Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 6 |
Descriptor
Attention Control | 6 |
Behavior Problems | 6 |
Task Analysis | 6 |
Symptoms (Individual… | 4 |
Inhibition | 3 |
Autism | 2 |
Comparative Analysis | 2 |
Elementary School Students | 2 |
Executive Function | 2 |
Intervention | 2 |
Measures (Individuals) | 2 |
More ▼ |
Source
Journal of Autism and… | 2 |
Child Psychiatry and Human… | 1 |
Developmental Psychology | 1 |
Journal of American College… | 1 |
Learning and Individual… | 1 |
Author
Aronen, Eeva T. | 1 |
Carlson, Synnove | 1 |
Celio, Mark A. | 1 |
Duku, E. | 1 |
Fontell, Tuija | 1 |
Gaillard, William D. | 1 |
Gaspard, Hanna | 1 |
Gawrilow, Caterina | 1 |
Gilligan-Lee, Katie A. | 1 |
Gooch, Debbie | 1 |
Gough, A. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Elementary Education | 2 |
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Child Behavior Checklist | 1 |
What Works Clearinghouse Rating
Ng-Knight, Terry; Gilligan-Lee, Katie A.; Massonnié, Jessica; Gaspard, Hanna; Gooch, Debbie; Querstret, Dawn; Johnstone, Nicola – Developmental Psychology, 2022
Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (1) testing the efficacy…
Descriptors: Physical Activities, Metacognition, Intervention, Evidence
Traynor, J. M.; Gough, A.; Duku, E.; Shore, D. I.; Hall, G. B. C. – Journal of Autism and Developmental Disorders, 2019
The social communicative deficits and repetitive behaviours seen in Autism Spectrum Disorder (ASD) may be affected by altered stimulus salience and reward attribution. The present study used eye tracking and a behavioural measure to index effort expenditure, arousal, and attention, during viewing of images depicting social scenes and…
Descriptors: Interpersonal Communication, Interpersonal Competence, Visual Stimuli, Behavior Problems
Murphy, Eric R.; Norr, Megan; Strang, John F.; Kenworthy, Lauren; Gaillard, William D.; Vaidya, Chandan J. – Journal of Autism and Developmental Disorders, 2017
We examined spontaneous attention orienting to visual salience in stimuli without social significance using a modified Dot-Probe task during functional magnetic resonance imaging in high-functioning preadolescent children with Autism Spectrum Disorder (ASD) and age- and IQ-matched control children. While the magnitude of attentional bias (faster…
Descriptors: Pervasive Developmental Disorders, Autism, Symptoms (Individual Disorders), Visual Perception
Celio, Mark A.; Lisman, Stephen A. – Journal of American College Health, 2014
Objective: To evaluate the efficacy of a stand-alone personalized normative feedback (PNF) intervention targeting misperceptions of gambling among college students. Participants: Undergraduates (N = 136; 55% male) who reported gambling in the past 30 days were recruited between September 2011 and March 2012. Methods: Using a randomized clinical…
Descriptors: Addictive Behavior, Intervention, Feedback (Response), Undergraduate Students
Vuontela, Virve; Carlson, Synnove; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T. – Child Psychiatry and Human Development, 2013
The present study investigated the development of executive functions (EFs) and their associations with performance and behavior at school in 8-12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks. School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child…
Descriptors: Cognitive Ability, Child Behavior, Age, Inhibition
Neubauer, Anna; Gawrilow, Caterina; Hasselhorn, Marcus – Learning and Individual Differences, 2012
A preschooler's ability to delay gratification in the waiting task is predictive of several developmental outcomes, despite this task's relatively low reliability level. Success in this task depends on the use of distraction strategies. The new Watch-and-Wait Task (WWT) has been developed to enhance reliability and to investigate whether the…
Descriptors: Academic Achievement, Preschool Children, Delay of Gratification, Grade 1