Relevant bibliographies by topics / Attentional difficulties

Academic literature on the topic 'Attentional difficulties'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Attentional difficulties"

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Alison, M. L., and Ray Dev Peters. "Assessment of Attentional Difficulties in Underachieving Children." Journal of Educational Research 82, no. 6 (July 1989): 356–61. http://dx.doi.org/10.1080/00220671.1989.10885918.

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Shalev, Lilach, Tamar Kolodny, Nir Shalev, and Carmel Mevorach. "Attention Functioning Among Adolescents With Multiple Learning, Attentional, Behavioral, and Emotional Difficulties." Journal of Learning Disabilities 49, no. 6 (August 4, 2016): 582–96. http://dx.doi.org/10.1177/0022219415579125.

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Gargaro, B. A., Tamara May, B. J. Tonge, D. M. Sheppard, J. L. Bradshaw, and N. J. Rinehart. "Attentional Mechanisms in Autism, ADHD, and Autism-ADHD Using a Local–Global Paradigm." Journal of Attention Disorders 22, no. 14 (September 15, 2015): 1320–32. http://dx.doi.org/10.1177/1087054715603197.

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Objective: Cognitive flexibility or attentional set-shifting capacity has long been considered a core area of executive dysfunction for individuals with autism. Whether these difficulties are due to higher-level attentional difficulties associated with comorbid ADHD remains unclear. Method: The current study compared the performance of 48 participants with autism, ADHD, autism-ADHD, and a comparison group ( N = 12 per group) on a set-shifting task, which included a local–global paradigm. Results: Results of this study revealed that participants with attentional difficulties (autism + ADHD and ADHD alone) exhibited a significant shifting cost (difference between maintaining and shifting attention). Conclusion: Attentional difficulties associated with ADHD may be associated with an enhanced attentional shifting cost. Implications of these results were discussed in relation to screening for ADHD symptoms in studies of individuals with autism which seek to determine the neuropsychological profile of this condition.
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Lotti, Laura, Laura Mazzoni, Egle Grigaliute, Daniele Monzani, and Elisabetta Genovese. "Relationship between auditory processing disorders and attentional difficulties." Hearing, Balance and Communication 19, no. 5 (December 3, 2021): 332–39. http://dx.doi.org/10.1080/21695717.2022.2029040.

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Reading, Richard. "Diagnosing and treating attentional difficulties: a nationwide survey." Child: Care, Health and Development 31, no. 1 (January 18, 2005): 125. http://dx.doi.org/10.1111/j.1365-2214.2005.00500_8.x.

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Mercado, F., P. Barjola, M. L. Fernández, M. A. Bullones, A. López, and J. L. González. "Brain Indices of Attentional Disengagement Difficulties in Fibromyalgia." NeuroImage 47 (July 2009): S66. http://dx.doi.org/10.1016/s1053-8119(09)70357-x.

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McKenzie, I., and C. Wurr. "Diagnosing and treating attentional difficulties: a nationwide survey." Archives of Disease in Childhood 89, no. 10 (September 21, 2004): 913–16. http://dx.doi.org/10.1136/adc.2002.023499.

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Fitzgerald, Gail, Landis Fick, and Richard Milich. "Computer—Assisted Instruction for Students with Attentional Difficulties." Journal of Learning Disabilities 19, no. 6 (June 1986): 376–79. http://dx.doi.org/10.1177/002221948601900614.

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Godfrey, Hazel K., Amy T. Walsh, Ronald Fischer, and Gina M. Grimshaw. "The Role of Attentional Control in Cognitive Deficits Associated With Chronic Pain." Clinical Psychological Science 8, no. 6 (August 10, 2020): 1046–53. http://dx.doi.org/10.1177/2167702620925744.

