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1.
注意缺陷多动障碍儿童在社交方面存在显著困难,教育干预对其提高人际交往技能和社会适应性具有显著作用.该领域的研究主要集中在注意缺陷多动障碍儿童社交问题的家庭干预、群体干预、综合干预方面.后继研究应扩大研究对象的类型,进一步提高干预的可迁移性. 相似文献
2.
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
3.
《Australian Journal of Learning Difficulties》2013,18(1):22-24
Abstract As the number of children diagnosed with, and medicated for, Attention‐Deficit/Hyperactivity Disorder (ADHD) increases at an alarming rate there have been questions raised as to whether ADHD is really a disorder or merely a fabricated and socially constructed problems However, there is much evidence which shows that ADHD related difficulties have been observed in children for at least the past century. This paper will provide a detailed account of this evidence and will show that ADHD is a disorder which has affected our children form at least the past 100 years 相似文献
4.
儿童注意缺陷多动障碍研究现状与动向 总被引：8，自引：1，他引：8
儿童注意缺陷多动障碍是一种发展性的异常,是儿童期最为常见的最复杂的情绪与行为障碍之一。本文对儿童ADHD研究的热点即成因研究和干预研究的已有成果进行了归纳和总结,并分析了目前研究的趋势,以期为今后的研究提供一些科学的参考。 相似文献
5.
Cognitive event-related potentials in attention deficit disorder 总被引：3，自引：0，他引：3
R Klorman 《Journal of learning disabilities》1991,24(3):130-140
Cognitive event-related potentials (ERPs) have been used to aid in the interpretation of findings that children with Attention Deficit Disorder (ADD) make more errors and react more slowly than nondisabled controls in tests of sustained attention. Coincident with their abnormally poor performance, children with ADD have smaller late positive components of the ERP (especially a wave known as P3b) than their peers with psychiatric diagnoses. Notably, stimulant administration improves the performance of children with ADD and enlarges the amplitude of the late positive waves of their ERPs. These findings are interpreted as reflecting reduced capacity allocation, which, in turn, is increased by stimulant medications. Research on memory scanning suggests that children with ADD are deficient in energetic aspects of information processes and that their excessive slowness in reaction time tests involves stages following memory search and decision, that is, motor processes. The same factors seem to be involved in the amelioration of performance by stimulants, which speed up motor responses but do not affect the latency of P3b. Research on ERPs during selective attention also points to possible disturbances in this aspect of processing, but further research in this area is needed. 相似文献
6.
回顾了国内外关于学校开展儿童注意缺陷多动障碍(简称ADHD)干预的研究,对ADHD的治疗和干预研究现状以及学校开展干预的措施进行了总结,其中包括单项干预措施和综合干预措施。最后作出结论,相对其他ADHD干预,学校干预对于改善ADHD学生的人际交往以及提高其学业成绩更具有优势。 相似文献
7.
As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged
to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity
Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his
reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a
sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations
to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced
suggests that the use of this device is worth serious consideration and research in similar contexts. 相似文献
8.
ABSTRACTIn this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment. 相似文献
9.
The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard instructions or with facilitation (a guide scheme), preceded by a brief training on how to use the facilitation. Results show that both groups drew benefit from the guide scheme. Despite the fact that differences between groups were maintained after the training for the case of spelling errors, the poorer performance of ADHD children vanished. It is concluded that ADHD children have poor expressive writing skills, but this can be improved through the help of a guide scheme preceded by brief training. 相似文献
10.
Developmental and clinical differences in children's on-line understanding of ongoing social events were examined. Boys with (n = 38) and without (n = 41) Attention Deficit Hyperactivity Disorder (ADHD) were compared. Prior social schemes and integrative processes were hypothesized to influence children's representation of incoming social cues. Younger children and children with ADHD were expected to differ from older children and children without ADHD, respectively, in what they encoded and how they organized the encoded information. Differences in on-line representation were postulated to underlie differences in children's recall and social reasoning. Children's prior social schemes, looking time and on-line verbal protocols, recall, and social reasoning were assessed. Younger boys and ADHD boys showed less integrated on-line representations, accounting for poorer recall and reasoning. 相似文献
11.
Laurie E. Cutting Amy M. Clements Andrea D. Lightman Pamula D. Yerby‐Hammack Martha Bridge Denckla 《Learning disabilities research & practice》2004,19(3):155-165
The cognitive profiles of children with Neurofibromatosis Type 1 (NF‐1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30–65 percent of children with NF‐1 have learning disabilities; most commonly, they have language and reading disabilities, along with motor, visuomotor, and visuospatial deficits. Similar to learning disabilities in the general population, approximately 50 percent of children with NF‐1 have Attention Deficit Hyperactivity Disorder (ADHD). In this article, the genetic and physical characteristics, the diagnostic criteria of NF‐1, and the cognitive profile of children with NF‐1 (including relationships between neurological abnormalities and cognition) are reviewed. Additionally, the types of educational interventions that would be indicated for children with NF‐1 are discussed. 相似文献
12.
