Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children with ADHD

Autor/inn/en	Halperin, Jeffrey M.; Marks, David J.; Bedard, Anne-Claude V.; Chacko, Anil; Curchack, Jocelyn T.; Yoon, Carol A.; Healey, Dione M.
Titel	Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children with ADHD
Quelle	In: Journal of Attention Disorders, 17 (2013) 8, S.711-721 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054711435681
Schlagwörter	Attention Deficit Hyperactivity Disorder; Preschool Children; Executive Function; Teaching Methods; Psychomotor Skills; Child Development; Cognitive Development; Play; Severity (of Disability); Symptoms (Individual Disorders); Games; Inhibition; Self Control; Short Term Memory; Visual Perception; Spatial Ability; Planning; Parent Education; Attendance; Satisfaction; Parent Attitudes; Teacher Attitudes; Rating Scales; Program Effectiveness; Questionnaires; Check Lists; Statistical Analysis; Behavior Assessment System for Children; Childhood Autism Rating Scale; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Psychomotorische Aktivität; Kindesentwicklung; Kognitive Entwicklung; Spiel; Schweregrad; Psychiatrische Symptomatik; Game; Spiele; Hemmung; Selbstbeherrschung; Kurzzeitgedächtnis; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Ablaufplanung; Planungsprozess; Parents education; Elternbildung; Elternschule; Anwesenheit; Zufriedenheit; Elternverhalten; Lehrerverhalten; Rating-Skala; Fragebogen; Checkliste; Statistische Analyse
Abstract	Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent (p < 0.001) and teacher (p = 0.003) ratings on the ADHD-Rating Scale-IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for preschoolers with ADHD is readily implemented at home. Preliminary evidence suggests efficacy beyond the termination of active treatment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10