Fidget toys are recommended as "sensory" tools to improve the attention and performance of elementary students with autism. The purpose of this study was to evaluate how fidget toys affected the visual attention and skill acquisition of elementary students with autism during storybook reading. Provision of fidget toys was compared with a…

This study evaluated the impact of a theory-driven cognitive attention training program, "Keeping Score!," in improving students' sustained attention capacity. Training was based on sustained updating. Students engaged this process by mentally keeping score during an interactive game of table tennis without external aids. Students (9-11…

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder with numerous hypothesized risk factors that have not yet been thoroughly investigated in many non-Western populations, including Mongolian schoolchildren. Exploring these risk factors could yield insight on which children are more likely to be…

The researchers examined the effectiveness of a mindfulness-based attention group with elementary school students struggling with attention problems. The results revealed that students in the intervention group were more likely to improve their on-task behavior and decrease their attention problems during the group compared to students in the…

The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

A recent meta-analysis found that across studies individual differences in aspects of children's emotionality predict social status [Dougherty, L.R., (2006). Children's emotionality and social status: a meta-analytic review. Social Development, 15, 394-417.]. In the present study we extended these findings by examining the emotion of interest and…

THE PERFORMANCE OF CHILDREN 5 1/2, 6 1/2, AND 7 1/2 YEARS OF AGE ON AN ODDITY PROBLEM UNDER THREE CONDITIONS OF DISTRACTION WAS INVESTIGATED. SUBJECT'S GLANCES AWAY FROM THE TASK WERE RECORDED ALONG WITH THEIR LEARNING DATA. ON THE BASIS OF EARLIER FINDINGS AND AN HYPOTHESIS THAT THE ABILITY OF CHILDREN TO MOBILIZE AND DIRECT THEIR ATTENTION…

The development of capacity for attention was assessed by giving children 5, 8, 9, and 12 years of age a component-selection task with instructions to attend to one component or another, or with no specific instructions regarding the stimuli. (CM)

Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task using pictures (animal-household object pairs) or shapes (colored forms) as stimuli. By the sixth grade, reflective children displayed less incidental learning and greater central learning than impulsive children…

This study sought to evaluate the effectiveness of a relatively short-term program of relaxation training in producing changes in elementary students in terms of attention-related skills associated with reading tasks in the classroom. Evaluation of change was measured by change in experimental variables and subjective evaluations of change.…

This 15-item teacher rating scale measures three behavior traits: task orientation (how a child attends to and stays with classroom activities), extraversion (how readily a child interacts with other people), and hostility (how a child responds to some of the adjustments and conflict problems encountered in group activities). The scale is based…