scholarly journals Listening skill in students with Attention-Deficit Hyperactivity Disorder and the teachers’ level of knowledge to teach these students

2017 ◽  
Vol 2 (6) ◽  
pp. 104
Author(s):  
Fabiola S. Cando-Guanoluisa ◽  
Fanny M. Abata-Checa ◽  
José A. Robalino-Pérez
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Private School ◽  
Listening Comprehension ◽  
Second Grade ◽  
Listening Test ◽  
Hyperactivity Disorder ◽  
Listening Skill ◽  
Level Of Knowledge ◽  
Students With Adhd

<p style="text-align: justify;">The main aim of this qualitative research was to analyze the listening skill in students with Attention Deficit Hyperactivity Disorder (ADHD) and the teachers’ level of knowledge to teach these students. The study took place in a private school in Latacunga-Ecuador. A second grade student, who was believed to have this disorder, was chosen for the study.  First, a psycho-pedagogical observation was carried out in order to determine if the behavior of the selected student matches the characteristics of the disorder. Then, a listening test was applied in order to identify her listening level. In addition, a survey to identify teachers’ level of knowledge to teach these students was employed. Data gathered show that the student’s behavior matches all the characteristics of the disorder. Second, through a listening test, it was possible to realize that the student with the disorder had problems in listening comprehension. Finally, the survey revealed that most of the teachers do not known strategies to teach this type of students. In fact, they are not familiarized with ADHD features and they have never had any training in strategies to teach students with ADHD.   </p>

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.

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 Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tamara H. Jaye ◽  
Cecil Levy ◽  
Jacob Majakwara ◽  
Sheri Hanson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Independent Schools ◽  
Neurodevelopmental Disorder ◽  
Discussion Group ◽  
Classroom Setting ◽  
Children With Adhd ◽  
Level Of Education ◽  
Hyperactivity Disorder ◽  
Level Of Knowledge

Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments.Aim: This study investigated the understanding and perceptions of ADHD amongst Foundation Phase teachers at independent schools in Johannesburg.Setting: This study was conducted at nine independent schools in the Johannesburg area.Methods: A total of 95 teachers filled out a standardised questionnaire, the Knowledge of Attention Deficit Disorders Scale (KADDS), which looks at three aspects of ADHD, namely, associated features, symptoms and treatment. The teachers also answered several demographic questions such as their sex, age, level of education, knowledge of a person outside the school with ADHD and confidence to teach a child with ADHD. An informal directed discussion group was conducted, which comprised 32 teachers who had filled in the questionnaire. Open-ended questions were asked during the discussion group.Results: The overall results were the highest obtained compared to similar previous studies. These teachers had a very good knowledge with regard to the symptoms of ADHD, they had a fair understanding about the treatment of ADHD and their knowledge about the associated features of ADHD was limited. Exposure to children with ADHD and higher number of ADHD workshops attended and ADHD articles read were beneficial to the teachers’ overall knowledge about ADHD. Years of experience and the age of the teacher were not associated with a greater knowledge about ADHD.Conclusion: Independent school Foundation Phase teachers displayed a good level of knowledge about ADHD. This knowledge was enhanced by continual ADHD education and exposure to children with ADHD.

scholarly journals Knowledge and Misperception of Attention Deficit Hyperactivity Disorder (ADHD) among the Primary School Teachers of Vadodara District, Gujarat, India

2021 ◽  
pp. 1-7
Author(s):  
Anupsinh H Chhasatia ◽  
Lakhan R Kataria ◽  
Induben R Kataria
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Private School ◽  
Attention Deficit Disorder ◽  
Explicit Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders of childhood. Teachers can play a key role in identifying and supporting students with ADHD. In order to fulfill this important role, teachers must have explicit knowledge about ADHD. Teachers are seen as one of the most valuable sources of information concerning the referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social, and emotional success for children with ADHD. This study was aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in the Vadodara district of Gujarat, India. Materials & Methods: Total 491 school teachers participated in the study. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation tests were used to analyze the data. Result: Results indicated that teachers’ knowledge of ADHD was insufficient. A significant difference in knowledge was found between Urban & Rural (0.00429); Gujarati & English medium school teachers (p=0.0013); Government & private school teachers (p=0.001). Conclusion: Lack of knowledge & prevalence of misperception is obvious in primary school teachers who are the first responders of such patients (kids). Improving teachers’ standards & understanding can help significantly in early diagnosis & improving the outcome.

