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The Use Of Systematic Distractions To Increase Sustained Attention In School-Aged Children With Attention Problems, Emma Larson
The Use Of Systematic Distractions To Increase Sustained Attention In School-Aged Children With Attention Problems, Emma Larson
LSU Master's Theses
With the growing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in children (DSM-5, 2013), it has been established that the ability of these children to sustain attention is marked with difficulty (Barkley, 2006). Prior research has addressed the need to increase sustained attention in children with ADHD, however, not all of the promising methods take into consideration that children with ADHD have difficulty ignoring distractions (Rapport et al., 2009). This is problematic because the typical classroom environment is filled with distractions. The current study attempted to fill this research gap by training participants to sustain attention while systematically introducing distractions …
The Relationship Between Maternal Distress And Adjustment Problems In Adolescents With Attention-Deficit/Hyperactivity Disorder: An Examination Of Family Routines And Communication As Moderators, Ryan Nicole Cummins
LSU Master's Theses
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder in youth. The presence of comorbid internalizing and externalizing symptoms is a frequent occurrence in ADHD youth; comorbid symptoms are associated with poor adjustment into adolescence and negative trajectories into adulthood. There are many contributing factors in the development of comorbid symptoms (e.g., parental distress and family environment). Thus, it is important to understand the relationship between contributing factors and the ways in which family consistency helps to manage problem behaviors in adolescents with ADHD. One way to increase consistency is through the use of routines and positive communication. The present study examined …
Assessing The Impact Of White Noise On Cognition In Individuals With And Without Adhd, Scott Roye
Assessing The Impact Of White Noise On Cognition In Individuals With And Without Adhd, Scott Roye
LSU Master's Theses
Although originally viewed only as a childhood disorder, Attention Deficit Hyperactivity Disorder (ADHD) is now recognized to persist into adulthood in many individuals. Adults with ADHD often demonstrate academic, cognitive, and general functioning deficits as a result of their symptoms. Theorists have suggested that features typically associated with ADHD, such as distractibility, excessive motor activity, and executive dysfunction, may stem from being under stimulated at a physiological level. This lack of arousal potentially causes individuals to seek out stimulation, making them more susceptible to background noise and other environmental stimuli. However, previous research primarily focuses on children and adolescents with …
Parental Involvement In Improving Academic Success For Students With Adhd: A Comparison Of Daily Behavior Report Cards And Homework Self-Monitoring, Stephanie M. Grant
Parental Involvement In Improving Academic Success For Students With Adhd: A Comparison Of Daily Behavior Report Cards And Homework Self-Monitoring, Stephanie M. Grant
LSU Master's Theses
The current study examined the confined, combined and collateral effects of a daily report card (DRC) and a homework self-monitoring intervention (HSM). Four 4th or 5th grade students with ADHD, who often had problems staying on task and completing classwork and homework accurately were randomly assigned to one of two conditions in a multiple baseline design. Initially each student received either a DRC or HSM and was then given whichever intervention they had not yet received in addition. As expected, both the DRC and HSM improved the initially targeted behavior as found in previous research; the DRC improved on task …
Effect Of Labeling Bias On Ratings Of Adhd Symptoms, Jessica Lynne Rodriguez
Effect Of Labeling Bias On Ratings Of Adhd Symptoms, Jessica Lynne Rodriguez
LSU Master's Theses
In a study by Fox and Stinnett (1996), labeling bias was defined as the “expectations that others might develop for a person given a particular label.” Research has repeatedly shown that negative characteristics are often attributed to children given a label, even when behavior does not differ from non-labeled peers. This study aimed to add to the understanding of labeling bias, specifically a label of Attention-Deficit/Hyperactivity Disorder (ADHD). Teachers were recruited to participate in an online survey in which they were randomly assigned one of three variations of a vignette. The vignettes described two children with either no label, a …
Do The Stimulant Medications Improve Neuropsychological Performance Of College Students With Adhd?, Chunqiao Luo
Do The Stimulant Medications Improve Neuropsychological Performance Of College Students With Adhd?, Chunqiao Luo
LSU Master's Theses
Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent disorder estimated to affect 5% to 10% of school-aged children and approximately 4% of adults worldwide. The defining symptoms are hyperactivity, impulsivity and inattention, which are all acutely reduced by the stimulant medications, methylphenidate and amphetamine. Nevertheless, in spite of robust short-term efficacy, long-term follow-up studies fail to show drug effects on academic achievement of ADHD students. Because recent research indicates that the medications also do not normalize performance of ADHD patients on some neuropsychological tests, we thought this might shed some light on the causes of ADHD students’ academic underachievement. There is …
Reducing Homework Problems In Adhd Adolescents: A Comparison Of Two Self-Management Interventions, Valerie Paasch
Reducing Homework Problems In Adhd Adolescents: A Comparison Of Two Self-Management Interventions, Valerie Paasch
LSU Master's Theses
Self-managed interventions can be especially beneficial during the adolescent years, as expectations of a child’s academic independence increase. Self-monitoring, a type of self-managed intervention, has been used to assess problem behaviors, evaluate treatment effectiveness, promote behavior change, and increase homework production. Goal-setting, another form of self-management has been associated with improvements in behavior, academics, and homework. However, no known studies have compared the effectiveness of self-monitoring and goal-setting homework interventions in ADHD adolescents. The current study compares two self-managed interventions, goal-setting and self-monitoring, in an attempt to determine their effectiveness with ADHD adolescents with problematic homework behavior. Participants were trained …
Improving Homework In Adolescents With Adhd: Comparing Training In Self- Vs. Parent-Monitoring Of Homework And Study Skills Completion, Kara J. Meyer
Improving Homework In Adolescents With Adhd: Comparing Training In Self- Vs. Parent-Monitoring Of Homework And Study Skills Completion, Kara J. Meyer
LSU Master's Theses
Self-monitoring has been proven to be effective in increasing performance, on task behavior, and homework completion in students with learning disabilities and other academic difficulties. Parent supervision and involvement in homework also has been shown to improve performance. However, the effectiveness of parent vs. self-monitoring of homework completion and test preparation has never been examined in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study compared the effectiveness of self- and parent-monitoring of homework and study skills completion in middle school students with ADHD. Students were trained in the SQ4R study strategy and homework completion skills. In one group students monitored …
Teaching Elementary Students With Attention-Deficit/Hyperactivity Disorder To Recruit Teacher Attention: Effects On Teacher Praise, On-Task Behavior, And Academic Work, Angie Lynn Pellegrin
Teaching Elementary Students With Attention-Deficit/Hyperactivity Disorder To Recruit Teacher Attention: Effects On Teacher Praise, On-Task Behavior, And Academic Work, Angie Lynn Pellegrin
LSU Master's Theses
Recruitment training and self-monitoring skills have proven to be effective methods of decreasing off-task behavior and increasing work productivity and positive teacher-student interactions. Teaching students to recruit teacher attention provides an opportunity for the teacher to praise the child or to offer instructional feedback. However, research on this topic has not examined its utilization and effectiveness in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Using a multiple baseline across subjects design, the present study will examine the effectiveness of training students with ADHD to monitor task progress and recruit teacher attention.