Comorbid LD and ADHD in childhood: socioemotional and behavioural adjustment and parents’ positive and negative affect

The present study examined how vulnerability and protective factors at the individual level (child’s disabilities; patterns of attachment), and at the family level (fathers’/mothers’ affect), help explain differences in socioemotional and behavioural adjustment among children aged 8–12 years with comorbid learning disability (LD) and attention deficit hyperactivity disorder (ADHD) or with typical development. Participants were 118 father–mother–child triads: 59 couples and children with comorbid LD/ADHD and 59 couples with typically developing children. Preliminary analyses indicated significant group differences on all children’s measures and on fathers’ and mothers’ affect measures. As hypothesised, findings showed the contribution of parents’ positive and negative affect to children’s adjustment, with differences for fathers’ versus mothers’ affect. Discussion focuses on understanding the unique value of fathers’ and mothers’ affect on children’s well‐adjusted functioning.     

Attachment and sensitivity among parents with ADHD – a multiple-case study

This study aimed to explore the self-protective strategies of six parents with ADHD and the sensitivity they displayed in dyadic interaction with their under 3-years-old children. The parents were interviewed using the Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The study showed a variation of the parents’ self-protective strategies and sensitivity. The more complex the parent’s self-protective strategy was, the less sensitive was the interaction. Some parents’ need for self-protection compromised their ability to protect their child and decreased their sensitivity. All parents displayed indications of unresolved traumas, which also impaired their sensitivity to the signals of their child and ability to engage in mutual regulation of arousal and emotion with their child. Attachment-oriented family psychological assessment, including assessments of the self-protective strategies of each family member would make possible to design a treatment adapted to the unique family needs, also in order to alleviate early risk.     

Student teachers’ knowledge about children with ADHD and depression and its relations to emotions

Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula.     

ADHD and academic attainment: Is there an advantage in impulsivity?

Pupils diagnosed with ADHD and pupils with ADHD symptoms tend to do less well at school than their symptom-free peers. This has been found to be particularly true for predominantly inattentive pupils. This paper aimed to establish the relative importance of inattention, hyperactivity and impulsivity to the academic progress of young children. A large dataset which held children's reading and maths attainment at the end of their first year at school, as well as teachers' ratings of ADHD-related behaviours based on the DSM-IV criteria was analysed. Inattention was strongly linked to under-attainment whilst impulsivity was positively related to attainment for similar levels of inattention. The item “Blurts out answers” on the teachers' rating scale was particularly important. When impulsivity acted as an overt sign of cognitive engagement it seemed to have a positive function. This raises questions about the inclusion of the “blurting out” item in the ADHD DSM criteria.     

ADHD symptoms and the teacher–student relationship: a systematic literature review

This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.     

ADHD and reading disability in male adults: is there a connection?

The present study examined the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) in male adults. Participants were 120 men, of whom 24 were classified as having ADHD. The basis for the diagnosis was two self-report scales validated by interviews and background data. An extensive battery was used to assess phonological abilities and various aspects of reading skills. No differences were obtained between adults with and without ADHD on measures of either phonological processing skills or word decoding, indicating a low comorbidity with RD. This finding was valid even when different criteria were used to diagnose RD. However, the two groups differed in reading comprehension, with individuals with ADHD performing poorly in tests of reading comprehension. These results are compatible with the view that reading comprehension involves many of the higher cognitive control functions assumed to be impaired in ADHD. However, these attentional control functions are not critical to word recognition, which is determined by a more encapsulated phonological processing module. The pattern of associations between ADHD and RD observed in the present study is explained with reference to the differential attentional demands of the two aspects of reading.     

国外ADHD儿童教育干预研究

文章从行为管理、同伴干预计划、课堂管理策略等方面详细阐述了国外如何在学校环境中对ADHD儿童进行教育干预,并指出目前ADHD干预研究的不足及研究方向。     

Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: A qualitative study

Objectives: Educational practitioners play an important role in the referral and treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to explore how educational practitioners conceptualise their beliefs about the causes of symptoms of ADHD. Method: Forty-one educational practitioners from schools in the United Kingdom participated in focus groups or individual interviews. Data were analysed using thematic analysis. Results: Practitioners’ beliefs fell into two categories: biological and environmental. Practitioners conceptualised the causes of ADHD in lay-theoretical models: a ‘True’ ADHD model considered that symptoms of ADHD in many cases were due to adverse environments; and a model whereby a biological predisposition is the root of the cause of the child’s symptoms. Conclusion: Differential beliefs about the causes of ADHD may lead to practitioners blaming parents for a child’s behaviour and discounting ADHD as a valid condition. This has implications for the effective support of children with ADHD in schools.     

