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Relevant bibliographies by topics / Attention-deficit-disordered children Self-perception in children

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Academic literature on the topic 'Attention-deficit-disordered children Self-perception in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Attention-deficit-disordered children Self-perception in children"

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Barber, Sara, Laurie Grubbs, and Barbara Cottrell. "Self-Perception in Children with Attention Deficit/Hyperactivity Disorder." Journal of Pediatric Nursing 20, no. 4 (2005): 235–45. http://dx.doi.org/10.1016/j.pedn.2005.02.012.

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NAKAYAMA, Nao, and Mari TANAKA. "Self-Perception and Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder." Japanese Journal of Special Education 46, no. 2 (2008): 103–13. http://dx.doi.org/10.6033/tokkyou.46.103.

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Molina, Maria Fernanda. "Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder." International Journal of Psychological Research 8, no. 1 (2015): 61–74. http://dx.doi.org/10.21500/20112084.647.

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Background: there is a growing interest in the study of the self-perceptions of children with Attention Deficit/Hyperactivity Disorder (ADHD) and the bias in their self-concept. Goal: to explore how ADHD children’s perception of parenting style predicts their self-perception and the bias in self-concept. Method: Participants: children between 7 and 13 years old diagnosed with ADHD, children assisting to psychotherapy without an ADHD diagnose, and children not assisting to psychotherapy. It also participated one of their parents. Data analysis: It was used simple logistic regressions. Groups we

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GERDES, ALYSON C., BETSY HOZA, and WILLIAM E. PELHAM. "Attention-deficit/hyperactivity disordered boys' relationships with their mothers and fathers: Child, mother, and father perceptions." Development and Psychopathology 15, no. 2 (2003): 363–82. http://dx.doi.org/10.1017/s0954579403000208.

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Self-perceptions of parent–child relationship quality were examined for 142 boys with attention-deficit/hyperactivity disorder (ADHD) and 55 control boys. Parent perceptions were examined as well. Mothers and fathers of ADHD boys perceived their relationships with their children more negatively than mothers and fathers of control boys. Interestingly, despite these differences in parental perceptions, ADHD boys did not differ from control boys in their perceptions of their relationships with their parents. Further, when ADHD boys' perceptions were compared directly to those of their parents, AD

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Horn, Wade, Nicholas Ialongo, Gregory Greenberg, Thomas Packard, and Cheryl Smith-Winberry. "Additive Effects of Behavioral Parent Training and Self-Control Therapy With Attention Deficit Hyperactivity Disordered Children." Journal of Clinical Child & Adolescent Psychology 19, no. 2 (1990): 98–110. http://dx.doi.org/10.1207/s15374424jccp1902_1.

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Rizzo, Patrizia, Hans-Christoph Steinhausen, and Renate Drechsler. "Self-perception of self-regulatory skills in children with attention-deficit/hyperactivity disorder aged 8–10 years." ADHD Attention Deficit and Hyperactivity Disorders 2, no. 4 (2010): 171–83. http://dx.doi.org/10.1007/s12402-010-0043-x.

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Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of priv

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Flannery-Schroeder, Ellen, Cynthia Suveg, Scott Safford, Philip C. Kendall, and Alicia Webb. "Comorbid Externalising Disorders and Child Anxiety Treatment Outcomes." Behaviour Change 21, no. 1 (2004): 14–25. http://dx.doi.org/10.1375/bech.21.1.14.35972.

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AbstractExamined the effects of comorbid externalising disorders (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], conduct disorder [CD]) on the long-term outcome (7.4 years) of individuals treated for anxiety disorders as youth. Ninety-four anxiety-disordered children (aged 8-13) were provided with a 16-session manual-based cognitive behavioural treatment (CBT). Assessments were completed at pretreatment, posttreatment, 1-year posttreatment (see Kendall, et al., 1997) and for 88 of the original 94 subjects at 7.4-years posttreatment (see Kendall, Saf

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Luk, Ernest S. L., Petra K. Staiger, Lisa Wong, and John Mathai. "Children who are Cruel to Animals: A Revisit." Australian & New Zealand Journal of Psychiatry 33, no. 1 (1999): 29–36. http://dx.doi.org/10.1046/j.1440-1614.1999.00528.x.

