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Relevant bibliographies by topics / Attentional problems / Dissertations / Theses

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Dissertations / Theses on the topic 'Attentional problems'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Taylor, Cindy J. "Development and Validation of the Checklist for Differential Diagnosis of Attentional Problems." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279109/.

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The current study discussed the development and validation of the Checklist for Differential Diagnosis of Attentional Problems (CDDAP), a tool for use with adults seeking diagnosis and treatment of an Attention Deficit Hyperactivity Disorder. Normative data are provided on three subject groups (ADHD adults, controls, and adults with other psychiatric disorders). Convergent validity was established with the SCL-90, and criterion validity established through comparing scaled scores with final diagnoses. Overall, this measure was accurate at differentiating adults with ADHD from controls and adul

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2

Brenton-Haden, Sally Elizabeth. "Metacognitive strategies and attribution training with children displaying attentional problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22956.pdf.

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3

Wheaton, Patricia. "Attentional problems in adults following severe traumatic brain injury : a meta-analysis /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw558.pdf.

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4

DeWitt, Mary Beth Highmiller. "The effects of reinforcement schedules on the performance of children with mental retardation and attentional problems /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878659294582.

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5

Creanor, Victoria C. "Attentional-bias to sleep-related stimuli in children with sleep-problems : an investigation using an induced-change-blindness paradigm." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2931/.

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Introduction. High prevalence-rates of childhood sleep-problems have highlighted the importance to understand what causes/maintains them. Attentional-bias (AB), a phenomenon involved in psychological problem-maintenance, involves attention becoming skewed towards problem-specific stimuli. Research into AB in childhood psychological-problems is now growing. Other research shows parental health-beliefs to be influential on their children's health. Method. Using an induced-change-blindness flicker paradigm, the current study investigates AB to sleep-related stimuli in children with sleep-problems

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6

Hoath, Fiona E. "Feasibility study for an Enhanced Group Triple P-Positive Parenting Program including families with a child aged 5-9 years with disruptive behaviour and attentional problems /." [St Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16764.pdf.

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7

Corkum, Penny. "Attention-deficit/hyperactivity disorder and sleep problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ45712.pdf.

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8

Barnes, Sally Anne. "Attention and memory problems in chronic pain." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323765.

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9

Alford, Lucy Maddux. "Problems in post-foundational ethics : contingency, responsibility, attention." Thesis, University of Aberdeen, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553752.

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Over the course of the last century, modern and postmodern thought has called attention to the uncertain ground for relations of respect and responsibility within an increasingly contingent, post-secular, and seemingly “foundationless” context. The strong moral claims of the contemporary human rights discourse have both responded to (with stronger claims and better campaign strategies) and suffered from the pervasive condition of moral uncertainty, ethical groundlessness. This dissertation considers the development, destabilization, and breakdown of moral subjectivity over the course of the la

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10

Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.

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Master of Science<br>Mathematics<br>Andrew G. Bennett<br>This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problem

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11

Fields, Alicia D. "Recognition of facial affect in adults with attention problems." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2984.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 107. Thesis director: Johannes Rojahn. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Oct. 15, 2008). Includes bibliographical references (p. 96-106). Also issued in print.

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12

Baldauskienė, Emilija. "Aktyvumo ir dėmesio sutrikimą turinčių mokinių mokykloje patiriamos bendravimo problemos." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120703_115430-87914.

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Bakalauro darbe nagrinėjamos aktyvumo ir dėmesio sutrikimą turinčių mokinių bendravimo problemos. Bakalauro darbo tikslas - išnagrinėti aktyvumo ir dėmesio sutrikimą turinčių mokinių bendravimo problemas patiriamas mokykloje. Anketinės apklausos metodu tirta mokinių nuomonė apie mokyklą ir savijautą joje, buvo siekiama išanalizuoti mokinių bendravimo problemas. Apklausiant pedagogus, siekta nustatyti pedagogų reakcijas į nepageidaujamą mokinių elgesį, jų tarpusavio bendravimo su aktyvumo ir dėmesio sutrikimų turinčių vaikų ypatumus, efektyviausias nepageidaujamo elgesio valdymo priemones.Tyrim

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13

de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.

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Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009<br>The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in Sou

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14

Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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15

Madsen, Adrian M. "Studies of visual attention in physics problem solving." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15429.

