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Examining the Relationship between Treatment Outcomes for Academic Achievement and Social Skills in School-Age Children with Attention-Deficit Hyperactivity Disorder
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Rutherford, Laura E.; DuPaul, George J.; Jitendra, Asha K. – Psychology in the Schools, 2008
The purpose of this study was to determine the relationship between treatment-induced changes in academic achievement and social skills in elementary school-age children with attention-deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant…
Descriptors: Academic Achievement, Hyperactivity, Attention Deficit Disorders, Elementary School Students
Cognitive-behavioral Self-control Therapy for Children.
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Kendal, P. C. – Journal of Child Psychology and Psychiatry, 1984
Briefly describes techniques of cognitive-behavioral therapy for teaching children self-control and considers examples from current literature under three headings: (1) the importance of training components; (2) the results of variations in training content and context; and (3) the applicability of procedures to clinical cases. (RH)
Descriptors: Adolescents, Behavior Disorders, Children, Hyperactivity
Using Computer Assisted Biofeedback to Help Children with Attention-Deficit Hyperactivity Disorder to Gain Self-Control.
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Blanton, Judy; Johnson, Lawrence J. – Journal of Special Education Technology, 1991
This study evaluated effects of computer-assisted biofeedback on the electromyographic activity of three students (grades four and six) with attention deficit hyperactivity disorder. Results indicated increased relaxation abilities and, in the case of the one student also observed in the classroom, increased on-task behavior after the biofeedback…
Descriptors: Attention Deficit Disorders, Behavior Change, Biofeedback, Computer Uses in Education
Cognitive Training in ADHD Children: Less to It than Meets the Eye.
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Abikoff, Howard – Journal of Learning Disabilities, 1991
This review of 28 studies involving children with attention deficit-hyperactivity disorder concludes that there is little empirical support for cognitive training's clinical utility. The paper discusses cognitive training's efficacy as a single intervention and as an adjunct to stimulant treatment, and its impact on cognitive, academic, and…
Descriptors: Academic Achievement, Attention Deficit Disorders, Cognitive Ability, Cognitive Processes