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Journal articles on the topic 'Education of pupils with Attention Deficit Disorder'

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Published: 28 June 2021

Last updated: 1 February 2022

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1

Ntiakoh-Ayipah, Daniel, Joslin Alexei Dogbe, Maxwell Peprah Opoku, Frank Twum, Michael Owusu, Hammond Kumi, Priscilla Afari, and Gordon Donnir. "Prevalence of Attention Deficit Hyperactivity Disorder Among Pupils in Primary Schools in Ghana." Journal of International Special Needs Education 23, no. 2 (December 3, 2018): 69–78. http://dx.doi.org/10.9782/18-00011.

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Abstract In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.

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Place, Maurice, Jo Wilson, Elaine Martin, and Jessica Hulsmeier. "The Frequency of Emotional and Behavioural Disturbance in an EBD School." Child Psychology and Psychiatry Review 5, no. 2 (May 2000): 76–80. http://dx.doi.org/10.1017/s1360641700002173.

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The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments is being questioned, at the same time as there is pressure to minimise the exclusion of disruptive pupils. This study looked at the rate of psychiatric disorder that was prevalent in a school for emotionally and behaviourally disordered (EBD) pupils, and found, using DSM III-R criteria, that 24% of the sample had depression, 11% had overanxiousness, and 70% had a diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD). Educational attainment assessment showed that 75% had a reading age that was at least 2 years below their chronological age. These results suggest that such settings are dealing with a very disturbed group of youngsters.

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3

Klanienė, I., G. Šmitienė, and E. Banienė. "COOPERATION BETWEEN PARENTS AND PRIMARY SCHOOL TEACHERS IN OVERCOMING THE READING DIFFICULTIES OF PUPILS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER IN PRIMARY CLASSES." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 27–33. http://dx.doi.org/10.17721/2616-7786.2018/3-1/6.

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Nowadays general education schools are increasingly focusing on the development of inclusive education ideas through a variety of social pedagogical assistance measures. Pupils with attention deficit and hyperactivity disorder (ADHD) in primary classes face with learning difficulties (most often with difficulties in reading), often have problems with socialization as well as difficulties in communicating with their peers. Cooperation between parents and primary school teachers in coping with learning difficulties is one of the key factors of effective social pedagogical assistance. The article analyzes the data of qualitative research which reveals the peculiarities of educational difficulties of social pedagogical cooperation, while helping to overcome difficulties (reading) of pupils with ADHD: content, forms and conditions of assistance from parents.

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Richardson, Michelle, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear, et al. "Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research." Health Technology Assessment 19, no. 45 (June 2015): 1–470. http://dx.doi.org/10.3310/hta19450.

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Prino, Laura Elvira, Tiziana Pasta, Francesca Giovanna Maria Gastaidi, and Claudio Longobardi. "A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 119. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.488.

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Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders

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Fleischmann, Amos, and Sharief Dabbah. "Negev Bedouin Teachers’ Attitudes Toward ADHD and Its Pharmacological Treatment." Qualitative Health Research 29, no. 3 (October 8, 2018): 418–30. http://dx.doi.org/10.1177/1049732318803892.

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Little is known about the attitudes of Negev Bedouin toward attention-deficit/hyperactivity disorder (ADHD) and its pharmacological treatment. This study examines the perspectives of Negev Bedouin teachers on pharmacological treatment. Thirty-six teachers are asked to consider how their views influence the way they relate to pupils’ parents. A grounded-theory analysis of semistructured interviews illuminates ambivalence in teachers’ attitudes. Teachers, like the rest of their community, when asked about the implications of an ADHD evaluation for their children, respond that ADHD and its pharmacological treatment cause dishonor. When asked what ADHD means when it is their pupils who are diagnosed and treated, however, teachers, like the education establishment, accept the need for medication. However, they fail to communicate this need to parents because their attempts to do so show parents that they consider their children “flawed”—causing parents to oppose treatment even more lest they succumb to social stigma.

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Graczyk, Patricia A., Marc S. Atkins, Maudette M. Jackson, Joan A. Letendre, Julia Kim-Cohen, Barbara L. Baumann, and Jon Mccoy. "Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation." Behavioral Disorders 30, no. 2 (February 2005): 95–104. http://dx.doi.org/10.1177/019874290503000203.

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This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

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Scanlon, Geraldine, Ciara McEnteggart, and Yvonne Barnes‐Holmes. "The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland." Journal of Research in Special Educational Needs 19, no. 4 (March 28, 2019): 344–52. http://dx.doi.org/10.1111/1471-3802.12453.

