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1.
Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management. 相似文献
2.
A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder 
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下载免费PDF全文 Linda A. Reddy Timothy J. Cleary Alexander Alperin Arielle Verdesco 《Psychology in the schools》2018,55(6):609-628
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice. 相似文献
3.
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
4.
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
5.
John E. Lochman Louise B. Lampron Thomas C. Gemmer Steve R. Harris Geoffrey M. Wyckoff 《Psychology in the schools》1989,26(2):179-188
This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive-behavioral and social problem-solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem-solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive-aggressive off-task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects. 相似文献
6.
Paul Cooper 《Emotional and Behavioural Difficulties》2013,18(1):5-6
An increasing number of children and young people are being excluded from school as a direct result of anger management problems. The research literature suggests that short cognitive‐behavioural intervention programmes may be effective in helping young people understand and control their anger. The aim of the current study was to evaluate the effectiveness of a short cognitive‐behavioural anger management intervention in reducing problem behaviours in school, and to identify factors that may facilitate or impede participant progress on such a programme. The sample comprised 12 young people (mean age 14y 2m) referred for anger problems in an inner‐city school in the north‐west of England. A phase change (baseline, intervention, follow‐up) design was implemented to measure changes in problem behaviours using the Revised Rutter Scale for Teachers. This was augmented by qualitative data gathered in interviews and non‐participant observations. Significant improvements in behaviour were observed as a result of the intervention, although for some domains this was not maintained at four‐week follow‐up. Analysis of qualitative data revealed a number of issues that might impact on the success of an intervention, including notions of power in the classroom, treatment readiness, and the importance of sharing thoughts, feelings and experiences with others. Despite limitations inherent in the research design, the intervention was deemed a success. However, our findings show the need for researchers and practitioners alike to ‘look beyond the child’ when hypothesising about the causes of anger problems in educational contexts. 相似文献
7.
Epilepsy is the most common neurological disorder in childhood and can have a significant impact on a child's schooling. Children with epilepsy may have special educational needs due to having learning disability, specific learning difficulties, specific cognitive deficits or having symptoms associated with ASD, ADHD, depression or anxiety. These difficulties are often under‐recognised due to the emphasis placed on the management of seizures. The effects of seizures and side‐effects of anti‐epileptic medications (AEDs) can also influence classroom learning. The significant stigma associated with epilepsy can influence attitudes towards affected children and impact on self‐esteem. Interventions to support children with epilepsy should focus on epilepsy management, learning and behavioural interventions and whole‐school psychosocial interventions. Epilepsy is a spectrum condition and for some children the effects on schooling will be minimal but for others significant supports will be needed. Therefore, an individualised approach within the school environment and close collaboration between teachers, parents and medical professionals are essential in order to meet the children's needs. 相似文献
8.
Estefanía Estvez Lpez Juan Herrero Olaizola Beln Martínez Ferrer Gonzalo Musitu Ochoa 《Psychology in the schools》2006,43(3):387-400
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self‐esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self‐esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 387–400, 2006. 相似文献
9.
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
10.
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
11.
Cognitive social learning mediators of aggression 总被引：4，自引：1，他引：4
This research explored links between aggression in elementary school children and 2 classes of social cognitions that might influence children's decisions about whether to behave aggressively. Aggressive and nonaggressive children (mean age 11.3 years) responded to 2 questionnaires. One questionnaire measured children's perceptions of their abilities to perform aggression and related behaviors (perceptions of self-efficacy), and the other measured children's beliefs about the reinforcing and punishing consequences of aggression (response-outcome expectancies). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform aggression and more difficult to inhibit aggressive impulses. Aggressive children also were more confident that aggression would produce tangible rewards and would reduce aversive treatment by others. There were negligible sex differences in perceived self-efficacy for aggression but large sex differences in anticipated social and personal consequences for aggression, with girls expecting aggression to cause more suffering in the victim and to be punished more severely by the peer group and by the self. It was concluded that children's knowledge of their capabilities and children's knowledge of the consequences of their actions are factors that need to be taken into account by cognitive models of aggression. 相似文献
12.
Gretchen B. LeFever Margaret S. Villers Ardythe L. Morrow E. Sidney Vaughn 《Psychology in the schools》2002,39(1):63-71
An Erratum has been published for this article in Psychology in the Schools 42(2) 2005, 227 [ ]. This research utilized parent report to examine the prevalence of attention deficit hyperactivity disorder (ADHD), related treatment, and associated educational outcomes among elementary school children in southeastern Virginia. In a representative sample of elementary school children, 17% had been diagnosed with ADHD. The majority of diagnosed children had been medicated for ADHD (84%). More than one third of students taking medication had received no other interventions for ADHD. Over half of the diagnosed students received behavioral therapy and almost half received a combination of medical and behavioral interventions. Children diagnosed with ADHD were 3 to 7 times ( p values < 0.001) more likely than other children to receive special education, be expelled or suspended, and repeat a grade. Based on parental opinion, children diagnosed with ADHD are at high risk for school failure. Results are discussed in terms of distinctions between clinical efficacy/effectiveness and schoolwide and public health interventions implemented in the study region. © 2002 John Wiley & Sons, Inc. 相似文献
13.
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
14.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist. 相似文献
15.
The purpose of the present study was to compare various cognitive treatment approaches for ameliorating the difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy. Differential training techniques comparing training in attention to inhibitory control indicated that a combination of attentional and inhibitory control strategies was most efficacious in enhancing cognitive performance of these children. The findings from the present research further were interpreted to support the hypothesis suggesting that problems with impulse control and attention occur concurrently in hyperkinetic children, although remediation in attentional deploying strategies is necessary for enhancing cognitive performance of these children. The results from this study further indicated that training hyperkinetic children solely in inhibitory control simply is not sufficient for enhancing cognitive performance. 相似文献
16.
This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically. 相似文献
17.
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
18.
Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified ( n = 624 9–12-year-olds). Social information-processing patterns were assessed in these groups by presenting hypothetical vignettes to subjects. 3 hypotheses were tested: (1) only the reactive-aggressive children would demonstrate hostile biases in their attributions of peers' intentions in provocation situations (because such biases are known to lead to reactive anger); (2) only proactive-aggressive children would evaluate aggression and its consequences in relatively positive ways (because proactive aggression is motivated by its expected external outcomes); and (3) proactive-aggressive children would select instrumental social goals rather than relational goals more often than nonaggressive children. All 3 hypotheses were at least partially supported. 相似文献
19.
This study explored peer victimization in 9‐ to 14‐year‐old children with and without Attention‐Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self‐reported victimization by peers and parent‐ and teacher‐reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of ADHD symptoms predicted self‐reported victimization by peers. Neither parent‐rated anxious‐shy behaviors nor parent‐ and teacher‐rated social skills predicted victimization by peers over and above ADHD symptoms. Parent ratings of oppositional behavior mediated the relationship between ADHD symptoms and parent‐ and teacher‐rated bullying. © 2008 Wiley Periodicals, Inc. 相似文献
20.
Julie A. Hubbard 《Child development》2001,72(5):1426-1438
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls. 相似文献