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Cognitive deficits in chronic pain are often attributed to difficulties in attentional control. According to the deficit view, these difficulties stem from a reduction in attentional capacity driven by attentional focus on pain experience; alternatively, according to the motivated-attention view, attentional biases toward pain-relevant threats in the environment reduce attention available for everyday tasks and goals. We tested both accounts using a task in which 72 people with chronic pain and 72 without chronic pain performed a simple perceptual task while attempting to ignore pain-relevant images of body mutilations or neutral scenes. They also completed a common test of attentional control. Although people with chronic pain reported subjective difficulty with attentional control and were slower on both tasks, groups did not differ on behavioral measures of attentional control. Findings suggest that attentional control may not be an optimal target for interventions intended to improve cognitive function in chronic pain.
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Norwich, Brahm, Paul Cooper, and Pam Maras. "Attentional and activity difficulties: findings from a national study." Support for Learning 17, no. 4 (November 2002): 182–86. http://dx.doi.org/10.1111/1467-9604.00262.

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Dissertations / Theses on the topic "Attentional difficulties"

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Kirk, Karen S. "Relations between measures of attention and memory in the assessment of children with attentional difficulties." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1203.

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Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).
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Scope, Alison. "Cognition in children with attentional difficulties, with particular reference to working memory." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20804/.

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This research investigated cognitive function in children with observed and rated behavioural manifestations associated with inattention, hyperactivity and impulsivity. The aims were firstly to assess whether there were children in mainstream classrooms who displayed these behaviours, and secondly, to assess executive function and working memory in these children compared to a control group. It was anticipated that the findings could provide a basis for the development of a new model to explain cognitive function in children with attentional difficulties. A group of children with attentional difficulties who were part of the normal population but who did have cognitive difficulties in comparison to controls were identified. It was concluded that these children constituted part of a normal continuum of attentional skills and were not diagnosable. Using the working memory model (Baddeley and Hitch, 1974, Baddeley, 2000) the nature of the cognitive difficulties in children with attentional difficulties was established. Specifically it was revealed that children with attentional difficulties had difficulties on spatial working memory tasks but not on visual working memory tasks. Central executive function was initially proposed to explain differences between the groups, however when this explanation was explored the Supervisory Attentional System (Norman and Shallice, 1980) emerged as a better model to explain the data. Limitations of Barkley's (1997) inhibition model were also identified. It was hypothesised that children with attentional difficulties have difficulties associated with 'executive attentional control' mechanisms which impinge on their ability to complete central executive working memory tasks. Existing models were incorporated into a new model to more accurately explain these difficulties. It is intended that these findings will be followed up longitudinally to assess the development of executive attentional control in children with attentional difficulties and to incorporate these findings into a developmental model.
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Idler, Alyssa M. "The effect of a brief mindful breathing exercise added to a reading fluency intervention for students with significant attentional difficulties." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53976.

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Cognitive theories of reading acquisition emphasize cognitive processes such as attention and working memory, which could be problematic for students with significant attentional difficulties. Mindfulness interventions have been associated with improvements in executive functioning and positive academic outcomes. An alternating treatment design comparing a reading fluency intervention with and without an exploratory brief mindful breathing exercise was conducted with four elementary-aged students identified by classroom teachers as demonstrating difficulty with reading fluency and attention. It was hypothesized that participants would show greater gains in reading fluency, as measured by number of words correct per minute (WCPM), when they received the brief mindful breathing exercise compared to when they did not. It was also hypothesized that students would show increased attention and decreased feelings of stress, as indicated by self-report ratings, after participating in the brief mindful breathing exercise. The exploratory mindful breathing component was cost-efficient, and simple to implement. It appeared to benefit one student in increasing attention and decreasing feelings of stress. It did not, however, result in significant improvements in students’ rate of accurate oral reading, though the difference in WCPM between the first and third read-through of passages suggested that students benefitted from the reading fluency intervention regardless of condition. Future research examining the dosage of mindful breathing training required to see meaningful changes in cognitive processes, and in the intersection of mindful breathing and academic interventions for students, is recommended.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Andrade, Brendan F. S. "Selective and sustained attention in children with and without attention difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51988.pdf.

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Bull, Rebecca. "Cognitive deficits underlying children's mathematical difficulties." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/15456.