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Cardona-Reyes, Héctor, Jaime Muñoz-Arteaga, Klinge Villalba-Condori, and María Lorena Barba-González. "A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency." Sensors 21, no. 11 (May 30, 2021): 3787. http://dx.doi.org/10.3390/s21113787.

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Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.

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Tan, Teck Shuenn, and Wing Sum Cheung. "Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)." Computers & Education 50, no. 3 (April 2008): 725–41. http://dx.doi.org/10.1016/j.compedu.2006.08.005.

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Kane, Martin. "Attention Deficit Disorder." Journal of Learning Disabilities 24, no. 9 (November 1991): 517. http://dx.doi.org/10.1177/002221949102400903.

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Montague, Marjorie, and Samantha Dietz. "Attention Deficit Hyperactivity Disorder." Exceptionality 14, no. 1 (January 2006): 1–2. http://dx.doi.org/10.1207/s15327035ex1401_1.

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Dupaul, George J. "Attention Deficit-Hyperactivity Disorder." School Psychology International 12, no. 1-2 (April 1991): 85–94. http://dx.doi.org/10.1177/0143034391121007.

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Boxhoorn, Sara, Nico Bast, Hans Supèr, Leonie Polzer, Hannah Cholemkery, and Christine M. Freitag. "Pupil dilation during visuospatial orienting differentiates between autism spectrum disorder and attention‐deficit/hyperactivity disorder." Journal of Child Psychology and Psychiatry 61, no. 5 (December 18, 2019): 614–24. http://dx.doi.org/10.1111/jcpp.13179.

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Calhoun, George, and James A. Bolton. "Hypnotherapy: A Possible Alternative for Treating Pupils Affected with Attention Deficit Disorder." Perceptual and Motor Skills 63, no. 3 (December 1986): 1191–95. http://dx.doi.org/10.2466/pms.1986.63.3.1191.

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The purpose of this study was to ascertain the effectiveness of hypnotherapy in treating attention-deficit-hyperactivity by certified psychologist and physicians. The 7 boys and 4 girls were enrolled in a Special Day classroom for hyperkinesis and behavior problems and were being given methylphenidate (Ritalin). Three attempts were made to hypnotize these subjects; however, the group had to be reduced from 11 to 3 and finally, from 3 to a single child to be successful. A significant improvement from pre- and post-hypnotic sessions was noted.

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Ryan, Joseph B., Antonis Katsiyannis, and Elizabeth M. Hughes. "Medication Treatment for Attention Deficit Hyperactivity Disorder." Theory Into Practice 50, no. 1 (January 3, 2011): 52–60. http://dx.doi.org/10.1080/00405841.2010.534939.

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Matuszka, Balázs, Erika Bácskai, Pál Czobor, Tímea Egri, and József Gerevich. "A dohányzás és az alkoholfogyasztás együttes előfordulásának összefüggései a figyelemhiányos hiperaktivitás-zavar tüneteivel kilencedik osztályos tanulók körében." Orvosi Hetilap 156, no. 43 (October 2015): 1750–57. http://dx.doi.org/10.1556/650.2015.30270.

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Introduction: Attention-deficit hyperactivity disorder is a risk factor of smoking and alcohol drinking in adolescence. Since attention-deficit hyperactivity disorder and smoking and alcohol drinking in adolescence are predictors for the development of substance use disorders in adulthood, it is important to understand the nature of these associations. Aim: The aim of the authors was to investigate associations between attention-deficit hyperactivity disorder symptoms and the joint use of alcohol and nicotine among 9th graders. Method: A representative sample of 944 pupils attending state-run secondary schools in Budapest were recruited. Generalized Linear Mixed Model and logistic regression analyses have been conducted. Results: The prevalence was 29.6% and 41.4% for current smoking and current alcohol drinking, respectively. The prevalence of their concurrent-use was 21.7%. Alcohol drinking and smoking showed a significant positive association with the total scores of Attention-Deficit Hyperactivity Disorder Scale and with the Attention Deficit and Hyperactivity/Impulsivity subscales. Conclusions: The findings highlight the potential importance of attention-deficit hyperactivity disorder in the development of the joint use of these substances. Orv. Hetil., 2015, 156(43), 1750–1757.

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Gillis, M. K. "ATTENTION DEFICIT DISORDER: JUST ANOTHER LABEL." Reading & Writing Quarterly 10, no. 2 (April 1994): 119–24. http://dx.doi.org/10.1080/1057356940100203.

