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Sample records for in-class attentive behavior

  1. Independent Contributions of the Central Executive, Intelligence, and In-Class Attentive Behavior to Developmental Change in the Strategies Used to Solve Addition Problems

    ERIC Educational Resources Information Center

    Geary, David C.; Hoard, Mary K.; Nugent, Lara

    2012-01-01

    Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

  2. Assisting children with attention deficit hyperactivity disorder to reduce the hyperactive behavior of arbitrary standing in class with a Nintendo Wii remote controller through an active reminder and preferred reward stimulation.

    PubMed

    Shih, Ching-Hsiang; Wang, Shu-Hui; Wang, Yun-Ting

    2014-09-01

    Recent studies in the field of special education have shown that in combination with software technology, high-tech commercial products can be applied as useful assistive technology devices to help people with disabilities. This study extended this concept to turn a Nintendo Wii Remote Controller into a high-performance limb action detector, in order to evaluate whether two students with Attention Deficit Hyperactivity Disorder (ADHD) could reduce their hyperactive behavior through an active reminder and stimulation in the form of the participants' preferred rewards. This study focused on one particular hyperactive behavior common to both students: standing up arbitrarily during class. The active reminder was in the form of vibration feedback provided via the built-in function of the Wii Remote Controller, which was controlled and triggered by a control system to remind participants when they were engaging in standing behavior. This study was performed according to a multiple baseline design across participants. The results showed that both participants significantly improved their control over their hyperactive behavior during the intervention phase, and retained this effective performance in the maintenance phase. The practical and developmental implications of the findings are discussed.

  3. Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and 'paying attention in class'.

    PubMed

    van der Donk, Marthe; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane; van der Leij, Aryan; Lindauer, Ramón

    2015-01-01

    The goal of this randomized controlled trial was to replicate and extend previous studies of Cogmed Working Memory Training (CWMT) in children with Attention-deficit/hyperactivity disorder (ADHD). While a large proportion of children with ADHD suffer from academic difficulties, only few previous efficacy studies have taken into account long term academic outcome measures. So far, results regarding academic outcome measures have been inconsistent. Hundred and two children with ADHD between the age of 8 and 12 years (both medicated and medication naïve) participated in current randomized controlled trial. Children were randomly assigned to CWMT or a new active combined working memory- and executive function compensatory training called 'Paying Attention in Class.' Primary outcome measures were neurocognitive functioning and academic performance. Secondary outcome measures contained ratings of behavior in class, behavior problems, and quality of life. Assessment took place before, directly after and 6 months after treatment. Results showed only one replicated treatment effect on visual spatial working memory in favor of CWMT. Effects of time were found for broad neurocognitive measures, supported by parent and teacher ratings. However, no treatment or time effects were found for the measures of academic performance, behavior in class or quality of life. We suggest that methodological and non-specific treatment factors should be taken into account when interpreting current findings. Future trials with well-blinded measures and a third 'no treatment' control group are needed before cognitive training can be supported as an evidence-based treatment of ADHD. Future research should put more effort into investigating why, how and for whom cognitive training is effective as this would also potentially lead to improved intervention- and study designs.

  4. Behavioral and psychophysiological markers of disordered attention

    SciTech Connect

    Mirsky, A.F.

    1987-10-01

    Behavioral and psychophysiological assays provide the most sensitive indication of whether a presumed neurotoxin has a deleterious effect on the nervous system. The effects of lead on the nervous system are strongly suggestive that this agent can produce disturbances in attention; moreover, there are clinical reports of such effects. The action of lead is also manifest in behaviors described as ''hyperactive,'' or reflecting ''minimal brain damage.'' The core symptom in both disorders is probably impairment in attention. The recent Diagnostic and Statistical Manual (DSM-III) of the American Psychiatric Association uses the term Attention Deficit Disorder to replace such terms as hyperactivity and minimal brain damage. Prior studies of the behavioral toxicity of lead may have used inadequate or incomplete assays of attention; this could in part account for the variability in outcomes. Recent research on attention suggests that it is a complex behavior consisting of a number of elements or components, each of which may be in part dependent upon a different region of the central nervous system. Behavioral assays should examine the components of attentive behavior using tests which are sensitive to the different elements. It is recommended that psychophysiological assays (using cognitive event-related potentials), although more difficult and costly to implement, be used as well. These assays may provide a more dynamic view of altered information processing in the brain and help to localize and characterize the behavioral impairment. 50 references.

  5. Socially guided attention influences infants' communicative behavior.

    PubMed

    Miller, Jennifer L; Gros-Louis, Julie

    2013-12-01

    For effective prelinguistic communication, infants must be able to direct their attention, vocalizations, and nonverbal gestures in social interactions. The purpose of our study was to examine how different styles of caregiver responses influenced infant attentional and communicative behavior in social interactions, based on prior studies that have shown influences of responsiveness on attention, language and cognitive outcomes. Infants were exposed to redirective and sensitive behavior systematically using an ABA design to examine real-time changes in infants' behavior as a function of caregiver responses. During the two baseline "A" periods, caregivers were instructed to play as they would at home. During the social response "B" period, caregivers were instructed to respond sensitively to infants' behavior on one visit and redirectively on the other visit. Results demonstrated that when caregivers behaved redirectively, infants shifted their attention more frequently and decreased the duration of their visual attention. Caregiver responses also resulted in changes in vocal and gesture production. Infants decreased their production of caregiver-directed vocalizations, gestures, and gesture-vocal combinations during in the redirective condition. Results suggest that caregiver sensitive responding to infants' attentional focus may be one influence on infants' attentional and prelinguistic communicative behavior.

  6. Behavioral Subtypes of Attention Deficit Disorder.

    ERIC Educational Resources Information Center

    Dykman, Roscoe A.; Ackerman, Peggy T.

    1993-01-01

    This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): (1) without hyperactivity (ADD/WO), (2) with hyperactivity, and (3) with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk of having oppositional and conduct disorders, whereas children with ADD/WO show symptoms…

  7. Developing Attention: Behavioral and Brain Mechanisms

    PubMed Central

    Posner, Michael I.; Rothbart, Mary K.; Sheese, Brad E.; Voelker, Pascale

    2014-01-01

    Brain networks underlying attention are present even during infancy and are critical for the developing ability of children to control their emotions and thoughts. For adults, individual differences in the efficiency of attentional networks have been related to neuromodulators and to genetic variations. We have examined the development of attentional networks and child temperament in a longitudinal study from infancy (7 months) to middle childhood (7 years). Early temperamental differences among infants, including smiling and laughter and vocal reactivity, are related to self-regulation abilities at 7 years. However, genetic variations related to adult executive attention, while present in childhood, are poor predictors of later control, in part because individual genetic variationmay have many small effects and in part because their influence occurs in interaction with caregiver behavior and other environmental influences. While brain areas involved in attention are present during infancy, their connectivity changes and leads to improvement in control of behavior. It is also possible to influence control mechanisms through training later in life. The relation between maturation and learning may allow advances in our understanding of human brain development. PMID:25110757

  8. Toward a behavioral analysis of joint attention

    PubMed Central

    Dube, William V.; MacDonald, Rebecca P. F.; Mansfield, Reneé C.; Holcomb, William L.; Ahearn, William H.

