scholarly journals Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder

2008 ◽  
Vol 25 (2) ◽  
pp. 17-33
Author(s):  
David Zago ◽  
Nick Rosoman ◽  
David Shum ◽  
Michael O'Callaghan ◽  
Anthony Lesley
Keyword(s):  
Selective Attention ◽  
Reading Ability ◽  
Focused Attention ◽  
Academic Problems ◽  
Adhd Subtypes ◽  
Attention Span ◽  
Children With Adhd ◽  
Spelling Ability ◽  
Reading And Spelling ◽  
Shifting Attention

AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

scholarly journals Differences in Attention Skill between Children with ADHD and Typically Developing Children in Indonesian Primary Schools

2021 ◽  
Vol 14 (1) ◽  
pp. 329-337
Author(s):  
Naeila R. Muna ◽  
Ratna Jatnika ◽  
Urip Purwono ◽  
Juke R. Siregar
Keyword(s):  
Selective Attention ◽  
Error Rate ◽  
Primary Schools ◽  
Rating Scale ◽  
Commission Error ◽  
Data Sampling ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Adhd Subtypes ◽  
Children With Adhd

Background: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychological developmental disorder in children. ADHD is characterized by inattention, overactivity, and impulsivity. However, the attention skill is not clearly studied in children with ADHD in Indonesia. Objective: The aim of the present study was to investigate the differences in attention skill between children with ADHD and typically developing children (TD), and identify the differences between ADHD subtypes at primary schools in Bandung city Indonesia in terms of the parameter of attention. Methods: This study used the quantitative method. The population of this study was children with ADHD and typically developing (TD) school-age children. The data sampling technique was purposive sampling, consisting of 30 children as a group of ADHD children and 30 children as a group of TD children. The instrument to collect data was Wechsler Intelligence Scale for Children (WISC), Indonesian ADHD Rating Scale (IARS), and The D2 test of attention. The analysis method used t-test and SPSS V.24 for Windows. Results: This study showed significant differences in attention skill performance between children with ADHD and TD children in the variables including the total number of tasks completed, omission, commission, error rate, total amount minus errors or selective attention skill, fluctuation rate and concentration performance. There have been observed significant differences between ADHD subtypes in terms of total number, omission, commission, error rate, total amount minus errors or selective attention skill, and concentration performance. Conclusion: Children with ADHD were found to have lower results than typically developing children in terms of attention skill, inhibiting control, and ability in performance accuracy. Children with ADHD-C subtypes were found to have more inattentive tendencies, hyperactive, and impulsive compared to ADHD-I and ADHD-H. ADHD-C subtype showed more deficits than ADHD-I and ADHD-H in response inhibition and accuracy of performance.

SOCIAL ANXIETY, SELF-FOCUSED ATTENTION, AND THE DISCRIMINATION OF NEGATIVE, NEUTRAL AND POSITIVE AUDIENCE MEMBERS BY THEIR NON-VERBAL BEHAVIOURS

2002 ◽  
Vol 30 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Stuart Perowne ◽  
Warren Mansell
Keyword(s):  
Social Anxiety ◽  
Selective Attention ◽  
Social Environment ◽  
Focused Attention ◽  
Social Threat ◽  
Apparent Paradox ◽  
Socially Anxious ◽  
Anxiety Group ◽  
Threat Cues ◽  
High Social Anxiety

Recent research indicates the apparent paradox that social anxiety may be associated with both self-focused attention and selective attention to external social threat cues. A naturalistic paradigm was designed to explore both processes. High and low socially anxious individuals were asked to make a speech to a monitor displaying six people whom they believed to be watching them live. Two audience members exhibited only positive behaviours, two only neutral ones and two only negative behaviours. In contrast to the low social anxiety group who selectively discriminated positive audience members, the high social anxiety group selectively discriminated the negative individuals, yet they were no more accurate at discriminating the negative behaviours the audience members had performed and they reported more self-focused attention than the low social anxiety group. The effects remained while covarying for differences in dysphoria. The results indicate that socially anxious individuals base their judgements of being disapproved by others on limited processing of their social environment.

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

scholarly journals MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

2021 ◽  
Vol 12 ◽  
Author(s):  
Saray Bonete ◽  
Ángela Osuna ◽  
Clara Molinero ◽  
Inmaculada García-Font
Keyword(s):  
Clinical Trial ◽  
Selective Attention ◽  
Training Program ◽  
Cognitive Training ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Processing Speed ◽  
Community Settings ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.

EPA-0384 – Anxiety and selective attention in adhd subtypes

2014 ◽  
Vol 29 ◽  
pp. 1
Author(s):  
M. Cueli ◽  
P. González-Castro ◽  
L. Álvarez ◽  
J.C. Núñez ◽  
E. Fernández
Keyword(s):  
Selective Attention ◽  
Adhd Subtypes
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