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Dengate, Sue. "Dietary Management of Attention Deficit Disorder." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 29–33. http://dx.doi.org/10.1177/183693919702200406.

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The effects of diet on ADHD behaviours is reviewed. Early studies failed to eliminate sufficient problem-causing foods, to recognise the validity of parental observations, to rate adequately some of the most common symptoms such as irritability and sleep disturbance rather than hyperactivity, and focused on the effects of sugar, which has been shown not to cause behaviour changes. More recent studies show that additive-free diets alone are of little benefit and broader dietary intervention is required. The mechanism for behavioural reactions to foods is food intolerance, not allergy. A low-chemical elimination diet followed by challenges can assist in identifying provoking food chemicals. Dietary management can be part of multimodal treatment of ADHD. Parents who wish to pursue dietary management should be assisted in their efforts and referred to a dietitian.

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Gredler, Gilbert R. "Fragments: Coping with attention deficit disorder." Psychology in the Schools 41, no. 3 (2004): 408. http://dx.doi.org/10.1002/pits.10173.

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Dykman, Roscoe A., and Peggy T. Ackerman. "Behavioral Subtypes of Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 132–41. http://dx.doi.org/10.1177/001440299306000207.

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This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): without hyperactivity (ADD/WO), with hyperactivity (ADDH), and with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk to have oppositional and conduct disorders, whereas children with ADD/WO tend to show symptoms such as anxiety and depressed mood. Children in the three subtypes have similar rates of learning disabilities, but all have higher rates than found in control groups. Teacher and parent ratings are more sensitive than laboratory measures in differentiating the subtypes. Follow-up studies strongly suggest more adverse outcomes for ADDHA children.

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Montague, Marjorie, James D. McKinney, and Anne Hocutt. "Assessing Students for Attention Deficit Disorder." Intervention in School and Clinic 29, no. 4 (March 1994): 212–18. http://dx.doi.org/10.1177/105345129402900405.

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Epstein, Mark A., Sally E. Shaywitz, Bennett A. Shaywitz, and Joseph L. Woolston. "The Boundaries of Attention Deficit Disorder." Journal of Learning Disabilities 24, no. 2 (February 1991): 78–86. http://dx.doi.org/10.1177/002221949102400204.

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Guerra, Federico, Ashwini Tiwari, Ajay Das, Javier Cavazos Vela, and Manisha Sharma. "Examining Teachers' Understanding of Attention Deficit Hyperactivity Disorder." Journal of Research in Special Educational Needs 17, no. 4 (March 14, 2017): 247–56. http://dx.doi.org/10.1111/1471-3802.12382.

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COOPER, PAUL, and KATHERINE IDEUS. "Is attention deficit hyperactivity disorder a Trojan Horse?" Support for Learning 10, no. 1 (February 1995): 29–34. http://dx.doi.org/10.1111/j.1467-9604.1995.tb00007.x.

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Gordon, Christopher. "Attention Deficit Hyperactive Disorder: Issues for Special Educators." Australasian Journal of Special Education 18, no. 2 (1994): 36–49. http://dx.doi.org/10.1017/s1030011200023204.

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Attention Deficit Hyperactive Disorder (ADHD) is a relatively common disorder affecting mainly male children and which may seriously impact on the life of the individual and produce wider negative social effects. Despite being identified for the greater part of this century, many aspects of its major characteristics, aetiology, assessment and treatment are unresolved, and some, especially the medication treatment option, are highly controversial. The anticipated publication of the DSMIV with altered categorisation and diagnostic criteria may initially lead to further confusion. This paper reviews and consolidates the research currently available, describes the DSM IV classifications and indicates best practice procedures for assessment and treatment

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Solovieva, Yulia, and Luis Quintanar. "Neuropsychological Treatment of Attention Deficit Disorder in Infancy." International Education Studies 10, no. 9 (August 27, 2017): 99. http://dx.doi.org/10.5539/ies.v10n9p99.

