The Relation Between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills

Sims, Darcey M.; Purpura, David J.; Lonigan, Christopher J.

doi:10.1177/1087054712464390

Cited by 12 publications

(11 citation statements)

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“…However, students with MD have more problems with cognitive tasks requiring working memory (Swanson, 2012) and inhibiting irrelevant numerical stimuli (Szücs et al, 2013) than impulsivity control, suggesting that impulsivity is not central among students with MD. Our results expand findings that teacher-rated hyperactivity and/or impulsivity is not central in mathematics performance among primary and preschool children (Merrell & Tymms, 2001; Sims et al, 2016), including adolescents with MD, but conflict with Clark et al’s (2010) finding of a significant relation between teacher-rated hyperactivity and/or impulsivity behaviors of preschool children and their mathematics performance. Inconsistent results might be because Clark et al focused on young children or did not control for the effect of inattention (see Sims et al, 2016).…”

Section: Discussionsupporting

confidence: 62%

“…However, preschool children’s shifting-attention behaviors rated by teachers are not related to their mathematics performance (Clark et al, 2010). Although teacher-rated hyperactivity and/or impulsivity behaviors are associated more weakly with mathematics performance than inattention among primary (Merrell & Tymms, 2001) and preschool children (Sims, Purpura, & Lonigan, 2016), this association is unclear among adolescents with MD. Clark et al (2010) even showed that teacher-rated hyperactivity and/or impulsivity behaviors of preschool children are related to their mathematics performance.…”

Section: Efsmentioning

confidence: 99%

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Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

et al. 2017

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This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

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Section: Discussionsupporting

confidence: 62%

Section: Efsmentioning

confidence: 99%

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

et al. 2017

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“…In a longitudinal study of children’s developing emergent literacy skills, Walcott, Scheemaker, and Bielski (2010) reported that teacher-rated inattention of preschoolers significantly predicted kindergarten children’s phonological awareness and letter knowledge, after controlling for emergent literacy skills in preschool. Problems of attention also are associated with children’s developing mathematics skills (e.g., Sims, Purpura, & Lonigan, 2016). …”

Section: Self-regulation and Academic Skillsmentioning

confidence: 99%

Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills.

Lonigan¹,

Allan²,

Phillips³

2017

Developmental Psychology

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There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood.

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“…Esto no ocurre con las pruebas neuropsicológicas, cuyos resultados son consistentes entre diferentes evaluadores; sin embargo, su uso es más limitado por factores económicos y de especialización de examinadores. No obstante estas observaciones, otros autores utilizan de modo exitoso escalas y cuestionarios de comportamiento para la detección del TDAH en investigación, utilizando los criterios del DSM-IV y DSM-V (Barkley, 2009;Becker, 2013), la escala Conners (Sims, Purpura & Lonigan, 2012), la Child and Adolescent Disruptive Behavior Inventory (CADBI) (Lee, Burns, Snell y McBurnett, 2013) o la Vanderbilt ADHD Diagnostic Teacher Rating Scale (Langberg, Vaughn, Brinkman, Froehlich, & Epstein, 2010;Becker, 2013). Los autores suelen referir un proceso de entrenamiento previo en el uso de cuestionarios y escalas de observación del comportamiento que otorgan solidez a la detección de TDAH con estos instrumentos.…”

Section: Introductionunclassified

Determinación de la correlación en el uso del Cuestionario de Vanderbilt y la aplicación de pruebas neuropsicológicas para el diagnóstico del Trastorno por Déficit Atencional

Gatica-Ferrero

Alvarez

2019

RESPYN

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Introducción: El trastorno por déficit atencional con hiperactividad (TDAH) es el trastorno del neurodesarrollo más habitual en la investigación y práctica clínica con escolares. Se caracteriza por síntomas de inatención y de hiperactividad/impulsividad que dificultan el aprendizaje y la adaptación positiva a la escuela. El TDAH suele ser detectado por medio de escalas de observación del comportamiento y de test neuropsicológicos. El Decreto 170/2009 del Ministerio de Educación Chileno plantea un protocolo de detección basado en la aplicación del Cuestionario Abreviado Conners sin contemplar los aspectos cognitivos que aportan los test neuropsicológicos.

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The Relation Between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills

Abstract: Findings have implications for the understanding and assessment of behavior problems that are associated with early mathematics difficulties.

Cited by 12 publications

References 65 publications

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills.

Determinación de la correlación en el uso del Cuestionario de Vanderbilt y la aplicación de pruebas neuropsicológicas para el diagnóstico del Trastorno por Déficit Atencional

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