    2004-01-01

    Joint attention (JA) initiation is defined in cognitive-developmental psychology as a child's actions that verify or produce simultaneous attending by that child and an adult to some object or event in the environment so that both may experience the object or event together. This paper presents a contingency analysis of gaze shift in JA initiation. The analysis describes reinforcer-establishing and evocative effects of antecedent objects or events, discriminative and conditioned reinforcing functions of stimuli generated by adult behavior, and socially mediated reinforcers that may maintain JA behavior. A functional analysis of JA may describe multiple operant classes. The paper concludes with a discussion of JA deficits in children with autism spectrum disorders and suggestions for research and treatment. ImagesFigure 2 PMID:22478429

  9. Changing Teachers' In-Class Behavior Through A Group Training Program.

    ERIC Educational Resources Information Center

    Weinberg, Gary L.

    The purpose of this study was to demonstrate that specific in-class behaviors of classroom teachers could be modified by training. Focused on were these four behaviors: (a) positive reinforcement (PR), (b) negative reinforcement (NR), (c) amount of time the teacher talks as a percentage of all talk in class, and (d) encouragement of…

  10. Noncontingent peer attention as treatment for disruptive classroom behavior.

    PubMed

    Jones, K M; Drew, H A; Weber, N L

    2000-01-01

    A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer attention condition. Implications for assessing behavior disorders in mainstream school settings are discussed.

  11. Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom

    ERIC Educational Resources Information Center

    Banda, Devender R.; Sokolosky, Stephanie

    2012-01-01

    This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB…

  12. Empirical Analysis of Attention Behaviors in Online Social Networks

    NASA Astrophysics Data System (ADS)

    Du, Fang; Xuan, Qi; Wu, Tie-Jun

    Studying attention behavior has its social significance because such behavior is considered to lead the evolution of the friendship network. However, this type of behavior in social networks has attracted relatively little attention before, which is mainly because, in reality, such behaviors are always transitory and rarely recorded. In this paper, we collected the attention behaviors as well as the friendship network from Douban database and then carefully studied the attention behaviors in the friendship network as a latent metric space. The revealed similar patterns of attention behavior and friendship suggest that attention behavior may be the pre-stage of friendship to a certain extent, which can be further validated by the fact that pairwise nodes in Douban network connected by attention links beforehand are indeed far more likely to be connected by friendship links in the near future. This phenomenon can also be used to explain the high clustering of many social networks. More interestingly, it seems that attention behaviors are more likely to take place between individuals who have more mutual friends as well as more different friends, which seems a little different from the principles of many link prediction algorithms. Moreover, it is also found that forward attention is preferred to inverse attention, which is quite natural because, usually, an individual must be more interested in others that he is paying attention to than those paying attention to him. All of these findings can be used to guide the design of more appropriate social network models in the future.

  13. Using Brief Assessments to Evaluate Aberrant Behavior Maintained by Attention.

    ERIC Educational Resources Information Center

    O'Reilly, Mark F.; Lancioni, Giulio E.; King, Lisa; Lally, Grainne; Dhomhnaill, Orla Nic

    2000-01-01

    Functional assessments were conducted for two Irish individuals with severe disabilities and aberrant behavior. A modified attention condition was introduced, which involved both parents interacting with a third person. Aberrant behavior occurred only in the modified attention condition. Successful treatment consisted of delivery of attention on a…

  14. Visual attention: Linking prefrontal sources to neuronal and behavioral correlates.

    PubMed

    Clark, Kelsey; Squire, Ryan Fox; Merrikhi, Yaser; Noudoost, Behrad

    2015-09-01

    Attention is a means of flexibly selecting and enhancing a subset of sensory input based on the current behavioral goals. Numerous signatures of attention have been identified throughout the brain, and now experimenters are seeking to determine which of these signatures are causally related to the behavioral benefits of attention, and the source of these modulations within the brain. Here, we review the neural signatures of attention throughout the brain, their theoretical benefits for visual processing, and their experimental correlations with behavioral performance. We discuss the importance of measuring cue benefits as a way to distinguish between impairments on an attention task, which may instead be visual or motor impairments, and true attentional deficits. We examine evidence for various areas proposed as sources of attentional modulation within the brain, with a focus on the prefrontal cortex. Lastly, we look at studies that aim to link sources of attention to its neuronal signatures elsewhere in the brain.

  15. Comparison of Alcohol Impairment of Behavioral and Attentional Inhibition

    PubMed Central

    Weafer, Jessica; Fillmore, Mark T.

    2012-01-01

    Background Despite the wealth of studies demonstrating the impairing effects of alcohol on behavioral inhibition, less is known regarding effects of the drug on attentional inhibition (i.e., the ability to ignore distracting stimuli in the environment in order to focus attention on relevant information). The current study examined alcohol impairment of both behavioral and attentional inhibition, as well as potential associations between the two mechanisms of inhibitory control. Methods Men (n = 27) and women (n = 21) performed a measure of behavioral inhibition (cued go/no-go task) and a measure of attentional inhibition (delayed ocular return task) following three doses of alcohol: 0.65 g/kg, 0.45 g/kg, and 0.0 g/kg (placebo). Results Alcohol impaired both behavioral and attentional inhibition relative to placebo; however, correlational analyses revealed no associations between measures of behavioral and attentional inhibition following any dose. Additionally, men committed more inhibitory failures on the behavioral inhibition task, whereas women committed more inhibitory failures on the attentional inhibition task. Conclusions These findings suggest that behavioral and attentional inhibition are equally sensitive to the impairing effects of alcohol, yet represent distinct components of inhibitory control. Additionally, the observed gender differences in control of behavior and attention could have important implications regarding negative consequences associated with alcohol-induced disinhibition in men and women. PMID:22673197

  16. Toward a Behavioral Analysis of Joint Attention

    ERIC Educational Resources Information Center

    Dube, William V.; MacDonald, Rebecca P. F.; Mansfield, Renee C.; Holcomb, William L.; Ahearn, William H.

    2004-01-01

    Joint attention (JA) initiation is defined in cognitive-developmental psychology as a child's actions that verify or produce simultaneous attending by that child and an adult to some object or event in the environment so that both may experience the object or event together. This paper presents a contingency analysis of gaze shift in JA…

  17. From Behavior to Neural Dynamics: An Integrated Theory of Attention.

    PubMed

    Buschman, Timothy J; Kastner, Sabine

    2015-10-07

    The brain has a limited capacity and therefore needs mechanisms to selectively enhance the information most relevant to one's current behavior. We refer to these mechanisms as "attention." Attention acts by increasing the strength of selected neural representations and preferentially routing them through the brain's large-scale network. This is a critical component of cognition and therefore has been a central topic in cognitive neuroscience. Here we review a diverse literature that has studied attention at the level of behavior, networks, circuits, and neurons. We then integrate these disparate results into a unified theory of attention.

  18. Modeling User Behavior and Attention in Search

    ERIC Educational Resources Information Center

    Huang, Jeff

    2013-01-01

    In Web search, query and click log data are easy to collect but they fail to capture user behaviors that do not lead to clicks. As search engines reach the limits inherent in click data and are hungry for more data in a competitive environment, mining cursor movements, hovering, and scrolling becomes important. This dissertation investigates how…

  19. The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades

    ERIC Educational Resources Information Center

    McDonald, Sylvia E.

    2013-01-01

    Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment. The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course. Students in three different sections were…

  20. Interparental aggression, attention skills, and early childhood behavior problems

    PubMed Central

    TOWE-GOODMAN, NISSA R.; STIFTER, CYNTHIA A.; COCCIA, MICHAEL A.; COX, MARTHA J.

