diagnosis, double-blind and placebo approaches, and curriculum-based dependent measures to address these concerns. Methylphenidate was administered to two groups of boys, ages 8 through 11. The two groups included 27 subjects meeting criteria for attention deficit-hyperactivity disorder but not conduct disorder, known as hyperactive disorder (HD), and 28 subjects meeting criteria for both diagnostic categories, known as hyperactive-aggressive (HA). Only four subjects in each group met a discrepancy criterion for learning disabilities (LD). Methylphenidate was administered to both groups at three levels of dosage, along with baseline and placebo conditions. Dependent measures involved both reading recognition and reading comprehension, equivalent across all conditions. No significant results were found for the group with HD in either reading recognition or comprehension, due largely to unusual placebo reactions. Results were generally in the direction predicted for the group with HA, but only significantly so in reading comprehension, and no dose effect was found on this variable. Implications for reading as a dependent measure of medication effects are discussed.  相似文献   

16.
Access Courses After Ten Years: A Review   总被引：1，自引：0，他引：1  
In the 10 years since 1978 there has been an explosion of courses aimed at widening access to higher education. This paper reviews the development of those courses and the issues surrounding them. In general the courses developed in an ad hoc fashion determined at local level. However as the DES draws access provision into the centre of educational policy that local diversity may be threatened. If DES policy on widening access is to succeed then it will have to move beyond exhortation to face major policy issues such as the reallocation of resources: but if it does this then the initial emphasis of practitioners on directing resources at disadvantaged groups may itself be constrained. A coherent strategy is necessary if the original aims of access provision are to be realised.  相似文献   

17.
This study investigates how affective dispositions influencing students’ moral judgments can both shape their response to individual enjoyment from learning ethics (IE-LE) and predict their individual enjoyment from learning socio-scientific issues (IE-LSSI). Tenth-grade participants from southern Taiwan (n?=?770) responded to survey items that support four subscales: science classroom, news media, IE-LE and IE-LSSI. Structural equation modelling analyses of these subscales found them to be empirically separable, structurally reliable and valid for investigating how students’ affective and self-related cognitive responses can predict their self-evaluated state of IE-LE and IE-LSSI. Viewed from the impact contribution of science classroom and news media, learning enjoyment plays a pivotal role in igniting and sustaining students’ personal attention when discussing IE-LE and IE-LSSI in the classroom. The implication of this study is that by encouraging students to think ethically about issues of science and allowing them to investigate SSI-related issues from a variety of news media sources within the classroom context, teachers can provide opportunity for students to explore science issues that may be well connected to their personal enjoyment of ethics and sense of freedom to learn within a science-related classroom environment.  相似文献   

18.
This rejoinder discusses the issues raised by the three commentators of the target article. In agreement with Hunt, it is accepted that, as any overarching theory in any science, it does involve postulates about the mind that must be scrutinized by further research. However, its main postulates are well supported by the findings of specifically designed experiments. In response to Olson, it is maintained that this theory, as an integration of the standard models of the human mind in cognitive, psychometric, and differential psychology, deals better than its competitors with educationally important questions about what, how, and when to teach important knowledge. In fact, the mechanisms of specified understanding are refined enough to explicate what meaning making is possible at different ages. In agreement with Anderson, it is noted that the theory may direct curriculum developers how to develop the curriculum in different subjects and teachers colleges how to educate teachers so that learning in the classroom may become deeper, more stable, and transferable, thereby increasing the understanding and learning autonomy of students.  相似文献   

19.
Learning from web-based instructional systems and cognitive style   总被引：2，自引：0，他引：2  
Two of the principal issues, which have been addressed in assessments of the benefits of web‐based instructional systems, are firstly, whether the segmentation of information provided by the web structure aids users in apprehending the interrelationships between the units of information featured in the web. Secondly, whether providing the user with an overview of the web system assists in facilitating his/her learning. It is suggested in the present study that these two issues may be more effectively understood by a consideration of an individual's cognitive style. Fifty participants were assigned to one of two web‐based instructional systems featuring information on the subject of psychological ethics. The information in one of the web systems was segmented to a greater degree than the information in the other. Half the participants using each web system were given an overview of the system and half were not. After a given time using the system, participants were tested on the information from the web. The findings suggest that cognitive style and segmentation had an effect on performance, although the provision of the overview had little effect. The results are discussed in terms of a consideration of cognitive style in the design of web‐based instructional systems.  相似文献   

20.
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves. Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a valid formative assessment tool.  相似文献   

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