Problems Of Attention And Specific Learning Disorders

December 6, 2022

Problems Of Attention And Specific Learning Disorders

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Problems Of Attention And Specific Learning Disorders

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to peers who never took the medication. Although a rebound was expected in the third year,

it never occurred, although no further reduction was evident; researchers continue to moni~

tor the effects over 10- and 12-year periods for height and weight concerns and other longterm functional and symptomatic outcomes (Swanson et al., 2008).

Psychiatrist Ned Hallowell (1995) introduced the concept of “coaching” as a therapeutic

measure for assisting adults with ADHD le manage life’s challenges and expressed his frustration at being unable le provide such support on a daily basis. In practice, the technique, which

seems to make clinical sense, has gained momentum; however, there has been very little effort

to empirically measure the effectiveness of this intervention (Goldstein, 2005). Although Jaksa

and Ratey (1999) attempt to define coaching as a set of goal-driven and practical strategies that

are developed by a coach and client to facilitate meeting the challenges of everyday life, they

do not address how the strategies are developed, which strategies are most successful, and how

success should be objectively measured and monilered. Recently, the Edge Foundation funded

a national study involving eight universities and two community colleges. The goal of the study

was le document the effectiveness of coaching for college students with ADHD, and the study

examined the effects of coaching on 127 students randomly assigned to treatment or control

conditions. In this study, executive functioning and related skills were measured using the

Learning and Study Strategies Inventory (LASS!; Weinstein & Palmer, 2002). Results revealed a

significant difference in total gain on the LASS! for those enrolled in the coaching group relative

to controls on all three cluster scores, including self-regulation, skill, and will. Follow-up focus

groups revealed increased positive feelings of well-being and empowerment and reduced feelings of stress in those who participated in the coaching groups (Field, Parker, Sawilowsky, &

Rolands, 2010). Similarly, Kubik (2010) found that ADHD coaching for adults showed a positive

effect on pre~ to post~coaching scores for cognitive, behavioral, and emotional outcomes.

When Colby mentioned that he could think more clearly after riding his bike or walking

in the park or on the golf course, he had intuitively discovered a method of increasing his

focus and attention in a way that has only recently been investigated empirically. Tuylor and

Kuo (2009) studied the attention and concentration abilities of 17 children diagnosed with

ADHD (7 to 12 years of age) after taking a 20-minute walk in three different environments:

downtown, in a neighborhood, or in the park. Children in the study concentrated significantly better after the walk in the park relative to walks in the other two environments. The

researchers suggest that “doses of nature” might be a “new tool in the tool kit for managing

ADHD symptoms” (p. 402).

According to Barkley (1997), sustained attention comes in two different forms: contingencyshaped attention and goal-directed persistence. Factors that can be instrumental in increasing or

decreasing contingent attention include task novelty, intrinsic interest, reinforcing properties

inherent in the task, fatigue state of the participant, and presence or absence of adult

supervision. According le Barkley, this form of sustained attention is often not problematic for

ADHD children. However, goal~directed persistence requires sustained persistence of attention

and effort in the absence of highly reinforcing task properties, which is extremely problematic

for children with ADHD.

Colby Tyler 79

Based on Barkley’s descriptions of the two forms of sustained attention, prepare a response

for Colby’s mother that would address her questions regarding why Colby can stay focused

for long periods of time playing video games but is extremely distracted while attempting his

homework assignments.

Given your understanding of sustained attention, how might Colby’s “gifted” intelligence

serve to further exacerbate his problems?

Based on the information presented in the case study, would Colby’s symptoms match criteria

in the DSM for ADHD? If so, which type of ADHD does Colby exhibit?

Develop a case formulation for Colby from two theoretical perspectives (e.g., family/parenting/

attachment, cognitive-behavioral. or biological). How would these formulations affect different

treatment outcomes?

Colby was identified as “gifted” when he was in the fourth grade. Do you believe that Colby’s

gifted label was ultimately a positive factor or a negative factor in his development? Explain.

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REFERENCES

American Psychiatric Association (APA). (1980). Diagnostic and statistical manual of mental disorders (.3rd

ed.). Washington, DC: Author.

American Psychiatric Association (APA). (201.3). Diagnostic and statistical manual of mental disorders (5th

ed.). Washington, DC: Author.

August, G. J., Winters, K., Realmuto, G. M., Fahnhorst, T., Botzet, A., & Lee, S. (2006). Prospective study

of adolescent drug use among community samples of ADHD and non-ADHD participants.Journal

of the American Academy of Child and Adolescent Psychiatry, 45, 824-8.32.

Barkley, R. A. (1997). Attention deficit hyperactivity disorder. In E.J. Mash &L. G. Terdal (Eds.), Assessment

of childhood disorders (pp. 71-129). New York, NY: Guilford.

Barkley, R. A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment(2nd

ed.). New York, NY: Guilford.

Barkley, R. A., DuPaul, G. ]., &. McMurray, M. D. (1990). A comprehensive evaluation of attention deficit

disorder with and without hyperactivity.Journal of Consulting and Clinical Psychology, 58(6), 775-789.

Biederman, J-, Wilens, T., Mick, E., Spencer, T., & Faraone, s. V. (1999). Pharmacotherapy of attentiondeficitlhyperactivity disorder reduces risk for substance use disorder. Pediatrics, 104, e20.

Diller, L. H. (1996). The run on Ritalin: Attention deficit disorder and stimulant treatment in the 19

Hastings Center Report, 26, 12-18.

Field, S., Parker, D., Sawilowsky, S., &. Rolands, L. (2010). Quantifying the effectiveness of coaching

college students with attention defici.tlhyperactivity disorder. Final report to the Edge Foundati,

Retrieved from https://www.edgefoundation.org/wp-content/uploads/2011/0llEdge-Foundati(

ADHD-Coaching-Research-Report.pdf

Goldstein, S. (2005). Coaching as a treatment for ADHD.Journal of Attention Disorders, 9, .379-.381.

Greenhill, L. (1998). Attention-deficit/hyperactivity disorder. In B. T. Walsh (Ed.), Child psychophannacc

ogy (pp. 91-109). Washington, DC: American Psychiatric Association.

Grenwald-Mayes, G. (2002). Relationship between current quality of life and family of origin dynamic

for college students with attention-deficitlhyperactivity disorder.Journal of Attention Disorders,!.

211-222.

HalloweU, E. M. (1995). Coaching: An adjunct of the treatment of ADHD. ADHD Report, 3, 7-9.

Hancock. L. N. (1996, March 18). Mother’s little helper. Newsweek, 51-56.

Problems Of Attention And Specific Learning Disorders

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.