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Doctor of Philosophy<br>Department of Physics<br>N. Sanjay Rebello<br>The work described here represents an effort to understand and influence visual attention while solving physics problems containing a diagram. Our visual system is guided by two types of processes -- top-down and bottom-up. The top-down processes are internal and determined by ones prior knowledge and goals. The bottom-up processes are external and determined by features of the visual stimuli such as color, and luminance contrast. When solving physics problems both top-down and bottom-up processes are active, but to varyin

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16

Al-Azzam, Manar Mahmoud. "Arab immigrant Muslim mothers' perceptions of children's attention deficit hyperactivity disorder (ADHD)." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1527.

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ADHD is a common behavioral problem among children and adolescents and has been studied extensively. However, this disorder is still understudied in ethnic, immigrant minorities in the U.S. such as Arab families. Thus, this descriptive, qualitative study was important and needed because a gap exists in the literature concerning Arab immigrant mothers' perceptions of the children's behavioral problems such as ADHD and the implications of such child behavioral problems within the Arab immigrant family. The available literature has focused on other minorities in the United States and not Arab min

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17

Allen, S. "Effortful control, attention biases and problem behaviours in children." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445289/.

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This review integrates findings from the research fields of temperament, cognitive processes and childhood psychopathology. It examines the role of temperamental effortful control (EC) in both internalising and externalising behaviours in children. The difficulties in operationalising the construct of EC and its developmental trajectory are also highlighted. The review then reviews evidence for attentional biases (hypervigilance to threat, disengagement difficulties and avoidance) in anxiety and aggression. Research is presented which considers the association between attentional biases and EC

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18

Christensen, Rita L. "A multi-level analysis of attentional biases in abstinent and non-abstinent problem drinkers." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11022009-101834/.

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Thesis (Ph. D.)--Florida State University, 2009.<br>Advisor: Alan R. Lang, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on April 8, 2009). Document formatted into pages; contains xvii, 112 pages. Includes bibliographical references (p. 103-111).

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19

Kuhne, Michael. "Friendship patterns of children and adolescents with learning disabilities and attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ41199.pdf.

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20

NUNES, RENATA CRISTINA FERREIRA. "THE FACILITATING ENVIRONMENT: A ESTUDY WITH CHILDREN SHOWING ATTENTION PROBLEMS IN SCHOLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21983@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho apresenta uma reflexão sobre uma prática de estimulação através de atividades lúdicas, realizada com grupos de crianças que apresentavam um sintoma de dificuldade de atenção em atividades escolares. A pesquisa teórica teve por finalidade buscar bases para fundamentar o trabalho, considerando-se as referências culturais da atualidade e as influências que o diálogo e a relação de identificação com os profiss

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21

Walker, Stephen Frank Smith Richard G. "Immediate and subsequent effects of fixed-time delivery of therapist attention on problem behavior maintained by attention." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11002.

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22

Walker, Stephen Frank. "Immediate and Subsequent Effects of Fixed-Time Delivery of Therapist Attention on Problem Behavior Maintained by Attention." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11002/.

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The purpose of the current study was to investigate the immediate and subsequent effects of fixed-time attention on problem behavior maintained by therapist attention utilizing a three-component multiple-schedule design. The treatment analysis indicated that fixed-time attention produced a significant immediate decrease in the frequency of physically disruptive behavior (PDB), represented by low frequencies of PDB in Component 2, as well as a continued subsequent effect, represented by lower frequencies of problem behavior in Component 3 when compared to Component 1. The possible behavioral me

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23

Fahey, Jeanette Chandlee Williams J. Michael. "Developmental changes in attention performance and their relationship to behavior and school problems /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/740.

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24

CHEN, MEI-KUANG. "Reviews of Empirical Studies on Attention Placebo for Anxiety or Phobia Related Problems." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203014.

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The term "attention placebo" has been used in an imprecise and often seemingly thoughtless way for decades, and it is often confusing to encounter "attention placebo group" in outcome studies. The purpose of this study was to investigate attention placebo empirically, focusing on anxiety or phobia related problems. The two aims were (1) to describe and summarize how researchers define attention placebo in empirical studies and the intervention procedures involved in these studies; and (2) to explore the possibility of estimating the magnitude of the attention placebo effects on anxiety or phob

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25

McDuffy, Katharine Walcott Christy. "Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2686.