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Many children have difficulties learning mathematics, and the consequences of poor mathematical skills are very far reaching. Studies examining the reasons why children struggle to learn mathematics are scarce, particularly in comparison to studies examining reading difficulties. The studies reported in this thesis attempted to provide insights into the cognitive limitations that may lead some children to have difficulties learning mathematics, re-examining some of the cognitive deficits already thought to be associated with mathematical difficulties, as well as providing the starting point for new lines of enquiry. Five main studies are reported. Four of these studies examined a range of cognitive skills and identify a number of fundamental cognitive mechanisms as playing a role in children's mathematical skills, these being a slowness in the speed of processing information, poor control of executive functioning, evidenced through difficulty switching strategies and poor self-regulation of actions, and a delay in the automatization of basic arithmetic facts. The final study aimed to investigate the implications of these recognised cognitive difficulties in the teaching of mathematics, and explored the use of two different teaching strategies, rote learning of basic arithmetic facts and a discussion method to allow alternative methods of solution to be learned, both of which attempted to overcome some of these cognitive limitations. Rote learning was found to be an effective device to improve performance in different areas of mathematical skill. The implications of this research and the foundations for future research are also discussed.
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Matheson, Angela Marie. "Expressions of attention difficulties among female and male elementary students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ47285.pdf.

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Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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Mantecon, Hripsime Der-Galustian. "Do College Students with ADHD have Expressive Writing Difficulties as Do Children with ADHD?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30490/.

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This study analyzed the expressive writing of college students. Twenty-two ADHD students and 22 controls were asked to write a story based on a picture story and a personal challenge. The texts were compared based on several qualitative and quantitative parameters. The results show that students in both groups presented similar text quality. Out of six qualitative parameters only one was statistically different between the two groups: ADHD students performed worse in adequacy, but only in the picture task. Students writings were also investigated using corpus based analysis. This analysis showed that ADHD students used less unusually frequent words in the picture story but more in the challenge task. Taken together the findings indicate no significant difference in expressive writing between ADHD and non ADHD college students. An explanation to this result is that college students with ADHD may have passed the filter of prior education.
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Kemp, Johanna Jacoba. "The efficacy of the Berard Auditory Integration Training method for learners with attention difficulties / Hannelie Kemp." Thesis, North West University, 2010. http://hdl.handle.net/10394/12774.

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Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions.
Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010
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Meyer, Eric. "Étude des liens entre les difficultés d’attention et le stress chez les jeunes, de la maternelle à l’université : rôles des comportements parentaux et des problèmes de sommeil." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0305.

