Learning Characteristics of Boys with Attention Deficit/Hyperactivity Disorder and/or Giftedness.

Autor/inn/en	Zentall, S. S.; und weitere
Titel	Learning Characteristics of Boys with Attention Deficit/Hyperactivity Disorder and/or Giftedness.
Quelle	(1997), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Accommodations (Disabilities); Academic Achievement; Academically Gifted; Attention Deficit Disorders; Cognitive Style; Educational Strategies; Grade 4; Individual Characteristics; Intermediate Grades; Interpersonal Competence; Males; Performance Factors + Suchen Sie Ihr Suchwort? Schulleistung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Cognitive styles; Kognitiver Stil; Lehrstrategie; School year 04; 4. Schuljahr; Schuljahr 04; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Mittelstufe; Interpersonale Kompetenz; Male; Männliches Geschlecht; Leistungsindikator
Abstract	This study investigated the different characteristics of nine fourth-grade boys, three boys with attention deficit hyperactivity disorder (ADHD), three boys with giftedness, and three boys with ADHD and giftedness. Information reported by teachers, parents, and the children were analyzed using an embedded, multiple-case design, with constant comparative procedures within and across groups. The children's characteristics, academic performances, optimal learning conditions, and effective accommodations are evaluated. Results found: (1) giftedness did not offer protection from the negative outcomes associated with ADHD, including failing to produce relative to expectations or starting and staying with assignments; (2) giftedness did confer specific benefits related to talent (free reading, mental mathematics, social skills, memory, creativity) and to liking specific subject areas; and (3) strong preferences for social stimulation for students with ADHD (with and without giftedness) and a lack of knowing how to achieve social and participation goals. Thus, markers for students with ADHD were found to be preferences for group learning, dislike of most homework, difficulties following directions, and difficulties persisting and getting stared in routines and in long-term projects. Recommendations are made for academic accommodations for children with ADHD. (Contains 24 references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01