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Objective: There is a paucity of research regarding children who are cruel to animals (CTA). Previous studies have suggested that being CTAis linked with recurrent aggression in adulthood. In this report, children with persistent conduct problems who are CTA are examined. Method: Aclinic-referred sample of 141 children and a community sample of 36 children between the ages of 5–12 were assessed using a test battery of questionnaires for parents, teachers and the child on mental health symptoms, self-perception, demographics and psychosocial factors. Forty of the clinic-referred children and on

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Kaneko, Fumiko, and Hitoshi Okamura. "Study on the Social Maturity, Self-Perception, and Associated Factors, Including Motor Coordination, of Children with Attention Deficit Hyperactivity Disorder." Physical & Occupational Therapy In Pediatrics 25, no. 4 (2006): 45–58. http://dx.doi.org/10.1080/j006v25n04_04.

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Dissertations / Theses on the topic "Attention-deficit-disordered children Self-perception in children"

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Roberts, Evelyn Marie Smith. "Self-concept of children who are dually-labeled as gifted and attention-deficit hyperactivity disordered /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9400132.

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Choi, Poi-ki, and 蔡博麒. "The role of divided attention and selective attention in time perception deficit of children with attention deficit hyperactivity disorder (ADHD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196502.

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Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic

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Alexander, David Keith. "Self-esteem in children with attention-deficit hyperactivity disorder /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Kaidar, Iris. "The self-perception of children with Attention Deficit Hyperactivity Disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53471.pdf.

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Da, Silva Jacqueline Caseiro Gomes. "The association between self-concept awareness and emotion-focused coping of children with attention deficit-hyperactivity disorder." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-07012009-153114.

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Barton, Kimberly A. "Demographic Variables and Their Relation to Self-Concept in Children with and Without Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4347/.

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The proposed study examined differences in self-concept between ADHD (n = 61) and non-ADHD boys and girls. Participants included 108 children between 6 and 11 years old. Children completed the Self Description Questionnaire-I, and teacher reports of child competence were obtained. Girls reported lower physical ability and mathematics self-concept than boys. The results also indicated that ADHD girls may be more susceptible to low physical ability and mathematics self-concept than control children or ADHD boys. Teachers also rated ADHD girls as having lower scholastic competence than the other

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Rawatlal, Nishola. "Parents' perception of the use of stimulant medication in the treatment of their ADHD diagnosed child." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/1188.

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A dissertation submitted in partial fulfilment for the requirements of the degree of Master of Arts in Clinical Psychology at the University of Zululand, South Africa, 2004.<br>The use of drug stimulation to treat children who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) sparks much controversy. Parental perception of this practise is crucial since it is the parents that have the task of making this sensitive decision. In order to subjectively explicate parental feelings regarding this issue, a qualitative approach was considered appropriate in this study. The stud

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Barton, Kimberly A. "Social Self-Concept and Positive Illusory Bias in Boys and Girls With and Without Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5390/.

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This study examined differences in social self-concept, as measured by the Self-Perception Profile for Children (SPPC), between boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) while controlling for internalizing symptoms. Ninety-six children between the ages of 8 and 13 participated in the study as part of a larger project. Teacher reports of social competence were collected using the Teacher Rating Scale (TRS). The results indicated ADHD children experienced more peer rejection than control children. ADHD girls appeared to be more susceptible to low social self

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Walters, Jill Anne 1965. "Comparisons of Self-Perceptions in Boys With Attention-Deficit Hyperactivity Disorder, Learning Disabilities, and Non-Referred Boys." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc935591/.

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A limited amount of research exists that addresses low self-esteem, poor self-concept, and distorted self-image in children with Attention-deficit Hyperactivity Disorder (ADHD). The most urgent task is to test assumptions regarding self-perception and to assess the dimensions of self-concept influenced by this disorder. The Self-Perception Profile for Children (Harter, 1985) was used in the present study to assess those dimensions. Participants included 34 boys with ADHD, 27 boys with LD, and 33 boys without any diagnosed psychological or learning problems. Results were analyzed using Pearson'

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Golden, Catherine M. "The Positive Illusory Bias in Children with ADHD: An Examination of the Executive Functioning Hypothesis." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1257817553.

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Books on the topic "Attention-deficit-disordered children Self-perception in children"

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James, Levin. The self-control classroom: Understanding and managing the disruptive behavior of all students, including those with ADHD. Kendall/Hunt Pub., 1996.

