Attention Deficit Disorders: General Information
Greetings. The following materials are intended to provide a general introduction to Attention Deficit Disorders. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Attention Deficit Hyperactivity Disorder (NIMH)
Teaching Children with Attention Deficit Disorder: Part 1
Teaching Children with Attention Deficit Disorder: Part 2
NINDS Attention Deficit-Hyperactivity Disorder Information Page
Attention Deficit Disorders (ADD) FAQ
National Attention Deficit Disorder Association
The CH.A.D.D. (Children and Adults with Attention Deficit Disorders) Page
Shari Landes' Attention Deficit Disorder (ADD) Reference List
Attention Deficit Disorder -- Holistic / Alternative Treatments & Support
Attention Deficit/Hyperactivity Disorder Briefing Paper
Citations from the ERIC Database
AN: ED445427
AU: Radcliff,-David
TI: Non-Drug Interventions for Improving Classroom Behavior and Social Functioning of Young Children with Attention Deficit Hyperactivity Disorder.
PY: 2000
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445427
DE: *Attention-Deficit-Disorders; *Behavior-Modification; *Cognitive-Restructuring; *Drug-Therapy; *Early-Intervention; *Interpersonal-Competence
DE: Family-Influence; Hyperactivity-; Parent-Child-Relationship; Peer-Relationship; Peer-Teaching; Preschool-Children; Preschool-Education; Token-Economy
AB: This paper explores research on use of medication and non-drug interventions to modify the behavior of preschool children with attention deficit hyperactivity disorder (ADHD). It begins by discussing the symptoms of ADHD, neurological differences between children with ADHD and those without ADHD, and expected adolescent and adult outcomes for children diagnosed with ADHD in elementary school. The three categories of psychotropic medication that are used in treating ADHD are reviewed and include anti-depressants, stimulants, and selective serotonin re-uptake inhibitors. The positive effects of Ritalin on academic productivity, associative learning behavior self-control, information processing, sustained attention, task vigilance, and working memory are discussed, along with the negative effects on appetite, falling asleep, growth inhibition, headaches, increased blood pressure and heart rate, stomachaches, stress, and addiction. Research findings on the efficacy of non-drug treatment for preschool children are then reviewed. Findings indicate that parent training programs, home-school notes, token economics, multimodal day treatment programs, social skills training, art therapy, and peer mediation have been effective in treating preschool children with ADHD. The paper closes by urging early intervention at the preschool level to stop the downward spiral of social dysfunction of children with ADHD. (Contains 118 references.) (CR)
AN: EJ610936
AU: Sciutto,-Mark-J.; Terjesen,-Mark-D.; Frank,-Allison-S.-Bender
TI: Teachers' Knowledge and Misperceptions of Attention-Deficit/Hyperactivity Disorder.
PY: 2000
SO: Psychology-in-the-Schools; v37 n2 p115-22 Mar 2000
DE: *Attention-Deficit-Disorders; *Hyperactivity-
DE: Knowledge-Base-for-Teaching
AB: Examines teachers' (N=149) knowledge and misperception of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information. Teachers' scores on the Knowledge of Attention Deficit Disorders Scale (KADDS) show that teacher self-efficacy, prior exposure to an ADD child, and years of teaching experience were all positively related to ADD knowledge. (Author/MKA)
AN: ED444282
AU: Goldstein,-Sam; Goldstein,-Michael
TI: A Parent's Gui
DE: Attention-Deficit Hyperactivity Disorder in Children. Fourth Edition.
CS: Neurology, Learning, and Behavior Center, Salt Lake City, UT.