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Ces dernières années, la santé des jeunes générations est devenue une priorité et il est important de pouvoir mieux identifier les signes de mal-être et/ou de souffrance des jeunes. L’étude de ces problématiques de souffrance est d’autant plus importante que la réussite des jeunes passe par le fait d’être en bonne santé. Nous avons choisi de nous centrer sur deux dimensions de ces problématiques qui impactent la scolarité et l’efficacité des jeunes de la maternelle à l’université : le stress et les difficultés d’attention. Bien que la littérature aborde majoritairement la problématique des difficultés d’attention sous l’angle du Trouble de l’Attention avec ou sans Hyperactivité (TDAH), elles regroupent également les difficultés pouvant être présentes dans l’ensemble des dimensions cognitives propre à l’attention, et, peuvent être inhérentes à d’autres souffrances psychiques comme la dépression, l’anxiété, les troubles psychotiques. En considération avec la littérature récente, pour nous, les difficultés d’attention correspondent à un continuum dont une extrémité serait le TDAH, pouvant ainsi être défini selon le niveau de symptomatologie du TDAH. Le stress est défini et évalué de manière multiple, selon des marqueurs physiologiques, ou encore par des inventaires d’événement de vie. Pour des raisons théoriques, nous le définissons par le concept de stress perçu et ressenti. Il ressort que les liens entre le stress et les difficultés d’attention ne sont pas clairs. Certaines études mettent en avant un impact du stress sur les difficultés d’attention, d’autres des difficultés d’attention sur le stress. Afin d’approfondir ces liens, nous avons isolé deux prédicteurs de la symptomatologie du TDAH en lien avec le stress : les comportements parentaux et les problèmes de sommeil. Toutefois, il n’existe à notre connaissance aucune étude ayant travaillé les liens entre le stress, la symptomatologie du TDAH et les problèmes de sommeil, et, entre le stress, la symptomatologie du TDAH et les comportements parentaux. Afin d’étudier ces liens et comprendre l’articulation du stress et de la symptomatologie du TDAH (difficultés d’attention et comportements d’hyperactivité), nous avons réalisé trois études: deux en population générale, auprès d’enfants en maternelle (3-6 ans) et auprès d’étudiants à l’université, et, une auprès d’enfant et d’adolescents (6-16 ans) présentant des difficultés scolaires. Nos études montrent que le stress est fortement associé aux difficultés d’attention et moins aux comportements d’hyperactivité chez les 3-6 ans et chez les étudiants. Chez les 6-16 ans, le stress perçu n’est pas associé à la symptomatologie du TDAH au contraire des difficultés émotionnelles mesurées par les parents qui sont associées aux difficultés d’attention et aux comportements d’hyperactivité. Les problèmes de sommeil sont associés aux difficultés d’attention et aux comportements d’hyperactivité chez les étudiants, ils ne sont associés qu’aux comportements d’hyperactivité chez les 3-6 ans et qu’aux difficultés d’attention chez les 6-16 ans. Nos résultats montrent la présence d’une médiation partielle chez les étudiants que nous ne retrouvons pas chez les enfants et adolescents. Les comportements parentaux, principalement coercitifs, sont associés avec les comportements d’hyperactivité et d’inattention. Et il semble que le stress soit un médiateur partiel entre les comportements parentaux et la symptomatologie du TDAH. Ainsi l’ensemble de nos études montrent l’importance de considérer les difficultés d’attention selon un continuum et de tenir compte du stress et des difficultés de sommeil lorsque nous évaluons la présence de difficultés d’attention. Ces deux variables peuvent augmenter la sévérité des difficultés d’attention, pouvant peut-être provoquer un TDAH-like. Ce travail de thèse fait également ressortir un champ d’intervention possible par la prise en compte simultanée des difficultés d’attention, du stress et des problèmes de sommeil
In recent years, the health of younger generations has become a priority and it seems more important to identify the signs of malaise and / or suffering of young people. The study of these problems of suffering is all the more important that the success of young people is through being healthy. We chose to focus our work on two dimensions that impact the education and effectiveness of young people from kindergarten to university: stress and attention difficulties.Although the literature mainly addresses the problem of attention difficulties from the angle of Attention Disorder with or without Hyperactivity (ADHD), attention difficulties also group the difficulties that can be present in all the cognitive dimensions specific to attention, and, may be inherent to other psychological pains such as depression, anxiety, psychotic disorders. In consideration with recent literature, for us attention difficulties correspond to a continuum of which one pole is ADHD, thus being able to be defined according to the level of symptomatology of ADHD.Stress is defined and evaluated in multiple ways, according to physiological markers, or by life event inventories. For theoretical reasons, we define it by the concept of perceived and felt stress.It appears that the links between stress and attention difficulties are unclear. Some studies highlight an impact of stress on attention difficulties and others attention difficulties on stress.In order to understand these links, we isolated two predictors of ADHD symptomatology related to stress: parental behaviors and sleep problems. However, to our knowledge, there are no studies that have worked on the links between stress, symptomology of ADHD and sleep problems, and, between stress, ADHD symptomatology and parental behavior.In order to study these links and to understand the articulation of stress and ADHD symptomatology (attention difficulties and hyperactivity behaviors), we conducted three studies: two in the general population, with children in kindergarten (2 at age 6) and with university students, and one with children and adolescents between the ages of 6 and 16 with learning difficulties.Our studies show that stress is strongly associated with attention difficulties and less with hyperactivity in 2 to 6-year old and students. In the age group 6 to 16, perceived stress is not associated with ADHD symptomatology, unlike emotional difficulties measured by parents that are associated with attention difficulties and hyperactivity behaviors. Sleep problems are associated with attention difficulties and hyperactivity behaviors in students, they are associated with hyperactivity behaviors in 2-6 years of age and attention difficulties in 6- 16 years old. Our results show the presence of partial mediation among students that we do not find in children and adolescents. Parenting behaviors, mainly coercive, are associated with hyperactivity and inattention behaviors. And it seems that stress mediate partially the relationship between parenting behaviors and the symptomatology of ADHD.Thus, all of our studies show the importance of considering attention difficulties along a continuum and considering stress and sleep difficulties when assessing the presence of attention difficulties. These two variables may increase the severity of attention difficulties, possibly leading to ADHD-like. This thesis work also highlights a possible field of intervention by simultaneously considering the difficulties of attention, stress and sleep problems
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Books on the topic "Attentional difficulties"

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editor, Featherstone Sally, and Hardy Martha illustrator, eds. Including children with attention and behaviour difficulties in the Foundation Stage. London: Featherstone, 2013.

