The reality of living with AD/HD: children's concern about educational and medical support

A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support.     

注意缺陷/多动性障碍儿童教育训练的个案报告

近年来 ,国际特殊教育领域内儿童期被诊断的行为障碍中最普遍和最具争议性的是注意缺陷 /多动性障碍。大约 3- 6%的学龄儿童患有注意缺陷 /多动性障碍。本文对一例注意缺陷 /多动性障碍儿童的教育训练过程进行了分析研究 ,探讨了多种训练方法的过程和效果。并结合国内外最新文献 ,分析了造成注意缺陷 /多动性障碍的原因     

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.     

Motor control and sequencing of boys with Attention-Deficit/Hyperactivity Disorder (ADHD) during computer game play

The motor control of 49 unmedicated boys clinically diagnosed with ADHD, case‐matched with 49 non‐ADHD boys, was assessed while playing Crash Bandicoot I, a Sony^TM Playstation platform computer video game. In Crash Bandicoot participants control the movements of a small‐animated figure through a hazardous jungle environment. Operationally defined measures of motor control were designated by (1) the stage of the game completed (ie, the number of obstacles successfully passed) before losing the figure's ‘life’, (2) the level of complexity that the stage represented and (3) the time taken to get to that point during the video game play. These measures were assessed under contrasting conditions of low or high working memory and distracter loads. Four tasks were administered (totalling 12 trials), incorporating both with and without distracter conditions. For those trials with the distracter, a segment of the television show The Simpsons was simultaneously played on a television screen adjacent to the computer game monitor. A 5‐way MANOVA revealed that ADHD boys took less time to complete their trials under the direct condition (ie, no working memory load) on Crash Bandicoot, compared to their matched non‐ADHD peers. When the task required additional working memory, however, the ADHD boys took significantly longer. Cumulative frequency plots of game performance revealed that in terms of the number of obstacles completed, the control participants successfully navigated more obstacles on the low working memory load task than the ADHD participants, but that the performance of the two groups was less distinguishable on the high working memory load task. The findings have implications for assessment and management of children with ADHD.     

Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial

Early identification of reading disorder (RD) can prevent a “wait-to-fail” situation and can increase the efficacy of subsequent interventions. In this study we identified children in the middle of first grade of German elementary schools who were at risk for RD and evaluated a subsequent phonics intervention. We assessed 234 children and randomly allocated those performing below the 30^th percentile in a short standardized reading speed test to a six-week phonics (n = 29) or blinded motor control intervention (n = 26). Both interventions were implemented at school three times a week in small groups. Results showed that the first graders who had received the phonics instruction improved significantly in reading ability compared to the control group. Moreover, significantly more children in the control group exhibited RD than in the phonics group. This study provides the basis for developing school-based early identification and intervention programmes to remediate reading deficits and prevent RD.     

Child AD/HD severity and psychological functioning in relation to divorce,remarriage, multiple transitions and the quality of family relationships

Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder. This study investigated the association between parental divorce, remarriage, multiple transitions, the quality of relationships with family members and the psychological well-being of children and adolescents with AD/HD. First, differences in children’s AD/HD symptom profiles in relation to parents’ divorce status (single/multiple divorce) and family composition (single parent/stepfamily) were examined. Second, the association between the quality of children’s relationships with each family member and parents’ marital status (divorced/non-divorced) and family composition was investigated. In addition, age, gender and AD/HD subtype differences were assessed. Third, the association between the quality of children’s interactions with family members and children’s AD/HD symptom profile was explored. No significant differences in children’s behavioural profiles were found in terms of parents’ divorce status. Living in stepfamilies was associated with greater AD/HD severity and social malfunctioning. Disruptive parent–child and sibling relationships were found to be related to children’s age, gender, AD/HD subtype and parents’ marital status. Further, poor interactions with family members correlated with children’s AD/HD severity and psychological well-being. In summary, divorce, remarriage and the quality of relationships with family members are important correlates of the symptom profile of children with AD/HD, and this emphasises the need for special treatment modules for these families.     

Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project

Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings.     

Comparing Imitation Responding and IBT for children with ASD,a preschool intervention

The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and Health Clinics. Children were randomly assigned to either the IR group or the IBT group. The IR group received a new focused imitation treatment averaging 2.2 hours per week, while the children in the IBT group received 14.4 hours treatment per week. The outcome was measured with subscales from PEP‐3 and Vineland‐II, covering language and social domains. The between‐group comparison revealed no significant differences in effect of treatment during the 5 months that encompassed the period from pre‐ to posttest. Within‐group comparisons revealed significant changes on four subscales for the IR‐group, with the highest effect sizes for play and expressive language, while for the children in the IBT‐group a significant gain was evident for five subscales with the highest effect sizes observed for expressive and receptive language. These findings suggest that IR can be used as an initial and complementary method in settings where IBT is usually the primary treatment of choice.     

Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation

Looked‐after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop‐out; number of school placements; teacher‐student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions.     

