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1.
Erik G. Willcutt Rebecca S. Betjemann Sally J. Wadsworth Stefan Samuelsson Robin Corley John C. DeFries Brian Byrne Bruce F. Pennington Richard K. Olson 《Reading and writing》2007,20(1-2):103-125
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity
disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors
prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed
an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses
revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas
hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin
analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable
to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is
needed to test alternative causal models in children younger than five years old, these results are most consistent with the
hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences. 相似文献
2.
Divergent thinking and problem-solving performance of 382 fourth, fifth, and sixth graders from two suburban, middle-class elementary schools was predicted from teachers' ratings of students' affective/behavioral characteristics and from standard intelligence and achievement test scores. Median Rs were. 61 and. 38, for full-model (ratings plus cognitive measures) and reduced-model (only ratings) predictions, respectively. Results across schools and sexes were similar, with teachers' ratings of sensitivity to beauty, risk taking, awareness of impulses and openness to the irrational, and sense of humor the most frequent significant predictors in addition to the standardized measures. The usefulness of affective/behavioral plus cognitive measures in creative thinking identification procedures is discussed. 相似文献
3.
The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving. 相似文献
4.
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement. 相似文献
5.
LeAdelle Phelps 《Psychology in the schools》1996,33(1):5-12
The Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) is a nationally standardized instrument designed to assess memory and learning skills in children and adolescents. This study assessed the relationship of WRAML scores to WISC-III and WJ-R results in three groups: (a) LD children with reading difficulties, (b) ADHD children, and (c) nonhandicapped referred children. Total sample size was 120. Discriminant function analysis demonstrated that the WRAML provided little distinguishing information for ADHD and LD children. Likewise, the usefulness of the Learning subtests is questionable. It is suggested that inclusion of working memory tasks that require reconfiguration of material, problem solving, and more complexity may be more beneficial in identifying processing weaknesses with suspected ADHD and LD youngsters. © 1996 John Wiley & Sons, Inc. 相似文献
6.
Several forms of assessment tools, including behavioral rating scales and objective tests such as the Continuous Performance Test (CPT), can be used to measure inattentive and hyperactive/impulsive behaviors associated with Attention-Deficit/Hyperactivity Disorder (ADHD). However, research with school-age children has shown that the correlations between parent ratings, teacher ratings, and scores on objective measures of ADHD-characteristic behaviors are modest at best. In this study, we examined the relations between parent and teacher ratings of ADHD and CPT scores in a sample of 65 preschoolers ranging from 50 to 72 months of age. No significant associations between teacher and parent ratings of ADHD were found. Parent-ratings of both inattention and hyperactivity/impulsivity accounted for variance in CPT omission errors but not CPT commission errors. Teacher ratings showed evidence of convergent and discriminant validity when entered simultaneously in a hierarchical regression. These tools may be measuring different aspects of inattention and hyperactivity/impulsivity. 相似文献
7.
Jean Elbert 《Annals of dyslexia》1993,43(1):26-43
The purpose of this study was to investigate the occurrence and severity of reading, spelling, and written language impairment
in children clinically referred for Attention Deficit Hyperactivity Disorder (ADHD). Specific questions involved 1) whether
ADD subgroups with and without hyperactivity differ in reading, spelling, and written language achievement, 2) whether age
and gender interact with ADD sub-group class to affect reading/written language achievement, and 3) whether prevalence of
impaired reading/written language in these subgroups is consistent with previous reports in heterogeneous samples. Subjects
were 115 ADD children aged 6-12 who were subclassified as ADD + H(72 percent) and ADD - H(28 percent) by objective teacher
ratings. Dependent measures included tests of single word recognition and vocabulary, word attack, contextual comprehension,
written spelling, written sentence construction, and writing fluency, in addition to a structured behavioral observation,
during which aspects of inattention and motor activity were coded. A large fraction of this sample met public school LD criteria
(54 percent), and achievement on most measures was globally poorer than the respective test normative groups. The ADD + H
subgroup showed significantly poorer word attack skills, while the subgroups did not significantly differ from each other
on other reading/written language measures. However, 17 percent of the total ADD sample were ≥ 1.5 SD below the mean in total
reading achievement, and 29 percent were ≥ 1.5 SD below the mean on measures of written spelling/language. Gender X age interactions,
indicating poorer performance in the middle age group of females, were likely related to lower IQ. 相似文献
8.
《Journal of College Student Psychotherapy》2013,27(3):182-200
Traditionally diagnosed in children, attention-deficit/hyperactivity disorder (ADHD) is now regarded as a life span condition. The academic difficulties experienced by children and adolescents with ADHD have been observed to continue into young adulthood. Treatment outcome studies demonstrate that behavioral and pharmacotherapeutic interventions can be beneficial in improving ADHD symptoms such as inattention, and so facilitate academic performance in young adults with ADHD. This review discusses how ADHD leads to academic underperformance, the warning signs of undiagnosed ADHD, and the potential impact interventions can have on adult academic impairment. 相似文献
9.
Irene M. Loe Maria D. Balestrino Randall A. Phelps Marcia Kurs‐Lasky Diego Chaves‐Gnecco Jack L. Paradise Heidi M. Feldman 《Child development》2008,79(6):1853-1868
In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder. 相似文献
10.