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Comfort, Randy Lee. Searching to be found: Understanding and helping adopted and looked after children with attention difficulties. London: Karnac, 2008.

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Searching to be found: Understanding and helping adopted and looked after children with attention difficulties. London: Karnac, 2008.

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Rising to the challenge: A styles approach to understanding adults with ADD and other learning difficulties. Plymouth, Mass: Jones River Press, 1996.

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The hidden handicap: How to help children who suffer from dyslexia, hyperactivity and learning difficulties. Brookvale, NSW: Simon & Schuster, 1990.

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Hoffer, Abram. Dr. Hoffer's ABC of natural nutrition for children with learning difficulties, behavioral disorders, and mental state dysfunctions. Kingston, Ont: Quarry Press, 1999.

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D, Allsopp David Ph, ed. Academic success strategies for adolescents with learning disabilities and ADHD. Baltimore, Md: P.H. Brookes, 2003.

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Rethinking ADHD. Sydney: Allen & Unwin Pty Ltd, 2009.

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Mark, Steinberg. ADD: The 20 hour solution : training minds to concentrate and self-regulate naturally without medication. Bandon, OR: Robert D. Reed Pub., 2004.

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Mapping careers with LD and ADD clients: Guidebook and case studies. New York: Columbia University Press, 1999.

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Book chapters on the topic "Attentional difficulties"

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Hébert, Thomas P. "Supporting the Social and Emotional Development of Gifted Students With Learning and Attention Difficulties." In Understanding the Social and Emotional Lives of Gifted Students, 271–304. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239321-9.

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Merino, María Emilia Tijoux, and Constanza Ambiado Cortés. "When Migrant Pain Does Not Deserve Attention: Institutional Racism in Chile’s Public Health System." In IMISCOE Research Series, 191–206. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11061-0_9.

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AbstractThis chapter describes the institutional racism that affects immigrants in Chile in the public health sector, in addition to the ways in which they endure and resist it. The concept of institutional racism gestures towards a hidden racism, consolidated in the very functioning of institutions, which also becomes expressed in everyday interactions between public health professionals and immigrant patients. These interactions reflect how administrative difficulties, pitfalls in resource allocation, and the power of “expertise” in healthcare push immigrants out of the system or compel them to invent new ways of confronting a system that racializes them. Through a qualitative approach, we present some findings with respect to expressions of institutional racism against immigrants in Chile today.
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Stenner, A. Jackson, and Malbert Smith. "Testing Construct Theories." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 31–42. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_3.

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AbstractThis paper presents and illustrates a novel methodology, construct-specification equations, for examining the construct validity of a psychological instrument. Whereas traditional approaches have focused on the study of between-person variation on the construct, the suggested methodology emphasizes study of the relationships between item characteristics and item scores. The major thesis of the construct-specification-equation approach is that until developers of a psychological instrument understand what item characteristics are determining the item difficulties, the understanding of what is being measured is unsatisfyingly primitive. This method is illustrated with data from the Knox Cube Test which purports to be a measure of visual attention and short-term memory.
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Selikowitz, Mark. "Poor concentration." In ADHD: The Facts, 21–26. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867371.003.0002.

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Children with ADHD often have difficulty giving close attention to details. However, it is wrong to believe that children with ADHD cannot concentrate at all. Their mechanisms for concentrating are inefficient and unreliable, not absent. Difficulties with concentration result in children with ADHD often being confused and unable to understand instructions, and attentional difficulties may give children with ADHD an unfocused appearance. Often, children with ADHD have difficulty in adjusting their level of attention to suit the situation. This chapter discusses poor concentration in children with ADHD. It includes the attentional processes (internal and external) in the brain, and difficult tasks for attentional mechanisms.
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Mashburn, Cody A., Jason S. Tsukahara, and Randall W. Engle. "Individual Differences in Attention Control." In Working Memory, 175–211. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198842286.003.0007.

