מבט השוואתי על ההסתגלות האישית -החברתית ותפיסת התפקוד המשפחתי בקרב מתבגרים במצבי סיכון עם הפרעת קשב וריכוז בחברה הבדואית בנגב = A Comparative Perspective on the Personal-Social Adaptation and the Perception of Family Function among Adolescents at Risk with Attention Deficit Disorder in Bedouin Society in the Negev

جامعة ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 93-116
Author(s):  
אבו עג'אג אברהים
Keyword(s):  
At Risk ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Social Adaptation ◽  
Comparative Perspective ◽  
Family Function

Self-Report and Objective Measures of ADHD-Related Behaviors in Parents of Preschool Children at Risk for ADHD

CNS Spectrums ◽  
2004 ◽  
Vol 9 (9) ◽  
pp. 639-647 ◽  
Author(s):  
Elizabeth A. Curko Kera ◽  
David J. Marks ◽  
Olga G. Berwid ◽  
Amita Santra ◽  
Jeffrey M. Halperin
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Cognitive Processing ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Performance Test ◽  
Negative Impact ◽  
Reaction Times ◽  
Self Report ◽  
Significant Group

ABSTRACTObjective: Few studies have used a combination of objective and self-report measures to examine neuropsychological and behavioral functioning in parents of children with attention-deficit/hyperactivity disorder (ADHD). This study examined attention and inhibitory control in the parents of preschool children who were rated as “at risk” for developing ADHD as compared with parents of controls.Methods:Preschool children (N=53) were divided into at risk for ADHD and control groups based on parent and teacher ratings of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition ADHD symptoms. One parent of each child was administered an identical pairs Continuous Performance Test (CPTIP), a Go/No-Go task, and the Brown Attention-Deficit Disorder Scale for Adults.Results: Parents of preschoolers at risk for ADHD showed a pattern of responding on measures of vigilance characterized by slower reaction times and increased commission errors as compared with parents of controls. There were no significant group differences on self-report measures on the Brown Attention-Deficit Disorder Scale for Adults.Conclusion: Parents of preschoolers at risk for ADHD appear to exhibit cognitive processing deficits that may not be evident using self-report measures. Further research is needed to more clearly identify the specific nature of these neuropsychological deficits and to determine whether they have a negative impact on their children.

scholarly journals A Comparison of Teachers Perceptions, Misconceptions, and Teaching of Students with Dyslexia

2019 ◽  
Vol 6 (4) ◽  
pp. p442
Author(s):  
Louis S. Nadelson ◽  
April Beavers ◽  
Brittany Eppes ◽  
Aubree Rogers ◽  
Kanechia Sergeant ◽  
...  
Keyword(s):  
Academic Success ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Critical Role ◽  
Acting Out ◽  
Family Function ◽  
Academic Tasks ◽  
Teachers Perceptions ◽  
Know How

Teachers commonly work with students with dyslexia. They may not have been aware that the reason a student struggled with many academic tasks, was due to challenges with mental processing associated with the dyslexia. Dyslexia tends to be difficult to recognize. However, the commonly associated behaviors such as acting out, withdrawing, or simply trying and failing are readily noticeable. Because of the hidden nature of dyslexia, many teachers may attribute students’ lack of academic success to other easily explainable issues, such as attention deficit disorder or issues with family function. Students’ academic and potentially life-long success, could be influenced by the lack of teacher awareness or ability to recognize the executive functioning issues of students with dyslexia. Thus, there is a need for teachers at all levels to understand what dyslexia is, hold accurate conceptions of dyslexia, and know how to effectively support the learning of students with dyslexia. Given the critical role teachers play in working with students with dyslexia and the potential teachers have to support or hinder students long term success, there is warrant for examining the perceptions, attitudes, misconceptions, and practice of teachers working with students with dyslexia.

Preventive Intervention: Preschoolers At-risk for Learning Difficulties

1994 ◽  
Vol 18 (2) ◽  
pp. 11-20
Author(s):  
Ayshe Talay-Ongan
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Preventive Intervention ◽  
Learning Difficulties ◽  
Language Disorders ◽  
Early Childhood Educators ◽  
Academic Learning

The paper reviews various conditions which are associated with learning difficulties such as attention deficit disorder, hyperactivity, and developmental language disorders, contending that many of these processes are developmental in nature and hence can be traced to early childhood years. The significance of “potential”; academic learning difficulties is stressed and role of preventive intervention as a model of ongoing practice for early childhood educators is proposed.

Attention Deficit Disorder in Children at Risk for Anxiety and Depression

1990 ◽  
Vol 29 (4) ◽  
pp. 534-539 ◽  
Author(s):  
JON M. McCLELLAN ◽  
MARK P. RUBERT ◽  
ROBERT J. REICHLER ◽  
CARRIE E. SYLVESTER
Keyword(s):  
At Risk ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Anxiety And Depression ◽  
Children At Risk

Attention Deficit Disorder Subtypes

1991 ◽  
Author(s):  
R. A. Barkley ◽  
G. J. DuPaul ◽  
M. B. McMurray
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder
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