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An Analysis of Attentional Components in Hyperactive and Normal Boys.
Peer reviewed Peer reviewed
Brown, Ronald T.; Wynne, Martha Ellen – Journal of Learning Disabilities, 1984
Attentional performance was examined in hyperactive and normal 10- and 14-year-old boys. Multivariate analyses followed by univariate tests indicated that both age groups of normal Ss were superior to hyperactive Ss in attentional performance while hyperactive adolescents demonstrated significant improvement with age only in coming to attention.…
Descriptors: Adolescents, Attention Control, Attention Span, Hyperactivity
A Developmental Analysis of Visual and Auditory Sustained Attention and Reflection-Impulsivity in Hyperactive and Normal Children.
Peer reviewed Peer reviewed
Brown, Ronald T. – Journal of Learning Disabilities, 1982
Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)
Descriptors: Attention Span, Aural Learning, Conceptual Tempo, Elementary Education
Attention Deficits and the Effects of Visual Distraction
Peer reviewed Peer reviewed
Doyle, Robert B.; And Others – Journal of Learning Disabilities, 1976
The effects of a visual distractor on vigilance task performance were examined in a sample of 35 learning disabled and 35 normal boys 8-12 years old. (Author/DB)
Descriptors: Attention Span, Elementary Education, Exceptional Child Research, Hyperactivity
Attention Deficits in Children with Learning Disabilities: A Review
Peer reviewed Peer reviewed
Tarver, Sara G.; Hallahan, Daniel P. – Journal of Learning Disabilities, 1974
Descriptors: Attention, Attention Span, Exceptional Child Research, Hyperactivity
The Relationship between Intelligence and Performance on the Test of Variables of Attention (TOVA).
Peer reviewed Peer reviewed
Weyandt, Lisa L.; Mitzlaff, Linda; Thomas, Laura – Journal of Learning Disabilities, 2002
This study, with 17 young adults with attention deficit hyperactivity disorder (ADHD) and 62 without ADHD, found no significant correlations between full scale IQ and scores on the Test of Variables of Attention (TOVA). However, analysis of variance revealed that subjects with ADHD made more errors of omission on the TOVA than did controls.…
Descriptors: Attention Control, Attention Deficit Disorders, Attention Span, Cognitive Processes
An Intervention Approach for Children with Teacher- and Parent-Identified Attentional Difficulties.
Peer reviewed Peer reviewed
Semrud-Clikeman, Margaret; Nielsen, Kathleen H.; Clinton, Amanda; Sylvester, Leihua; Parle, Nancy; Connor, Robert T. – Journal of Learning Disabilities, 1999
A study compared the performance of 21 children without attention-deficit/hyperactivity disorder (ADHD) and 33 children with ADHD (ages 8-12), 21 of whom participated in the initial intervention and 12 of whom received the intervention after pre- and posttesting. After completing an 18-week intervention that included attention and problem-solving…
Descriptors: Attention Deficit Disorders, Attention Span, Children, Comparative Analysis
Attention Training Through Breathing Control to Modify Hyperactivity
Peer reviewed Peer reviewed
Simpson, D. Dwayne – Journal of Learning Disabilities, 1974
Descriptors: Attention Span, Behavior Change, Children, Exceptional Child Research
Toward a Behavioral Model of Academic Remediation with Learning Disabled Children.
Peer reviewed Peer reviewed
Treiber, Frank A.; Lahey, Benjamin B. – Journal of Learning Disabilities, 1983
Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)
Descriptors: Attention Span, Behavior Modification, Behavior Problems, Conceptual Tempo
Utility of the PASS Theory and Cognitive Assessment System for Dutch Children with and without ADHD
Peer reviewed Peer reviewed
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Van Luit, Johannes E. H.; Kroesbergen, Evelyn H.; Naglieri, Jack A. – Journal of Learning Disabilities, 2005
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the "Cognitive Assessment System" (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group…
Descriptors: Foreign Countries, Evaluation Methods, Hyperactivity, Attention Deficit Disorders
Sex and Group Differences in Reading and Attention Disordered Children with and without Hyperkinesis.
Peer reviewed Peer reviewed
Ackerman, Peggy T.; And Others – Journal of Learning Disabilities, 1983
Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…
Descriptors: Academic Achievement, Attention Deficit Disorders, Attention Span, Cognitive Style