M. Semrud-clikeman et al., An intervention approach for children with teacher- and parent-identified attentional difficulties, J LEARN DI, 32(6), 1999, pp. 581-590
Using a multimodal and multi-informant method for diagnosis, we selected 33
children by teacher and parent nomination for attention and work completio
n problems that met DSM-IV criteria for attention-deficit/hyperactivity dis
order (ADHD). Of the 33 children in this group, 21 participated in the init
ial intervention, and 12 were placed in an ADHD control group and received
the intervention after pre- and posttesting. A similarly selected group of
21 children without difficulties in attention and work completion served as
a control group. Each child was assessed on pre- and posttest measures of
visual and auditory attention. After an 18-week intervention period that in
cluded attention and problem-solving training, all children in the interven
tion and control groups were retested on visual and auditory tasks. Childre
n in both ADHD groups showed significantly poorer initial performance on th
e visual attention task. Whereas the ADHD intervention group showed commens
urate performance to the nondisabled control group after training, the ADHD
control group did not show significant improvement over the same period. A
uditory attention was poorer compared to the control group for both ADHD gr
oups initially and improved only for the ADHD intervention group. These fin
dings are discussed as a possible intervention for children with difficulti
es in strategy selection in a classroom setting.