Contributors to the social goals and outcomes of students with ADHD with and without LD

Zentall, Sydney S.

doi:10.1016/j.ijer.2006.06.007

Cited by 10 publications

(7 citation statements)

References 113 publications

(128 reference statements)

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“…In contrast, children with ADHD were not expected to show an age-related magnification of reading motivation effects (intrinsic, extrinsic, or social), since they had not experienced reading difficulties. Although prior research with this group had documented decreased social motivation at advanced grade levels, this was documented across subject areas (Zentall & Beike, 2012) and was consistent with evidence of considerable social failure later in development (for review see Zentall, 2005).…”

Section: Motivational Research Of Students With and At-risk For Disabsupporting

confidence: 70%

“…Students with ADHD without reading difficulties are as motivated in social reading and in engaging in reading activities as students without disabilities. This finding suggests that reading can be viewed as disability-free for students with ADHD without RD and that social reading could be a compensatory area of functioning that could offset their avoidance of challenging work documented across subject areas at the advanced 4th-6th grades (Zentall & Beike, 2012) and their general social isolation documented in adolescence (for review see Zentall, 2005).…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

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Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Lee

Zentall

2012

Learning and Individual Differences

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Section: Motivational Research Of Students With and At-risk For Disabsupporting

confidence: 70%

Section: Implications For Practice and Researchmentioning

confidence: 99%

Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Lee

Zentall

2012

Learning and Individual Differences

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“…For example, students with ADHD respond to failure immediately with a helpless style (e.g., quitting earlier than their peers), with greater intensity of emotional responses and greater than normal sensitivity to positive and negative social feedback (for reviews, see Dunn & Shapiro, 1999;Zentall, 2005a). For example, students with ADHD respond to failure immediately with a helpless style (e.g., quitting earlier than their peers), with greater intensity of emotional responses and greater than normal sensitivity to positive and negative social feedback (for reviews, see Dunn & Shapiro, 1999;Zentall, 2005a).…”

mentioning

confidence: 99%

Achievement and Social Goals of Younger and Older Elementary Students

Zentall

Beike

2012

Learning Disability Quarterly

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Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher-and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or had ADHD (H). In line with predictions of academic impairment, the findings were that students with RP were teacher-rated more than the H group as less motivated to do their best (work avoidant), especially at older age levels, with fewer goals related to self-determination. Students with H also reported fewer preferences to work well with others and preferred to work independently (social avoidance goals), in line with their social impairment (more than the RP group). Educational implications are presented for identification, for timing of intervention, and for differentiating instruction.

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“…O objetivo deste estudo é identificar e descrever os procedimentos de contagem e os processos de memória predominantemente utilizados por estudantes diagnosticados com TDAH-C ou TDAH-D. A inclusão dos dois subtipos deve-se ao grande número de evidências de que as dificuldades acadêmicas estão presentes em ambos os subtipos (Marshall et al, 1997;Zentall, 2005).…”

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Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

Costa¹,

Dorneles²,

Rohde³

2012

Psicol. Reflex. Crit.

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ResumoO armazenamento e/ou o acesso automático dos fatos aritméticos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH). Em vista disso, esses estudantes acabam por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo foi identificar os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes com diagnóstico de TDAH do tipo com predomínio de desatenção (TDAH-D) ou do tipo combinado (TDAH-C). Os resultados indicaram que os estudantes continuam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição foi o mais usado. Palavras-chave: TDAH, dificuldades aritméticas, fatos básicos, Educação Especial. AbstractThe storage and/or automatic and accurate access of basic facts of addition from the long term memory seem to be impaired in children with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, such group of students ultimately uses more immature counting procedures than their peers without the disorder. The aim of this study is to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years old, with ADHD predominantly inattentive type (ADHD-PI) or combined type (ADHD-C). The results indicated that students with ADHD were still using counting procedures considered immature for the expected grade and that, among the memory processes, the decomposition was the most used one.

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Contributors to the social goals and outcomes of students with ADHD with and without LD

Cited by 10 publications

References 113 publications

Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Achievement and Social Goals of Younger and Older Elementary Students

Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

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