Effects of Choosing Academic Assignments on a Student With Attention Deficit Hyperactivity Disorder

Powell, Shawn; Nelson, Brett D.

doi:10.1901/jaba.1997.30-181

Cited by 64 publications

(56 citation statements)

References 2 publications

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“…However, this design could not be appropriately implemented in the four play sessions that were available. In contrast, the reversal, withdrawal, or ABAB design was one that could be feasibly conducted in a limited amount of time and which had been used in previous experimental research [43,44,56].…”

Section: Methodsmentioning

confidence: 99%

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

Wainer

Dautenhahn

Robins

et al. 2013

Int J of Soc Robotics

136

102

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This article describes a pilot study in which a novel experimental setup, involving an autonomous humanoid robot, KASPAR, participating in a collaborative, dyadic video game, was implemented and tested with children with autism, all of whom had impairments in playing socially and communicating with others. The children alternated between playing the collaborative video game with a neurotypical adult and playing the same game with the humanoid robot, being exposed to each condition twice. The equipment and experimental setup were designed to observe whether the children would engage in more collaborative behaviours while playing the video game and interacting with the adult than performing the same activities with the humanoid robot. The article describes the development of the experimental setup and its first evaluation in a small-scale exploratory pilot study. The purpose of the study was to gain experience with the operational limits of the robot as well as the dyadic video game, to determine what changes should be made to the systems, and to gain experience with analyzing the data from this study in order to conduct a more extensive evaluation in the future. Based on our observations of the childrens' experiences in playing the cooperative game, we determined that while the children enjoyed both playing the game and interacting with the robot, the game should be made simpler to play as well as more explicitly collaborative in its mechanics. Also, the robot should be more explicit in its speech as well as more structured in its interactions.Results show that the children found the activity to be more entertaining, appeared more engaged in playing, and displayed better collaborative behaviours with their partners (For the purposes of this article, 'partner' refers to the human/robotic agent which interacts with the children with autism. We are not using the term's other meanings that refer to specific relationships or emotional involvement between two individuals.) in the second sessions of playing with human adults than during their first sessions. One way of explaining these findings is that the children's intermediary play session with the humanoid robot impacted their subsequent play session with the human adult. However, another longer and more thorough study would have to be conducted in order to better re-interpret these findings. Furthermore, although the children with autism were more interested in and entertained by the robotic partner, the children showed more examples of collaborative play and cooperation while playing with the human adult.

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Section: Methodsmentioning

confidence: 99%

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

Wainer

Dautenhahn

Robins

et al. 2013

Int J of Soc Robotics

136

102

View full text Add to dashboard Cite

show abstract

“…The interventions that were included in this category (see Table 1) focused on the application of behavior modification techniques (Fabiano & Pelham, 2003;Northup et al, 1999;Van Lier, Muthen, Van der Sar, & Crijnen, 2004), cognitive-behavioral techniques (Ardoin & Martens, 2004;DuPaul & Hoff, 1998;Mathes & Bender, 1997), or environmental changes that involve modifications in the usual classroom dynamics (Powell & Nelson, 1997;Ridgway, Northup, Pellegrin, LaRue, & Hightsoe, 2003). Decrease disruptive behavior and increase "on-task" behavior.…”

Section: Simple Interventionsmentioning

confidence: 99%

“…Northup et al (1999) Addition of behavioral consequences may further enhance MPH effects. Powell & Nelson (1997) 1 Age: 7…”

Section: Simple Interventionsmentioning

confidence: 99%

Interventions in School Settings for Students With ADHD

Miranda

Jarque²,

Tárraga³

2006

Exceptionality

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This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the MTA-a study designed to compare the efficacy of behavioral treatment (BT), medical management (MM), combined treatment (BT and MM), and a routine community care control group-are discussed. The MTA findings suggest that the most effective treatment for ADHD is a multimodal intervention that frequently includes concurrent medication in addition to parent training, school interventions, and child intervention.The notable increase in the number of children diagnosed with attention deficit hyperactivity disorder (ADHD) in the past few years has had important repercussions on the educational system. In fact, in the United States, additional expenditures by public schools on behalf of students with ADHD amounted to over $3.2 billion in 1995 (Forness, 1998). Consequently, in addition to becoming a public health issue, ADHD has also become a relevant educational issue. Furthermore, after decades of research, there is no doubt that ADHD has a chronic nature. It shows up in early childhood and continues to a troubling degree throughout childhood and adolescence and into adulthood. The symptoms of this disorder cause alterations in school and family functioning and in relationships with classmates, and they carry with them a poor long-term psychiatric, social, and academic adjustment (Biederman et al., 2004).Given the high prevalence of ADHD, its long-term repercussions, and its chronicity, the search for effective treatments to manage it has been a constant concern for the last EXCEPTIONALITY, 14(1), [35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52]

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“…Providing choices to individuals with disabilities has been encouraged within interventions as a means to develop autonomy as well as being an important part of the normalization process (Fisher, Thompson, Piazza, Crosland, & Gotjen, 1997). A number of investigations have shown that allowing individuals to make choices between tasks or reinforcing consequences is an effective technique in both decreasing maladaptive behavior and increasing compliance to instructions (Powell & Nelson, 1997;Romaniuk et al, 2002).…”

Section: Choice Proceduresmentioning

confidence: 99%

The Effects of Choice Between Nonpreferred Foods on the Food Consumption of Individuals with Food Selectivity

Fernand

Penrod

et al. 2015

Behavioral Interventions

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Previous research has concluded that presenting individuals with the opportunity to choose is a viable treatment for general escape-maintained behavior. Considering food refusal has been generally described as avoidant behavior, the present study aimed to evaluate the role of choice between non-preferred foods on the food consumption and problematic mealtime behavior of two children with food selectivity. Each participant was allowed to choose between four non-preferred foods in the choice condition and was not allowed to choose in the no-choice condition. Further, the role of choice as an antecedent manipulation in mediating the negative effects of escape extinction was evaluated when choice alone was demonstrated to be ineffective in increasing consumption. Results indicated that providing choices is an effective non-aversive intervention strategy in increasing the food consumption of individuals with food vi selectivity as well as advantageous in decreasing the negative side-effects of more intrusive consequence interventions when necessary to implement.

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Effects of Choosing Academic Assignments on a Student With Attention Deficit Hyperactivity Disorder

Cited by 64 publications

References 2 publications

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

Interventions in School Settings for Students With ADHD

The Effects of Choice Between Nonpreferred Foods on the Food Consumption of Individuals with Food Selectivity

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