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Wiener, Craig. Parenting your child with ADHD: A no-nonsense guide for nurturing self-reliance and cooperation. New Harbinger Publications, 2012.

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Cowan, Stephen Scott. Fire child, water child: How understanding the five types of ADHD can help you improve your child's self-esteem and attention. New Harbinger Publications, 2012.

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Parker, Harvey C. Problem Solver Guide for Students with ADHD. Specialty Press, 2009.

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Ingersoll, Barbara D. Distant drums, different drummers: A guide for young people with ADHD. Cape Publications, 1995.

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Teaching adolescent AD/HD boys through 'self-sufficient reward control': A sociological investigation. Edwin Mellen Press, 2009.

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Strong, Jeff. AD/HD for dummies. Wiley Pub., 2005.

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Mark, Steinberg. ADD: The 20 hour solution : training minds to concentrate and self-regulate naturally without medication. Robert D. Reed Pub., 2004.

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Aider son enfant à gérer l'impulsivité et l'attention. Chenelière éducation, 2006.

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Shapiro, Lawrence E. The ADHD workbook for kids: Helping children gain self-confidence, social skills & self-control. Instant Help Books, 2010.

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Book chapters on the topic "Attention-deficit-disordered children Self-perception in children"

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Martin, Andrew J. "Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived Competence, and Self-Worth: Evidence and Implications for Students and Practitioners." In Handbook of Children with Special Health Care Needs. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_3.

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Garcia, Juan Jimenez, Hilde de Bruyckere, David V. Keyson, and Natalia Romero. "Designing Personal Informatics for Self-reflection and Self-awareness: The Case of Children with Attention Deficit Hyperactivity Disorder." In Lecture Notes in Computer Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03647-2_8.

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Vashishtha, Shreyasi. "Attention Deficit Hyperactivity Disorder (ADHD)." In New Developments in Diagnosing, Assessing, and Treating ADHD. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch002.

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Attention deficit hyperactivity disorder (ADHD) is the most common psychiatric condition in children. It comprises three core characteristics, namely inattention, hyperactivity, and impulsivity. The current chapter highlighted the comorbidity of ADHD with other psychiatric conditions like autism spectrum, learning disorders, bipolar disorder, externalizing problems, and sleep difficulties along with familial and academic difficulties. It also focused on the behavioral manifestation of ADHD including mental health issues like anxiety, depression, poor self-esteem, suicide, substance use, and sensory processing deficits. The common treatment for ADHD includes both pharmacological and non-pharmacological methods. Psychological treatment follows the use of behavioral principles used in operant conditioning. Parent and teacher training methods aim to empower them in regulating antecedents and consequences to bring desired changes in behavior. Other interventions discussed in the chapter are cognitive behavioral therapy and physical activity training.

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Guazzaroni, Giuliana. "Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) Children." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7168-1.ch011.

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Autism spectrum disorder (ASD) is a serious neurological disorder. Using virtual reality (VR), researchers are exploring alternative solutions to treat ASD. Recent experiences show that VR can be a motivating platform to safely practice social and communication skills for children with ASD. It is also seen as an effective method to build empathy and help improve the general understanding of the condition. This study will focus on using and experimenting different 360-degree immersive learning environments for ASD and attention-deficit/hyperactivity disorder (ADHD) pupils and their schoolmates. The chapter will report on a few ASD students who use VR facilities to communicate, learn, improve self-awareness, autobiographical memory, and reduce school pressure, and a few ADHD students who enjoy a VR environment to improve concentration and self-esteem. Both the ASD students and the ADHD ones decided, during the trial, to become VR creators building their own content, with the help of a facilitator.

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Gupta, Tanu, and Kartik Singhai. "Mindfulness-Based Interventions in Attention Deficit Hyperactivity Disorder." In Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8682-2.ch009.

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Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent neurodevelopmental disorder in children and adolescents. It is marked with deficits in behavioral symptoms of hyperactivity/impulsivity along with cognitive deficits in the domain of attention, self-regulation, and executive function. Mindfulness-Based Interventions (MBI) have come up as an intervention of choice for various psychological disorders such as anxiety disorder, depression, substance abuse, and eating disorder. Mindfulness at its core is paying non-judgmental attention to the present moment. Despite the robust evidence for both of the treatment modalities available, the cognitive symptoms of ADHD still progress towards adulthood affect the individual's achievement and overall psychosocial adjustment. A number of recent studies have found preliminary evidence about the effectiveness of MBI as an adjunct treatment in ADHD. The chapter will discuss the evidence-based interventions that incorporate mindfulness.