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The syndrome of attention deficit disorder is one of the most frequent pictures of disabilities in pre-scholars. The present study analyses the results of fulfillment of tasks for mechanisms of control and spatial functions. 14 pre-scholars with attention deficit disorder took part in the study. The neuropsychological evaluation was applied before and after application the correction program. The most significant differences were obtained for the functions of voluntary regulation and spatial functions. The program of neuropsychological correction was elaborated and applied 64 sessions. The main goals of the program were to form the action of material external control by introducing activity of role games. The program included orientation in games, perception, spatial relations and solving problems at the level of concrete actions and concrete images and drawing. The results of final neuropsychological evaluation pointed out significant differences between initial and final evaluation for functions of regulation and spatial functions. The comparison of initial and final assessment shows the disappearance of difficulties in some tasks. The discussion establishes positive effects of neuropsychological correction without medication. The results permit to complete the comprehension of the syndrome and propose the original treatment according to the concept of central mechanisms considered in neuropsychology.

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Gordon, Christopher. "Attention deficit hyperactive disorder: Issues for special educators." Australasian Journal of Special Education 18, no. 2 (1994): 36–49. http://dx.doi.org/10.1080/1030011940180207.

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Maag, John W., and Robert Reid. "ATTENTION‐DEFICIT HYPERACTIVITY DISORDER IN SCHOOLS: INTRODUCTION." Reading & Writing Quarterly 14, no. 1 (January 1998): 5–7. http://dx.doi.org/10.1080/1057356980140101.

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Anderson, Paul D., and Sharon Bradley-Johnson. "Book Review: Attention-Deficit Hyperactivity Disorder Test." Journal of Psychoeducational Assessment 15, no. 1 (March 1997): 88–92. http://dx.doi.org/10.1177/073428299701500110.

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Meents, Cassandra K. "Attention deficit disorder: A review of literature." Psychology in the Schools 26, no. 2 (April 1989): 168–78. http://dx.doi.org/10.1002/1520-6807(198904)26:2<168::aid-pits2310260208>3.0.co;2-5.

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Riccio, Cynthia A., George W. Hynd, Morris J. Cohen, and Jose J. Gonzalez. "Neurological Basis of Attention Deficit Hyperactivity Disorder." Exceptional Children 60, no. 2 (October 1993): 118–24. http://dx.doi.org/10.1177/001440299306000205.

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Since the turn of the century, researchers have believed that attention deficit disorder (ADD) involves brain dysfunction. Many theories have been researched in an attempt to resolve the nature of brain dysfunction that has resulted in behaviors associated with ADD. In the past two decades, with an expansion of research technology, significant changes have occurred in the conceptualization of ADD—with or without hyperactivity—as well as in the neurological models relating to the etiology of this disorder. This article reviews these models and presents neuroanatomical, neurochemical, and neurophysiological perspectives on ADD.

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Kallas, Anmarie, Ron E. Reeve, Ann B. Welcb, and James V. Wright. "A Continuing Education Program on Attention Deficit/Hyperactivity Disorder." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 20, no. 2 (April 1997): 114–22. http://dx.doi.org/10.1177/088840649702000205.

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Pellegrini, AD, and Michael Horvat. "A Developmental Contextualist Critique of Attention Deficit Hyperactivity Disorder." Educational Researcher 24, no. 1 (January 1995): 13–19. http://dx.doi.org/10.3102/0013189x024001013.

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Hynd, George W., Naomi Nieves, Robert T. Connor, Penny Stone, Patricia Town, Mary Gail Becker, Benjamin B. Lahey, and Alison R. Lorys. "Attention Deficit Disorder With and Without Hyperactivity." Journal of Learning Disabilities 22, no. 9 (November 1989): 573–80. http://dx.doi.org/10.1177/002221948902200910.

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Murphy, Vincent, and Kathleen Hicks-Stewart. "Learning Disabilities and Attention Deficit-Hyperactivity Disorder." Journal of Learning Disabilities 24, no. 7 (August 1991): 386–88. http://dx.doi.org/10.1177/002221949102400701.

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Zentall, Sydney S., Yvonne N. Smith, Yung-bin B. Lee, and Cheryl Wieczorek. "Mathematical Outcomes of Attention-Deficit Hyperactivity Disorder." Journal of Learning Disabilities 27, no. 8 (October 1994): 510–19. http://dx.doi.org/10.1177/002221949402700806.

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REID, ROBERT, and ANTONIS KATSIYANNIS. "Attention-Deficit/Hyperactivity Disorder and Section 504." Remedial and Special Education 16, no. 1 (January 1995): 44–52. http://dx.doi.org/10.1177/074193259501600106.