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26

Fahie, Carleen. "Executive functioning and theory of mind in children with attention and disruptive behaviour problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62343.pdf.

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27

Wu, Xian. "Influence of multimedia hints on conceptual physics problem solving and visual attention." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32890.

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Doctor of Philosophy<br>Department of Physics<br>Brett D. DePaola<br>Nobel S. Rebello<br>Previous research has showed that visual cues can improve learners' problem solving performance on conceptual physics tasks. In this study we investigated the influence of multimedia hints that included visual, textual, and audio modalities, and all possible combinations thereof, on students' problem solving performance and visual attention. The participants (N = 162) were recruited from conceptual physics classes for this study. Each of them participated in an individual interview, which contained four

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28

French, Rachel B. "Health and behavioral problems associated with symptoms of pediatric sleep disorders." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002767.

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29

Sarver, Dustin E. "ADHD behavior problems and near- and long-term scholastic achievement differential mediating effects of verbal and visuospatial memory." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4535.

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The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verba

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30

Blomqvist, My. "Analysis of behavior and communication during dental appointments in children with attention and learning problems /." Stockholm, 2004. http://diss.kib.ki.se/2004/20041210blom/.

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31

Brand, Rebecca J., Wallace E. Jr Dixon, and Matthew T. McBee. "Challenging the Link Between Early Childhood Television Exposure and Later Attention Problems: a Multiverse Analysis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4902.

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The claim that early childhood television exposure causes later attention problems (Christakis et al., 2004) remains strongly held by both the popular media and many researchers in the field, despite the fact that re-analyses and meta-analyses have directly challenged this finding (Foster & Watkins, 2010; Kostyrka-Allchorne et al., 2017; Nikkelen et al., 2014). To further examine the validity of the original claim, we subjected the same dataset (the National Longitudinal Survey of Youth) to a “multiverse analysis” (Steegen et al., 2016). Because research requires a series of analytic decisions

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32

Ozdemir, Selda. "Attention deficit hyperactivity disorder : an early intervention approach for preventing social, emotional, and academic problems : implementation effectiveness with children with attention deficit hyperactivity disorder /." Saarbrücken : VDM Verlag Dr. Müller, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783836470582.

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33

Ozdemir, Selda. "Attention deficit hyperactivity disorder an early intervention approach for preventing social, emotional, and academic problems ; implementation effectiveness with children with attention deficit hyperactivity disorder." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/989351823/04.

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34

Bruce, Gillian. "Extended exposure paradigms and alcohol-related attentional bias in light and heavy social drinkers and in problem drinkers." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/2218/.

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It is well-established that the attention of alcoholics (as compared to non-alcoholics, or social drinkers) is captured more by alcohol-related than by neutral stimuli. This phenomenon is called an alcohol-related attentional bias (AAB). The traditional paradigms for measuring AAB have been the modified Stroop and visual dot-probe paradigms. I have adapted the flicker paradigm for induced change blindness paradigm (flicker ICB paradigm) from visual cognition. In the traditional use of the flicker ICB paradigm a singe change is implemented in a visual scene and then removed. If the change proce

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35

Kachmar, Steven Placid. "An investigation of parental authority, attention deficit hyperactivity disorder, and delinquent behaviors." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2003.<br>Source: Masters Abstracts International, Volume: 45-06, page: 3312. Typescript. Abstract precedes thesis as preliminary leaf iv. Includes bibliographical references (leaves 37-43).

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36

Brand, Rebecca J., and Wallace E. Jr Dixon. "Difficulty Calming Predicts Infant TV Use and Mediates the Relationship Between TV and Later Attention Problems." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4918.

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37

Campbell, Catherine Elaine. "MMPI-2 Patterns of Adults with Attention-Deficit Hyperactivity Disorder." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277675/.

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Recent literature suggests that not only does Attention-deficit Hyperactivity Disorder (ADHD/ADD) persist into adulthood, but it can also be accompanied by personality characteristics which cause emotional difficulties. In fact, adults diagnosed with ADHD can present with a profusion of difficulties. Several constructs appear to accumulate dynamically throughout development to place the adult with ADHD at risk for multiple emotional problems. These interwoven influences include familial characteristics, childhood emotional and academic difficulties, and inadequate coping skills to respond to a

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38

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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39

Matthews, Paula Watson. "Neuropsychological test performance of preschool children at risk for attention deficit hyperactivity disorder /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008389.

