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1.
Neil Humphrey 《British Journal of Special Education》2009,36(1):19-25
Around 80% of pupils with attention deficit disorders are educated in mainstream schools. The difficulties relating to inattention, impulsivity and hyperactivity experienced by such pupils present mainstream educators with a unique set of challenges and opportunities. In this article, Neil Humphrey, Senior Lecturer in the Psychology of Education at the University of Manchester, presents and discusses key evidence-based strategies and approaches to facilitate the inclusion of pupils affected by attention deficit/hyperactivity disorder (AD/HD). These include the need to reframe AD/HD, to understand the role of medication, to minimise distractions, to provide predictability, structure and routine, and to apply cognitive and behavioural strategies. 相似文献
2.
Childhood epilepsy is the most common paediatric neurological disorder. It is a condition with a well-documented association with cognitive, behavioural and emotional difficulties. Children with epilepsy are at increased risk of global and specific cognitive impairments. They are also at increased risk for symptoms associated with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), depression and anxiety. The cognitive, behavioural and emotional difficulties associated with childhood epilepsy are often overshadowed by the need to treat epileptic seizures. Psychologists working in schools can provide valuable insight into the cognitive, behavioural and emotional issues faced by children with epilepsy through appropriate assessment and the recommendation of interventions which will lessen the impact of such difficulties. Educational psychologists can also help the children’s families cope with a condition with challenging psychosocial implications and provide a valuable link between school staff and supporting health professionals. 相似文献
3.
Conduct Problems Prevention Research Group 《Child development》2011,82(1):331-345
The impact of the Fast Track intervention on externalizing disorders across childhood was examined. Eight hundred-ninety-one early-starting children (69% male; 51% African American) were randomly assigned by matched sets of schools to intervention or control conditions. The 10-year intervention addressed parent behavior-management, child social cognitive skills, reading, home visiting, mentoring, and classroom curricula. Outcomes included psychiatric diagnoses after grades 3, 6, 9, and 12 for conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder, and any externalizing disorder. Significant interaction effects between intervention and initial risk level indicated that intervention prevented the lifetime prevalence of all diagnoses, but only among those at highest initial risk, suggesting that targeted intervention can prevent externalizing disorders to promote the raising of healthy children. 相似文献
4.
The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-deficit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children’s behaviour and revealed a number of strategies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari’s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The findings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education. 相似文献
5.
Elizabeth Cassidy Anthony James & Luci Wiggs 《British Journal of Special Education》2001,28(4):167-173
The research presented in this article suggests that young people attending schools for pupils with emotional and behavioural difficulties are more likely to experience concurrent psychiatric disorders (comorbidity) than their peers in mainstream schools. Dr Cassidy (Consultant in Child and Adolescent Psychiatry), Dr James (Consultant and Honorary Senior Lecturer in Child and Adolescent Psychiatry) and Dr Wiggs (Research Psychologist) used questionnaires and interviews with parents and teachers, together with pupil self-reporting, to gather their data. The two-stage investigation suggested that 89% of the adolescents in one school for pupils with EBD met established criteria for the diagnosis of a psychiatric disorder. Conduct disorder and attention deficit hyperactivity disorder (ADHD) emerged as the most common psychiatric difficulties, but emotional disorders were also prominent in the data. These untreated problems are likely to have significant long-term implications for the psychological and educational development of the pupils concerned, and the authors speculate on some of the ways in which psychiatric and education services might work together in order to improve the outlook. 相似文献
6.
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
7.
A large body of experimental animal research on the neurotoxic effects of certain environmental chemicals provides evidence of a cascade of neurobehavioural effects including learning deficits, hyperactivity, anxiety, depression, lack of motivation, increased aggressiveness, altered maternal care and bonding, and an over‐reaction to small stressors. For a number of years, scientific meetings and reports have recommended that assessing risk in chemical safety evaluations should include tests for developmental neurotoxicity (DNT) to uncover the potential of chemical substances to affect the developing brain. However, DNT testing has been required only in rare circumstances, and for some classes of neurotoxic pesticides. The role of developmental neurotoxicants as causative or contributory factors in children’s learning and behavioural disorders warrants more attention in both research and policy. 相似文献
8.