Error Monitoring in College Students with Attention-Deficit/Hyperactivity Disorder

2009 ◽  
Vol 23 (3) ◽  
pp. 113-125 ◽  
Author(s):  
Wen-Pin Chang ◽  
Patricia L. Davies ◽  
William J Gavin
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Event Related Potential ◽  
Error Monitoring ◽  
Behavioral Performance ◽  
Significant Group ◽  
Hyperactivity Disorder ◽  
Study Results ◽  
Students With Adhd

Recent error-related event-related potential (ERP) studies suggest that children with attention-deficit/hyperactivity disorder (ADHD) display deficits in error monitoring compared to control children. Information regarding error monitoring deficit in adults with ADHD, however, is scarce. We investigated error monitoring in a sample of college students with ADHD and compared them to their control peers. In addition to error (-related) negativity (Ne/ERN) and error positivity (Pe), we examined behavioral performance such as reaction time (RT) as well as self-reported monitoring behaviors in daily-life situations. Thirty-two college students with no known disorders and 36 college students with ADHD between 18 and 30 years of age participated in this study. Results showed that college students with ADHD were slower in their RT and displayed more RT variability. College students with ADHD also demonstrated significantly smaller Ne/ERN amplitude and shorter Ne/ERN latency compared to control students. There were, however, no significant group differences in either Pe amplitude or Pe latency. With self-reported monitoring behaviors, ADHD students reported significantly more difficulties in both the Self-Monitor and Task Monitor scales of the Behavioral Rating Inventory of Executive Function – Adult Version (BRIEF-A) compared to control students. Collectively, these results suggest that college students with ADHD have atypical error monitoring as measured by brain processing, behavioral performance, and self-report.

Effect of Stimulant Medication on the Acceptance of Background Noise in Individuals with Attention Deficit/Hyperactivity Disorder

2005 ◽  
Vol 16 (09) ◽  
pp. 677-686 ◽  
Author(s):  
Melinda C. Freyaldenhoven ◽  
James W. Thelin ◽  
Patrick N. Plyler ◽  
Anna K. Nabelek ◽  
Samuel B. Burchfield
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Background Noise ◽  
Stimulant Medication ◽  
Female College Students ◽  
Hyperactivity Disorder ◽  
Presentation Level ◽  
Students With Adhd ◽  
Auditory Tasks ◽  
Speech Presentation

Available data indicate that, on some auditory tasks, individuals with attention deficit/hyperactivity disorder (ADHD/ADD) perform more poorly than individuals without ADHD/ADD. Research also indicates that performance may improve with the use of stimulant medication. The present study (1) examined the effect of stimulant medication on acceptance of background noise in individuals with ADHD/ADD and (2) investigated the dependence of speech presentation level on acceptance of noise in persons with ADHD/ADD. Fifteen normal hearing female college students with ADHD/ADD served as the participants. The participants were medicated in one session and unmedicated in the other session. Results showed that medication significantly increased the acceptance of background noise for individuals with ADHD/ADD. Results also indicated that acceptance of noise depends on speech presentation level, but the improvement in acceptance of noise was not dependent on medication.

Measuring Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder: the MAE-TDAH Questionnaire

2014 ◽  
Vol 17 ◽  
Author(s):  
Marian Soroa ◽  
Nekane Balluerka ◽  
Arantxa Gorostiaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Basque Country ◽  
Temporal Stability ◽  
General Information ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Methodological Rigor ◽  
Level Of Knowledge ◽  
Age Range

AbstractThe lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD.

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