Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder

2018 ◽  
Vol 42 (02) ◽  
pp. 143-157
Author(s):  
Wendy Yeo ◽  
Ailsa Goh ◽  
Carol Tan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Discipline Referrals ◽  
Report Card ◽  
Classroom Teachers ◽  
Office Discipline Referrals ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
High Level

Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.

scholarly journals Investigating regions of shared genetic variation in attention deficit/hyperactivity disorder and major depressive disorder: a GWAS meta-analysis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Victoria Powell ◽  
Joanna Martin ◽  
Anita Thapar ◽  
Frances Rice ◽  
Richard J. L. Anney
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Genetic Correlation ◽  
Attention Deficit ◽  
Meta Analysis ◽  
Major Depressive ◽  
Hyperactivity Disorder ◽  
High Level ◽  
Genomic Regions

AbstractAttention deficit/hyperactivity disorder (ADHD) demonstrates a high level of comorbidity with major depressive disorder (MDD). One possible contributor to this is that the two disorders show high genetic correlation. However, the specific regions of the genome that may be responsible for this overlap are unclear. To identify variants associated with both ADHD and MDD, we performed a meta-analysis of GWAS of ADHD and MDD. All genome wide significant (p < 5 × 10–8) SNPs in the meta-analysis that were also strongly associated (p < 5 × 10–4) independently with each disorder were followed up. These putatively pleiotropic SNPs were tested for additional associations across a broad range of phenotypes. Fourteen linkage disequilibrium-independent SNPs were associated with each disorder separately (p < 5 × 10–4) and in the cross-disorder meta-analysis (p < 5 × 10–8). Nine of these SNPs had not been highlighted previously in either individual GWAS. Evidence supported nine of the fourteen SNPs acting as eQTL and two as brain eQTL. Index SNPs and their genomic regions demonstrated associations with other mental health phenotypes. Through conducting meta-analysis on ADHD and MDD only, our results build upon the previously observed genetic correlation between ADHD and MDD and reveal novel genomic regions that may be implicated in this overlap.

scholarly journals Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

2017 ◽  
Vol 11 ◽  
pp. 117822181772331 ◽  
Author(s):  
Andrea L Howard ◽  
Tyler R Pritchard
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Heavy Drinking ◽  
Alcohol Problems ◽  
Drinking Motives ◽  
Behavioral Strategies ◽  
Hyperactivity Disorder ◽  
Protective Behavioral Strategies ◽  
Protective Strategies ◽  
Students With Adhd

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

2020 ◽  
Vol 29 (1) ◽  
pp. 42-51
Author(s):  
Garrett J. Roberts ◽  
Gloria E. Miller ◽  
Gavin W. Watts ◽  
Dina K. Malala ◽  
Brigette E. Amidon ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Instruction ◽  
Attention Deficit ◽  
Behavioral Outcomes ◽  
Reading Deficits ◽  
Reading Deficiencies ◽  
Hyperactivity Disorder ◽  
School Collaboration ◽  
Students With Adhd ◽  
Research Based Practices

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.

Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies

2017 ◽  
Vol 83 (4) ◽  
pp. 378-395 ◽  
Author(s):  
Kellina Pyle ◽  
Gregory A. Fabiano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Case Studies ◽  
Attention Deficit ◽  
Single Case ◽  
Report Card ◽  
Single Subject ◽  
Size Estimation ◽  
Hyperactivity Disorder ◽  
Daily Report Card ◽  
Daily Report

The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.

Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation

2005 ◽  
Vol 30 (2) ◽  
pp. 95-104 ◽  
Author(s):  
Patricia A. Graczyk ◽  
Marc S. Atkins ◽  
Maudette M. Jackson ◽  
Joan A. Letendre ◽  
Julia Kim-Cohen ◽  
...  
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Health Interventions ◽  
Classroom Teachers ◽  
Classroom Interventions ◽  
Hyperactivity Disorder ◽  
Self Confidence ◽  
Urban Educators ◽  
Mental Health Interventions

This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

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