The efficacy of attribution theory for prediciting [sic] MSW\u27s orientations towards treating children with attention deficit disorders

An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children\u27s Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders

Teachers\u27 Perceptions of Students with Attention Deficit Disorders

Attention Deficit Disorders (ADHD/ADD) are rapidly becoming an important educational issue. Currently, ADHD/ADD is the most frequently diagnosed condition found in school age children. Educators, unlike other professionals, have a unique opportunity to observe students on a daily basis and over extended periods of time within a setting where the deficits associated with this disorder are perhaps most visible. As a result, teachers have long served as the catalysts for suggesting the diagnosis of ADHD/ADD in their students. They have also been responsible for implementing strategies within the classroom to assist students with ADHD/ADD in being successful. However, teachers\u27 experience with this diagnosis has yet to be recognized or explored by the medical or psychological professions. The purpose of this study was to explore teachers\u27 perceptions of students with ADHD/ADD. Two important findings emerged from this study; first, teachers need more training on specific strategies, and second, more collaboration is needed between systems that impact students

Critical issues in the assessment of attention deficit disorders in children

A great deal of research has been directed toward understanding the general principles that govern attention. More specifically, research has sought to define the multidimensional nature of attention, the neuroanatomical system responsible for attention, and the ways in which attention can be operationally defined and measured. In addition to these investigations on attention in general, there is a large body of literature examining attention in children and in particular children who have deficits in this area. The purpose of this article is to summarize the extant literature on attention deficit disorders both with and without hyperactivity, the current diagnostic criteria, its prevalence, developmental course, and proposed etiologies. With that as a background, a conceptual framework for designing a comprehensive assessment battery is presented with specific attention to the relationship between attentional deficits and language disorders in both etiology and assessment

Where was I?: Engagement strategies for students with attention deficit disorders

Throughout my time in the elementary classroom I have been flooded with instances where my cooperating teacher or I, myself, have struggled with students who are inattentive or disruptive during class. This not only makes it difficult for that specific student to learn, but also has the possibility of preventing others from learning. My most memorable experience of teaching students like this has been with a brilliant student who was clinically diagnosed and medicated for the hyperactive subset of attention deficit disorders, more well-known as ADHD. The following thesis is the research and creation of strategies to help teach students with attention deficit disorders like the one I had the privilege of teaching. The end goal is educating myself and other teachers on how best to maintain the engagement of not only students who clinically have an attention disorder, but all students in general. By finding effective strategies to engage the three to seven percent of students with brains that prompt their minds to wander, I will in turn be finding ways to make the classroom more interesting, even for the students who focus more easily

School-Based Behaviour Modification for Students with Attention Deficit Disorders: Placebo or Panacea?

The efficacy of School-based Behavior Modification (BM) treatments for students with Attention Deficit Disorders (ADD) is being debated. This article explored several empirical studies carried out (in the last decade) on effectiveness of the various BM interventions with a view to determining whether such approaches are mere placebo or panacea. Also issues regarding the various developmental difficulties encountered by students with ADD over time and across content areas are discussed. Furthermore, results from studies designed to determine the efficacy of some behavioral techniques such as; Contingency Management Techniques, Good Behavior Game, Self-mediation, Self-evaluation etc. are equally reviewed. Based on this review and evidence advanced in this text, the paper posits that School-based Behavioral Modification (BM) treatments for ADD are effective in the short run and indeed a panacea for reducing disruptive behaviors and improving on-task behavior and academic performance of students with the disorder. Keywords: Attention Deficit Disorders; Behavioral Modification; Placebo or Panace

Organization strategies to enhance math performance of high school students with attention deficit disorders

Will the use of organizational strategies and tools improve overall academic performance for students with attention deficit disorders in a high school resource room math setting? The student participants in this study were taught to use organizational strategies and tools including an assignment completion strategy, a task analysis, and notebook checks to improve their classroom participation, assignment completion, and assessment scores. The overall results indicate that the students slightly improved their academic performance upon the implementation of organizational strategies and tools. Of the data reported, 37% of the students with ADHD and 40% of students without ADHD showed improvement because of the implemented interventions. The results indicate that students with ADHD have the potential to show growth with the proper implementation of specific strategy instruction. The organization of the classroom structure can affect the organization of the students with attention deficit disorders within the classroom setting. Teaching students to be better organized can enhance academic performance in the areas of assignment completion and assessment scores

Attention Deficit Disorder and Case Management: Infusing Macro Social Work Practice

Intervention with children with attention deficit disorders is complex and requires change at multiple system levels using a social work perspective. Case management, macro social work practice, time allocation issues, the structure of a professional self, constraints in expanding a narrow definition of the social worker, and specific macro level intervention areas for social workers are examined in this context