An intervention approach for children with teacher- and parent-identified attentional difficulties

Citation
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
Citations number
78
Categorie Soggetti
Rehabilitation
Journal title
JOURNAL OF LEARNING DISABILITIES
ISSN journal
00222194 → ACNP
Volume
32
Issue
6
Year of publication
1999
Pages
581 - 590
Database
ISI
SICI code
0022-2194(199911/12)32:6<581:AIAFCW>2.0.ZU;2-Y
Abstract
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.