    2014-01-01

    The current study explored longitudinal associations between interparental aggression, the development of child attention skills, and early childhood behavior problems in a diverse sample of 636 families living in predominately low-income, nonmetropolitan communities. The results of latent-variable, cross-lagged longitudinal models revealed that maternal-reported interparental aggression in infancy predicted reduced observed attention skills in toddlerhood; no association was observed, however, between attention in infancy and interparental aggression during the toddler years. Further, reduced toddler attention and high interparental aggression were both associated with increased risk for attention-deficit/hyperactivity disorder symptoms and conduct problems at 3 years of age. Processes largely operated in similar ways regardless of child gender or low-income status, although a few differences were observed. Overall, the results suggest that interparental aggression undermines attention development, putting children’s early behavioral adjustment at risk. PMID:23786696

  1. Attentional Bias in Anxiety: A Behavioral and ERP Study

    ERIC Educational Resources Information Center

    Bar-Haim, Yair; Lamy, Dominique; Glickman, Shlomit

    2005-01-01

    Accumulating evidence suggests the existence of a processing bias in favor of threat-related stimulation in anxious individuals. Using behavioral and ERP measures, the present study investigated the deployment of attention to face stimuli with different emotion expressions in high-anxious and low-anxious participants. An attention-shifting…

  2. New perspectives on adolescent motivated behavior: attention and conditioning

    PubMed Central

    Ernst, Monique; Daniele, Teresa; Frantz, Kyle

    2011-01-01

    Adolescence is a critical transition period, during which fundamental changes prepare the adolescent for becoming an adult. Heuristic models of the neurobiology of adolescent behavior have emerged, promoting the central role of reward and motivation, coupled with cognitive immaturities. Here, we bring focus to two basic sets of processes, attention and conditioning, which are essential for adaptive behavior. Using the dual-attention model developed by Corbetta and Shulman (2002), which identifies a stimulus-driven and a goal-driven attention network, we propose a balance that favors stimulus-driven attention over goal-driven attention in youth. Regarding conditioning, we hypothesize that stronger associations tend to be made between environmental cues and appetitive stimuli, and weaker associations with aversive stimuli, in youth relative to adults. An attention system geared to prioritize stimulus-driven attention, together with more powerful associative learning with appetitive incentives, contribute to shape patterns of adolescent motivated behavior. This proposed bias in attention and conditioning function could facilitate the impulsive, novelty-seeking and risk-taking behavior that is typical of many adolescents. PMID:21977221

  3. Cognitive and behavioral attention in children with math difficulties.

    PubMed

    Gold, Alanna B; Ewing-Cobbs, Linda; Cirino, Paul; Fuchs, Lynn S; Stuebing, Karla K; Fletcher, Jack M

    2013-01-01

    Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n = 17) and math and reading difficulties (MDRD; n = 35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n = 23) and a group that responded to a math-tutoring intervention (responders; n = 54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related.

  4. From behavior to neural dynamics: An integrated theory of attention

    PubMed Central

    Buschman, Timothy J.; Kastner, Sabine

    2015-01-01

    The brain has a limited capacity and therefore needs mechanisms to selectively enhance the information most relevant to one’s current behavior. We refer to these mechanisms as ‘attention’. Attention acts by increasing the strength of selected neural representations and preferentially routing them through the brain’s large-scale network. This is a critical component of cognition and therefore has been a central topic in cognitive neuroscience. Here we review a diverse literature that has studied attention at the level of behavior, networks, circuits and neurons. We then integrate these disparate results into a unified theory of attention. PMID:26447577

  5. Attention Functioning Among Adolescents With Multiple Learning, Attentional, Behavioral, and Emotional Difficulties.

    PubMed

    Shalev, Lilach; Kolodny, Tamar; Shalev, Nir; Mevorach, Carmel

    2016-11-01

    Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is essential to combine neuropsychological and subjective assessment tools. In the present field study the authors investigated a group of adolescents with multiple deficits (MD) using neuropsychological and subjective measures. Teachers' ratings verified extremely high levels of symptoms of oppositional behavior, inattention, hyperactivity-impulsivity, social problems, and emotional problems in this group. As expected, MD group participants showed decreased abilities to maintain attention on task for a long period of time, focus attention and effectively inhibit adjacent distractors, and resist conflicting irrelevant information. Importantly, although significant differences in the attention measures were observed at the group level, not all MD participants displayed deviant performance. Thus, we conclude that the heterogeneous group of adolescents with MD comprises individuals with primary attention deficits as well as those with other nonattentional deficits that show equivalent behavioral symptoms. Using neuropsychological tools can be useful in differentiating between different core deficits and in guiding appropriate interventions.

  6. Cognition, attention, and behavior in Prader-Willi syndrome.

    PubMed

    Gross-Tsur, V; Landau, Y E; Benarroch, F; Wertman-Elad, R; Shalev, R S

    2001-04-01

    We studied the academic, cognitive, and behavior profile of 18 patients with Prader-Willi syndrome. All had severe learning disabilities in arithmetic and writing, and the majority were also dyslexic. Their average Full-Scale IQ was 73.7 +/- 8.9, which was 1 SD below normal range, whereas their performance on executive, memory, and visuospatial tasks ranged from 2.1 to 7.0 SD below the expected means. Behavioral problems were measured using the Child Behavior Checklist, on which the majority scored in the pathologic range for social and attention problems, delinquent and aggressive behavior, somatic complaints, and thought problems. Genotypes of the children did not predict cognitive or behavioral profile, nor could behavior be associated with parameters of weight or IQ. In summary, we found that patients with Prader-Willi syndrome have profound learning disabilities and cognitive deficits, greater than expected for their IQ. Behavioral problems, including attention-deficit hyperactivity disorder (ADHD), are also prevalent and impede the overall management of this group of patients. The genotypes were not helpful in predicting cognitive or behavioral patterns.

  7. Prediction of Elementary School Children's Externalizing Problem Behaviors from Attentional and Behavioral Regulation and Negative Emotionality.

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Guthrie, Ivanna K.; Fabes, Richard A.; Shepard, Stephanie; Losoya, Sandra; Murphy, Bridget C.; Jones, Sarah; Paulin, Rick; Reiser, Mark

    2000-01-01

    Examined the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional regulation to externalizing problem behaviors. Found that at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of…

  8. Attitude-behavior congruity, mindfulness, and self-focused attention: A behavior-analytic reconstruction

    PubMed Central

    Street, Warren R.

    1994-01-01

    Social psychologists have responded to research reporting low agreement between attitude measures and related behavior with attempts to explain the incongruities and enhance agreement. This article examines attitude-behavior incongruity from a behavior-analytic point of view. Traditional and behavior-analytic views of attitudes and behaviors are compared. In the behavior-analytic view, answering an attitude scale should be considered as behavior displayed by a person under rather unusual social conditions, not as a reflection of an enduring personal disposition. Reasons why questionnaire-answering behavior will not resemble behavior in other functionally different social conditions are reviewed. Special attention is extended to two representative lines of attitude-behavior research: mindfulness and self-focused attention. Discriminative stimuli in both areas of study have produced more predictable agreement between questionnaire-answering behavior and behavior in other settings. PMID:22478180

  9. Owners' direct gazes increase dogs' attention-getting behaviors.

    PubMed

    Ohkita, Midori; Nagasawa, Miho; Kazutaka, Mogi; Kikusui, Takefumi

    2016-04-01

    This study examined whether dogs gain information about human's attention via their gazes and whether they change their attention-getting behaviors (i.e., whining and whimpering, looking at their owners' faces, pawing, and approaching their owners) in response to their owners' direct gazes. The results showed that when the owners gazed at their dogs, the durations of whining and whimpering and looking at the owners' faces were longer than when the owners averted their gazes. In contrast, there were no differences in duration of pawing and likelihood of approaching the owners between the direct and averted gaze conditions. Therefore, owners' direct gazes increased the behaviors that acted as distant signals and did not necessarily involve touching the owners. We suggest that dogs are sensitive to human gazes, and this sensitivity may act as attachment signals to humans, and may contribute to close relationships between humans and dogs.