PY: 2000
AV: The Neurology, Learning & Behavior Center, 230 South 500 East, Suite 100, Salt Lake City, UT 84102; Tel: 801-532-1484; Fax: 801-532-1486; e-mail: sago@sisna.com ($3.50 plus $1 shipping and handling; for additional quantities, see price list).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444282
DE: *Attention-Deficit-Disorders; *Child-Rearing; *Etiology-; *Family-Environment; *Interpersonal-Communication; *Symptoms-Individual-Disorders
DE: Adolescents-; Behavior-Problems; Children-; Elementary-Secondary-Education; Hyperactivity-; Parent-Child-Relationship
AB: This booklet for parents of children with attention deficit hyperactivity disorder (ADHD) provides information on the disorder. Sections address the symptoms and causes of ADHD, social problems of children with ADHD, factors relative to children and adolescents with ADHD at school, home interventions for ADHD, drug therapy, and future treatment options. Parents are urged: (1) to set up clear and concise rules of behavior for the family, including the child with ADHD; (2) to give instructions as simply and clearly as possible to the child with ADHD; (3) to try to keep the child's stimulation level as low as possible; (4) to allow the child choices within the limits that have been set; (5) to help the child find avenues of self-expression that will help him express his wants in an acceptable, useful manner; (6) to use a timer with small chores in order to help give a child a sense of passing time; (7) to be positive; (8) to be aware of what is being reinforced; (9) to be aware of the difference between incompetent vs. non-compliant behaviors; and (10) to participate in a parenting class. A list of informational resources for parents is included. (Contains 21 resources.) (CR)
AN: EJ607758
AU: Brown,-Michael-B.
TI: Diagnosis and Treatment of Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.
PY: 2000
SO: Journal-of-Counseling-and-Development; v78 n2 p195-203 Spr 2000
DE: *Attention-Deficit-Disorders; *Children-; *Identification-; *Intervention-
DE: Adolescent-Development; Adolescents-; Child-Development; Hyperactivity-
AB: Attention Deficit Hyperactivity Disorder has a profound effect on children's personal, social, and academic development. Article presents diagnostic criteria and methods for identification of ADHD, and outlines major intervention strategies appropriate for school and community settings. (Author/JDM)
AN: ED441202
AU: Canter,-Andrea, ed.; Stanhope,-Victoria, ed.
TI: Attention Problems. Communique Special Edition, Spring 2000.
CS: National Association of School Psychologists, Bethesda, MD.
PY: 2000
AV: National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; Web site: http://www.naspweb.org.
NT: Articles in this publication are reprints from "Communique," the official newspaper of the National Association of School Psychologists.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Attention-Deficit-Disorders; *Hyperactivity-; *Intervention-; *School-Psychologists
DE: Behavior-Modification; Child-Development; Children-; Elementary-Secondary-Education; Evaluation-Needs; Parents-; Teachers-
AB: Articles included in this document serve as a means to educate teachers, school psychologists, and parents about attention problems in children. Attention problems, including Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder, are among the most common and most controversial disorders in children. Children with attention problems may have difficulty completing schoolwork, seem to tune out directions, and may seem to react without thinking. School psychologists can help identify children needing evaluation, assist children with developing strategies to manage their own behavior, and work with school personnel and parents to help create environments where these children can learn more. These articles provide an overview of attention problems, give examples of intervention for teachers and parents, include a parent's perspective and book reviews, and list resources for additional information. The NASP Position Statement on students with attention problems is included. (Contains 94 references.) (JDM)
AN: EJ605003
AU: Doherty,-Stephanie-L.; Frankenberger,-William; Fuhrer,-Richard; Snider,-Vicki
TI: Children's Self-Reported Effects of Stimulant Medication.
PY: 2000
SO: International-Journal-of-Disability,-Development-and-Education; v47 n1 p39-54 Mar 2000
DE: *Academic-Achievement; *Attention-Deficit-Disorders; *Drug-Therapy; *Outcomes-of-Treatment; *Student-Attitudes
DE: Behavior-Change; Child-Development; Hyperactivity-; Secondary-Education
AB: A study determined self-reported positive and negative physical, academic, and social effects of stimulant medication on 86 secondary students with attention-deficit/hyperactivity disorder. Students reported the medication helped them pay attention, earn better grades, and improve their behavior but were unsure if it helped them on tests or on homework. (Contains references.) (CR)
AN: EJ606611
AU: Leroux,-Janice-A.; Levitt-Perlman,-Marla
TI: The Gifted Child with Attention Deficit Disor
DER: An Identification and Intervention Challenge.