This paper presents an anthropocentric approach in human – machine interaction in the area of self-regulated e-learning. In an attempt to enhance communication mediated through computers for pedagogical use we propose the incorporation of an intelligent emotional agent that is represented by a synthetic character with multimedia capabilities, modelled to imitate human behaviour. The agent is aiming to provide cognitive support to users with learning difficulties and attention disorders and is designed to accommodate self regulated learning elements. We review the basic principles of self regulated learning which, in turn, act as a basis for designing and implementing our system. Kolb’s learning cycle is used to provide a framework upon which agents’ pedagogical behaviour is constructed. A study between 24 students from higher education with learning difficulties and attention disorders is presented. The learning particularities of this special group that contradict with the principles of self regulated learning are reported. The study refers to students in higher education, in the domain of information technology. The analysis of results indicates that emotional agents improve communication between users of the particular learning group and learning environments by providing cognitive support through behavioural communication, compared to agents with neutral behaviour. 相似文献
9.
Linda O'Neill Francis Guenette Andrew Kitchenham 《British Journal of Special Education》2010,37(4):190-197
Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot. 相似文献
10.
The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits. 相似文献
11.
An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important. 相似文献
12.
注意缺陷多动障碍(ADHD)是一种常见的儿童行为障碍,主要表现为注意力分散、活动过多和冲动行为。本文基于家庭动力学理论,对ADHD的病因、治疗和干预研究现状以及家庭开展的干预措施进行总结,为今后注意缺陷多动障碍儿童在家庭治疗和干预方面提供依据。 相似文献
13.
Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
14.
H Abikoff 《Journal of learning disabilities》1991,24(4):205-209
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
15.
Debbie Gooch Claire Sears Harriet Maydew George Vamvakas Courtenay F. Norbury 《Child development》2019,90(5):e565-e583
The causal role of speed of processing (SOP) in developmental language disorder (DLD) is unclear given that SOP has been implicated in other neurodevelopmental disorders such as attention-deficit/hyperactivity disorder. This study investigated associations between SOP, language, and inattention/hyperactivity in a U.K. epidemiological cohort (N = 528). Monolingual children from a range of socioeconomic backgrounds were assessed longitudinally; at ages 5–6 (2012/2013) and 7–8 years (2014/2015). Persistent weaknesses in SOP characterized children with DLD but did not predict language longitudinally. Ratings of inattention/hyperactivity moderated the association between SOP and language, indicating that SOP deficits are particularly detrimental for language when coupled with poor attention/hyperactivity. SOP may be a shared risk factor for DLD and inattention/hyperactivity or a general marker of neurodevelopmental disorder. 相似文献
16.
梁天夏 《南昌教育学院学报》2012,27(3):151-152
图式理论,作为联系学习者本身与知识的认知概念在我国英语教学得到广泛的关注和运用。本文以英美文化课程的一单元为例,阐述图式理论在提高学习者对于文化知识理解力的优点,从教学设计和效果方面说明其可行性和必要性。 相似文献
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18.
The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight. 相似文献
19.
Timo Ahonen Arja Luotoniemi Katri Nokelainen Anne Savelius Sirkka Tasola 《欧洲特需教育杂志》2013,28(2):168-181
ABSTRACT Children (N = 3) with attention‐deficit hyperactivity disorders were trained by using a multimodal programme, which comprised three types of intervention: children's individual and group‐based cognitive training, parent training and classroom intervention. The study was done using the experimental single‐case design. Baseline and progress were evaluated by classroom observations, questionnaires and rating scales. Results concerning the two children who were able to finish the programme were promising. Progress was seen in both classroom observations and parent and teacher ratings. Results are discussed and considered from the transactional point of view and some ideas about developing this kind of multimodal programme are given. 相似文献
20.
高培霞 《首都师范大学学报(社会科学版)》2006,(2):115-119
自我关注是个体在认知过程中,注意的中心转向自己的心理现象,由此引起认知、行为和情感的变化。本文从自我关注与情绪的关系研究入手,对自我关注在精神病理性情绪失调中的作用、自我关注对情绪强度的影响和情绪对自我关注的影响等领域的研究进展作一回顾,并对今后的研究方向提出了自己的看法。 相似文献