  10. Maternal Behavior Predicts Infant Neurophysiological and Behavioral Attention Processes in the First Year

    ERIC Educational Resources Information Center

    Swingler, Margaret M.; Perry, Nicole B.; Calkins, Susan D.; Bell, Martha Ann

    2017-01-01

    We apply a biopsychosocial conceptualization to attention development in the 1st year and examine the role of neurophysiological and social processes on the development of early attention processes. We tested whether maternal behavior measured during 2 mother-child interaction tasks when infants (N = 388) were 5 months predicted infant medial…

  11. An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students

    ERIC Educational Resources Information Center

    Mather, Susan M.; Clark, M. Diane

    2012-01-01

    One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and…

  12. Attentional bias in anxiety: a behavioral and ERP study.

    PubMed

    Bar-Haim, Yair; Lamy, Dominique; Glickman, Shlomit

    2005-10-01

    Accumulating evidence suggests the existence of a processing bias in favor of threat-related stimulation in anxious individuals. Using behavioral and ERP measures, the present study investigated the deployment of attention to face stimuli with different emotion expressions in high-anxious and low-anxious participants. An attention-shifting paradigm was used in which faces with neutral, angry, fearful, sad, or happy expressions were presented singly at fixation. Participants had to fixate on the face cue and then discriminate a target shape that appeared randomly above, below, to the left, or right of the fixated face. The behavioral data show that high-anxious participants were slower to respond to targets regardless of the emotion expressed by the face cue. In contrast, the ERP data indicate that threat-related faces elicited faster latencies and greater amplitudes of early ERP components in high-anxious than in low-anxious individuals. The between-group pattern in ERP waveforms suggests that the slower reaction times in high-anxious participants might reflect increased attentional dwelling on the face cues, rather than a general slowing of response enacting.

  13. The effects of presession attention on problem behavior maintained by different reinforcers.

    PubMed

    McComas, Jennifer J; Thompson, Andrea; Johnson, LeAnne

    2003-01-01

    The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis.

  14. The effects of presession attention on problem behavior maintained by different reinforcers.

    PubMed Central

    McComas, Jennifer J; Thompson, Andrea; Johnson, LeAnne

    2003-01-01

    The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis. PMID:14596571

  15. Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds.

    PubMed

    Ma, Jasmin K; Le Mare, Lucy; Gurd, Brendon J

    2015-03-01

    The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.

  16. Neurophysiological correlates of attention behavior in early infancy: Implications for emotion regulation during early childhood.

    PubMed

    Perry, Nicole B; Swingler, Margaret M; Calkins, Susan D; Bell, Martha Ann

    2016-02-01

    Current theoretical conceptualizations of regulatory development suggest that attention processes and emotion regulation processes share common neurophysiological underpinnings and behavioral antecedents such that emotion regulation abilities may build on early attentional skills. To further elucidate this proposed relationship, we tested whether early neurophysiological processes measured during an attention task in infancy predicted in-task attention behavior and whether infants' attention behavior was subsequently associated with their ability to regulate emotion during early childhood (N=388). Results indicated that greater electroencephalogram (EEG) power change (from baseline to task) at medial frontal locations (F3 and F4) during an attention task at 10months of age was associated with concurrent observed behavioral attention. Specifically, greater change in EEG power at the right frontal location (F4) was associated with more attention and greater EEG power at the left frontal location (F3) was associated with less attention, indicating a potential right hemisphere specialization for attention processes already present during the first year of life. In addition, after controlling for 5-month attention behavior, increased behavioral attention at 10months was negatively associated with children's observed frustration to emotional challenge at 3years of age. Finally, the indirect effects from 10-month EEG power change at F3 and F4 to 3-year emotion regulation via infants' 10-month behavioral attention were significant, suggesting that infants' attention behavior is one mechanism through which early neurophysiological activity is related to emotion regulation abilities during childhood.

  17. Distractor suppression when attention fails: behavioral evidence for a flexible selective attention mechanism.

    PubMed

    Elliott, James C; Giesbrecht, Barry

    2015-01-01

    Despite consistent evidence showing that attention is a multifaceted mechanism that can operate at multiple levels of processing depending on the structure and demands of the task, investigations of the attentional blink phenomenon have consistently shown that the impairment in reporting the second of two targets typically occurs at a late, or post-perceptual, stage of processing. This suggests that the attentional blink phenomenon may represent the operation of a unique attentional mechanism that is not as flexible as other attentional mechanisms. To test whether the attentional blink is a fixed or flexible phenomenon, we manipulated first target task demands (i.e., difficulty) and measured the influence this had on processing a subsequently presented distractor and the second target. If the attentional blink represents a mechanism that is fixed and consistently fails at a single stage of processing, then manipulations of task difficulty should not affect distractor processing. However, if the attentional blink represents a more multifaceted and flexible mechanism, then task difficulty should modulate distractor processing. The results revealed that distractor processing during the AB was attenuated under high task difficulty. In addition, unlike previous studies, we failed to find a correlation between distractor processing and the severity of the attentional blink. Using a simulation, we demonstrate that the previously reported correlations may have been spurious and due to using variables that were not independent. Overall, the present results support the conclusion that the selectivity of attention during the AB is flexible and depends on the structure and demands of the task.

  18. An Evaluation of the Types of Attention that Maintain Problem Behavior

    ERIC Educational Resources Information Center

    Kodak, Tiffany; Northup, John; Kelley, Michael E.

    2007-01-01

    Although previous research indicates that certain types of attention (i.e., statements related to behavior, tickles) may be differentially reinforcing, only one or two forms of attention are typically provided contingent on problem behavior during the attention condition in experimental functional analyses. In the present investigation, various…

  19. Attention to Novelty in Behaviorally Inhibited Adolescents Moderates Risk for Anxiety

    ERIC Educational Resources Information Center

    Reeb-Sutherland, Bethany C.; Vanderwert, Ross E.; Degnan, Kathryn A.; Marshall, Peter J.; Perez-Edgar, Koraly; Chronis-Tuscano, Andrea; Pine, Daniel S.; Fox, Nathan A.

    2009-01-01

    Background: Individual differences in specific components of attention contribute to behavioral reactivity and regulation. Children with the temperament of behavioral inhibition (BI) provide a good context for considering the manner in which certain components of attention shape behavior. Infants and children characterized as behaviorally…

  20. Abolishing and establishing operation analyses of social attention as positive reinforcement for problem behavior.

    PubMed

    McGinnis, Molly A; Houchins-Juárez, Nealetta; McDaniel, Jill L; Kennedy, Craig H

    2010-03-01

    Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition of an analogue functional analysis. The results showed establishing operation conditions increased problem behavior during tests and that abolishing operation conditions decreased problem behavior during tests.