PY: 2000
SO: Roeper-Review; v22 n3 p171-76 Apr 2000
DE: *Attention-Deficit-Disorders; *Disability-Identification; *Gifted-Disabled; *Intervention-
DE: Ability-Identification; Case-Studies; Individual-Differences; Parent-School-Relationship; Parent-Teacher-Cooperation; Student-Needs
AB: This article reviews the literature on attention deficit hyperactivity disorder (ADHD) traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD is provided. Conclusions suggest the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents. (Contains (Author/DB)
AN: EJ583790
AU: Gomez,-Rapson; Condon,-Margaret
TI: Central Auditory Processing Ability in Children with ADHD with and without Learning Disabilities.
PY: 1999
SO: Journal-of-Learning-Disabilities; v32 n2 p150-58 Mar-Apr 1999
DE: *Attention-Deficit-Disorders; *Auditory-Perception; *Language-Processing; *Learning-Disabilities; *Reading-Ability
DE: Children-; Cognitive-Processes; Comparative-Analysis; Hyperactivity-; Multiple-Disabilities; Symptoms-Individual-Disorders
AB: A study examined central auditory processing ability of 15 children with attention-deficit hyperactivity disorder (ADHD), 15 children with ADHD and learning disabilities (LD), and 15 controls. Results indicated lower central-auditory-processing ability and significant correlations between reading and ADHD and reading and central-auditory-processing ability in the ADHD with LD group. (Author/CR)
AN: EJ583734
AU: Buck,-Glenn-H.
TI: Smoothing the Rough Edges of Classroom Transitions.
PY: 1999
SO: Intervention-in-School-and-Clinic; v34 n4 p224-27,235 Mar 1999
DE: *Attention-Deficit-Disorders; *Classroom-Techniques; *Learning-Disabilities; *Teaching-Methods
DE: Behavior-Problems; Case-Studies; Elementary-Secondary-Education
AB: Discusses the difficulties many students with learning and attention-related disabilities have in dealing with classroom transitions. Short case studies are provided to show how behavior problems escalate when effective teaching methods are not utilized to ease transitions, and several transition techniques are suggested. (Author/CR)
AN: EJ583698
AU: DuPaul,-George-J.; Ervin,-Ruth-A.; Hook,-Christine-L.; McGoey,-Kara-E.
TI: Peer Tutoring for Children with Attention Deficit Hyperactivity Disor
DER: Effects on Classroom Behavior and Academic Performance.
PY: 1998
SO: Journal-of-Applied-Behavior-Analysis; v31 n4 p579-92 Win 1998
DE: *Academic-Achievement; *Attention-Deficit-Disorders; *Behavior-Change; *Peer-Teaching; *Time-on-Task
DE: Classroom-Environment; Elementary-Education; Hyperactivity-; Mathematics-Skills; Peer-Relationship; Spelling-
AB: A study investigated effects of classwide peer tutoring (CWPT) on classroom behavior and academic performance of 18 students with attention deficit hyperactivity disorder (ADHD). CWPT led to improvements in performance in math or spelling for 50% of students with ADHD, along with reductions in off-task behavior for most participants. (Author/CR)
AN: EJ590993
AU: DuPaul,-George-J.; Eckert,-Tanya-L.
TI: Academic Interventions for Students with Attention-Deficit/Hyperactivity Disor
DER: A Review of the Literature.
