Contributors to the Social Goals and Outcomes of Students with ADHD with and without LD

Autor/in	Zentall, Sydney S.
Titel	Contributors to the Social Goals and Outcomes of Students with ADHD with and without LD
Quelle	In: International Journal of Educational Research, 43 (2005) 4-5, S.290-307 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2006.06.007
Schlagwörter	Attention Deficit Disorders; Hyperactivity; Learning Disabilities; Social Environment; Feedback; Student Participation; Social Influences; Interpersonal Relationship; Goal Orientation; Student Behavior + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Learning handicap; Lernbehinderung; Soziales Umfeld; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten
Abstract	There is a significant overlap between attention deficit hyperactivity disorder (ADHD) and learning disability (LD) student populations. The inattentive subtype of students with ADHD, in particular, is difficult to differentiate from students with LD. What differentiates between these groups can be seen in their regulation of behavior and attention to attain different goals. In turn, their behavioral choices alter the social context and the social context alters their outcomes. These outcomes are increased emotionality and sensitivity to positive and negative social feedback, negative future expectations, as well as decreased social and academic participation and prosocial response. The educational implications presented are related to their primary goals and the long-term outcomes they experience. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10