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This chapter outlines the executive attention theory of higher-order cognition, which argues that individual differences in the ability to maintain information in working memory and disengage from irrelevant information is inextricably linked to variation in the ability to deploy domain-free attentional resources in a goal-directed fashion. It also summarizes recent addendums to the theory, particularly regarding the relationship between attention control, working memory capacity, and fluid intelligence. Specifically, the chapter argues that working memory capacity and fluid intelligence measures require different allocations of the same attentional resources, a fact which accounts for their strong correlation. At various points, it addresses theoretical alternatives to the executive attention theory of working memory capacity and empirical complications of the study of attention control, including difficulties deriving coherent attention control latent factors.
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"Attention Difficulties." In Dyslexia, 121–30. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119970897.ch8.

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Baumgaertel, Anna. "Attention Deficit." In Communication Difficulties in Childhood, 177–86. CRC Press, 2017. http://dx.doi.org/10.1201/9781315375748-11.

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"Other Factors in Specific Learning Difficulties." In Attention, Balance and Coordination, 307–44. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119164746.ch11.

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"Attention Deficit/Hyperactivity Disorder (AD/HD)." In Supporting Children with Behaviour Difficulties, 85–89. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203420577-14.

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"Difficulties with Attention and Activity Levels." In A Guide to the Mental Health of Children and Young People, 323–37. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781911623908.024.

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Conference papers on the topic "Attentional difficulties"

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Kang, Helen W., Sydney S. Zentall, and Terry L. Burton. "Use of images in instructional technology for children with attentional difficulties." In the 6th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297277.1297303.

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Vieira, Natália Barros Salgado, Sarah Joanny da Silva Pereira, and Ana Flávia Silva Castro. "Neurocognitive Implications in Children Undergoing Chemotherapy and Radiotherapy." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.499.

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Background: Radiotherapy and chemotherapy drugs were essential for increasing the survival rates of pediatric cancer patients, but dysfunctions associated with treatment, mainly neurological and cognitive, are recorded and should be considered in deciding the therapeutic plan. Objectives: Analyze the current literature on the neurocognitive effects in children undergoing chemotherapy and radiation therapy. Methods: A bibliographic review was carried out in the MEDLINE / Pubmed and LILACS databases, using the terms “cognitive effects”, “chemotherapy”, “radiotherapy” and “child”, in Portuguese and in English. 79 articles were found and 6 followed for complete analysis. Articles published more than 5 years ago and that did not address the proposed subject were not used. Results: Radiotherapy, especially cranial (CRT), is associated with serious effects, such as induction of vasculopathy, stroke, cerebrovascular malformations, in addition to an increased risk for subsequent malignant CNS tumors. Despite being a standard treatment for several neoplasms, radiotherapy has been replaced, when possible, by higher doses of chemotherapy, which has a considerable level of neurotoxicity, capable of causing coagulopathy, encephalopathy, seizures and neuropathies, both sensory and motor. However, deficits in children’s attentional capacity in both treatment categories stood out, sometimes implying educational difficulties and decline in non-verbal skills. Conclusions: Although chemotherapy and radiation therapy represent impressive advances, their consequences remain a concern. Future studies should seek strategies for prevention, early recognition and management of neurotoxicity, in order to promote better life quality for patients.
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Agapitou, Paraskevi, Ioannis Galantomos, and Georgia Andreou. "Language difficulties in children with Attention Deficit Hyperactivity Disorder." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0001/000121.

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Li, Jamy, Suncica Petrovic, Daniel Davison, Snezana Babovic Dimitrijevic, Pauline Chevalier, and Vanessa Evers. "Addressing Attention Difficulties in Autistic Children Using Multimodal Cues from a Humanoid Robot." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3378276.

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Baranova, Polina Alekseevna. "Difficulties in adapting young teachers to professional activities: psychological context." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-104986.

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The article reveals the difficulties of young teachers at the beginning of their professional development. The author pays special attention to the psychological features of the adaptation of novice teachers. To solve this problem, it is important to know what psychological difficulties young teachers face and what psychological features in the first years of work can accompany their professional activities. Knowing this will help determine the direction of psychological work with teachers and facilitate their adaptation within the walls of educational institutions.
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Sanz, Wolfgang, and Max F. Platzer. "On the Numerical Difficulties in Calculating Laminar Separation Bubbles." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30235.

