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1.
This research investigates the peer-related social functioning of 291 children (185 males, 106 females), aged from 8 years to 17 years and 8 months diagnosed with varying Attention-Deficit/Hyperactivity Disorder (ADHD) subtypes (i.e., Predominantly Inattentive m I, Combined m C) with and without comorbid learning disabilities (LD). All were administered the Interpersonal Relationships Questionnaire which is comprised of six reliable and valid measures: Social Desirability, Interpersonal Difficulties, Social Self-Concept, Social Self-Confidence, Preference for Solitude, and Social Interaction Anxiety. Results revealed that neither Gender, Age, nor Social Desirability were significantly associated with children's self-reports. Pearson correlations demonstrated that the strength and magnitude of associations between self-reports of interpersonal relationships varied according to group status. With the exception of Preference for Solitude, analyses of variance revealed significant differences in self-reports by group, as related to the presence or absence of LD, particularly for the ADHD-C+LD compared to the ADHD-I+LD group. Psychoeducational and clinical implications for understanding the functional and discriminant significance of social impairment among children with varying ADHD subtypes with comorbid LD are discussed in light of these research findings.  相似文献   

2.
The present study examined how vulnerability and protective factors at the individual level (child’s disabilities; patterns of attachment), and at the family level (fathers’/mothers’ affect), help explain differences in socioemotional and behavioural adjustment among children aged 8–12 years with comorbid learning disability (LD) and attention deficit hyperactivity disorder (ADHD) or with typical development. Participants were 118 father–mother–child triads: 59 couples and children with comorbid LD/ADHD and 59 couples with typically developing children. Preliminary analyses indicated significant group differences on all children’s measures and on fathers’ and mothers’ affect measures. As hypothesised, findings showed the contribution of parents’ positive and negative affect to children’s adjustment, with differences for fathers’ versus mothers’ affect. Discussion focuses on understanding the unique value of fathers’ and mothers’ affect on children’s well‐adjusted functioning.  相似文献   

3.
Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self-regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self-regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self-regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio-emotional problems such as ADHD. Results also suggest that a focus on self-regulation skills in educational programs has the potential to improve socio-relational outcomes for all children with socio-emotional difficulties.  相似文献   

4.
Some researchers suggest that having a learning disability (LD) may act as a risk factor, increasing the likelihood that adolescents experience more negative outcomes in many areas of their lives. However, researchers have yet to examine in one study how having LD with and without attention deficit hyperactivity disorder (ADHD) is related to a comprehensive set of psychosocial variables across a diverse set of domains (e.g., peer, family, school, intrapersonal). The purpose of the present study was to address that limitation by comparing the perceptions of adolescents with LD (N= 230), with comorbid LD/ADHD (N= 92), and without LD or ADHD (N= 322) regarding their academic orientation, temperament, well‐being, loneliness, parental relationships, victimization, activities, and friendships. Results are consistent with the hypothesis that LD may indeed act as a risk factor increasing the likelihood of more negative outcomes. The results also indicate that for some psychosocial variables this likelihood may be increased in adolescents with comorbid LD/ADHD. The findings have important implications for stakeholders concerned about supporting adolescents with LD with and without comorbid ADHD.  相似文献   

5.
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   

6.
This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a clinical diagnosis of ADHD-combined subtype (ADHD/C), to 24 children with ADHD/C with a comorbid diagnosis of LD (ADHD/C+LD), and to 102 participants without disabilities, all between ages 7 and 10. The testing battery consisted of tasks assessing memory, visuospatial and verbal abilities, and fine motor skills. In general, the test results of children with ADHD/C were poorer than those of the control group but better than the results of children with a combined ADHD/C+LD diagnosis (with the exception of motor skills). The predictive accuracy of the testing battery tasks in children with ADHD/C and ADHD/C+LD was examined. The results of a standard procedure of discriminant function analyses revealed that the measures correctly classified 73.6% of the children.  相似文献   

7.
Motor skill (“how-to” knowledge) consolidation is enhanced when individuals with ADHD practice at evening. We tested, in adults with and without ADHD, whether evening lessons are advantageous for recalling texts (declarative memory). Participants (N = 40) listened to and read narrative texts in morning and evening lessons (crossover study). Recall was tested immediately post-lesson and 24 h and 8–10 days later. Recall tended to decrease over time but independently of ADHD status or the time-of-day of the lesson. Nevertheless, typical participants showed a morning advantage immediately post-lesson and in later recall, correlated with stronger morning chronotype. In contrast, participants with ADHD benefited more from evening lessons; nearer their preferred time-of-day. In adults with ADHD long-term declarative memory was no less durable than in typical adults after both morning and evening lessons, but a mismatch with their preferred diurnal “on-peak” time can lead to less effective engagement in learning during morning lessons.  相似文献   

8.
The purpose of the present study was to develop and evaluate a scale to measure adaptive behavior skills in Chinese children with autism spectrum disorder (ASD). Participants were 121 young children (M = 55.18 months, SD = 0.18 months) with a formal diagnosis of ASD (73% male). Psychometric evaluation indicated that the reliability and validity of this scale were good. Furthermore, independent t‐tests revealed that boys demonstrated better adaptive behavior skills than girls. The present findings suggest that the scale is a valid measure of adaptive behavior skills in Chinese children with ASD.  相似文献   

9.
In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献   

10.
Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.  相似文献   

11.
ERRATUM     
Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice‐exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High‐functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three “gifted styles” in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non‐ LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice‐exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders.  相似文献   

12.
Risk-taking behavior includes alcohol and drug use, delinquency, acts of aggression, sexual activity, and so on. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD). The purpose of the present study was to address that limitation by comparing the risk-taking behavior of adolescents with LD (n=230), with comorbid LD/ADHD (n=92), and without LD or ADHD (n=322) on their substance use, engagement in major and minor delinquency, acts of aggression, sexual activity, and gambling activities. The study also investigated whether psychosocial variables (e.g., well-being) may act as mediating variables that help explain between-group differences. Results suggest that it is a combination of the LD and the secondary psychosocial characteristics that explains why adolescents with LD and comorbid LD/ADHD more frequently engage in some risk-taking behavior.  相似文献   

13.
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   

14.
For many years there has been debate over Attention-Deficit/Hyperactivity Disorder (ADHD) and whether this condition, which commonly afflicts adolescent children, is a medical or social condition and whether it is exclusively an American phenomenon. This article reviews the basis of ADHD's definition, diagnosis, treatment, and educational implications across three countries: the United States, Australia, and the United Kingdom. The differences in approach have clear and significant consequences for children and their futures.  相似文献   

15.
We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Results indicate a preserved capacity to understand the mental states of perpetrators and an implicit moral sensitivity to the third-party harms in children with ASD. Nonetheless, children with ASD showed specific sensitivity and emotional arousal when viewing damage to objects. These findings contribute to the understanding of the underlying mechanisms of moral reasoning in ASD and its possible association with the autistic symptoms.  相似文献   

16.
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   

17.
This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction.  相似文献   

18.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school-age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD.  相似文献   

19.
自闭症谱系障碍(ASD)学生的阅读研究在国外已经开展了二、三十年,但在国内还处于起步阶段。随着一批具有学业能力的ASD儿童进入小学,他们的学习能力和特点,尤其阅读的方法和如何提高他们阅读理解能力等问题,引起儿童家长和学校教师更多的关注。本文评介和分析了ASD学生阅读的特征、机制和干预原理,在总结国外相关研究成果的基础上,对如何结合我国语言文字的特点开展自闭症谱系障碍的阅读研究提出了几点建议。  相似文献   

20.
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   

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