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Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems
Author(s) -
Zentall Sydney S.
Publication year - 2005
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20114
Subject(s) - psychology , psychological intervention , cognition , attention deficit hyperactivity disorder , developmental psychology , cognitive psychology , clinical psychology , psychiatry
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. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 821–836, 2005.