Attention Functioning among Adolescents with Multiple Learning, Attentional, Behavioral, and Emotional Difficulties

Autor/inn/en	Shalev, Lilach; Kolodny, Tamar; Shalev, Nir; Mevorach, Carmel
Titel	Attention Functioning among Adolescents with Multiple Learning, Attentional, Behavioral, and Emotional Difficulties
Quelle	In: Journal of Learning Disabilities, 49 (2016) 6, S.582-596 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415579125
Schlagwörter	Attention; Adolescents; Multiple Disabilities; Emotional Disturbances; Attention Deficit Hyperactivity Disorder; Neuropsychology; Heterogeneous Grouping; Emotional Problems; Behavior Disorders; Foreign Countries; Learning Disabilities; Experimental Groups; Control Groups; Grade 9; Grade 10; High School Students; Potential Dropouts; Rating Scales; Statistical Analysis; Clinical Diagnosis; Diagnostic Tests; Israel (Tel Aviv); Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Multiple disability; Mehrfachbehinderung; Gefühlsstörung; Neuropsychologie; Ausland; Learning handicap; Lernbehinderung; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rating-Skala; Statistische Analyse; Diagnostic test; Diagnostischer Test
Abstract	Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is essential to combine neuropsychological and subjective assessment tools. In the present field study the authors investigated a group of adolescents with multiple deficits (MD) using neuropsychological and subjective measures. Teachers' ratings verified extremely high levels of symptoms of oppositional behavior, inattention, hyperactivity-impulsivity, social problems, and emotional problems in this group. As expected, MD group participants showed decreased abilities to maintain attention on task for a long period of time, focus attention and effectively inhibit adjacent distractors, and resist conflicting irrelevant information. Importantly, although significant differences in the attention measures were observed at the group level, not all MD participants displayed deviant performance. Thus, we conclude that the heterogeneous group of adolescents with MD comprises individuals with primary attention deficits as well as those with other nonattentional deficits that show equivalent behavioral symptoms. Using neuropsychological tools can be useful in differentiating between different core deficits and in guiding appropriate interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01