A Cognitive Tool to Diagnose Predominantly Inattentive ADHD Behavior

Autor/inn/en	Aaron, P. G.; Joshi, R. M.; Phipps, Jill
Titel	A Cognitive Tool to Diagnose Predominantly Inattentive ADHD Behavior
Quelle	In: Journal of Attention Disorders, 7 (2004) 3, S.125-135 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/108705470400700301
Schlagwörter	Reading Comprehension; Listening Comprehension; Reading Difficulties; Reading Tests; Diagnostic Tests; Difficulty Level; Word Recognition; Attention Deficit Disorders; Learning Disabilities; Models; Validity; Data Analysis; Elementary School Students; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Reading difficulty; Leseschwierigkeit; Lesetest; Diagnostic test; Diagnostischer Test; Schwierigkeitsgrad; Worterkennung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Learning handicap; Lernbehinderung; Analogiemodell; Gültigkeit; Auswertung
Abstract	Poor performance on tests of reading comprehension could be the result of weak word-recognition skills, inconsistent attention (ADD), or a combination of the two. Identifying the source of the reading disability (RD) reliably has been difficult because inconsistent attention interferes with reading and weak word recognition skill makes attention wander. The situation is further complicated by the fact that there are no objective diagnostic tests for ADD (Breggin, 1998; Diller, 1998). We proposed a new model of differential diagnosis of ADHD-I/RD and field-tested its utility in two studies. The new diagnostic procedure utilizes intra-individual differences seen in the performance of at-risk learners on tasks related to reading that vary in the degree of sustained attention required for successful performance. The hypothesis is that children whose attention is inconsistent would perform more poorly on tests such as listening comprehension, which require sustained attention, than on tests such as reading comprehension, which are more tolerant of inattention. Such differences will not be seen in the test scores of children who have only a reading disability because their performance on reading tests is determined more by the difficulty level of the tests than by the sensitivity of the tests to attention. The validity of this new model was evaluated by determining the relationship between differences seen in the scores of tests that differ in their attention requirement and the degree of inconsistency in sustained attention as measured by Conners' CPT. The results of the two studies indicate this to be a viable approach. The results of the second study are presented in this report. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10