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.

scholarly journals Visual-Motor Perceptual and Reading Processes of Schoolchildren With Attention Deficit Hyperactivity Disorder

2021 ◽  
Vol 11 (5) ◽  
Author(s):  
Isabela Pires Metzner ◽  
Simone Aparecida Capellini ◽  
Ilária D’Angelo ◽  
Noemi Del Bianco ◽  
Catia Giaconi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Visual Motor

Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

2011 ◽  
Vol 14 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Jesús Mª Alvarado ◽  
Aníbal Puente ◽  
Virginia Jiménez ◽  
Lorena Arrebillaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Comprehension ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Clinical Group ◽  
Education Students ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Students With Adhd

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

scholarly journals Helping Students with ADHD in the Age of Digital Distraction

2017 ◽  
Vol 36 (2) ◽  
pp. 1-7
Author(s):  
Juliet E Hart Barnett
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Learning Environment ◽  
Classroom Management ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Management Practices ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
Enhanced Learning

A substantial number of students struggle with sustained attention in today’s schools, including those with Attention Deficit Hyperactivity Disorder (ADHD). Both traditional and technology-driven strategies and tools are available to address the attention needs of students with ADHD and other students who struggle with attention in the classroom. By incorporating targeted environmental, organizational, and instructional techniques and tech apps into their everyday instructional and classroom management practices, teachers can improve the sustained attention and academic performance of all students. In doing so, teachers can create an equitable and enhanced learning environment in this age of increasing digitalization. 

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.

scholarly journals Is the motor impairment in Attention Deficit Hyperactivity Disorder (ADHD) a co-occurring deficit or a phenotypic characteristic?

2020 ◽  
Author(s):  
Emily Farran ◽  
Aislinn Bowler ◽  
Hana D’Souza ◽  
Leighanne Mayall ◽  
Emma Sumner ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Motor Impairment ◽  
Motor Deficit ◽  
Phenotypic Characteristic ◽  
Characteristic P ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Core Characteristics ◽  
Motor Milestone

ObjectivesMotor difficulties are often reported in individuals with Attention Deficit Hyperactivity Disorder (ADHD). The aims of this study are to detail the motor profile of children with ADHD and to determine whether the motor impairment present in a large proportion of children with ADHD represents a phenotypic characteristic of ADHD or a co-occurring deficit. MethodsParticipants with ADHD (N=51; age 8 to 15 years) and typically developing (TD) motor matched control children (N=75; age 4 to 11 years) completed the largest battery of assessments of motor function that have been used with this population to-date, as well as a measure of inhibition as a behavioural measure of ADHD characteristics. Parents/caregivers also completed questionnaires relating to ADHD symptomology and a retrospective report of their child’s motor milestone achievement. ResultsA motor deficit was observed in 47% of our ADHD sample. Few relationships were observed between ADHD core characteristics and motor competence. Furthermore, there was an uneven profile of motor performance across different motor tasks, relative to the TD children. Interestingly, it appears that motor milestone achievement is not delayed in ADHD.ConclusionsOur findings suggest that the motor deficit observed in ADHD is not inherent to ADHD. The motor deficit observed in some children with ADHD does not represent a simple delay in development, and is not observed in infancy with respect to reaching motor milestones. This has strong implications for early intervention.

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.

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.

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