Diagnosis of adult attention-deficit/hyperactivity disorder (ADHD) adults is difficult, as neither symptom report nor neuropsychological findings are specific to ADHD. Few studies address the possibility that noncredible performance influences both symptom report and neuropsychological findings. The present study utilized archival data from young adults referred for concerns about ADHD, divided into three groups: (1) those who failed a measure of noncredible performance (the Word Memory Test; WMT), (2) those who met diagnostic criteria for ADHD, and (3) controls with psychological symptoms but no ADHD. Results showed a 31% failure rate on the WMT. Those who failed the WMT showed clinical levels of self-reported ADHD symptoms and impaired neuropsychological performance. Neither self-report measures nor neuropsychological tests could distinguish ADHD from psychological controls, with the exception of self-reported current hyperactive/impulsive symptoms and Stroop interference. Results underscore the effect of noncredible performance on both self-report and cognitive measures in ADHD.
Three procedures for correcting errors made during discrimination training were examined: error statement (saying 'no'), modeling the correct response, and No Feedback. Six children with autism (age 3-7 years) were taught to match words to pictures with each of the three procedures, and the number of trials to mastery was compared across conditions. Results varied across participants. Two participants performed as well with no feedback as they did with an error correction procedure; two acquired skills slightly more quickly with an error correction procedure than with no feedback, but showed no difference between error correction procedures; one did best with error statement; and one did best with modeling. Results indicate that the choice of error correction procedure can have a large effect on rate of skill acquisition but that the optimal procedure may vary across individuals.
Three teenagers with autism were taught to respond to a vibrating pager to seek assistance in community settings when physically separated from their parents or teachers. A multiple baseline probe design across participants demonstrated that, upon being paged, participants successfully handed a communication card to a community member indicating that they were lost. Generalization was assessed in nontraining community sites and on outings with the participants' parents.
Discrete trial training (DTT) is a well-established intervention for teaching skills to children with autism; however, few published guidelines are available for determining whether a child's rate of learning a particular skill is satisfactory and, if not, what to do. We assert that progress within 8-10 teaching sessions usually is evidence of satisfactory skill acquisition, whereas absence of progress within this time frame indicates a need to consider modifying or stopping instruction of that skill. Absence of progress may involve (a) consistently low rates of correct responding, (b) variable performance across sessions, (c) increases in problem behavior (often in conjunction with low or variable rates of correct responding), or (d) limited generalization of the skill outside intervention. Likely reasons for each of these patterns are described, and decision flowcharts for identifying possible solutions are outlined. When implemented with supervision from a qualified professional, these flowcharts may facilitate systematic problem solving.
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