PY: 1998
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v14 n1 p59-82 Jan-Mar 1998
DE: *Academic-Achievement; *Attention-Deficit-Disorders; *Computer-Assisted-Instruction; *Hyperactivity-; *Instructional-Effectiveness; *Peer-Teaching
DE: Elementary-Education; Literature-Reviews; Research-Needs; Teaching-Methods
AB: Reviews empirical studies that have reported the effects of academic interventions with students with attention-deficit hyperactivity disorder (ADHD). Reviews intervention in the general categories of peer tutoring, computer-assisted instruction, task and instructional modifications, and strategy training. Finds peer tutoring and task modifications appear to enhance both academic performance and attentional behavior. Delineates recommendations for practice and future research efforts. (RS)
AN: EJ583238
AU: Dielman,-Marc-B.; Franklin,-Cynthia
TI: Brief Solution-Focused Therapy with Parents and Adolescents with ADHD.
PY: 1998
SO: Social-Work-in-Education; v20 n4 p261-68 Oct 1998
DE: *Adolescents-; *Attention-Deficit-Disorders; *Hyperactivity-; *Self-Control
DE: Case-Studies; Parents-
AB: Uses a case study to illustrate a solution-focused therapy model with an adolescent with attention deficit hyperactivity disorder and his family. Discusses the progress made over time by the adolescent in terms of behavioral self-control. Part of the treatment regimen included a full psychological evaluation and family support to help the adolescent achieve these changes. (Author/MKA)
AN: EJ583045
AU: Eberstadt,-Mary
TI: Why Ritalin Rules.
PY: 1999
SO: Policy-Review; n94 p24-44 Apr-May 1999
DE: *Attention-Deficit-Disorders; *Behavior-Disorders; *Children-; *Drug-Therapy; *Learning-Disabilities; *Teacher-Attitudes
DE: Attention-Span; Hyperactivity-; Parent-Attitudes
AB: Reviews the increased use of Ritalin in the United States and offers some reasons for its growing use. These include public misconceptions about the benign nature of the drug, the political and medical clout of organizations promoting its use, unclear concepts of attention-deficit disorder, and a desire to have children behave compliantly in class. (SLD)
AN: EJ581260
AU: Schwiebert,-Valerie-L.; Sealander,-Karen-A.; Bradshaw,-Monica-L.
TI: Preparing Students with Attention Deficit Disorders for Entry into the Workplace and Postsecondary Education.
PY: 1998
SO: Professional-School-Counseling; v2 n1 p26-32 Oct 1998
NT: Special issue: "Counseling Children and Adolescents with Disabilities." For related articles, see CG 553 465-471.
DE: *Academic-Achievement; *Attention-Deficit-Disorders; *Education-Work-Relationship; *Hyperactivity-
DE: Adolescents-; Adults-; Career-Counseling; Counselor-Role; Individual-Development; Postsecondary-Education; School-Guidance; Secondary-Education; Work-Environment
AB: Early intervention is necessary to minimize effects of ADHD in adulthood. Strategies for identifying preparation issues in high school and preparing these students for work or postsecondary education are provided. Characteristics of ADHD students are reviewed along with coexisting conditions, particularly academic underachievement. Discusses vocational and postsecondary issues.(EMK)
AN: ED408739
AU: Cherkes-Julkowski,-Miriam; and-others
TI: Rethinking Attention Deficit Disorders.
PY: 1997
AV: Brookline Books, P.O. Box 1047, Cambridge, MA 02238-1047; telephone: 1-800-666-BOOK; fax: 617-868-1772 ($27.95).
PR: Document Not Available from EDRS.