13.
The aim of this study was to measure the rates of Attention Deficit Hyperactivity Disorder (ADHD), and behavioural and emotional problems in children attending Behavioural Support Units (BSUs), as rated by teachers. Children (N=45) were selected from two Behavioural Support Units (primary and secondary education). Teachers completed the Strengths and Difficulties Questionnaire (SDQ) and the ADHD Rating Scale. The levels of hyperactivity and emotional problems were high among primary school age children. Children attending primary school age BSUs had significantly higher hyperactivity and emotional scores than their older counterparts. The findings are discussed in relation to the literature on ADHD and other mental health problems in children. The implications for the provision of services for children excluded from mainstream education are also discussed. 相似文献
14.
Maurice Place Jo Wilson Elaine Martin & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163
The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils. 相似文献
15.
Conduct Disorder (CD) research is focusing on complex issues introduced by comorbidity because of its widespread existence, thoeretical importance and practical significance. This review provides critical examination of research published during the past ten years addressing CD and its comorbid conditions, specifically Attention‐Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and internalizing disorders. It is concluded that comorbidity varies with age, gender, informant, diagnostic criteria, and nature of the sample (clinical vs. epidemiological). Implications of comorbidity for etiology, diagnosis, treatment, law, and policy and preventive efforts in work with children and adolescents with CD are offered for school psychologists. © 1999 John Wiley & Sons, Inc. 相似文献
16.
Lori Glaeser 《Education and Information Technologies》2016,21(5):1243-1247
Barbara Albers Hill markets the book, Breaking Through: Using Educational Technology for Children with Special Needs, as a tool providing assistance with use of educational technology as it relates to children with special needs. The mention of specific special needs, such as children with Autism and Attention Deficit Hyperactivity Disorder (ADHD), leads readers to believe the book will provide detailed information on how educational technology will assist a child according to each specific need. Hill organizes the book in two parts. The first part provides an overview of tablet technology and how to use it to enhance learning for children with special needs. Part two of the book provides the reader with information that will assist a consumer with purchasing the right tablet for the special need. Upon review of the content, the book is less about detail and more about a shopping guide for the consumer as to the best tablet to select for children with special needs. 相似文献
17.
Anna Maria Re Cesare Cornoldi 《European Journal of Psychology of Education - EJPE》2010,25(3):315-323
A large body of evidence shows that many of the academic difficulties Attention Deficit Hyperactivity Disorder (ADHD) children
have may be related to their problems in executive control. However, the particular case of expressive writing has not been
deeply explored. The present study examines the typical school exercise of writing a letter. Participants were 33 third, fourth,
and fifth graders referred by teachers for the presence of ADHD symptoms plus 33 controls. The task consisted of describing
an aspect of their life in the form of a letter. Texts of ADHD children were poorer than those of the controls for structure,
vocabulary, grammar, length, and accuracy. Furthermore, the difference persisted even when a guide was used to support the
writing task. However, the two groups were not significantly different in a metacognitive test measuring knowledge on critical
factors affecting expressive writing. Results show that ADHD children may encounter severe difficulties in expressive writing
that are not due to differences in knowledge about how to write. Educational implications are discussed. 相似文献
18.
This study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention‐Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third‐grade students, including four students diagnosed with ADHD, to use self‐management and peer‐monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self‐monitoring/group contingency intervention substantially decreased inappropriate talking‐out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
19.
Attention Deficit Hyperactivity Disorder (ADHD) has risen rapidly to public and professional prominence in the UK in recent years. In this paper, we explore some issues that emerge from an analysis of newspaper articles on ADHD and look at the discourses that are constructed discourses which contribute to defining what ADHD is, through argument and counter-argument. We contextualize these arguments in a developing consumerism and the changing relationships between the public and experts. 相似文献
20.
《Support for Learning》2004,19(3):148-151
Learning Through Touch – Supporting children with visual impairment and additional difficulties Mike McLinden and Stephen McCall Wild Child: How you can help your child with Attention Deficit Disorder (ADD) and other behavioral disorders Don Mordasini Special Needs Assessment Profile Charles Weedon and Gavin Reid All Change. Transition into adult life – a resource for young people with learning difficulties, family carers and professionals Robina Mallett, Margaret Power and Pauline Heslop Activities for Children with Mathematical Learning Difficulties Mel Lever Manual for Testing and Teaching English Spelling Claire Jamieson and Juliet Jamieson 相似文献