The Early Literacy Support Programme (ELS) and the blend and clash of national educational policy ideologies in England

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001 Department for Education and Skills 2001a Early Literacy Support Programme, materials to support teachers working in partnership with teaching assistants London DfES  [Google Scholar]a; 2001 Department for Education and Skills 2001b Early Literacy Support Programme, session materials for teaching assistants London DfES  [Google Scholar]b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.     

A neurodevelopmental approach for helping gifted learners with diagnosed dyslexia and attention deficit/hyperactivity disorder (AD/HD)

Abstract

Many intellectually and creatively gifted learners experience barriers to learning and development. These may be incorrectly diagnosed as distinct mental disorders, such as Attention Deficit Disorder, hyperactivity, dyslexia and so on. Medication, behaviour and remedial therapy are among the most frequently cited treatments. Emerging approaches to therapy, based on applied neuroscience and the importance of movement in structuring the brain, are finding that it is possible to ‘heal’ interactive links of dysfunctional behaviours and ensuing learning difficulties. This article presents a neurodevelopmental view of learning and attentional problems that are not uncommon in some gifted learners. By means of two case studies, a neurodevelopmental approach will be illustrated whereby such learners have been helped to overcome their learning barriers.     

Learning-by-Designing literacy-based concept-oriented play (LBCOP) activities: emergent curriculum for/with young CLD children and their teacher

It has been argued that developing interactive learning environments that involve learners in integrating contextualized literacy experiences leads to more successful concept formation in young children. This study attempts to revisit Vygotsky’s view of the dialectical relations between culture and individual psychological functioning as mutually constitutive. By highlighting a specific literacy event, this qualitative study investigates an emergent curriculum by designing literacy-based and concept-oriented play (LBCOP) activities to foster young culturally and linguistically diverse (CLD) children’s mathematical concept formation. The paper concludes with implications of co-designing LBCOP activities by the teacher and young CLD children for both children’s concept formation and teacher design work.     

Validation of the Wider Outcomes Survey for Teachers (WOST): a measure for assessing the behaviour,relationships and exposure to bullying of children and young people with special educational needs and disabilities (SEND)

The Wider Outcomes Survey for Teachers (WOST) is a teacher informant‐report questionnaire developed to aid the assessment of behaviour difficulties, quality of relationships and exposure to bullying among students identified with special educational needs and disabilities (SEND). This study examines the psychometric properties of the WOST in a validation sample representing 6164 students with SEND (mean age 12 years) drawn from 481 primary and secondary schools across England. Results showed favourable internal consistency using Cronbach's alpha and acceptable model fit using confirmatory factor analysis, both of which were invariant to broad categorisations of SEND. Practical utility and construct validity were also established by testing two theoretically derived hypotheses. The measure is therefore tentatively supported as a useful tool for assessing the wider outcomes of students with SEND.     

The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children

The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels.     

A comparison between a Neuro-Physiological Psychotherapy (NPP) treatment group and a control group for children adopted from care: Support for a neurodevelopmentally informed approach to therapeutic intervention with maltreated children

BackgroundLittle evidence exists regarding outcomes of therapeutic interventions for maltreated children who are removed from their birth families and then adopted. This study follows on from a previous evaluation of the Neuro-Physiological Psychotherapy (NPP) model, which found significant, positive and sustained post-treatment change.ObjectiveTo compare the outcomes for the NPP intervention group to those of a control group.Participants and settingParticipants were families who received the NPP intervention and families who, following assessment, did not receive the NPP intervention as recommended.MethodsGroups were matched in terms of demographics and presentation at assessment. A comparison of outcomes took place using ANCOVA.ResultsSignificant differences were found between group measures of Behavioral Regulation Index (moderate effect size, Cohen’s d = .435; F(1, 1505) = 14.476, p = .000) and Global Executive Functioning (BRIEF) (small effect size, Cohen’s d = .147; F(1, 3506) = 7.771, p = .008); mental health difficulties common in maltreated children (ACC/ACA) (small effect size, Cohen’s D = .212; F(1, 1100) = 6.197, p = .020) and externalizing behavior (CBCL) (small effect size, Cohen’s D = .025; F(1, 686) = 5.420, p = .025). A comparison of parent responses on quantitative aspects of a structured interview using chi-square analysis revealed significant differences between the groups on relationship quality (x2 (2, N = 53) = 10.453, p = .005 with a medium effect size, Cramer’s V = .444), disruption (x2 (1, N = 54) = 4.998, p = .025. The effect size was medium with Cramer’s V = .304), parental separation rates (x2 (1, N = 45) = 9.474, p = .002. The effect size was moderate with Cramer’s V = .459) and several indicators for longer-term social inclusion. The results are discussed in the light of the model’s neurodevelopmental and sequential approach, which focuses on sensory integration, affect regulation and therapeutic life story work alongside parent and school support.ConclusionsImplications regarding current treatment guidelines for this population are discussed; and a call is made for interventions which actively consider and address the neurodevelopmental impact of maltreatment.