DE: *Attention-Deficit-Disorders; *Classroom-Techniques; *Cognitive-Processes; *Drug-Therapy; *Intervention-
DE: Attention-; Attention-Control; Behavior-Patterns; Cognitive-Development; Coping-; Definitions-; Elementary-Secondary-Education; Models-; Motivation-; Systems-Approach; Teaching-Methods
AB: This book reviews issues concerning attention deficit disorders (ADDs) in the context of a systems perspective. ADDs are viewed as resulting from dynamic interactions of behavior, cognition, and affect, out of which emerge distinct and idiosyncratic ways of coping. Chapter 1 looks at the interaction of attention and behavior. In chapter 2, the history of ADDs classification from the perspective of ADDs cognitive disorders is reviewed and definitions under the Diagnostic and Statistical Manual are discussed. Chapter 3 details the extent and complexity of the attention system including the attention/working memory system, influences on attention, and manifestations in school. Chapter 4 focuses on attention as self-regulation and discusses biological and cognitive aspects of self-regulation as well as school interventions. Chapter 5, on motivation, contends that motivation is not under simple,conscious control and cannot be manipulated through behavioral interventions. Effects of medication are examined in chapter 6 and social and emotional aspects of ADDs are examined in chapter 7. Practical suggestions for intervention are provided in the eighth chapter (on classroom management), the ninth chapter (on reading), the tenth chapter (on written language), and the eleventh chapter (on mathematics). The final chapter summarizes the issues and provides directions for intervention. A brief appendix presents a table of neurotransmitter effects. (Contains approximately 400 references.) (DB)
AN: ED394229
AU: Jones,-Julie-K., Comp.; Kupper,-Lisa, Comp.
TI: Educating Students with Attention Deficit Hyperactivity Disorder. NICHCY Inclusion Bibliography 11.
CS: Academy for Educational Development, Inc., Washington, D.C.; National Information Center for Children and Youth with Disabilities, Washington, DC.
PY: 1996
AV: NICHCY, P.O. Box 1492, Washington, DC 20013.
NT: 14 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DE: Classroom-Techniques; Elementary-Secondary-Education; Videotape-Recordings
DE: *Attention-Deficit-Disorders; *Hyperactivity-; *Inclusive-Schools; *Teaching-Methods
AB: This annotated bibliography lists print and nonprint resources on educating students with attention deficit hyperactivity disorder (ADHD), with special emphasis on inclusive settings. Information provided for the 26 print resources includes bibliographic data, an abstract, and a source which is usually the ERIC (Educational Resources Information Center) system or commercial publishers. Eleven video programs on ADHD are also briefly described. A list of publishers' addresses completes the bibliography. (DB)
AN: ED392175
AU: Reeve,-Ron; And-Others
TI: A Continuing Education Program on Attention Deficit/Hyperactivity Disorder.
CS: Council for Exceptional Children, Reston, Va.
PY: 1996
AV: Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191 (Stock No. M5144: $109 nonmembers, $76 members).
NT: 114 p.; Videotape is not available from EDRS.
PR: EDRS Price - MF01/PC05 Plus Postage.
DE: Demonstration-Programs; Educational-Diagnosis; Educational-Policy; Elementary-Secondary-Education; Federal-Legislation; Instructional-Effectiveness; Models-; Program-Development; Student-Characteristics; Student-Evaluation; Student-Participation; Symptoms-Individual-Disorders
DE: *Attention-Deficit-Disorders; *Classroom-Techniques; *Disability-Identification; *Hyperactivity-; *Intervention-; *Teaching-Methods
AB: This manual and accompanying videotape are intended to be used as a continuing education program to enhance the skills of special and general educators in serving children with attention deficit hyperactivity disorder (ADHD). The video can also be used alone to provide a general overview of issues related to children with attention deficit disorder. The manual's four modules present basic information, suggest further readings, and provide questions for discussion. Module 1, "Characteristics and Identification" (Ron Reeve, James Wright), covers the history of ADHD, diagnostic criteria, subtypes of ADHD, severity of the disorder, differential diagnosis, principles of good assessment, and multicultural considerations. Module 2, "Model School Programs" (Mary Spessard), covers: school reform; a description of a successful program in Coloma, Michigan; and general characteristics of successful programs. Module 3, "Effective Classroom Interventions" (Ron Walker, Ann Welch), addresses behavioral and academic interventions for use in the classroom. An article reprint, "Everyone Participates in This Class: Using Response Cards To Increase Active Student Response" by William L. Heward and others, is included in Module 3. Module 4, "Policy and Administrative Issues" (Ron Reeve, Judy Schrag, Ron Walker), focuses on recent advocacy and interest in children with ADHD and legal provisions of services for students with ADHD. A table comparing requirements of three major federal laws is attached. (Individual modules contain extensive references.) (DB)
AN: EJ517862
AU: Smelter,-Richard-W.; And-Others
TI: Is Attention Deficit Disorder Becoming a Desired Diagnosis?
