Literaturnachweis - Detailanzeige
| Autor/in | Zentall, Sydney S. |
|---|---|
| Titel | Theory- and Evidence-Based Strategies for Children with Attentional Problems |
| Quelle | In: Psychology in the Schools, 42 (2005) 8, S.821-836 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.20114 |
| Schlagwörter | Educational Research; Teaching Methods; Hyperactivity; Attention Deficit Disorders; Attention Control; Intervention; Outcomes of Treatment; Cognitive Restructuring; Behavior Modification; Drug Therapy |
| Abstract | This article reviews factors that contribute to and improve selective and sustained attention in children with attention deficit hyperactivity disorder (ADHD--the inattentive and combined subtypes). A brief review of interventions for inattention included psychostimulant medication, behavioral consequences, active-learning, practice, and cognitive behavioral (self-monitoring) techniques. Some of these traditional methods must be applied differently to children with ADHD, and some methods were found to be without empirical support. In contrast, educational interventions that involve increasing antecedent (task and setting) stimulus conditions have been demonstrated to normalize attention, and some actually improved the attentional performance of children with ADHD beyond that of their peers. (Contains 2 tables.) (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
