Colored paper reduces error rates of ADD-H children in writing practice inprimary education and in special education

Behavioral symptoms of children diagnosed with ADD-H can be explained in te rms of regulation deficits at various levels. For some children, problem be havior is aggravated in situations which are rather low in stimulation and require sustained attention. Using three independent samples of ADD-H subje cts (n = 19 from regular primary education, n = 28 children with additional speech dysfunctions, and n = 19 children with additional learning disabili ty, including an equal number of normal controls), an earlier study was rep licated which had shown a positive effect of task-irrelevant color stimulat ion on error rates and working time during a copying exercise. At large, th e results could be confirmed in the three samples. This effect is explained as additional stimulation facilitating regulation of selective attention a nd graphomotor coordination.