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Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study
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Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel – Journal of Autism and Developmental Disorders, 2018
This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n =…
Descriptors: Attention Control, Training, Autism, Pervasive Developmental Disorders
Impact of Attention Training on Academic Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial
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Kirk, Hannah; Gray, Kylie; Ellis, Kirsten; Taffe, John; Cornish, Kim – American Journal on Intellectual and Developmental Disabilities, 2017
Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were…
Descriptors: Attention Control, Training, Academic Achievement, Executive Function
Effect of Cubicles in Educating Emotionally Disturbed Children
Shores, Richard E.; Haubrich, Paul A. – Except Children, 1969
Descriptors: Academic Achievement, Attention Control, Behavior Change, Classroom Design
The Encouragement Process in Guidance: Its Effect on School Achievement and Attending Behavior
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Hillman, Bill W.; Shields, Frank L. – School Counselor, 1975
The purpose of this article is to report how a guidance consultant was able to model the use of the encouragement process plus immediate corrective feedback to help one boy improve his arithmetic achievement and attending behavior in the classroom. (Author)
Descriptors: Academic Achievement, Adolescents, Attention Control, Behavior Change
The Santa Monica Project: Evaluation of an Engineered Classroom Design with Emotionally Disturbed Children
Hewett, Frank M.; and others – Except Child, 1969
Descriptors: Academic Achievement, Arithmetic, Attention Control, Behavior Change
Two Types of Behavior Management Programs and Their Effects upon Student Achievement.
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Hett, Geoffrey G. – Canadian Journal of Education, 1981
Summarizes the immediate and long-range effects of two classroom treatment programs on the academic achievement and nonattending behaviors of elementary school boys. Compares the teacher-training method and the direct intervention method of implementing management strategies in regular classroom settings. (SB)
Descriptors: Academic Achievement, Attention, Attention Control, Behavior Change
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
Relaxation Training: A Promising Approach for Helping Exceptional Learners.
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Margolis, Howard – International Journal of Disability, Development and Education, 1990
This article describes common forms of relaxation training that can be used with at-risk or exceptional students in remedial, special education, or regular settings. In addition to reviewing salient research assessing the effects of relaxation training on reading achievement, attention, hyperactivity, impulsivity, self-concept, stress, and…
Descriptors: Academic Achievement, Anxiety, Attention Control, Behavior Change