Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

2020 ◽  
Vol 29 (1) ◽  
pp. 42-51
Author(s):  
Garrett J. Roberts ◽  
Gloria E. Miller ◽  
Gavin W. Watts ◽  
Dina K. Malala ◽  
Brigette E. Amidon ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Instruction ◽  
Attention Deficit ◽  
Behavioral Outcomes ◽  
Reading Deficits ◽  
Reading Deficiencies ◽  
Hyperactivity Disorder ◽  
School Collaboration ◽  
Students With Adhd ◽  
Research Based Practices

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.

scholarly journals Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

2017 ◽  
Vol 11 ◽  
pp. 117822181772331 ◽  
Author(s):  
Andrea L Howard ◽  
Tyler R Pritchard
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Heavy Drinking ◽  
Alcohol Problems ◽  
Drinking Motives ◽  
Behavioral Strategies ◽  
Hyperactivity Disorder ◽  
Protective Behavioral Strategies ◽  
Protective Strategies ◽  
Students With Adhd

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Brief Experimental Analysis of Reading Deficits for Children With Attention-Deficit/Hyperactivity Disorder

2014 ◽  
Vol 39 (1) ◽  
pp. 191-214 ◽  
Author(s):  
Daniel M. Fienup ◽  
Kimberly Reyes-Giordano ◽  
Katarzyna Wolosik ◽  
Anto Aghjayan ◽  
Anil Chacko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Experimental Analysis ◽  
Brief Experimental Analysis ◽  
Reading Deficits ◽  
Hyperactivity Disorder

scholarly journals 0878 Association of Obstructive Sleep Apnea with Internalizing Symptoms vs. Externalizing Behaviors in Adolescents with Attention Deficit Hyperactivity Disorder

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A334-A335
Author(s):  
K Puzino ◽  
S L Calhoun ◽  
F He ◽  
S Toth ◽  
A N Vgontzas ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Obstructive Sleep Apnea ◽  
Sleep Apnea ◽  
Attention Deficit ◽  
Internalizing Symptoms ◽  
Externalizing Behaviors ◽  
Behavioral Outcomes ◽  
Periodic Limb Movements ◽  
Hyperactivity Disorder ◽  
Obstructive Sleep

Abstract Introduction Attention deficit hyperactivity disorder (ADHD) in children has been associated with insomnia, obstructive sleep apnea (OSA), and abnormal periodic limb movements (PLMS). However, there is lack of data examining the contribution of OSA to ADHD-related internalizing symptoms and externalizing behaviors in adolescents. Methods We studied the Penn State Child Cohort, a random general population sample of 700 children (8.7±1.7y), of whom 421 were followed-up 8.3 years later during adolescence (17.0±2.3y, 53.9% male). All adolescents underwent a 9-hour PSG, clinical history and physical examination. ADHD was ascertained by a parent- or self-report of having been diagnosed with ADHD. OSA was defined as an apnea hypopnea index (AHI) of ≥2 events per hour of sleep, while a periodic limb movement index (PLMI) ≥5 events per hour of sleep was indicative of PLMS. Controls, OSA-alone, ADHD-alone and ADHD+OSA were identified. The Child or Adult Behavior Checklist were used to ascertain internalizing and externalizing behaviors. Multivariable-adjusted models controlled for sex, race, age, and body mass index (BMI) percentile. Results As compared to controls, adolescents with ADHD-alone or ADHD+OSA had significantly greater externalizing behaviors (p<0.001), inattention (p<0.001) and thought problems (p<0.001). While adolescents with ADHD-alone had higher internalizing symptoms (p=0.021), specifically withdrawn-depression (p<0.01), adolescents with ADHD+OSA had more somatic problems than controls (p=0.048). There were no statistically significant differences in behavioral outcomes between controls and adolescents with OSA-alone or between adolescents with ADHD-alone and ADHD+OSA. Conclusion Adolescents with comorbid ADHD and OSA do not present with worse behavioral outcomes than those with ADHD alone. Future studies should examine whether the progression of these adolescents into young adulthood differs in terms of their behavioral outcomes and development of mental health disorders. Support National Institutes of Health (R01HL136587, R01HL97165, R01HL63772, UL1TR000127)

Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder

2018 ◽  
Vol 42 (02) ◽  
pp. 143-157
Author(s):  
Wendy Yeo ◽  
Ailsa Goh ◽  
Carol Tan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Discipline Referrals ◽  
Report Card ◽  
Classroom Teachers ◽  
Office Discipline Referrals ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
High Level

Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.

Error Monitoring in College Students with Attention-Deficit/Hyperactivity Disorder

2009 ◽  
Vol 23 (3) ◽  
pp. 113-125 ◽  
Author(s):  
Wen-Pin Chang ◽  
Patricia L. Davies ◽  
William J Gavin
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Event Related Potential ◽  
Error Monitoring ◽  
Behavioral Performance ◽  
Significant Group ◽  
Hyperactivity Disorder ◽  
Study Results ◽  
Students With Adhd

Recent error-related event-related potential (ERP) studies suggest that children with attention-deficit/hyperactivity disorder (ADHD) display deficits in error monitoring compared to control children. Information regarding error monitoring deficit in adults with ADHD, however, is scarce. We investigated error monitoring in a sample of college students with ADHD and compared them to their control peers. In addition to error (-related) negativity (Ne/ERN) and error positivity (Pe), we examined behavioral performance such as reaction time (RT) as well as self-reported monitoring behaviors in daily-life situations. Thirty-two college students with no known disorders and 36 college students with ADHD between 18 and 30 years of age participated in this study. Results showed that college students with ADHD were slower in their RT and displayed more RT variability. College students with ADHD also demonstrated significantly smaller Ne/ERN amplitude and shorter Ne/ERN latency compared to control students. There were, however, no significant group differences in either Pe amplitude or Pe latency. With self-reported monitoring behaviors, ADHD students reported significantly more difficulties in both the Self-Monitor and Task Monitor scales of the Behavioral Rating Inventory of Executive Function – Adult Version (BRIEF-A) compared to control students. Collectively, these results suggest that college students with ADHD have atypical error monitoring as measured by brain processing, behavioral performance, and self-report.

Effect of Stimulant Medication on the Acceptance of Background Noise in Individuals with Attention Deficit/Hyperactivity Disorder

2005 ◽  
Vol 16 (09) ◽  
pp. 677-686 ◽  
Author(s):  
Melinda C. Freyaldenhoven ◽  
James W. Thelin ◽  
Patrick N. Plyler ◽  
Anna K. Nabelek ◽  
Samuel B. Burchfield
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Background Noise ◽  
Stimulant Medication ◽  
Female College Students ◽  
Hyperactivity Disorder ◽  
Presentation Level ◽  
Students With Adhd ◽  
Auditory Tasks ◽  
Speech Presentation

Available data indicate that, on some auditory tasks, individuals with attention deficit/hyperactivity disorder (ADHD/ADD) perform more poorly than individuals without ADHD/ADD. Research also indicates that performance may improve with the use of stimulant medication. The present study (1) examined the effect of stimulant medication on acceptance of background noise in individuals with ADHD/ADD and (2) investigated the dependence of speech presentation level on acceptance of noise in persons with ADHD/ADD. Fifteen normal hearing female college students with ADHD/ADD served as the participants. The participants were medicated in one session and unmedicated in the other session. Results showed that medication significantly increased the acceptance of background noise for individuals with ADHD/ADD. Results also indicated that acceptance of noise depends on speech presentation level, but the improvement in acceptance of noise was not dependent on medication.

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