A study was conducted of the written language skills of a representative sample of 69 adolescents with severe and profound hearing losses, using both a standardized language sample (TOWL-2) and a letter. The overall results confirmed the generally low levels of performance typically found in this population and the existence of a developmental plateau. Nevertheless, performance levels were not uniformly low. The sample scored relatively high on measures of orthographic conventions and on semantics, but considerably lower on use of grammar. While females scored higher than males, and students in Auditory/Oral (A/O) programs scored higher than those in Total Communication (TC) programs, the profile of scores did not vary by group. In general, the letter elicited higher levels of performance than the standardized sample, although the latter elicited more grammatically complex writing. Factor analysis indicated that the various measures derived from the two samples were associated more strongly by genre than by levels of language form. 相似文献
11.
The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs. 相似文献
12.
Primary school teachers rated the frequency of occurrence of 65 reading-related behavioral characteristics of Grade 1 to Grade
6 Chinese school children in Hong Kong. An item factor analysis based on ratings on 554 students yielded two major dimensions
of behavioral characteristics on reading and writing problems, and sequencing and spatial difficulties. In predicting the
literacy and cognitive skills of a separate sample of 184 school children, gender, age, and the two empirical scales developed
on the basis of factor analysis were used as predictors in regression analyses. The findings indicated that reading and writing
problems emerged as the most predominant predictor of various literacy and cognitive deficits. The two mean scores of behavioral
characteristics for children with dyslexia were significantly elevated as compared with those for children without dyslexia.
Implications of the findings for screening dyslexia and predicting specific cognitive deficits using classroom-based behavior
checklists are discussed. 相似文献
13.
Hale JB Reddy LA Semrud-Clikeman M Hain LA Whitaker J Morley J Lawrence K Smith A Jones N 《Journal of learning disabilities》2011,44(2):196-212
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. 相似文献
14.
Thomas P. Gumpel 《Psychology in the schools》2007,44(4):351-372
We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self‐management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self‐monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351–372, 2007. 相似文献
15.
Nicolson and Fawcett (1990) demonstrated specifically impaired balancing performance of children with dyslexia when balancing had to be done simultaneously with a secondary task. This finding was taken as evidence for a general automatization deficit of children with dyslexia. We attempted to replicate this finding with German children with dyslexia, whose characteristic reading difficulty is a fluency problem quite in correspondence with the automatization deficit explanation. Because we were concerned about a potential confound between dyslexia and attention-deficit/hyperactivity disorder (ADHD), we also collected teacher ratings on ADHD symptoms. We found that poor dual-task balancing was limited to children with higher ADHD ratings and that children with dyslexia without higher ADHD ratings performed as well on dual-task balancing as age-matched control children. This finding supports the aforementioned confound. Together with other findings from our research group, it supports the position that, even in consistent orthographies, difficulties in learning to read are caused by a specific phonological deficit. 相似文献
16.
This study focuses on an issue of recent policy significance—the need to aid teachers in successfully identifying why children struggle to acquire literacy. This study (a) asked K–1 teachers to nominate students that they believed to be at risk for literacy difficulties and to provide reasons for their concern, (b) examined how these reasons relate to teachers' broader conceptions of literacy, and (c) investigated whether teachers' initial reasons and checklist-guided ratings align with concurrently administered standardized assessments. Results revealed that teachers have a wide array of initial concerns for students. There was some discordance between teachers's specific reasons for concern and their broader conceptions of early literacy. Comparison of student performance on standardized measures with teacher rationale also revealed discordance. Specific guidelines to teachers on use of a literacy checklist increased concordance between subsequent teacher ratings and standardized measures in some reading-related skills but not others. Implications for the use of multiple sources of evidence for student performance, as well as professional development, are discussed. 相似文献
17.
The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties. 相似文献
18.
Gifted children and adolescents can display behavioral characteristics similar to those exhibited by children and adolescents who have been diagnosed with attention-deficit hyperactivity disorder (ADHD), leading to potential issues with misdiagnosis. The overlapping characteristics between giftedness and ADHD are often seen as anecdotal or to only exist in theory, such as that explained by Dabrowski's theory of positive disintegration and his notion of overexcitabilities. There is a paucity of empirical data to support this perceived relationship between ADHD and overexcitabilities. This study provides empirical support for a relationship between ADHD and overexcitabilities within a sample of gifted adolescents. Implications are discussed. 相似文献
19.
Translating relationship boundaries conceptualizations to the study of sibling relationships, this study examined the utility of sibling enmeshment and disengagement in predicting child adjustment difficulties in a sample of 282 mothers and adolescents (mean age = 12.7 years). Mothers completed a semistructured interview at the first measurement occasion to assess sibling interaction patterns. Adolescents, mothers, and teachers reported on children’s adjustment problems across 2 annual waves of assessment. Supporting the incremental utility of a boundary conceptualization of sibling relationships, results of latent difference score analyses indicated that coder ratings of sibling enmeshment and disengagement uniquely predicted greater adolescent adjustment difficulties even after taking into account standard indices of sibling relationship quality (i.e., warmth and conflict) and sibling structural characteristics (e.g., sex). 相似文献