儿童ADHD病因及心理治疗研究进展

根据APA1994年的定义,注意力多动障碍(ADHD)是一种始于儿童期,以注意涣散,多动和冲动为主要特征的常见儿童心理障碍。儿童ADHD的根本病因至今仍没有明确的界定,目前该疾病主要从三个角度来解释:环境因素、儿童的认知因素和生物学因素。文章针对药物治疗的副作用,整合已有的心理治疗成果,以期对未来的研究提供参考。     

同伴互助,助力ADHD儿童健康成长

教师同伴互助,是指在同校或不同校的几个教师间发生的,以专业发展为方向的,以解决教育教学中的实践问题为目的,以平等互助为原则的,旨在实现教师相互合作、自我提升并共同发展的教学与研究活动.针对绍兴市上虞区小学各校的实际情况,同伴互助组的心理教师围绕活动主题,积极开展校际间的同伴互助和同侪督导,推进各校的心理健康教育工作,促进自身的专业成长,助力ADHD儿童健康成长.     

ADHD in schools: prevalence,multi‐professional involvements and school training needs in an LEA

As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require.     

促进ADHD儿童健康成长的学校教育策略

ADHD即注意力缺陷多动障碍,是我国学龄期儿童少年高发的疾病,对患者的学习和生活影响极大。目前,国内的教师和家长对这一疾病缺乏必要认识,严重影响教育效果。学校应充分发挥教育职能,加强对教师和家长的培训,采取科学有效的教育策略,给ADHD儿童更多的支持,促进他们健康成长。     

Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?

Abstract

Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.     

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalisation of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes. A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD. Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence and functioning of the ADHD classes are discussed in light of the notion of inclusive education.     

Has schooling of ADHD students reached a crossroads?

ABSTRACT

The aim of the present study was to examine and describe educational leaders’ mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey (response rate 76%) aimed at investigating how Swedish municipalities organise schooling for ADHD students. Interview data was analysed with the use of a theoretical framework presented as a typology table describing mindsets more or less in line with either the neuropsychiatric paradigm or inclusion. The perceived neuropsychiatric influence on ADHD students’ schooling seemed to affect educational leaders’ decision making, leading to different schooling for ADHD students in different municipalities. The findings, presented as municipality profiles, are discussed in relation to the notion of inclusive education and alternative educational paths leading either towards inclusion or exclusion.     

箱庭疗法改ADHD儿童情绪行为问题的个案研究

注意力缺陷多动障碍( attention deficit hyperactivity disorder,ADHD)是常见的儿童期发展障碍.又称"轻微脑损伤或功能障碍""儿童期运动机能亢奋反应"等,在中国称为"多动症".我国学者何侃调查指出,我国儿童注意力缺陷多动障碍的发生率为4.31%~5.83%,居于学龄儿童精神障碍发病率的首位[1].     

教育评价应用于儿童ADHD早期筛查及干预研究

本研究将教育评价的方法应用于儿童注意力缺陷多动障碍(简称AD-HD)早期筛查与干预,目的是提高ADHD儿童早期筛查与干预的实效性,更好地帮助ADHD儿童改善注意力问题,使其更好地适应学习及发展的需要。早期筛查主要采用诊断性评价的方法,分成正常组和问题儿童组,采用以我中心自主研发并获国家专利的"育源全脑开发多功能学具"及心理教育系列课程为载体实施干预,结果用t检验对干预前后所测数据进行分析,正常组ADHD儿童P0.01,问题组AD儿童P0.01,说明干预后达到了显著水平。问题组HD儿童P0.05,虽未达到显著水平,但从前后所测对照图中可以看出:均有改善。     

PASS理论在ADHD儿童评估与干预中的应用

本文从PASS理论的角度出发,分析论述了不同亚型的ADHD儿童在不同的认知加工过程中所存在缺陷注意缺陷型ADHD儿童在选择性注意过程中存在缺陷,而多动-冲动型ADHD儿童在计划过程中存在缺陷.因此,对于此类儿童的干预和矫治应当根据其特殊的认知过程缺陷采取不同的策略,从而提高其认知加工能力.     

多种辅导方法在一名ADHD儿童干预中的运用

注意力缺失/多动症（ADHD）是儿童行为问题中最常出现的一种问题,严重影响到儿童的发展、教育、课业学习及社会行为,儿童与他们的父母也承受了许多痛苦。本个案是小学一年级的学生,经过一学年的辅导已发生了较大的转变。     

ADHD的反应抑制与延迟满足特点及教育对策

现代认知心理学研究表明,抑制失能是注意力缺损多动障碍的核心缺损,抑制功能落后不仅可以解释注意力缺损多动障碍儿童的分心、冲动和多动,而且还能说明延迟满足能力落后的原因。正是延迟满足能力的落后导致了ADHD自我管理行为的缺损,行为效率降低,和情绪控制的发展性落后。本文根据反应抑制功能落后的特点和延迟满足能力的落后,设计认知-行为训练来进行干预。