  1. Sequential behavior in the rat: role of skill and attention.

    PubMed

    Domenger, Dorothée; Schwarting, Rainer K W

    2007-09-01

    The serial reaction time task (SRTT) is a well-established experimental tool to study cognitive and neural mechanisms of sequential performance in humans. We have recently developed a rodent version of the human serial reaction time task, in which rats have to respond to visual stimuli by nose-poking into one of four spatial locations in order to obtain food reward. In this task, rats display superior performance under sequential as compared to random conditions of stimulus presentation. Specifically, the subjects are able to profit from sequential regularities in terms of faster reaction times and higher response accuracy. Here, we studied the effects of violating a single stimulus in rats, which had been intensively trained under sequential conditions, and we asked whether these subjects, when confronted with sequence violations, still attend to the actual stimulus order (that is, show correct responses), or whether their behavior has become fully automated (leading to specific incorrect responses to violated stimulus positions). In two independent experiments using partly differing instrumental set-ups, we found that the responses to non-cued violations of single stimulus positions were mostly correct, that is, the animals were apparently attending to the stimuli. Nevertheless, these reaction times were slowed, which probably reflects cognitive resources necessary to respond correctly to the unexpected irregularities. When quantifying the minority of responses, which were incorrect, we found that most of them were directed to the position, where the stimulus would have appeared if the sequence had not been violated. These responses were faster than the correct ones (to the violated stimulus), which indicates that sequential responding had become partly automated. Together, our data show that both, attention and skill play a role for sequential performance in our SRT task, and that they can be dissected by quantification of specific response types. In future work

  2. Attention Functioning among Adolescents with Multiple Learning, Attentional, Behavioral, and Emotional Difficulties

    ERIC Educational Resources Information Center

    Shalev, Lilach; Kolodny, Tamar; Shalev, Nir; Mevorach, Carmel

    2016-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is…

  3. Abolishing and Establishing Operation Analyses of Social Attention as Positive Reinforcement for Problem Behavior

    ERIC Educational Resources Information Center

    McGinnis, Molly A.; Houchins-Juarez, Nealetta; McDaniel, Jill L.; Kennedy, Craig H.

    2010-01-01

    Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition…

  4. Caregivers' attentional bias to pain: does it affect caregiver accuracy in detecting patient pain behaviors?

    PubMed

    Mohammadi, Somayyeh; Dehghani, Mohsen; Khatibi, Ali; Sanderman, Robbert; Hagedoorn, Mariët

    2015-01-01

    Attentional bias to pain among family caregivers of patients with pain may enhance the detection of pain behaviors in patients. However, both relatively high and low levels of attentional bias may increase disagreement between patients and caregivers in reporting pain behaviors. This study aims to provide further evidence for the presence of attentional bias to pain among family caregivers, to examine the association between caregivers' attentional bias to pain and detecting pain behaviors, and test whether caregivers' attentional bias to pain is curvilinearly related to patient and caregiver disagreement in reporting pain behaviors. The sample consisted of 96 caregivers, 94 patients with chronic pain, and 42 control participants. Caregivers and controls completed a dot-probe task assessing attention to painful and happy stimuli. Both patients and caregivers completed a checklist assessing patients' pain behavior. Although caregivers did not respond faster to pain congruent than pain incongruent trials, caregiver responses were slower in pain incongruent trials compared with happy incongruent trials. Caregivers showed more bias toward pain faces than happy faces, whereas control participants showed more bias toward happy faces than pain faces. Importantly, caregivers' attentional bias to pain was significantly positively associated with reporting pain behaviors in patients above and beyond pain severity. It is reassuring that attentional bias to pain was not related to disagreement between patients and caregivers in reporting pain behaviors. In other words, attentional bias does not seem to cause overestimation of pain signals.

  5. Youth's Initiations of Civic and Political Discussions in Class: Do Youth's Perceptions of Teachers' Behaviors Matter and Why?

    PubMed

    Bayram Özdemir, Sevgi; Stattin, Håkan; Özdemir, Metin

    2016-11-01

    Teachers are thought to play an important role in fostering youth civic engagement; however, the current literature is limited with regard to providing concrete suggestions as to what teachers can do to promote youth civic engagement and why teachers have an impact on youth. To address these limitations, we simultaneously tested three alternative explanations to identify the critical way(s) in which perceived teachers' behaviors might contribute to youth civic engagement in school. We also investigated the underlying processes that may explain why youth's perceptions of teachers' behaviors matter, by focusing on the mediating roles of young people's feelings about politics and their political efficacy beliefs. The sample included 7th (n = 876, M age  = 13.42, SD = .71; 51 % girls) and 10th grade students (n = 857, M age  = 16.62, SD = .71; 51 % girls) residing in Sweden. Among the different aspects of perceived teacher behaviors, only an engaged and inspiring teaching style fostered youth's initiations of civic and political discussions in class over time among both early and late adolescents. Moreover, youth's feelings about politics significantly mediated the effect of perceived teachers' behaviors on youth civic engagement in class. Contrary to our expectation, youth's political efficacy did not act as a mediator. The present study sheds light on what teachers can do to promote youth civic and political engagement in a school setting.

  6. A Meta-Analysis of Behavioral Parent Training for Children with Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Lee, Pei-chin; Niew, Wern-ing; Yang, Hao-jan; Chen, Vincent Chin-hung; Lin, Keh-chung

    2012-01-01

    This meta-analysis examined the effect of behavioral parent training on child and parental outcomes for children with attention deficit hyperactivity disorder. Meta-analytic procedures were used to estimate the effect of behavioral parent training on children with attention deficit hyperactivity disorder. Variables moderating the intervention…

  7. Which Behavioral and Personality Characteristics Are Associated with Difficulties in Selective Attention?

    ERIC Educational Resources Information Center

    Avisar, Alon

    2011-01-01

    Objective: The present study investigated the behavioral and personality profile associated with difficulties in selective attention. Method: A group of participants with ADHD were assessed for ADHD behaviors. Adults with ADHD (n = 22) and without ADHD (n = 84) were tested on the conjunctive visual-search task for selective attention and…

  8. Focus-of-attention behavioral experiment: an examination of a therapeutic procedure to reduce social anxiety.

    PubMed

    Renner, Kerry A; Valentiner, David P; Holzman, Jacob B

    2017-01-01

    A clinical protocol based on contemporary cognitive behavioral treatment for social anxiety was developed and examined. Previously published instructions for conducting a focus-of-attention behavioral experiment targeting self-focused attention and safety behaviors during exposure were used to create a structured protocol. Individuals (n = 45) with high levels of social anxiety and public-speaking anxiety were randomly assigned to either a focus-of-attention behavioral experiment (FABE) or an Exposure-Only Control (EOC) condition. During four exposure trials, those in the FABE condition (n = 24) were alternately instructed to engage in self-focused attention vs. externally focused attention and to eliminate safety behaviors. Those in the EOC condition (n = 21) were not so instructed. At post-intervention, individuals in the FABE condition showed significantly less self-focused attention and anxiety, and better observed performance as rated by audience members. Focus-of-attention statistically mediated the effect of condition on anxiety. For those in the FABE condition, the degree of association between focus-of-attention and anxiety during the intervention predicted less self-focused attention post-intervention. The FABE appears to be a useful procedure for implementing part of the contemporary cognitive behavioral treatment model.

