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Comparison of Two Electronic Tactile Prompting Devices for Self-Monitoring in Girls Who Struggle with Inattention
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Gaither, Jamie B. – ProQuest LLC, 2022
The purpose of this study was to examine the efficacy of two electronic tactile prompting devices when used as part of a self-monitoring intervention for increasing on-task behavior for girls who struggle with inattention. A secondary purpose was to better understand if differences in on-task behavior emerged between the two devices. Situated…
Descriptors: Females, Attention, Attention Span, Prompting
A Journey of Self-Discovery: An Intervention Involving Massage, Yoga and Relaxation for Children with Emotional and Behavioural Difficulties Attending Primary Schools
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Powell, Lesley; Gilchrist, Mollie; Stapley, Jacqueline – Emotional & Behavioural Difficulties, 2008
This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self-discovery Programme (SDP) with parental consent. A total of 107 children aged 8-11 years completed the SDP and all measures. Children were…
Descriptors: Intervention, Relaxation Training, Children, Emotional Disturbances
Forecasting Three-Month Outcomes in a Laboratory School Comparison of Mixed Amphetamine Salts Extended Release (Adderall XR) and Atomoxetine (Strattera) in School-Aged Children with ADHD
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Faraone, Stephen V.; Wigal, Sharon B.; Hodgkins, Paul – Journal of Attention Disorders, 2007
Objective: Compare observed and forecasted efficacy of mixed amphetamine salts extended release (MAS-XR; Adderall) with atomoxetine (Strattera) in ADHD children. Method: The authors analyze data from a randomized, double-blind, multicenter, parallel-group, forced-dose-escalation laboratory school study of children ages 6 to 12 with ADHD combined…
Descriptors: Laboratory Schools, Attention Deficit Disorders, Symptoms (Individual Disorders), Hyperactivity
Self-Recording in a Classroom for Students with Mild to Moderate Mental Handicaps: Effects on Productivity and On-Task Behavior.
McCarl, Joanne J.; And Others – Education and Training in Mental Retardation, 1991
Three highly distractible female students, aged 9 through 11, with mild to moderate mental handicaps completed a 5-step training process followed by student self-monitoring with no tangible extrinsic reinforcement for improved performance. Results found increased on-task behavior in all subjects and increased academic productivity in two.…
Descriptors: Academic Achievement, Attention Control, Attention Span, Behavior Change