PY: 1996
JN: Phi-Delta-Kappan; v77 n6 p429-32 Feb 1996
AV: UMI
DE: Elementary-Secondary-Education; Neurological-Impairments; Teacher-Responsibility
DE: *Attention-Deficit-Disorders; *Behavior-Problems; *Hyperactivity-; *Identification-; *Labeling-of-Persons; *Parent-Attitudes
AB: The rush to label schoolchildren as suffering from attention deficit disorder (ADD) or attention deficit-hyperactivity disorder (ADHD) has reached nearly epidemic proportions. The diagnosis often meets parents' needs to assign behavior control to Ritalin; it should be an explanation leading to genuine help, not a license for unacceptable student behavior. (MLH)
AN: EJ487327
AU: Weaver,-Connie
TI: Reaching Kids with Attention Deficit Disorders: Why Whole Language Helps.
PY: 1994
JN: Instructor; v103 n9 p39-43 May-Jun 1994
AV: UMI
DE: Attention-Span; Behavior-Disorders; Elementary-Education; Elementary-School-Students; Hyperactivity-; Learning-Disabilities; Teaching-Methods
DE: *Attention-Deficit-Disorders; *Classroom-Techniques; *Student-Behavior; *Whole-Language-Approach
AB: The article describes attention deficit hyperactivity disorder (ADHD) and how it affects learning, notes why whole language provides one of the best settings for students with ADHD, and discusses strategies for adapting the whole-language classroom to meet the needs of many different kinds of learners. (SM)
 Special Needs Of Special Children |
Other Resources (available either for sale or via interlibrary loan)
Title: Understanding ADHD : our personal journey
Authors: McCluskey, Ken W. (Kenneth Wilfred),; McCluskey, Andrea.
Year: 2001
Publisher: Winnipeg : Portage & Main Press
Title: Attention deficit hyperactivity disorder : recognition, reality and resolution
Author: Kewley, Geoff D.
Year: 2001
Publisher: London : David Fulton
Title: Attention deficit/hyperactivity disorder : a practical guide for teachers
Authors: Cooper, Paul. ; Bilton, Katherine M.
Edition: 2nd ed.
Year: 2001
Publisher: London : David Fulton
Title: Hyperactivity and attention disorders in children : a guide for parents
Author: Baren, Martin.
Year: 2000
Publisher: San Ramon, Calif.: Health Information Network
Title: ADHD : attention-deficit hyperactivity disorder in children and adults
Author: Wender, Paul H.
Year: 2000
Publisher: Oxford : Oxford University Press
Title: Teaching study skills and strategies to students with learning disabilities, attention deficit disorders, or special needs
Author: Strichart, Stephen S.
Edition and Year: 2nd ed.1998
Publisher: Allyn & Bacon,
Title: Coping with your attention deficit disorder child : a practical guide for management
Author: Shaya, James.
Edition and Year: 2nd ed. 1995.
Publisher: Minerva Press
Organizations
Children with Attention-Deficit Disorders
499 NW 70th Ave., Ste. 308
Plantation, FL 33317
(305) 587-3700
National Attention-Deficit Disorder Association
42 Way to the River
West Newbury, MA 01985
(508) 462-0495
National Information Center for Children and Youth With Disabilities
P.O. Box 1492;Washington, DC 20013
Phone: (202)884-8200
Fax: (202)884-8441
Toll-Free: (800)695-0285
E-M: nichcy@aed.org
URL: http://www.aed.org/nichcy.
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