  9. Media multitasking and behavioral measures of sustained attention.

    PubMed

    Ralph, Brandon C W; Thomson, David R; Seli, Paul; Carriere, Jonathan S A; Smilek, Daniel

    2015-02-01

    In a series of four studies, self-reported media multitasking (using the media multitasking index; MMI) and general sustained-attention ability, through performance on three sustained-attention tasks: the metronome response task (MRT), the sustained-attention-to-response task (SART), and a vigilance task (here, a modified version of the SART). In Study 1, we found that higher reports of media multitasking were associated with increased response variability (i.e., poor performance) on the MRT. However, in Study 2, no association between reported media multitasking and performance on the SART was observed. These findings were replicated in Studies 3a and 3b, in which we again assessed the relation between media multitasking and performance on both the MRT and SART in two large online samples. Finally, in Study 4, using a large online sample, we tested whether media multitasking was associated with performance on a vigilance task. Although standard vigilance decrements were observed in both sensitivity (A') and response times, media multitasking was not associated with the size of these decrements, nor was media multitasking associated with overall performance, in terms of either sensitivity or response times. Taken together, the results of the studies reported here failed to demonstrate a relation between habitual engagement in media multitasking in everyday life and a general deficit in sustained-attention processes.

  10. Testing the Behavioral Interaction and Integration of Attentional Networks

    ERIC Educational Resources Information Center

    Fan, Jin; Gu, Xiaosi; Guise, Kevin G.; Liu, Xun; Fossella, John; Wang, Hongbin; Posner, Michael I.

    2009-01-01

    One current conceptualization of attention subdivides it into functions of alerting, orienting, and executive control. Alerting describes the function of tonically maintaining the alert state and phasically responding to a warning signal. Automatic and voluntary orienting are involved in the selection of information among multiple sensory inputs.…

  11. Intelligence and Behavior among Individuals Identified with Attention Deficit Disorders

    ERIC Educational Resources Information Center

    Dillon, Ronna F.; Osborne, Susan S.

    2006-01-01

    In this article we describe the nature of attention deficit disorders (ADDs) within an individual differences model of abilities. In so doing, a model-based explanation for the sources of learning and performance difficulties among individuals identified with ADDs is provided. Earlier models of ADDs are discussed, and the proposed loci of ADDs…

  12. BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings

    ERIC Educational Resources Information Center

    Vo, Abigail; Sutherland, Kevin S.; Conroy, Maureen A.

    2012-01-01

    As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

  13. Best in Class: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings

    ERIC Educational Resources Information Center

    Vo, Abigail K.; Sutherland, Kevin S.; Conroy, Maureen A.

    2012-01-01

    As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

  14. The influence of approach and avoidance behavior on visual selective attention.

    PubMed

    Memmert, Daniel; Cañal-Bruland, Rouwen

    2009-10-01

    Recent findings indicate that enactment of approach behavior broadens the focus of perceptual attention. The aim of the present study was to examine how approach and avoidance behavior influence visual selective attention. To achieve this, the authors combined approach and avoidance manipulations with a visual precueing task (local vs. global cues preceding either local or global targets). The authors hypothesized that participants with an enactment of approach behavior would show faster attentional orienting with compatible cue-target-relations than in incompatible trials. The results support that enactment of approach behavior leads to faster attentional orienting in compatible trials compared with incompatible trials. Although participants showed significant attentional learning effects across blocks, learning was not enhanced by approach and avoidance manipulations.

  15. Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade.

    PubMed

    Claessens, Amy; Dowsett, Chantelle

    2014-12-01

    Despite widespread interest in children's adjustment problems, existing research does not provide conclusive evidence regarding the direction of the associations of achievement with classroom attention problems and disruptive behavior over the course of elementary school. Using a nationally representative sample of 16,260 kindergarteners, this study examined the temporal sequence of achievement, classroom attention problems, and disruptive behavior, focusing on how changes in skills and problems unfold across key periods between kindergarten and fifth grade. Results indicate that improvements in attention during the earliest years of schooling predict achievement gains through third grade. However, changes in disruptive behavior do not predict subsequent changes in achievement. Evidence linking changes in achievement to changes in classroom attention problems and disruptive behavior was less consistent. These findings point to the need to develop and examine early interventions that can improve attention skills as a mechanism for improving children's academic trajectories in elementary school.

  16. Severe problem behaviors related to social interaction. 1: Attention seeking and social avoidance.

    PubMed

    Taylor, J C; Carr, E G

    1992-07-01

    Studies concerning the functional analysis of severe problem behaviors have suggested that it is important to identify the different categories of stimuli that control problem behavior because each has unique treatment implications. The present study explored the differential effects of adult attention on the severe problem behaviors of two groups of children with developmental disabilities. A third group of nonproblem children was examined for comparison purposes. Children participated in three experimental conditions in which the level of adult attention was manipulated: noncontingent high attention, noncontingent low attention, and contingent attention. Results validated the existence of two groups of children who differed as to their social orientation: (a) One group of children commonly initiated social interactions and was most likely to exhibit problem behaviors under conditions of low adult attention, and (b) the other group of children rarely initiated social interactions and exhibited frequent problem behaviors under conditions of high adult attention. Implications of these data for escape and attention theories of child problem behavior are discussed, as are the applied implications for reinforcer assessment and teaching strategies.

  17. Attention Biases to Threat Link Behavioral Inhibition to Social Withdrawal over Time in Very Young Children

    ERIC Educational Resources Information Center

    Perez-Edgar, Koraly; Reeb-Sutherland, Bethany C.; McDermott, Jennifer Martin; White, Lauren K.; Henderson, Heather A.; Degnan, Kathryn A.; Hane, Amie A.; Pine, Daniel S.; Fox, Nathan A.

    2011-01-01

    Behaviorally inhibited children display a temperamental profile characterized by social withdrawal and anxious behaviors. Previous research, focused largely on adolescents, suggests that attention biases to threat may sustain high levels of behavioral inhibition (BI) over time, helping link early temperament to social outcomes. However, no prior…

  18. Mindfulness and Health Behaviors: Is Paying Attention Good for You?

    ERIC Educational Resources Information Center

    Roberts, Kimberly C.; Danoff-Burg, Sharon

    2010-01-01

    Objective: The investigators examined relations between mindfulness and health behaviors in college students, as well as the role of stress in mediating these effects. Participants: Participants were 553 undergraduates (385 females; mean age = 18.8 years, SD = 2.1) recruited from a university in the northeastern United States. Methods:…

  19. Physical Exercise Affects Attentional Orienting Behavior through Noradrenergic Mechanisms

    PubMed Central

    Robinson, Andrea M.; Buttolph, Thomas; Green, John T.; Bucci, David J.

    2015-01-01

    Spontaneously Hypertensive Rats (SHRs), a commonly-used animal model of ADHD, exhibit little habituation of the orienting response to repeated presentations of a non-reinforced visual stimulus. However, SHRs that have access to a running wheel for 5, 10, or 21 days exhibit robust habituation that is indistinguishable from normo-active rats. Two days of exercise, in comparison, was not sufficient to affect habituation. Here we tested the hypothesis that the effect of exercise on orienting behavior in SHRs is mediated by changes in noradrenergic function. In Experiment 1, we found that 5, 10, or 21 days of access to a running wheel, but not 2 days, significantly reduced levels of the norepinephrine transporter (NET) in medial prefrontal cortex. In Experiment 2, we tested for a causal relationship between changes in noradrenergic function and orienting behavior by blocking noradrenergic receptors during exercise. Rats that received propranolol (beta adrenergic/noradrenergic receptor blocker) during 10 days of exercise failed to exhibit an exercise-induced reduction in orienting behavior. The results inform a growing literature regarding the effects of exercise on behavior and the potential use of exercise as a treatment for mental disorders. PMID:26030434

  20. Modification of Preschool Children's Bathroom Behaviors by Contingent Teacher Attention

    ERIC Educational Resources Information Center

    Taylor, Marjorie J.; Kratochwill, Thomas R.