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Behaviour of laminar separation bubbles on the surfaces of compressor and turbine blades has increasingly attracted the attention of researchers and designers of turbomachinery in the last years. For the numerical investigation of laminar separation bubbles transition models are implemented into Navier-Stokes flow solvers to predict their location, extent and behaviour accurately. Several researchers conducted comparative studies to investigate the applicability of different transition models for separated-flow transition. In this work a comprehensive numerical study is carried out to investigate not only the influence of the transition model, but of the solution method in general on laminar separation bubble prediction. The flow around a NACA 0012 airfoil at different angles of attack where laminar separation bubbles were observed in experiments is chosen as test case. Different flow solvers (Osher and Roe scheme), different turbulence models as well as different solution procedures were applied together with transition models. The results show that besides the transition model other parameters like the discretisation scheme of the turbulence model or the flow solver have a comparably large influence on the computational result.
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Климова, Александра Андреевна, and Алексей Анатольевич Сергиенко. "PECULIARITIES OF VOLUNTARY ATTENTION AND INVOLUNTARY ATTENTION IN PATIENTS WITH BIPOLAR AFFECTIVE DISORDER." In Science. Research. Practice (Наука. Исследования. Практика): сборник статей международной научной конференции (Санкт-Петербург, Октябрь 2022). Crossref, 2022. http://dx.doi.org/10.37539/221026.2022.30.17.009.

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Исследование посвящено изучению особенностей произвольного и непроизвольного внимания у больных биполярным аффективным расстройством (БАР). Выявлено, что одними из ведущих когнитивных нарушений при БАР являются нарушение произвольного и непроизвольного внимания, трудности включения в программу деятельности в связи с нарушением произвольного внимания. Для разных фаз течения БАР (депрессия, гипомания, фаза смешанного состояния) характерен свой набор дефицитарности нейропсихологических факторов, входящих в состав управляющих функций. The study is devoted to the study of the features of voluntary and involuntary attention in patients with bipolar affective disorder (BAD). It was revealed that one of the leading cognitive impairments in bipolar disorder is a violation of voluntary and involuntary attention, difficulties in inclusion in the program of activities due to a violation of voluntary attention. Different phases of the course of BAD (depression, hypomania, phase of a mixed state) are characterized by their own set of deficits in neuropsychological factors that are part of the executive functions.
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Tamberg, Dmitriy, and Alexandr Bozhchenko. "Cryptogenic sepsis: difficulties in establishing etiopathogenesis and features of proof (case from expert practice)." In Issues of determining the severity of harm caused to human health as a result of the impact of a biological factor. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/conferencearticle_63a2c2a1d57d25.18187306.

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The article considers a case from expert practice, the example of which shows the difficulties that a forensic medical expert may face when establishing the etiopathogenesis of sepsis. Attention is drawn to the bacterial or fungal etiology of sepsis and the doubtfulness of the viral etiology. There is a relatively frequent occurrence of cryptogenic sepsis, when the primary infectious focus is not detected. Possible causes of this phenomenon are considered.
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CLAUDIA CONCEIÇÃO PEREIRA, ANA, and MARIA IRMA HADLER COUDRY. "Accompaniment children's literacy process diagnosed with Attention Deficit Disorder and / or Difficulties in Learning: A neurolinguistic approach." In XXIV Congresso de Iniciação Científica da UNICAMP - 2016. Campinas - SP, Brazil: Galoa, 2016. http://dx.doi.org/10.19146/pibic-2016-50811.

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Tomčić, Lana. "CAUSES OF LEARNING DIFFICULTIES IN THE TRANSITIONFROM CLASS TEACHING TO SUBJECT TEACHING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.63t.

