Behavioural inhibition and hyperactivity: a commentary from alternative perspectives

Das, J. P.; Papadopoulos, Timothy C.

doi:10.1080/0885625032000078970

Cited by 8 publications

(2 citation statements)

References 23 publications

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“…PREP attempts to remediate both proximal and distal cognitive processes and thus, it is broader in its approach of re-mediation of phonological and/or reading difficulties. Beneficial effects of this program in relation to reading skills with older populations had already been established in previous studies [27]. Moreover, this tool confirms that deficient phonological processing in children at-risk for developing reading problems implicates processing deficits beyond the phonological module but also that short-term memory deficits, evident from early on, likewise appear to be specific also to tasks, which do not require phonological coding.…”

Section: Pass Reading Enhancement Program (Prep)supporting

confidence: 78%

Intervention and Diagnostic Tools in Preschool Education

Drigas¹,

Kokkalia

Economou

et al. 2017

Int. J. Emerg. Technol. Learn.

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A representative study of some of the most important intervention, assessment and diagnostic tools of the preschool education is presented. Additionally, a list of some of the most well known intervention and diagnostic tools that are used for the Greek preschoolers by specialist is examined briefly. The importance of their use and the domains that are examined by these tools are investigated thoroughly.

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Section: Pass Reading Enhancement Program (Prep)supporting

confidence: 78%

Intervention and Diagnostic Tools in Preschool Education

Drigas¹,

Kokkalia

Economou

et al. 2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…To address this inhibition 1 . However, after a careful review of the relevant European research, Das and Papadopoulos (2003) suggested that behavioural inhibition deficit can be better considered as a characteristic only of the clinic-referred children with hyperactivity or ADHD (Attention Deficit Hyperactivity Disorder), rather than as a characteristic of the general population of children with hyperactivity or ADHD.…”

mentioning

confidence: 99%

PASS theory of intelligence in Greek: A review

Papadopoulos

2013

Ppej

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This article reviews the research focusing on the application of the PASS (Planning, Attention, Simultaneous, and Successive) neurocognitive theory of intelligence (Das, Naglieri, & Kirby, 1994) in Greek. Studies that have used the Greek version of the Cognitive Assessment System (CAS; Naglieri & Das, 1997) and PREP (PASS Reading Enhancement Program) are reviewed. It is concluded that when the research is taken as a whole, with regard to the content, quality, and results of the pertinent correlational and intervention studies, the applications of PASS theory yield similar results to those deriving from other populations who differ in cultural and linguistic characteristics. Implications for future research are discussed.

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The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)

Tzuriel

Trabelsi

2015

Cognition, Intelligence, and Achievement

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Behavioural inhibition and hyperactivity: a commentary from alternative perspectives

Cited by 8 publications

References 23 publications

Intervention and Diagnostic Tools in Preschool Education

Intervention and Diagnostic Tools in Preschool Education

PASS theory of intelligence in Greek: A review

The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)

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