Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

2016 ◽  
Vol 31 (3) ◽  
pp. 142-155 ◽  
Author(s):  
Paloma González-Castro ◽  
Marisol Cueli ◽  
Débora Areces ◽  
Celestino Rodríguez ◽  
Georgios Sideridis
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Solving ◽  
Word Problem ◽  
Attention Deficit ◽  
Learning Difficulties ◽  
Mathematical Learning ◽  
Word Problem Solving ◽  
Hyperactivity Disorder ◽  
Mathematical Learning Difficulties

Early Development of Executive Function: A Problem-Solving Framework

1997 ◽  
Vol 1 (2) ◽  
pp. 198-226 ◽  
Author(s):  
Philip David Zelazo ◽  
Alice Carter ◽  
J. Steven Reznick ◽  
Douglas Frye
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Problem Solving ◽  
Theory Of Mind ◽  
Early Development ◽  
Attention Deficit ◽  
Review Of The Literature ◽  
Childhood Onset ◽  
Hyperactivity Disorder

Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

Implications of ADHD for Learning

1996 ◽  
Vol 13 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Margot Prior
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Early Intervention ◽  
Attention Deficit ◽  
Learning Difficulties ◽  
Behaviour Problems ◽  
Reading Problems ◽  
Biological Mechanisms ◽  
Hyperactivity Disorder ◽  
Current Emphasis

AbstractMany different reasons may account for the well documented relationship between attention deficit hyperactivity disorder and learning difficulties. Longitudinal Australian data support the earlier occurrence of behaviour problems than reading problems, especially for boys. Language, motivation, and biological mechanisms, and combinations of these factors, may contribute to this association. Current emphasis must be placed on early intervention for behaviour problems, assessment of LDs which are suspected by the Grade 2 or 7-year-old level, and a long-term perspective on the management of both conditions.

Social problem solving in adult patients with attention deficit hyperactivity disorder

2020 ◽  
Vol 285 ◽  
pp. 112721
Author(s):  
Patrizia Thoma ◽  
Stephanie Sonnenburg ◽  
Natalie Marcinkowski ◽  
Georg Juckel ◽  
Marc-Andreas Edel ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Solving ◽  
Attention Deficit ◽  
Social Problem ◽  
Social Problem Solving ◽  
Adult Patients ◽  
Hyperactivity Disorder

scholarly journals Current Evidence in Management of Concussion Baseline Testing in ADHD and Learning Difficulties Patients: A Critically Appraised Topic

2019 ◽  
Vol 24 (5) ◽  
pp. 181-185 ◽  
Author(s):  
Mindi Fisher ◽  
Ryan Tierney ◽  
Anne Russ ◽  
Jamie Mansell
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Symptom Severity ◽  
Learning Difficulties ◽  
Current Evidence ◽  
Clinical Question ◽  
Bottom Line ◽  
Hyperactivity Disorder ◽  
Severity Scores ◽  
Baseline Testing

Clinical Question: In concussed patients, will having attention deficit hyperactivity disorder (ADHD) or learning difficulties (LD) versus not having ADHD or LD cause higher symptom severity scores or invalid baseline protocols? Clinical Bottom Line: Research supports the concept that there is a difference at baseline for individuals with ADHD and/or LD compared with those who do not.

scholarly journals Evaluating problem-solving efficiency in school-age children with attention deficit hyperactivity disorder

1999 ◽  
Vol 14 (8) ◽  
pp. 693-694
Author(s):  
M.J. Jalazo ◽  
C.E. Sanders ◽  
P.B. Espe-Pfeifer ◽  
J. Bradley ◽  
M.L. Mahrou ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Solving ◽  
Attention Deficit ◽  
School Age Children ◽  
School Age ◽  
Hyperactivity Disorder
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