Quantitative Criteria for Attention and Activity in Child Psychiatric Patients

Abstract

The aim was to find empirically justified criteria for attention and activity. Patients with various disorders and controls were observed during psychiatric examinations. Measures of attention increased with age, were lower in patients than controls, were correlated with each other and related to the quality of task performance. Activity measures decreased with age, were higher in patients, were correlated among each other and concerned motility as well as talking initiatives. Criteria from other studies and the DSM-III were critically examined. Inattention was not associated with hyperactivity, except in mentally retarded children. Inattention was common in many diagnostic categories.

Computerized assessment of sustained attention: A review of factors affecting vigilance performance

“…The results of various clinical studies of ADHD, however, are mixed, with some demonstrating no difference in vigilance performance between diagnosed and control groups (Breen, 1989;Corkum & Siegel, 1993;Schachar, Logan, Wachsmuth, & Chajczyk, 1988) or normal performance in a large proportion of diagnosed groups (Halperin et al, 1990). Other studies show little difference in CPT performance between children diagnosed with ADHD and children with other psychiatric or learning disorders (Dienske, deJonge, & Sanders-Woudstra, 1985;Robins, 1992), and still others show a high rate of poor CPT performance even among non-diagnosed normal controls (Trommer et al, 1988). Heterogeneity of ADHD-diagnosed groups is often problematic, and patterns of CPT performance may depend in part on the presence or absence of such features as hyperactivity (Barkley et al, 1992;Goodyear & Hynd, 1992), anxiety (Pliszka, 1992), learning disabilities (Tarnowski, Prinz, & Nay, 1986), conduct disorder Halperin et al, 1990;O'Brien et al, 1992), and other comorbid psychiatric disorders (Halperin et al, 1993).…”

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

“…Failure to sustain attention for preschoolers can been seen in the number of activity or toy changes (Dienske, de Jonge, & Sanders-Woudstra, 1985). In elementary school, children with ADHD continue to change their activities and topics of conversation (and interrupt others) and move off-task behaviorally or visually more often than their peers during homework, schoolwork, and social tasks (for review see Zentall et al, 2006).…”

Opinions related to play concept of children in early childhood

“…Reporting of the findings meanings allocated to cases and concepts in people's minds (Weber & Mitchell, 1996), they were determined to be the first data collection tool of the current study. Another method utilized by children to concretely express their perceptions related to their surroundings is drawing (Dienske, Gerit De, & Sanders-Woudstra, 1985). Children can express their images and thoughts in their drawings in a detailed manner.…”

“…(Weber & Mitchell, 1996) düşünüldüğünde, veri toplama araçlarından ilki çocukların çekmiş oldukları fotoğraflar olarak belirlenmiştir. Çocukların çevreleri ile ilgili algılarını somut olarak ortaya koymak için başvurdukları eylemlerden bir diğeri ise çizimler (resim) yapmaktır (Dienske, Gerit De & Sanders-Woudstra, 1985). Çocuk kendi resimlerinde imgelerini, düşüncelerini ayrıntıları ile ifade etme olanağı bulur.…”