Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

Abstract

This article reviews factors that contribute to and improve selective and sustained attention in children with attention deficit hyperactivity disorder (ADHD-the inattentive and combined subtypes). A brief review of interventions for inattention included psychostimulant medication, behavioral consequences, active-learning, practice, and cognitive behavioral (self-monitoring) techniques. Some of these traditional methods must be applied differently to children with ADHD, and some methods were found to be without empirical support. In contrast, educational interventions that involve increasing antecedent (task and setting) stimulus conditions have been demonstrated to normalize attention, and some actually improved the attentional performance of children with ADHD beyond that of their peers.

The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome

“…They are also extra sensitive to their environment (Reese et al 2005;Zentall 2005;Cuckle and Wilson 2002). That is, they experience great difficulties in staying focused in an environment with a wide variety of sensory input, which in the case of learning will result in interrupted study activity.…”

The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

“…The Tangle Puzzle Junior, a plastic circle-shaped toy with a series of interconnected, pivotable 90• curves, offered students a quiet fine-motor activity with a toy that was flexible and easy to manipulate. Optimal stimulation theory posits that all individuals require an optimal amount of stimulation and arousal to maintain their attentional focus, but individuals with ADHD need more stimulation than their nonaffected peers to maintain their optimal state (see Zentall, 1983Zentall, , 2005, for reviews). The researchers hypothesized that manipulating a small toy would help students with ADHD focus on the task by increasing environmental stimulation to more advantageous levels.…”

Does RAS-based Instruction Make a Difference? An Investigation of the Effect on Vocabulary Learning

“…They provided evidence that the RAS needs stimulation to maintain its functioning, and that activity was the primary means to self-regulate stimulation. Since that early conceptualization researchers have presented evidence suggesting that individuals learn to produce stimulation through shifts in attention, thought/daydreaming, talking or changes in topics of conversation and in seeking social/emotional stimulation and experiences (e.g., risk-taking, exciting, illegal, or aggressive behavior; Meyer & Zentall, 1995;Zentall, 2005).…”

“…According to Harvard Medical School, current research strongly suggests that Attention Deficit/Hyperactivity Disorder (ADHD) is caused in part by a deficiency of the ascending reticular activating system. To solve this problem, scientists say that an optimal amount of arousal is required to maintain attentional focus and reduce response variability (Zentall, 2005).…”

“…To lead students to effective performance, Zentall (2005) presents specific evidence-based practices and strategies that can be used to engage reticular activating system (or the attention) of students with ADHD. These strategies are derived from theory, with confirmatory evidence indicating that any strong stimulus has the capacity to maintain the attention of students with ADHD.…”