    1978-01-01

    Repeated measures of the frequency of paper towel litter, unflushed toilets, dirty sinks, and running water faucets were used to evaluate effectiveness of contingent teacher praise for appropriate bathroom use by preschool children. Contingent praise for appropriate bathroom behaviors resulted in markedly decreased frequencies of four target…

  1. Attention deficit hyperactivity disorder and the behavior of "Che" Guevara.

    PubMed

    Teive, Hélio A G; Zavala, Jorge A; Munhoz, Renato P; Lara, Diogo R; Lima, Pedro; Palmini, André

    2009-09-01

    Attention deficit hyperactivity disorder (ADHD) is a childhood onset neuropsychiatric disorder characterized by inattention, hyperactivity and impulsivity. ADHD is related to several co-morbidities, such as opposition defiant disorder, conduct disorder, mood and anxiety disturbances, as well as tics and Tourette's syndrome. The objective of this report is to shed an alternative light on the personality of Ernesto "Che" Guevara, discussing whether he might have had ADHD. Several published biographies of Che Guevara were reviewed. Established ADHD criteria (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition), were used as a framework to evaluate Che's behaviour. In addition, we compared the main features of Che's reported behaviour to the set of abnormalities leading to the diagnosis of ADHD in adults proposed by Wender and colleagues and known as the UTAH ADHD criteria. Analysis of the most renowned biographies of Ernesto "Che" Guevara suggests that he may have had ADHD.

  2. Using developmental cognitive neuroscience to study behavioral and attentional control.

    PubMed

    Astle, Duncan E; Scerif, Gaia

    2009-03-01

    Adult cognitive neuroscience employs a wide variety of techniques to investigate a broad range of behavioral and cognitive functions. One prominent area of study is that of executive control, complemented by a smaller but growing literature exploring the developmental cognitive neuroscience of executive control. To date this approach has often compared children with specific developmental disorders, such as ADHD and ASD, with typically developing controls. Whilst these comparisons have done much to advance our understanding of the neural markers that underpin behavioral difficulties at specific time-points in development, we contend that they should leave developmental cognitive neuroscientists wanting. Studying the neural correlates of typical changes in executive control in their own right can reveal how different neural mechanisms characteristic of the adult end-state emerge, and it can therefore inform the adult cognitive neuroscience of executive control itself. The current review addresses the extent to which developmentalists and adult cognitive neuroscientists have tapped this common ground. Some very elegant investigations illustrate how seemingly common processes in adulthood present as separable in childhood, on the basis of their distinctive developmental trajectories. These demonstrations have implications not only for an understanding of changing behavior from infancy through childhood and adolescence into adulthood, but, moreover, for our grasp of the adult end-state per se. We contend that, if used appropriately, developmental cognitive neuroscience could enable us to construct a more mechanistic account of executive control.

  3. Assessment and treatment of problem behavior maintained by escape from attention and access to tangible items.

    PubMed

    Hagopian, L P; Wilson, D M; Wilder, D A

    2001-01-01

    The results obtained from two consecutive functional analyses conducted with a 6-year-old child with autism are described. In the initial functional analysis, the highest rates of problem behavior occurred in the play condition. In that condition, the delivery of attention appeared to occasion problem behaviors. A second functional analysis was conducted wherein an escape from attention condition and a tangible condition were added. In the second functional analysis, higher rates of responding were observed in the escape from attention and tangible conditions. The results suggested that problem behavior was maintained by negative reinforcement in the form of escape from attention and positive reinforcement in the form of gaining access to preferred tangible items. Problem behavior was treated using functional communication training combined with noncontingent reinforcement.

  4. The influence of activity choice on problem behaviors maintained by escape versus attention.

    PubMed Central

    Romaniuk, Cathryn; Miltenberger, Raymond; Conyers, Carole; Jenner, Nicole; Jurgens, Mandy; Ringenberg, Crystal

    2002-01-01

    This study assessed whether the function of an individual's problem behavior was related to the effectiveness of an intervention involving choice among tasks. Analogue functional analyses were conducted with 7 students with various diagnoses to determine whether problem behaviors were maintained by escape or attention. Following identification of the function of each student's problem behavior, reversal designs were used to assess the effectiveness of an intervention that allowed the students to choose their own instructional tasks. Results showed that students who displayed escape-maintained problem behavior showed substantial reductions in such behavior when they were provided with opportunities to choose among tasks. On the other hand, students who displayed attention-maintained problem behavior did not show any effects as a result of the choice intervention. These findings are discussed in terms of the effective use of behavior management programs involving choice and the reduction of problem behavior. PMID:12555907

  5. Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time Schedule

    ERIC Educational Resources Information Center

    Riley, Jessica L.; McKevitt, Brian C.; Shriver, Mark D.; Allen, Keith D.

    2011-01-01

    The effectiveness of fixed-time delivery of attention to increase the on-task behavior of 2 students in general education was examined. The teacher in this study provided attention to students on a 5-min fixed-time schedule and responded to students in her typical manner between cued intervals. An ABAB withdrawal design was used to test the…

  6. Relations among student attention behaviors, teacher practices, and beginning word reading skill.

    PubMed

    Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

    2012-01-01

    The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

  7. Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

    PubMed Central

    Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

    2011-01-01

    The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. PMID:22207616

  8. Associations between sleep problems and attentional and behavioral functioning in children with anxiety disorders and ADHD.

    PubMed

    Hansen, Berit Hjelde; Skirbekk, Benedicte; Oerbeck, Beate; Wentzel-Larsen, Tore; Kristensen, Hanne

    2014-01-01

    This study examined associations between sleep problems and attentional and behavioral functioning in 137 children aged 7 to 13 years with anxiety disorders (n = 39), attention deficit hyperactivity disorder (ADHD; n = 38), combined anxiety disorder and ADHD (n = 25), and 35 controls. Diagnoses were made using the semistructured diagnostic interview Schedule for Affective Disorders and Schizophrenia for School-age Children-Present and Lifetime Version. Sleep problems were assessed using the Children's Sleep Habits Questionnaire, attention was measured by the Attention Network Test, and behavioral problems were measured by teacher ratings on the Achenbach System of Empirically Based Assessment, Teacher Report Form. Sleep problems were associated with reduced efficiency of the alerting attention system for all children and with increased internalizing problems in children with anxiety disorders.

  9. Attention biases to threat and behavioral inhibition in early childhood shape adolescent social withdrawal.

    PubMed

    Pérez-Edgar, Koraly; Bar-Haim, Yair; McDermott, Jennifer Martin; Chronis-Tuscano, Andrea; Pine, Daniel S; Fox, Nathan A

    2010-06-01

    Behavioral inhibition (BI) is a temperament characterized in young children by a heightened sensitivity to novelty, social withdrawal, and anxious behaviors. For many children, these social difficulties dissipate over time. For others, patterns of social withdrawal continue into adolescence. Over time, attention biases to threat may influence the stability of BI and its association with social withdrawal, ultimately modulating the risk for anxiety disorders in BI children. However, we know relatively little about the cognitive processes that accompany BI and shape later socio-emotional functioning. We examined the relations among BI in childhood, attention biases to threat in adolescence, and adolescent social withdrawal in a longitudinal study (N = 126, Mean age = 15 years). As has been reported in anxious adults, adolescents who were behaviorally inhibited as toddlers and young children showed heightened attention bias to threat. In addition, attention bias to threat moderated the relation between childhood BI and adolescent social withdrawal.

