The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially…

This article describes school-based assessment procedures related to attention deficit-hyperactivity disorder, including teacher rating measures, direct observations in classrooms and on playgrounds, peer ratings and sociometric measures, and permanent product measures such as academic performance. Components of a comprehensive assessment and…

The article attempts to provide a definition of attention that has relevance for rehabilitation therapists working with the brain injured. A review of clinical studies suggests that, although behavioral aspects of attention are amenable to change and improvement, cognitive or information-processing changes are not so easily achieved. (Author/DB)

This article provides an overview of two commonly used therapies for attention deficit-hyperactivity disorder in children: stimulant medication treatment and training parents in child behavior management skills. The clinical issues involved in the use of each treatment, its limitations, and evidence for its efficacy are reviewed. (Author/JDD)

This paper selectively reviews research on event-related potentials (ERPs) during cognitive processing among children with attention deficit disorder. Research indicates that performance deficits during sustained attention are coupled with reduced amplitude of the P3B component of the ERP, which may be increased with stimulants. P3B latency and…

In response to Larry Silver (EC 231 774) concerning whether attention deficit-hyperactivity disorder is a learning disability via a related disorder, this article proposes an interactional perspective that stresses the educational needs of the child within his/her total environmental context. It also summarizes the current empirical and clinical…

For successful classification of children with attention deficit-hyperactivity disorder, major issues include (1) the need for explicit studies of identification criteria; (2) the need for systematic sampling strategies; (3) development of hypothetical classifications; and (4) systematic assessment of reliability and validity of hypothetical…

The literature review finds valid the distinction within the diagnostic category of Attention Deficit Disorder (ADD) of either the presence or absence of hyperactivity. ADD children without hyperactivity exhibit less serious conduct problems, are less impulsive, less rejected by peers, but more socially withdrawn, and more likely to exhibit…

This article examines the research surrounding definitions and selection criteria for learning disabilities and attention deficit/hyperactivity disorder at the postsecondary level. Implications from and for the courts follow a critical analysis of the professional literature. The need for theory-based models to investigate relationships between…

This article is an abridged version of a British Psychological Society paper that addresses research relevant to current understanding of the notion of attention deficit hyperactivity disorder from an historical, psychological, and biological perspective. Also discusses implications for practice in the light of the information obtained. (Author/CR)

This introductory article describes following articles that present a variety of models of medication monitoring that can be carried out to ensure that when medication is used to treat attention disorders in children, it is used effectively and safely. Implications for persons working with children with attention deficits are discussed. (CR)

After a discussion of definitional issues, the article reports on a prospective follow-up study of 600 children with early speech/language impairments which found an increased prevalence of both learning disability (LD) and attention deficit hyperactivity disorder (ADHD) with LD strongly associated with ADHD in both initial and follow-up samples.…

Determining whether stimulant medication improves learning or long-term academic achievement in children with attention deficit-hyperactivity disorder involves consideration of (1) the prescription of higher than optimal doses, and (2) overinclusive treatment involving adverse responders. A study designed to overcome these theoretical deficiencies…

The paper summarizes learning disabilities research related to the possible maintenance or amplification of information-processing deficits by deviant styles of parental communication, and maintenance or amplification of attention deficits by an underorganized family structure. Findings are related to four etiological models: environmental,…

Reports on the application of a self-management strategy for improving the classroom behavior of students with attention deficit hyperactivity disorder (ADHD). The intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Two case-study illustrations are provided. (Author/CR)