Attention and distractibility during reading in hyperactive boys

Bremer, David; Stern, John A.

doi:10.1007/bf00922534

Cited by 33 publications

(13 citation statements)

References 10 publications

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“…As well, cross-modal stimulation (added noise during visual tasks) apparently had no detrimental effects (e.g., Carrol et al, 1994). Finally, there was no loss in reading performance even when elementary-level students with ADD were observably "distracted" (i.e., looked more than their peers) in the presence of combinations of telephones ringing, calculator noises, lights, and oscilloscope patterns than during nonstimulating conditions (Bremer & Stern, 1976).…”

Section: Selective Inattentionmentioning

confidence: 89%

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

Zentall

2005

Psychology in the Schools

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This article reviews factors that contribute to and improve selective and sustained attention in children with attention deficit hyperactivity disorder (ADHD-the inattentive and combined subtypes). A brief review of interventions for inattention included psychostimulant medication, behavioral consequences, active-learning, practice, and cognitive behavioral (self-monitoring) techniques. Some of these traditional methods must be applied differently to children with ADHD, and some methods were found to be without empirical support. In contrast, educational interventions that involve increasing antecedent (task and setting) stimulus conditions have been demonstrated to normalize attention, and some actually improved the attentional performance of children with ADHD beyond that of their peers.

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Section: Selective Inattentionmentioning

confidence: 89%

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

Zentall

2005

Psychology in the Schools

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“…For example, Bremer and Stern (1976) reported that although the children with hyperactivity attended more than the nondisabled children to auditory distractors during a reading task, no significant differences in reading performance were found between the groups during the distraction condition. Zentall and Zentall (1976) found that on an "academically related performance task" (p. 694), a highstimulation condition consisting of auditory and visual distractors did not impair task performance.…”

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confidence: 99%

The Effects of Auditory Stimulation on the Arithmetic Performance of Children with ADHD and Nondisabled Children

et al. 1996

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This study evaluated the impact of extra-task stimulation on the academic task performance of children with attention-deficit/hyperactivity disorder (ADHD). Twenty boys with ADHD and 20 nondisabled boys worked on an arithmetic task during high stimulation (music), low stimulation (speech), and no stimulation (silence). The music "distractors" were individualized for each child, and the arithmetic problems were at each child's ability level. A significant Group x Condition interaction was found for number of correct answers. Specifically, the nondisabled youngsters performed similarly under all three auditory conditions. In contrast, the children with ADHD did significantly better under the music condition than speech or silence conditions. However, a significant Group x Order interaction indicated that arithmetic performance was enhanced only for those children with ADHD who received music as the first condition. The facilitative effects of salient auditory stimulation on the arithmetic performance of the children with ADHD provide some support for the underarousal/optimal stimulation theory of ADHD.

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“…Reardon and Naglieri (1992) found that hyperactive children experience significant difficulty when required to formulate and monitor plan and strategies while inhibiting impulsive responses. Bremer and Stern (1976) examined the offtask behavior and reading performance of boys with and without hyperactivity under varying contextual conditions. They reported that a majority of hyperactive boys skipped one fourth of the reading material, presented with more efforts, and evidenced poorer reading comprehension than the readingmatched comparisons.…”

Section: Discussionmentioning

confidence: 99%

Correlates of Mother-and Teacher-Ratings of Hyperactivity-Impulsivity and Inattention in Children with AD/HD

Schwean¹,

Burt²,

Saklofske

1999

Canadian Journal of School Psychology

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This study examined whether the relationships between mother-versus teacherrated hyperactivity-impulsivity and inattention, and cognitive, intellectual, academic, and behavioral competencies in children previously diagnosed with Attention Deficit-Hyperactivity Disorder (AD/HD) varied as afunction ofthe rater. Findings revealed variability between mother and teacher perceptions in howADI HD primary symptomatology were expressed as well as in correlate patterns. While mothers were more likely to see hyperactivity-impulsivity and inattention as overlapping, teachers saw these dimensions as functionally distinct. Moreover, intellectual, academic, and behavioral correlates of the two dimensions differed depending on the who identified the hyperactivity-impulsivity and/or inattention.Cette etude a examine si les relations entre les evaluations des meres versus celles des professeurs sur 1'hyperactivite6-impulsivite et l'inattention, ainsi que les competences cognitives, intellectuelles, academiques et de comportement des enfants precedemment diagnostiques avec "Attention Deficit-Hyperactivity DisorderAD/HD" variaient enfonction de l 'evaluateur. Les conclusions ont revele la variabilite entre les perceptions des meres et des professeurs dans la faVon dont la symptomatologie primaire de L'AD/HD etait aussi bien exprime6e que dans les modees de correlation. Alors que les meres etaient plus suseptibles de constater le chevauchement de I 'hyperactivite6-impulsivit6 et de I 'inattention, les professeurs voyaient les dimensions comme une distinction fonctionnelle. De plus, les correlations intellectuelles, academiques et de comportement des deux dimensions diffrraient selon le personne qui avait identifie 1'hyperactiviti-impulsivitd et/ou l'inattention chez les sujets.Attention-Deficit Hyperactivity Disorder (AD/HD), one of the most studied childhood disorders, is a relatively common neurobehavioral disorder characterized by a "persistent pattern of inattention and/or hyperactivityimpulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development" (American Psychiatric

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Attention and distractibility during reading in hyperactive boys

Cited by 33 publications

References 10 publications

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

The Effects of Auditory Stimulation on the Arithmetic Performance of Children with ADHD and Nondisabled Children

Correlates of Mother-and Teacher-Ratings of Hyperactivity-Impulsivity and Inattention in Children with AD/HD

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