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Descriptors:
Hyperactivity; Behavior Rating Scales; Psychometrics; Preschool Children; Test Validity; Test Reliability; Attention Deficit Hyperactivity Disorder; Spanish; English; Attention Span; Symptoms (Individual Disorders); Questionnaires; At Risk Students; Peer Relationship; Prosocial Behavior; Behavior Problems; Emotional Problems

Abstract:
Objective: To evaluate the reliability and validity of the English and Spanish versions of the Strengths and Weaknesses of ADHD-symptom and Normal-behavior (SWAN) rating scale. Method: Parents of preschoolers completed both a SWAN and the well-established Strengths and Difficulties Questionnaire (SDQ) on two separate occasions over a span of 3 months; instruments were in the primary language of the family (English or Spanish). Results: Psychometric properties for the English and Spanish versions of the SWAN were adequate, with high internal consistency and moderate test-retest reliability. Skewness and kurtosis statistics for the SWAN were within the range expected for a normally distributed population. The SWAN also demonstrated adequate convergent and discriminant validity in correlations with the various subscales of the SDQ. Conclusion: Psychometric properties of both the English and Spanish versions of the SWAN indicate that it is a reliable and valid instrument for measuring child attention and hyperactivity. The stability of ratings over time in this preschool sample was moderate, which may reflect the relative instability of these characteristics in preschool children. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attention Deficit Hyperactivity Disorder; Attention Span; Brain Hemisphere Functions; Neurological Impairments; Neurological Organization; Children; Early Adolescents; Symptoms (Individual Disorders); Visual Perception; Diagnostic Tests; Comparative Analysis; Correlation

Abstract:
Objective: The neurobiological basis of inattentiveness, a core feature of attention-deficit/hyperactivity disorder (ADHD), is not yet well understood. Structural abnormalities in thalamus, especially the pulvinar nuclei, have recently been reported in ADHD. Pulvinar nuclei maintain reciprocal connections with cortical/subcortical areas, and play a central coordinating role during visual attention processing. The objective of this study was to test the hypothesis that children and young adolescents with ADHD would show atypical pulvinar-cortical functional pathways during sustained attention performance, and that these functional abnormalities would be associated with the inattentive symptoms of the disorder. Method: Visual attention task-based functional magnetic resonance imaging (fMRI) data from 22 children and young adolescents with ADHD and 22 demographically matched, normal control subjects were analyzed. Cortical activation maps and temporal correlations of activity patterns between pulvinar nuclei and the remainder of brain were constructed for each participant. Correlations between activation magnitude of pulvinar and diagnostic measures were calculated in subjects with ADHD. Results: Compared to controls, subjects with ADHD showed significantly reduced pulvinar activations bilaterally, significantly decreased functional connectivity between bilateral pulvinar and right prefrontal regions, and significantly increased connectivity between the right pulvinar and bilateral occipital regions. In addition, the activation magnitude in the left pulvinar was negatively correlated with the "DSM-IV" inattentive index in ADHD group. Conclusions: Allied with previous evidence of structural abnormalities in pulvinar, the current data suggest that inappropriate development of pulvinar may lead to disrupted functional circuits for visual attention processing, and that these disruptions contribute significantly to the pathophysiological mechanisms of the inattentiveness symptoms in ADHD. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Attention Span; Usability; Educational Technology; Handheld Devices; Responses; Student Attitudes; Attitude Measures; Attendance Patterns; Student Participation; Satisfaction; Administrator Education; College Students

Abstract:
This article reviews 66 clicker technology-based studies focusing on student perceptions/outcomes. Eight major perceptions/outcomes are noted, including high levels of performance (actual and perceived), student attention span, attendance, and participation, as well as student perceptions of satisfaction, feedback, and ease of use. Because the review revealed that studies involving clickers within the management discipline were nonexistent, an empirical study was conducted to determine whether the perceptions/outcomes of clickers realized in other disciplines could be duplicated in the management discipline. The results of the empirical study indicate that the same perceptions/outcomes can be attained within the management discipline. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Andragogy; Best Practices; Mental Retardation; Young Adults; Adolescents; Developmental Disabilities; Independent Living; Self Determination; Lifelong Learning; Cognitive Style; Attention Span; Retention (Psychology); Memory; Task Analysis; Career Development

Abstract:
Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching and learning approaches that have been proven to be effective when working with teens and adults with ID. The purpose of this paper is to provide a very basic and general understanding of the topic and to suggest specific "best practices." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Allied Health Occupations Education; Masters Programs; Graduate Students; Preschool Education; Disadvantaged Youth; Preschool Children; Intervention; Enrichment; Art Education; College School Cooperation; Outcomes of Education; Social Development; Emotional Development; Behavior Change; Verbal Communication; Self Control; Peer Relationship; Attention Span; Self Esteem; Surveys; Observation; Program Evaluation

Abstract:
Head Start, a U.S. federally funded program, prepares children for school through early childhood intervention in social-emotional and cognitive arenas. This article describes program evaluation survey results from the past 5 years of an 18-year collaboration between a university graduate art therapy program and 8 Head Start centers. Graduate art therapy students provided weekly art enrichment for children who were referred by their teachers to work on individualized social-emotional goals. End-of-year surveys documented the Head Start teachers' and coordinators' observations of positive social-emotional behavioral changes in the 5 areas of verbal communication, impulse control, interaction with peers, attention span, and self-esteem. The program received high ratings overall and particularly for the graduate art therapy students' coordination of interventions. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Interactive Video; Computer Software Evaluation; Distance Education; Online Courses; Computer Uses in Education; Educational Technology; Teaching Methods; Learning Strategies; Electronic Learning; Feedback (Response); Attention Span; Instructional Design; Computer System Design; Computer Science Education; College Instruction; Program Effectiveness; Statistical Analysis; Comparative Analysis; Pretests Posttests; Nonverbal Communication

Abstract:
Recognition of students' facial expressions can be used to understand their level of attention. In a traditional classroom setting, teachers guide the classes and continuously monitor and engage the students to evaluate their understanding and progress. Given the current popularity of e-learning environments, it has become important to assess the degree of attention during the online learning process. In this study, we used interactive video-capture facial-recognition technology to automatically detect the facial expressions of students as a means of analyzing their attention state during the e-learning process. Participants were divided into three different learning-strategy groups for a course on computer networks. An attention-detection feedback module evaluated participants' attention span during the learning sessions and initiated a response to redirect the participants' attention when they became distracted. The three groups of participants showed significant differences in their course achievement; this was attributed to the different learning strategies used for content presentation. A positive correlation was found between learning improvement and attention, indicating that video-capture facial-recognition technology can be used to provide timely learning assistance and appropriate stimulation to enhance the educational benefits of e-learning. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attention Deficit Hyperactivity Disorder; Adolescents; Suicide; Brain; Attention Span; At Risk Persons; Psychological Patterns; Children; Drug Therapy

Abstract:
An article published in the Fall 2004 issue and updated in the Spring 2006 issue of this journal discussed a recently approved drug, Strattera, which is used for children and adults with ADHD. The article noted that one of the main attributes of the drug is the fact that it is not a stimulant medication, but rather works by blocking or slowing the reabsorption of norepinephrine, a brain chemical considered important in regulating attention, impulsivity and activity levels. The original update on Strattera reported the bolded FDA warning. The warning indicated, in part, the potential for "severe liver injury in rare cases and markedly elevated hepatic enzymes and bilirubin" ("Warning of," 2005). In spite of this warning, up to 3.4 million people have been prescribed Strattera. On June 9, 2010 the FDA warned doctors that children and adolescents who used Strattera were at increased risk of suicidal ideation. This black box warning states, "Strattera increased the risk of suicidal ideation in short-term studies in children or adolescents with attention-deficit/hyperactivity disorder (ADHD)." Anyone considering the use of Strattera in a child or adolescent must balance this risk with the clinical need. The FDA does not advise people to stop taking Strattera but to watch for signs of suicidal thinking ("ADHD medicines," 2010). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hypermedia; Navigation (Information Systems); Grade 6; Reading Skills; Spatial Ability; Attention Span; Low Achievement; Cognitive Processes; Printed Materials; Comprehension; Foreign Countries

Abstract:
Hypertexts include new structural features, such as navigable graphical overviews, that dramatically change the way students interact with texts. Nevertheless, at school students traditionally practice literacy skills appropriate for reading and comprehending printed texts. We explored the possibility that those skills might not be the same as the ones required to master hypertext reading. Specifically, we tested the hypothesis that hypertext structural features, such as navigable graphical overviews, might scaffold students with low comprehension and sustained-attention abilities, but demand higher involvement of visuo-spatial skills. Results from a group of 6th-grade students only partially supported the hypertext structural hypothesis: while students with low sustained-attention abilities scored higher on questions demanding the integration of information in the hypertext version, the impact of comprehension and visuo-spatial abilities on performance did not differ between text types. Finally, we discuss the theoretical and potential instructional applications of the results. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Systems Approach; Secondary Education; Educational Principles; Values; Discipline; Discipline Policy; Reinforcement; Student Behavior; Program Implementation; Equal Education; Attention Control; Attention Span; Recordkeeping; Efficiency; Contingency Management

Abstract:
This article presents guiding principles governing the design, implementation, and management of a point system to promote discipline and academic rigor in a secondary classroom. Four considerations are discussed: (1) assigning appropriate point values to integral classroom behaviors and tasks; (2) determining the relationship among consequences, rewards, and corresponding point attainment thresholds for the purpose of reinforcing ideal behavior; (3) stressing equity and minimizing distractions during implementation; and (4) creating a recordkeeping system to ensure the efficient management of the point system. Equipped with this customizable framework, readers can then create a point system tailored to a multitude of classroom needs. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dyslexia; Children; Reading; Language Processing; Attention Span; Visual Perception; Phonology; Alphabets; Numbers; Color; French; Foreign Countries

Abstract:
Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In particular, report of poor letter/digit-string processing but preserved symbol-string processing was viewed as evidence of poor visual-to-phonology code mapping, in line with the phonological theory of developmental dyslexia. We assessed here the visual-to-phonological-code mapping disorder hypothesis. In Experiment 1, letter-string, digit-string and colour-string processing was assessed to disentangle a phonological versus visual familiarity account of the letter/digit versus symbol dissociation. Against a visual-to-phonological-code mapping disorder but in support of a familiarity account, results showed poor letter/digit-string processing but preserved colour-string processing in dyslexic children. In Experiment 2, two tasks of letter-string report were used, one of which was performed simultaneously to a high-taxing phonological task. Results show that dyslexic children are similarly impaired in letter-string report whether a concurrent phonological task is simultaneously performed or not. Taken together, these results provide strong evidence against a phonological account of poor letter-string processing in developmental dyslexia. (Contains 1 note, 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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