Pills or Skills for Hyperactive Children

O’Leary, K. Daniel

doi:10.1901/jaba.1980.13-191

Cited by 77 publications

(21 citation statements)

References 48 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Alternatively, it is possible that many short-term academic interventions may have more robust effects if administered over the long-term. O'Leary (1980) argued that changes in standardized achievement test scores have been demonstrated as a result of some short-term behavioral interventions, and therefore, replication and extensions of these treatments for at least 6-12 months are critically needed in order to determine if long range academic changes can be made. This is consistent with the concept of teaching ''skills''.…”

Section: Limitations Of Current Research and Future Directionsmentioning

confidence: 99%

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Raggi

Chronis

2006

Clin Child Fam Psychol Rev

202

192

View full text Add to dashboard Cite

There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.

show abstract

Section: Limitations Of Current Research and Future Directionsmentioning

confidence: 99%

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Raggi

Chronis

2006

Clin Child Fam Psychol Rev

202

192

View full text Add to dashboard Cite

show abstract

“…There appears, however, to be a resistance to acknowledging the benefits of medication on academic achievement (e.g., Gadow, 1983;O'Leary, 1980). Improved academic performance is usually attributed to enhanced attention but, when the effects of attention are held constant (through partial correlation), the positive effects for achievement were reduced by only about 20% suggesting more than simply attention operating to improve academic functioning.…”

Section: Drug and Diet Interventionsmentioning

confidence: 99%

The equivocal nature of special education interventions

Kavale

Dobbins

1993

Early Child Development and Care

View full text Add to dashboard Cite

“…; psychostimulant medication (O'Leary, 1980). There are a number of studies which show that academic and social behaviour of hyperactive children can be changed with behaviour therapy.…”

Section: Hyperactivitymentioning

confidence: 99%

The Promise and Challenge of Behaviour Therapy

O’Leary

1982

South African Journal of Psychology

View full text Add to dashboard Cite

Three promises of behaviour therapy noted by Skinner, Eysenck, and Wolpe were discussed, namely, that behaviour problems could be treated as problems in their own right, that therapy procedures could be formulated in a testable fashion, and that treatment could be effective in months. These promises were discussed in the context of child behaviour therapy and the effectiveness of behavioural treatments was reviewed for developmental disabilities, aggression, hyperactivity, enuresis, and delinquency. Behavioural treatments were found to be demonstrably effective with these problems but not necessarily better than alternative treatments. Challenges for behaviour therapists were then proffered such as the need for more heuristic and/or theoretical concepts, the need to see the social network of clinical problems, the need for longer treatments, and the need for prevention and community intervention.S. Afr. J. Psycho!. 1982, 12: 1-6Drie beloftes wat gedragsterapie inhou, soos dlt deur Skinner, Eysenck en Wolpe aangedui word, word bespreek, naamlik: dat gedragsprobleme as probleme in eie reg beskou behoort te word, dat terapeutiese prosedures op 'n toetsbare wyse geformuieer kan word en dat behandeling in die bestek van maande effektief kan wees. Hierdie beloftes word in die konteks van kinderterapie bespreek, asook ten opsigte van die effektiwiteit van gedragswysiging by gestremdheid, aggressie, enuresis en misdaad. Daar word ook op gewys dat gedragswysiging baie effektief is met hierdie probleme, hoewel dit nie noodwendig beter is as alternatiewe behandelingsmetodes nie. Die uitdagings wat aan gedragsterapie gestel word, word vervolgens bespreek, naamlik: die behoefte aan meer heuristiese en/of teoretiese konsepte, die behoefte om die sosiale konteks van kliniese probleme meer in aanmerking te neem, die behoefte aan langer behandelings en die behoefte aan voorkoming en gemeenskapsbetrokkenheid.

show abstract

Pills or Skills for Hyperactive Children

Cited by 77 publications

References 48 publications

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

The equivocal nature of special education interventions

The Promise and Challenge of Behaviour Therapy

Contact Info

Product

Resources

About