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Kulman, Randy, Gary Stoner, Louis Ruffolo, et al. "Teaching Executive Functions, Self-Management, and Ethical Decision-Making through Popular Videogame Play." In Designing Games for Ethics. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-120-1.ch013.

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Numerous studies support the contention that videogames can be useful in developing specific attention and memory skills. Videogames and other digital technologies also require the practice of critical-thinking and executive-functioning skills, but there is little evidence that these skills, which lead to decision-making and problem-solving skills, can be generalized from the game to the real world. This chapter examines strategies that use videogames to enhance the development of these problem-solving and ethical decision-making skills. This chapter discusses the use of these strategies with a clinical population of children with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities and considers methods for parents, teachers, and game publishers to make popular videogames a potent teaching tool for developing decision-making skills in children.

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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 2: Special Time and Pleasant Activities Scheduling." In Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0003.

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During Module 2, parents increase pleasant activities with their child and on their own. Parents of children with attention-deficit/hyperactivity disorder (ADHD) often get caught in the cycle of giving more corrective/negative feedback than positive feedback. This negative feedback loop can impact the parent–child relationship, the child’s behavior, and the parent’s mood. By the time they seek treatment, parents often say that they find it hard to enjoy time with their child. You will instill hope that, by using “Special Time,” the parent can begin to enjoy time with their child again and ultimately improve their relationship. In addition, parent participation in scheduled pleasant activities (away from their child and work/family demands) is emphasized as necessary to effectively parent a challenging child. Over the course of the program, one overarching goal is to help parents prioritize their self-care, for the sake of their own mental health and their family’s well-being.

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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 7: Time Out and Privilege Removal." In Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0008.

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In Module 7, parents learn to use time out from positive reinforcement to help their child improve their ability to follow directions and house rules. Children with attention-deficit/hyperactivity disorder (ADHD) benefit from parents who consistently following through with a consequence for noncompliance and rule-breaking to reduce misbehavior. Time out is effective when used in the presence of a secure relationship and where opportunities for connection and positive reinforcement are consistently available in the home environment. Inappropriate behaviors are more likely to happen again when directions and rules are not enforced consistently: misbehavior continues to have positive consequences. Children with ADHD benefit from the structure, consistency, and predictability of the time out consequence to reduce problem behaviors. In fact, time out is thought to help children learn to self-regulate. Parents need to be prepared to manage their own emotional experience and their child’s reaction to execute time out correctly and experience the full benefits of time out.

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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 11: Review, Wrap Up, and Planning for the Future." In Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0012.

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Attention-deficit/hyperactivity disorder is a chronic condition, requiring ongoing use of behavioral skills learned in this program. Without the support of a therapist, it may be difficult for parents to use these skills consistently. The more that these skills become automatic, the more benefits parents and children will experience. A goal of this module is help parents to think about and prepare for how to apply the principles and strategies presented in this program to possible future issues they encounter with their child and personally. It is important to anticipate and catch problems early, so that parents can engage these tools before problems escalate. Another goal is to ensure that parents have, by now, realized the value of self-care so they can create a supportive, consistent environment for their children. Ongoing monitoring of their mood, parenting, and child behavior will help parents to recognize signs that it is time to seek additional professional help.

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Plessen, Kerstin J., and Bradley S. Peterson. "The Neurobiology of Impulsivity and Self-Regulatory Control in Children with Attention-Deficit/Hyperactivity Disorder." In Neurobiology of Mental Illness. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199798261.003.0069.

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Conference papers on the topic "Attention-deficit-disordered children Self-perception in children"

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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of childr

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Reports on the topic "Attention-deficit-disordered children Self-perception in children"

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Emotional impulsivity and deficient emotional self-regulation might be core symptoms of ADHD. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10680.

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A large proportion of children with attention-deficit/hyperactivity disorder (ADHD) exhibit notable emotion-related problems (or “emotional symptoms”). These emotional symptoms seem to associate with poor quality of life, impaired social adjustment and reduced marital status.

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