摘要:

This article examines the inextricably intertwined issues of definition and classification of attention deficit disorder (ADD), emphasizing the heterogeneity embedded within the diagnosis of ADD. Using data from our ongoing investigations we have focused on the overlap of ADD with reading disability as a heuristic example illustrating the consequences that heterogeneity has on a range of findings, including prevalence and the association between inattention and measures of language and reading. We propose and describe a systematic classification study whose goal is the development of a unitary, empirically derived classification for ADD, a classification that should increase the consistency and generalizability of findings across investigations and across disciplines.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

A great deal of research has been directed toward understanding the general principles that govern attention. More specifically, research has sought to define the multidimensional nature of attention, the neuroanatomical system responsible for attention, and the ways in which attention can be operationally defined and measured. In addition to these investigations on attention in general, there is a large body of literature examining attention in children and in particular children who have deficits in this area. The purpose of this article is to summarize the extant literature on attention deficit disorders both with and without hyperactivity, the current diagnostic criteria, its prevalence, developmental course, and proposed etiologies. With that as a background, a conceptual framework for designing a comprehensive assessment battery is presented with specific attention to the relationship between attentional deficits and language disorders in both etiology and assessment.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

This article reports research carried out by the Bowman Gray Learning Disabilities Project concerning the relationship between attentional and linguistic factors in the development of reading. Three samples (N= 204 randomly selected first graders,N= 60 poor readers accessed in the third grade, andN= 105 adults who were evaluated for reading problems in childhood) were tested over a five-year period to address issues of prediction of reading impairment by linguistic and attentional variables as well as the relationship between these two factors. Results indicate that attention deficit disorder (ADD) has no impact on the development of word identification skills but does affect long-term educational outcome. Phonological decoding and rapid naming skills are critical factors in the development of basic reading skills.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Children with attention-deficit hyperactivity disorder (ADHD) have been viewed as having deficits in attention, impulsivity, and hyperactivity. Current conceptualizations of ADHD, however, suggest that the primary deficit may be one of lack of behavioral inhibition or self-regulation. This article reviews the literature related to this conceptualization of ADHD, reviews the relationship between ADHD and language delays/disorders, discusses possible language and social–emotional cognitive underpinnings for the pragmatic and metacognitive deficits seen in children with ADHD, and critiques cognitive–behavioral treatment strategies used with such children. The authors propose that successful interventions with ADHD students are dependent on the students' cognitive orientation to planning; the pairing of pragmatic and social language with cognitive–behavioral intervention strategies; and the cooperation of students, parents, teachers, and clinicians.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID