Contribution of ADHD characteristics to the academic treatment outcome of children with learning difficulties
Contribution of ADHD characteristics to the academic treatment outcome of children with learning difficulties
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DOI：
10.1080/87565649909540750
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发表时间：
1999-01-01
影响因子：
1.5
通讯作者：
de Barra, HT
中科院分区：
文献类型：
--
作者：
Aro, T;Ahonen, T;de Barra, HT
这项研究分析了不同特征的注意力缺陷与学习困难儿童的学习治疗结果之间的关系，这些儿童属于神经认知导向治疗组或家庭作业支持治疗组。有注意缺陷多动障碍(ADHD)症状的儿童的学术治疗结果与没有ADHD症状的儿童的结果进行了比较。通过比较无ADHD症状的儿童和有ADHD症状的儿童，分析注意力不集中、多动、注意力不集中和多动改变与学业治疗结果的关系。有ADHD症状的儿童与没有症状的儿童改善情况相同。注意力的改善与阅读和写作的改善有关，而最初的多动症与数学的改善有关。这一发现表明，在有ADHD症状的儿童中，多动和注意力不集中与治疗结果有不同的关联。根据这一发现，考虑《精神疾病诊断和统计手册》(美国精神病学协会，1994年第4版)建议的维度(注意力不集中和多动-冲动)似乎可以为治疗计划提供相关信息。
This study analyzed how different characteristics of attention deficits are connected to academic treatment outcomes among children with learning difficulties belonging to either a neurocognitively oriented treatment group or a homework support treatment group. The academic treatment outcome of children showing attention deficit hyperactivity disorder (ADHD) symptoms was compared to the outcome of children with no ADHD symptoms. The connection of inattention, hyperactivity, and change in inattention and hyperactivity to academic treatment outcome was analyzed comparing children with no ADHD symptoms and children with ADHD symptoms. Children with ADHD symptoms improved equally well as children with no symptoms. Improvement of attention was associated with improvement in reading and writing, and initial hyperactivity was associated with improvement in mathematics. The findings suggest that hyperactivity and inattention are differentially associated with treatment outcome among children with ADHD symptoms. Based on the findings it seems that consideration of the dimensions (inattention and hyperactivity-impulsivity) suggested by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., American Psychiatric Association, 1994) can give relevant information for treatment planning.