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The period of transition from class teaching to subject teaching is marked by changes that greatly affect students. The aim of the paper is to analyze the potential causes that lead to learning difficulties in the transition from class teaching to subject teaching. The goal is achieved at the theoretical level, applying the method of theoretical analysis and content analysis technique. Because of the pre-puberty and puberty period that they are in, students are in a phase of intense growth and development where they are more easily fatigued; their attention is short-lived, which often leads to clumsiness in performing activities and solving tasks. The analysis of the results of the research so far indicates that the fifth grade students are achieving lower school success compared to the previous four years of schooling. The causes of many difficulties that occur in the fifth grade are: the volume and difficulty of the teaching material, the difference in the criteria of students’ assessment, the problem of adaptation to changes in work, the adaptation of teaching procedures to the age of students. The pedagogical implications of this paper are reflected in the identification of causes and their prevention in order to ensure the best possible adaptation of students to new changes.
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Reports on the topic "Attentional difficulties"

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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.

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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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Lunsgaarde, Erik, Kevin Adams, Kendra Dupuy, Adis Dzebo, Mikkel Funder, Adam Fejerskov, Zoha Shawoo, and Jakob Skovgaard. The politics of climate finance coordination. Stockholm Environment Institute, October 2021. http://dx.doi.org/10.51414/sei2021.022.

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As COP26 approaches, governments are facing calls to increase the ambition of their climate commitments under the Paris Agreement. The mobilization of climate finance will be key to meeting these goals, prompting the need for renewed attention on how to enhance the coordination of existing funds and thus increase their effectiveness, efficiency and equity. The climate finance landscape is fragmented due to the variety of actors involved at different levels. Coordination difficulties emerge in multiple arenas and reflect the diversity of funding sources, implementation channels, and sectors relevant for climate action (Lundsgaarde, Dupuy and Persson, 2018). The Organisation for Economic Cooperation and Development has identified over 90 climate-specific funds. Most of them are multilateral. While bilateral climate finance remains significant, growth in multilateral funding has been the main driver of recent funding increases and remains a focus of international negotiations. Practitioners often highlight organizational resource constraints – such as staffing levels, the continuity of personnel, or the availability of adequate information management systems – as factors limiting coordination. In this brief, we argue that improving climate finance coordination requires considering coordination challenges in a political context where both fund secretariats and external stakeholders play an important role in shaping collaboration prospects. To illustrate this point, we highlight the political nature of global-level coordination challenges between the multilateral Climate Investment Funds (CIF) and Green Climate Fund (GCF), as well as national-level challenges in Kenya and Zambia. Key challenges influencing coordination relate to the governance of climate funds, domestic bureaucratic politics in recipient countries, and the existence of multiple coordination frameworks at the country level.
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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Krushelnytska, Sofiia. UKRAINE’S IMAGE IN THE FRENCH MEDIA DURING THE EVENTS OF 2004. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11065.

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The article examines the formation of the image of Ukraine by the French media during the Orange Revolution. The main factors influencing the tone of publications and difficulties in creating a positive external image of Ukraine in the French media are identified. The article is aimed at the analysis of scientific research on the influence of the French media on the formation of the image of Ukraine and its role in international socio-political processes. The study analyzes the materials of French journalists in the media, written during the events in 2004. The main factors influencing the formation of positive features of the Ukrainian state are identified. The main changes in perceptions of Ukraine in the French media are systematized. The influence of the media on the formation of the image and security of the state is determined. The main peaks of interest in Ukraine from foreign mass media are analyzed. Stereotypes and myths in the image of Ukraine that should be destroyed have been identified. The article also analyzes the role of the Orange Revolution in forming a positive image of Ukraine for foreign recipients. It is also investigated what factors influence the information space of the state and its role in image formation. Examples of Russian influence on the French media in order to undermine Ukraine’s image at the international level are given. Articles, radio and TV materials are offered as an example of interest and attention to the events of 2004. At the same time, the need to control the information that enters the information space outside Ukraine has been demonstrated. However, the positive effects of the image on the support of Ukraine by foreign partners have been identified.
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Can physical exercise improve tics and associated mental health difficulties in Tourette syndrome? The jury is out. Acamh, January 2019. http://dx.doi.org/10.13056/acamh.10609.

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Physical exercise is increasingly being recommended as part of management for children and young people with mental health problems. There is a growing evidence base that shows physical exercise is associated with improvements in functioning for conditions such as attention deficit hyperactivity disorder (ADHD), although studies are small, they are signifcant.
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