A survey of 59 general educators and 86 special educators in Wisconsin found teachers had limited knowledge about attention deficit hyperactivity disorder (ADHD) and the use of psychostimulant medication. Teachers, especially special educators, had positive attitudes toward such medication. Also, teachers were the school personnel who most often…

To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, classroom antecedent and consequent stimuli were alternated within a school day, while drug conditions were alternated across days. Results indicate that peer attention maintained disruptive behavior when methylphenidate was…

Factor analysis of the Swedish version of the Wechsler Adult Intelligence Scale-Revised on 88 adults with dyslexia showed a three-factor structure: a verbal comprehension (VC) factor, a perceptual organization (PO) factor, and a freedom from distractibility (FD) factor. The PO factor had the highest scores and the FD the lowest. (Contains…

The effects of immediate feedback provided through a wireless headphone FM transmission system were compared to the effects of delayed feedback on inappropriate verbalizations of a 10-year-old with attention deficit/hyperactivity disorder. Results indicate that inappropriate verbalizations decreased during both conditions, although the decrease…

Under both the present and the proposed Individuals with Disabilities Education Act law there is no 10-day rule that keeps school administrators from taking strong measures to deal with students who pose a clear and present danger to the safety of others. (Author/MLF)

This article offers a repertoire of behavior management strategies to help students with attention deficit disorder (ADD) succeed in school. Strategies range from conducting a functional behavioral assessment to antecedents- and consequences-based strategies. The article also discusses factors that educators may consider in meeting the behavioral…

Functional analysis of one elementary student with attention deficit hyperactivity disorder indicated high levels of target behavior in both demand and attention conditions. False positives in the demand condition were revealed by within-session data analysis; modified functional analysis yielded reduced target behavior in demand and increases in…

Parent-reported information on 159 children with learning or attention problems was obtained using the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA) and compared to information from standardized psychometric assessments. The PRECAA was sensitive to group differences among children with reading disabilities, children with…

This study reports clinical characteristics of developmental right-hemisphere syndrome, a nonverbal learning disability, in 20 children (mean age 9.5 years) who also manifested attention-deficit/hyperactivity disorder, graphomotor problems, and slow performance. Diagnostic criteria included emotional and interpersonal difficulties, paralinguistic…

Substance abusing adolescents (n=30) with Attention Deficit-Hyperactivity Disorder (ADHD) and substance abusing non-ADHD (n=30) adolescents were compared in terms of treatment outcomes. Although treatment outcomes did not vary significantly, a difference was observed in actual length of stay. Those with a behavior diagnosis stayed an average of 36…

Compared 16 disruptive preadolescent boys with symptoms of attention deficit (AD) to 16 disruptive boys without attention deficit (DIS) and 16 controls (CO) using Stroop Color and Word Test (SCWT). Found AD group was significantly distinct (had lower score) in comparison to DIS and CO on color-word score. ADs showed more hesitations on color-word…

Analysis of the 40 responses to a needs assessment survey of regular and special education teachers working with students with Attention Deficit Disorder (ADD) indicated that most teachers had not received training in ADD in their preservice preparation and that they felt that educating students with ADD is a joint responsibility of regular and…

Discusses the characteristics of learning disabilities in the areas of coordination, language, attention, and perception, and explains how the Montessori method can be used to educate young children with these disabilities. The method relies on a developmental approach that ensures the child a wholesome environment in which to thrive. (MDM)

Critiques the current concept of attention deficit hyperactivity disorder (ADHD) as it applies to primary school boys and girls. The article defines ADHD, presents a model of developmental contextualization, and shows ways in which theory can overcome limitations in current conceptualizations of ADHD and guide future pedagogy and research. (GR)

Describes the group process experiences of children with ADHD and presents lessons learned from a support group for teenagers with ADHD. Describes the age range, meeting formats, the frequency and length of meetings, kinds of therapy offered during the meetings, and lists recommendations for organizing a support group. (RJM)