Performance and activity of hyperactive and normal boys as a function of distraction and reward

Worland, Julien; North-Jones, Margaret; Stern, John A.

doi:10.1007/bf00917635

Cited by 29 publications

(13 citation statements)

References 10 publications

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“…Among ADHD sub-types, differences were obtained at picture completion (attention deficit<hyperactivity) and coding (attention deficit<hyperactivity) sub-test scores. Differentiating ADHD sub-types by coding and picture completion sub-tests is consistent with the literature (42)(43)(44). Coding sub-test which is a working memory task requiring matching visual stimuli with certain numbers and doing this process in a mixed pattern and in a certain amount of time assesses perseverance level, power to adjust changing conditions, visual-motor coordination, fine motor coordination and speed (45).…”

Section: Discussionsupporting

confidence: 79%

WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanısı alan çocuklarda matematik başarısını belirleme gücü / Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHD

Soysal¹,

Tan²,

Aldemir³

2012

Dusunen Adam

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Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHDThis study investigated whether Wechsler Intelligence Scale for Children -Revised Form (WISC-R) and Raven Standard Progressive Matrices (RSPM) tests can accurately predict the mathematical success of children in elementary school with Attention Deficit Hyperactivity Disorder (ADHD). Method: In this study, WISC-R and RSPM tests were performed on 150 elementary school children (25 attention deficit, 25 hyperactivity-impulsivity, 25 combined type, 75 Control) aged 6 to 10 years. In the evaluation process, children's attitude toward mathematics was determined and their scores were recorded. Results: Children in the control group scored higher in WISC-R subtests. Also there were significant differences in some WISC-R subtests (Vacobulary, Picture Arrangement, Picture Arrangement and Coding) scores between ADHD subtypes. When the relationship between WISC-R and RSPM tests was examined using Spearman's rank correlation coefficient, a weak but significant positive correlation was found. Conclusion: This study showed that WISC-R and RSPM tests did not predict mathematical success. Also it showed that there was no linear correlation between mathematical skills and cognitive activity speed of studied elementary school children with ADHD. Key words: WISC-R, attention deficit hyperactivity disorder, mathematics ÖZET WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanisi alan çocukiarda matematik baçansini belirleme gücü Bu arajtirmada, Wechsler Çocukiar için Zeka Olçegi (WISC-R) ve Raven Standart Progresif Matrisler (RSPM) testlerinin Dikkat Eksikiigi Hiperaktivite Bozukiugu (DEHB) tanili ilkogretim ôgrencilerinin matematik baçansini ne kadar yordadigi incelenmiçtir.Yöntem: Arajtirmada, yaçlari 6-10 arasinda degiçen 150 erkek ilkogretim ôgrencisine (25 DEHB-DE, 25 DEHB-HD, 25 DEHB-B, 75 Saglikli) WISC-R ve RSMP uygulanmiçtir. Uygulamada çocukiann matematik dersine kar §i olan tutumlan belirlenmiç ve ders notlari kaydedilmiçtir. Bulgular: WISC-R aittestlerinden, kontrol grubunda yer alan çocukiann daha yûksek puanlar aldiklan belirlenmijtir. DEHB aittipleri arasinda ise, bazi WISC-R aittest (kelime dagarcigi, resim dûzenleme ve çifre) puanlarinda anlamli farkiiliklar bulunmujtur. WISC-R ile RSPM arasindaki iliçkiler. Spearman sira korelasyon katsayisi ile incelenmij, matematik notu ile RSPM toplam puan arasinda zayif ancak pozitif yônde anlamli bir iliçki oldugu belirlenmijtir. Sonuç: Çaliçmada, WISC-R ile RSPM'nin matematik baçansini yordamadigi belirlenmiçtir. DEHB tanisiyla izlenen ilkogretim ôgrencilerinin matematiksel içlem becerileri ile biliçsel faaiiyet hiziari arasinda dogrusal bir iliçkinin olmadigi ortaya konmuçtur.

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Section: Discussionsupporting

confidence: 79%

WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanısı alan çocuklarda matematik başarısını belirleme gücü / Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHD

Soysal¹,

Tan²,

Aldemir³

2012

Dusunen Adam

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“…Similarly, verbal praise alone did not appear to produce improvements at least for on-task behavior (Abramowitz & O'Leary, 1991). However, children with hyperactivity outperformed their classmates on an attentional coding task when a primary reinforcer (candy) was used in the presence of distractions (colorful pictures, paper streamers, toys, comic books, balls, a mirror, a Bobo clown, a punching bag, audio recording of participants playing) (Worland, North-Jones & Stern, 1973). To sustain attention on this simple boring task, the children appeared to need a 'high dose' of concurrent antecedent stimulation as well as an anticipated candy consequence.…”

Section: General Summarymentioning

confidence: 99%

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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“…The altered effect of reinforcement contingencies on the behavior of children with ADHD compared to normal children has been demonstrated in several studies. While reinforcing every correct response greatly improves (e.g., McInerney & Kerns, 2003) or normalizes the performance of children with ADHD (e.g., Freibergs & Douglas, 1969, referred in Douglas, 1985; Douglas & Parry, 1994; Konrad, Gauggel, Manz, & Scholl, 2000; Parry & Douglas, 1983; Worland, North‐Jones, & Stern, 1973), partial reinforcement abnormally affects the behavior of children with ADHD (Freibergs & Douglas 1969 and Parry 1973, referred in Douglas, 1985; Parry & Douglas, 1983). In several choice‐delay tasks, children with ADHD tended to choose a small reinforcer obtained at once rather than a larger reinforcer obtained after a delay (Rapport, Tucker, DuPaul, Merlo, & Stoner, 1986; Schweitzer & Sulzer‐Azaroff, 1995; Sonuga‐Barke, Taylor, Sembi, & Smith, 1992).…”

Section: Experimental Investigation Of Reinforcement Mechanisms In Adhdmentioning

confidence: 99%

Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention‐deficit/hyperactivity disorder (ADHD)

Aase

Sagvolden

2005

Child Psychology Psychiatry

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When reinforcers are infrequent, children with ADHD show deficient sustained attention and increased variability in responding. Computer experience may have interfered with measures of hyperactivity and impulsiveness. The unexpectedly poor performance of the older comparison children may have been due to inefficient reinforcers or to verbally governed behavior overruling reinforcer effects. Reinforcer characteristics and experimental procedures are important factors influencing findings in studies investigating motivational factors. The study provides some support for the dynamic developmental theory of ADHD predicting relationships between neurobiological deficits, altered reinforcement mechanisms, and treatment recommendations.

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Performance and activity of hyperactive and normal boys as a function of distraction and reward

Cited by 29 publications

References 10 publications

WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanısı alan çocuklarda matematik başarısını belirleme gücü / Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHD

WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanısı alan çocuklarda matematik başarısını belirleme gücü / Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHD

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

Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention‐deficit/hyperactivity disorder (ADHD)

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