The performance of 90 learning disabled (LD) children (ages 6-14) on two measures of behavior and attentional skills was examined. As a group, the LD subjects exceeded normative standards on every measure of both scales. However, approximately 30% of the children accounted for the majority of behavioral problems. (Author/DB)

Conducted two experiments in which attention-deficit hyperactivity disorder boys underwent double-blind, placebo-controlled medication assessment in summer day-treatment program. Daily, boys assessed attributions for and evaluations of their behavior. Objective measured showed improved behavior with methylphenidate; however, boys tended to…

Examines WISC-III profiles for children with learning disabilities (LD; n=66) and non-LD children (n=51); degree of intersubtest scatter was normal and similar for both groups but the pattern of scores differed. Also examines children with attention-deficit hyperactivity disorder. Results reflect the difficulty of ruling out LD at a young age.…

Uses a case study to illustrate a solution-focused therapy model with an adolescent with attention deficit hyperactivity disorder and his family. Discusses the progress made over time by the adolescent in terms of behavioral self-control. Part of the treatment regimen included a full psychological evaluation and family support to help the…

Suggests that many students identified as learning disabled may have normal brains but learn differently, thus educators should stop stigmatizing these students with the term "learning disabled." Advocates the abandonment of standardized tests that are used to label students for alternative, nonquantitative assessment methods. (Contains 13…

Objective: To examine use of health (including psychiatric) and school-based services by children and adolescents who met symptom criteria for attention-deficit/hyperactivity disorder (ADHD), the factors associated with service use, and barriers to service access. Method: The relationship between parents' perceptions of children's need for…

Current recommendations for the treatment of attention deficit/hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and…

Objective: Clinical and population samples demonstrate that attention-deficit/hyperactivity disorder (ADHD) occurs with other disorders. Comorbid disorder clustering within ADHD subtypes is not well studied. Method: Latent class analysis (LCA) examined the co-occurrence of DSM-IV ADHD, oppositional defiant disorder (ODD), conduct disorder (CD),…

Objective: Adolescents with attention-deficit/hyperactivity disorder (ADHD) are at high risk for driving accidents. One dose of methylphenidate (MPH) improves simulator driving performances of ADHD-diagnosed adolescents at 1.5 hours post-dose. However, little is known about the effects of different MPH delivery profiles on driving performance…

Objective: To test that methylphenidate combined with intensive multimodal psychosocial intervention, which includes social skills training, significantly enhances social functioning in children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and methylphenidate plus nonspecific psychosocial treatment…

Associations between antenatal maternal anxiety, measured with the State Trait Anxiety Inventory, and disorders in 8- and 9-year-olds were studied prospectively in 71 normal mothers and their 72 firstborns. Clinical scales were completed by the mother, the child, the teacher, and an external observer. Hierarchical multiple regression analyses…

The performance of ADHD children on semantic category fluency (SCF) versus initial letter fluency (ILF) tasks was examined. For each participant, word production was recorded for each 15-s time slice on each task. Performance on both fluency tasks was compared to test the hypothesis that children with ADHD are characterized by a performance…

This uniquely integrative book brings together leading researchers and practitioners from education, neuroscience, and psychology. It presents a theoretical framework for understanding executive function difficulties together with a range of effective approaches to assessment and instruction. Coverage includes executive function processes in…

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobiological disorder that is characterized by developmentally inappropriate levels of inattention, impulsivity, and hyperactivity. Between 3% and 7% of school-aged children are affected by ADHD. ADHD is a lifespan condition that affects children, adolescents and adults of all ages. It…

Since 2000 researchers have reported a decline in the administration of attention-deficit/hyperactivity disorder (ADHD) medications given by school nurses, although no decline has been noted in the incidence of ADHD in school-age populations. Government data for the same period show reduced levels of methylphenidate abuse as measured by its…