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40

Inboden, Scott W. "Attention deficit hyperactivity disorder, more than a discipline problem what every pastor should know /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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41

Rouinfar, Amy. "Influence of visual cueing and outcome feedback on physics problem solving and visual attention." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18725.

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Doctor of Philosophy<br>Department of Physics<br>N. Sanjay Rebello<br>Research has demonstrated that attentional cues overlaid on diagrams and animations can help students attend to the relevant areas and facilitate problem solving. In this study we investigate the influence of visual cues and outcome feedback on students’ problem solving, performance, reasoning, and visual attention as they solve conceptual physics problems containing a diagram. The participants (N=90) were enrolled in an algebra-based physics course and were individually interviewed. During each interview students solved fou

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42

Carvalho, Chrissie Ferreira de. "Efeitos neuropsicológicos da exposição ao manganês em crianças." Instituto de Psicologia, 2013. http://repositorio.ufba.br/ri/handle/ri/14524.

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Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2014-01-21T12:42:45Z No. of bitstreams: 1 Dissertação de Chrissie de Carvalho - Efeitos Neuropsicológicos da exposição ao manganês em crianças (dissertação de mestrado.pdf: 2969048 bytes, checksum: ba97ca375d35d6b397a49238b02b559d (MD5)<br>Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2014-02-03T15:10:24Z (GMT) No. of bitstreams: 1 Dissertação de Chrissie de Carvalho - Efeitos Neuropsicológicos da exposição ao manganês em crianças (dissertação de mestrado.pdf: 2969048 bytes, checksum: ba97ca375d35d6b397a49

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Aldea, Rebecca Flake. "EMOTION RECOGNITION AND SOCIAL FUNCTIONING IN CHILDREN WITH AND WITHOUT ATTENTION DEFICIT HYPERACTIVITY DISORDER." UKnowledge, 2013. http://uknowledge.uky.edu/psychology_etds/13.

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This study examined the emotion recognition of children (ages 7-9 years) with and without Attention Deficit Hyperactivity Disorder (ADHD). Children completed two emotion recognition measures, the Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA2) and the Child and Adolescent Social Perception measure (CASP). Children and their parents also completed an assessment of children’s social skills, the Social Skills Improvement System (SSIS). Children with ADHD reported a significantly greater level of depressive symptoms and had significantly lower full scale IQ scores than children without ADHD.

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Schottelkorb, April A. Ray Dee C. "Effectiveness of child-centered play therapy and person-centered teacher consultation on ADHD behavioral problems of elementary school children a single case design /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5125.

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45

Morin, Mariko Anne. "The effect of prenatal maternal stress on the development of attention problems in five-year-old children /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83132.

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Research indicates a relationship between prenatal maternal stress (PNMS) and attention levels in children. Studies with non-human primates suggest that both exposure to PNMS and the timing of a stressor during pregnancy are associated with greater attention problems in offspring; however, this has not been sufficiently tested in humans because of methodological constraints. We explored the relationship between objective and subjective measures of PNMS for 85 women who were pregnant during the 1998 Quebec Ice Storm and attention levels in their 5.5 year-old children, while controlling f

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46

Peterson, Lauri Jo. "Resource guide for guidance counselors and teachers of students with sensory integration disorder and behavior attention problems." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003petersonl.pdf.

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47

Mark, Erin M. "The Influence of Premorbid Attention and Behavior Problems on Neurobehavioral Outcomes From Pediatric Mild Traumatic Brain Injury." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308314375.

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48

Sanchez, Sindy. "Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem Behaviors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4762.

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An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they

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49

St-Amand, Pascale. "Attention, planification exécutive et problèmes d'apprentissage chez une population d'enfants nés très prématurés." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23736/23736.pdf.

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50

Foley, Joan E. "Sleep problems and school competence: Transactional relations across middle childhood and the effects on children's adjustment." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179795.

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Educational Psychology<br>Ph.D.<br>Despite evidence suggesting considerable overlap between the neurobiology underlying sleep regulation and the neurobehavioral systems regulating attention control and emotional arousal, sleep remains an understudied domain in the quest to improve children's regulation of behavior, emotions, and cognition in support of school competence during middle childhood. Using a large, normative sample (n = 1,057) from the National Institutes of Child Health and Human Development's Study of Early Childcare and Youth (NICHD-SECCYD), I tested a conceptual model of sleep,

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