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How educators can best serve the needs of students with attention-Deficit/Hyperactivity Disorder (ADHD) is rapidly becoming a major issue. Section 504 of the Rehabilitation Act of 1973 is one avenue actively pursued by advocacy groups to obtain services for children with ADHD. As a result, Section 504 is experiencing a resurgence; however, because it has had little educational application since the inception of public law 94-142, many educators are unaware of the requirements posed by Section 504. A review of relevant office of civil rights rulings on eligibility, assessment, and accommodations for children with ADHD is provided.

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Martel, Larry. "Attention deficit hyperactivity disorder: Current therapy." Child Care in Practice 6, no. 4 (October 2000): 334–48. http://dx.doi.org/10.1080/13575270008413223.

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Fraser, Cecile, Robin Belzner, and Richard Contec. "Attention Deficit Hyperactivity Disorder and Self-control." School Psychology International 13, no. 4 (November 1992): 339–45. http://dx.doi.org/10.1177/0143034392134005.

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Barreda-Hanson, Consuelo, and Christine Kilham. "Attention-Deficit Hyperactivity Disorder in Children under Five." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 34–39. http://dx.doi.org/10.1177/183693919702200407.

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Attention deficit hyperactivity disorder, or ADHD, continues to be a complex condition to assess and treat, particularly in young children. Nevertheless, early diagnosis and treatment of ADHD are crucial because early intervention may help attenuate or even prevent certain undesirable effects in the lives of children and their families. This article provides a description of the disorder as manifested by children under five years of age. This is followed by a discussion of diagnostic issues. Finally, an integrated approach to treatment is suggested.

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Schultz, Brandon K., Jennifer Storer, Yuko Watabe, Joanna Sadler, and Steven W. Evans. "School-based treatment of attention-deficit/hyperactivity disorder." Psychology in the Schools 48, no. 3 (January 20, 2011): 254–62. http://dx.doi.org/10.1002/pits.20553.

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McKinney, James D., Marjorie Montague, and Anne M. Hocutt. "Educational Assessment of Students with Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 125–31. http://dx.doi.org/10.1177/001440299306000206.

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This article describes the instruments and methods used to assess the primary characteristics that define attention deficit disorder (ADD) for the purpose of identification. Issues in the assessment of ADD for educational purposes include identifying co-occurring disabilities, defining the severity of ADD, and determining the pervasiveness and situational nature of the behavioral symptoms. The focus of the discussion is on what constitutes a comprehensive assessment of ADD for educational purposes and what additional work needs to be done in this area.

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Fiore, Thomas A., Elizabeth A. Becker, and Rebecca C. Nero. "Educational Interventions for Students with Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 163–73. http://dx.doi.org/10.1177/001440299306000210.

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This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

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Hakola, Stewart R. "Legal rights of students with attention deficit disorder." School Psychology Quarterly 7, no. 4 (1992): 285–97. http://dx.doi.org/10.1037/h0088266.

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Riccio, Cynthia A., Jose J. Gonzalez, and George W. Hynd. "Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 311–22. http://dx.doi.org/10.2307/1511127.

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The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavioral functioning makes it difficult to disentangle behavioral from cognitive symptoms in children with learning disabilities. Historically, research on ADHD in children with learning disabilities has been wrought with methodological inconsistencies and is further confounded by the comorbidity of learning disabilities and ADHD. This article reviews the research specific to the relationship between learning disabilities and attention deficit disorders, both historical and current. Implications for future research relative to the increased specificity of the association between these disorders is discussed, with a focus on the need to decrease the heterogeneity of the populations studied by using subtypes of both learning disabilities and ADHD.

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Ibadin, MO, EA Ambuabunos, and EG Ofovwe. "Community survey of attention-deficit / hyperactivity disorder among primary school pupils in Benin City, Nigeria." Annals of African Medicine 10, no. 2 (2011): 91. http://dx.doi.org/10.4103/1596-3519.82065.

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Zentall, Sydney S., and James Javorsky. "Attention Deficit Hyperactivity Disorder Research-to-Practice through Distance Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 20, no. 2 (April 1997): 146–55. http://dx.doi.org/10.1177/088840649702000208.

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Moselle, Kenneth A., and Jessica Ball. "Reading Disability Secondary to Attention Deficit Disorder: A Neglected Syndrome." Singapore Journal of Education 15, no. 1 (January 1995): 36–47. http://dx.doi.org/10.1080/02188799508548600.

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Klorman, Rafael. "Cognitive Event-Related Potentials in Attention Deficit Disorder." Journal of Learning Disabilities 24, no. 3 (March 1991): 130–40. http://dx.doi.org/10.1177/002221949102400301.

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