Using Activity Schedules to Increase On-Task Behavior in Children at Risk for Attention-Deficit/Hyperactivity Disorder

2016 ◽  
Vol 39 (3) ◽  
pp. 283-300 ◽  
Author(s):  
Christe A. Cirelli ◽  
Tina M. Sidener ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve
Keyword(s):  
At Risk ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Children At Risk ◽  
Activity Schedules ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
On Task Behavior

scholarly journals Penerapan Intervensi Self-Management untuk Meningkatkan Perilaku on-Task pada Anak Usia Sekolah dengan Attention Deficit Hyperactivity Disorder (ADHD) Inattentive Type

2019 ◽  
Vol 3 (1) ◽  
pp. 15-30
Author(s):  
Kanti Sekarputri Pernama ◽  
Erniza Miranda Madjid
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Single Case ◽  
Self Management ◽  
School Age Children ◽  
Management Technique ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
On Task Behavior ◽  
Inattentive Type

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior and struggle in the classroom both academically and behaviorally. To be successful in school, children are required to have the ability to engage in tasks during learning activities (on-task behavior). One of the intervention known as an effective strategy to increase on-task behavior of school-age children diagnosed with ADHD is a behaviorally-based self-management technique. This study was designed for a fifth grade student aged 11 years old with ADHD predominantly inattentive type. The study took place in an inclusive school at Bojong Gede. Using a single case AB design, four self-management strategy were implemented to increase the on-task behavior. Each baseline and follow-up data was collected over four days, while the intervention it self was implemented over 16 days. The result indicated that the self-management technique appeared to be effective in increasing on-task behavior of participant (from 38% to 90,5%). Keywords: ADHD, on-task; academic engagement, self-management; student

scholarly journals Attention-deficit/hyperactivity disorder: possibilities of early diagnostics

Medicina ◽  
2009 ◽  
Vol 45 (10) ◽  
pp. 764
Author(s):  
Rasa Barkauskienė ◽  
Asta Bongarzoni ◽  
Rasa Bieliauskaitė ◽  
Roma Jusienė ◽  
Saulė Raižienė
Keyword(s):  
At Risk ◽  
Attention Deficit Hyperactivity Disorder ◽  
Behavioral Problems ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Emotional And Behavioral Problems ◽  
Children At Risk ◽  
Early Diagnostics ◽  
Hyperactivity Disorder ◽  
Teacher Report Form

The present study aimed at analyzing the possibilities of early diagnostics of attention-deficit/ hyperactivity disorder in toddlers and preschool children. Parents and caregivers from children day care centers provided information about 863 children (mean age, 47.18 months; 410 girls and 453 boys). The methods used in the study were as follows: Child Behavior Checklist/1½-5 (CBCL), Caregiver-Teacher Report Form (C-TRF), and clinical questionnaire for evaluation of attention-deficit/hyperactivity disorder symptoms. The study consisted of two stages: 1) screening of the emotional and behavioral problems of children based on parental and caregiver-teachers’ reports; 2) clinical interview with parents of children at risk for attentiondeficit/ hyperactivity disorder as measured by empirical ratings of attention hyperactivity symptoms. Results revealed that according to parental ratings, attention and hyperactivity problems are related to children’s age. According to caregiver-teachers’ ratings, boys were rated as having more problems of attention and hyperactivity than girls. Based on the results from the first stage, children at risk for attention-deficit/hyperactivity disorder were analyzed further. Case study analysis showed attention-deficit/hyperactivity disorder symptoms in these children to be a part of overall pattern characterized by behavioral, emotional, and other problems. The quantitative as well as qualitative analysis provides the evidence for a high comorbidity of attention-deficit/ hyperactivity disorder and other emotional and behavioral problems in early childhood. Study showed that comprehensive clinical assessment is necessary for early diagnostics of ADHD.

scholarly journals Pathways to care in children at risk of attention-deficit hyperactivity disorder

2002 ◽  
Vol 181 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Kapil Sayal ◽  
Eric Taylor ◽  
Jennifer Beecham ◽  
Patrick Byrne
Keyword(s):  
Primary Care ◽  
At Risk ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Help Seeking ◽  
Pathways To Care ◽  
Children At Risk ◽  
Hyperactivity Disorder ◽  
Specialist Services ◽  
Pathway To Care

BackgroundThere is underdiagnosis of and low use of specialist services for attention-deficit hyperactivity disorder (ADHD).AimsTo quantify the filters in the help-seeking pathway through primary care and to investigate factors influencing progress for children at risk of ADHD.MethodA total of 127 children (5–11 years old) with pervasive hyperactivity who passed each filter (primary care attendance and general practitioner (GP) recognition of disorder) were compared with those who had not.ResultsPrimary care attendance was only associated with parental perception of the behaviour as problematic (OR 2.11; 95% CI 1.11-4.03). However, GP recognition was related to both parent and child factors – parental request for referral (OR 20.83; 95% CI 3.05-142.08) and conduct problems (OR 1.48; 95% CI 1.04-2.12). GP non-recognition was the main barrier in the pathway to care; following recognition, most children were referred.ConclusionsParents can be regarded as the main gatekeepers for access to specialist services.

Sign in / Sign up

Export Citation Format

Share Document