The School Neuropsychology of ADHD: Theory, Assessment, and Intervention

Autor/inn/en	Goldstein, Sam; Naglieri, Jack A.
Titel	The School Neuropsychology of ADHD: Theory, Assessment, and Intervention
Quelle	In: Psychology in the Schools, 45 (2008) 9, S.859-874 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20331
Schlagwörter	Intervention; Mental Disorders; Hyperactivity; Attention Deficit Disorders; Inhibition; Neuropsychology; Cognitive Processes; Academic Achievement; Student Improvement; Planning; Profiles; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hemmung; Neuropsychologie; Cognitive process; Kognitiver Prozess; Schulleistung; Ablaufplanung; Planungsprozess; Charakterisierung; Profilanalyse
Abstract	Although the five-part diagnostic criteria of the "Diagnostic and Statistical Manual of Mental Disorders Fourth Edition, Text Revision" (DSM-IV-TR) for attention-deficit/hyperactivity disorder (ADHD) are behavioral and descriptive in nature, this condition has increasingly been defined as a disorder resulting from impaired behavioral inhibition leading to executive function deficits. Recent research, particularly involving the Planning, Attention, Simultaneous, Successive (PASS) theory offers an understanding of the intellectual and neuropsychological processes implicated in ADHD. We provide an overview of ADHD as a neuropsychological condition; reviews of research on the PASS theory, which provide a process-based understanding of ADHD; and recommendations for assessment and intervention. The research base summarized here provides support that ADHD have a distinctive profile of PASS processes that is consistent with the cognitive nature of their disorder and that researchers have shown increased academic performance when children are taught to better use planning processes when completing academic tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10