  10. Relations among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

    ERIC Educational Resources Information Center

    Saez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

    2012-01-01

    The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using "Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale" behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective…

  11. Sensory gain outperforms efficient readout mechanisms in predicting attention-related improvements in behavior.

    PubMed

    Itthipuripat, Sirawaj; Ester, Edward F; Deering, Sean; Serences, John T

    2014-10-01

    Spatial attention has been postulated to facilitate perceptual processing via several different mechanisms. For instance, attention can amplify neural responses in sensory areas (sensory gain), mediate neural variability (noise modulation), or alter the manner in which sensory signals are selectively read out by postsensory decision mechanisms (efficient readout). Even in the context of simple behavioral tasks, it is unclear how well each of these mechanisms can account for the relationship between attention-modulated changes in behavior and neural activity because few studies have systematically mapped changes between stimulus intensity, attentional focus, neural activity, and behavioral performance. Here, we used a combination of psychophysics, event-related potentials (ERPs), and quantitative modeling to explicitly link attention-related changes in perceptual sensitivity with changes in the ERP amplitudes recorded from human observers. Spatial attention led to a multiplicative increase in the amplitude of an early sensory ERP component (the P1, peaking ∼80-130 ms poststimulus) and in the amplitude of the late positive deflection component (peaking ∼230-330 ms poststimulus). A simple model based on signal detection theory demonstrates that these multiplicative gain changes were sufficient to account for attention-related improvements in perceptual sensitivity, without a need to invoke noise modulation. Moreover, combining the observed multiplicative gain with a postsensory readout mechanism resulted in a significantly poorer description of the observed behavioral data. We conclude that, at least in the context of relatively simple visual discrimination tasks, spatial attention modulates perceptual sensitivity primarily by modulating the gain of neural responses during early sensory processing.

  12. Visual attention and autistic behavior in infants with fragile X syndrome.

    PubMed

    Roberts, Jane E; Hatton, Deborah D; Long, Anna C J; Anello, Vittoria; Colombo, John

    2012-06-01

    Aberrant attention is a core feature of fragile X syndrome (FXS), however, little is known regarding the developmental trajectory and underlying physiological processes of attention deficits in FXS. Atypical visual attention is an early emerging and robust indictor of autism in idiopathic (non-FXS) autism. Using a biobehavioral approach with gaze direction and heart activity, we examined visual attention in infants with FXS at 9, 12, and 18 months of age with a cross-sectional comparison to 12-month-old typically developing infants. Analyses revealed lower HR variability, shallower HR decelerations, and prolonged look durations in 12-month old infants with FXS compared to typical controls. Look duration and increased latency to disengage attention were correlated with severity of autistic behavior but not mental age.

  13. Attentional dynamics during free picture viewing: Evidence from oculomotor behavior and electrocortical activity

    PubMed Central

    Fischer, Thomas; Graupner, Sven-Thomas; Velichkovsky, Boris M.; Pannasch, Sebastian

    2013-01-01

    Most empirical evidence on attentional control is based on brief presentations of rather abstract stimuli. Results revealed indications for a dynamic interplay between bottom-up and top-down attentional mechanisms. Here we used a more naturalistic task to examine temporal signatures of attentional mechanisms on fine and coarse time scales. Subjects had to inspect digitized copies of 60 paintings, each shown for 40 s. We simultaneously measured oculomotor behavior and electrophysiological correlates of brain activity to compare early and late intervals (1) of inspection time of each picture (picture viewing) and (2) of the full experiment (time on task). For picture viewing, we found an increase in fixation duration and a decrease of saccadic amplitude while these parameters did not change with time on task. Furthermore, early in picture viewing we observed higher spatial and temporal similarity of gaze behavior. Analyzing electrical brain activity revealed changes in three components (C1, N1 and P2) of the eye fixation-related potential (EFRP); during picture viewing; no variation was obtained for the power in the frontal beta- and in the theta activity. Time on task analyses demonstrated no effects on the EFRP amplitudes but an increase of power in the frontal theta and beta band activity. Thus, behavioral and electrophysiological measures similarly show characteristic changes during picture viewing, indicating a shifting balance of its underlying (bottom-up and top-down) attentional mechanisms. Time on task also modulated top-down attention but probably represents a different attentional mechanism. PMID:23759704

  14. Mothers' attributions for behavior in nonproblem boys, boys with attention deficit hyperactivity disorder, and boys with attention deficit hyperactivity disorder and oppositional defiant behavior.

    PubMed

    Johnston, Charlotte; Chen, Mandy; Ohan, Jeneva

    2006-02-01

    This study compared attributions for child behavior among mothers of 38 nonproblem boys, 26 boys with attention deficit hyperactivity disorder (ADHD), and 25 boys with ADHD and oppositional defiant (OD) behavior. Boys ranged from 7 to 10 years of age. To capture different aspects of mothers' attributions, 2 assessment methods were employed: (a) ratings of the internality, controllability, globality, and stability of causes for written descriptions of child behavior and (b) coding of the types of causal attributions that mothers provided in vivo while watching their own child's behavior. In response to the written descriptions of child behavior, mothers of boys with ADHD/OD rated the causes of oppositional and inattentive-impulsive child behaviors as more stable and global than did mothers of nonproblem boys. In identifying causes of their own child's failure on lab tasks, mothers of boys with ADHD/OD provided more child-negative attributional causes than did mothers of either ADHD only or nonproblem boys. Implications for assessing and understanding attributions in families of children with ADHD and OD are discussed.

  15. Meditation and attention: A controlled study on long-term meditators in behavioral performance and event-related potentials of attentional control.

    PubMed

    Jo, Han-Gue; Schmidt, Stefan; Inacker, Elisa; Markowiak, Michael; Hinterberger, Thilo

    2016-01-01

    Meditation practice involves attention regulation, and thus is thought to facilitate attention control mechanisms. Studies on meditation techniques using a behavioral measurement of the Attention Network Test (ANT) have shown enhanced attention control, but neural features remain unknown. In the present study, event-related potentials (ERPs) and behavioral data from twenty long-term meditators were examined, compared to data obtained from twenty matched controls. Results showed that meditators made fewer error responses than controls, especially during the incongruent target condition, suggesting higher accuracy in executive attention control among meditators. The P3 amplitude in the parietal area remained constant in the congruent and incongruent target conditions among meditators, indicating a higher parietal P3 amplitude during the incongruent target condition relative to matched controls. The findings that meditators exhibited fewer error responses on the ANT and a lack of parietal P3 modulation irrespective of reaction time are discussed in the context of attentional resource allocation.

  16. Can attention control conditions have detrimental effects in behavioral medicine randomized trials?

    PubMed Central

    Pagoto, Sherry; McDermott, Mary M.; Reed, George; Greenland, Philip; Mazor, Kathy M.; Ockene, Judith K.; Whited, Matt; Schneider, Kristin; Appelhans, Brad; Leung, Kathy; Merriam, Philip; Ockene, Ira

    2012-01-01

    Objective Attention control conditions are used to balance nonspecific attention in randomized trials of behavioral interventions. Very little guidance is available in the literature about which behavioral interventions and outcomes merit an attention control. The primary aim of the present paper is to demonstrate a scenario in which use of attention control in a behavioral randomized trial was unnecessary and possibly detrimental. Methods Exploratory analyses were performed in a randomized controlled trial that tested whether a patient-centered telephone counseling (PC) intervention reduced low-density lipoprotein cholesterol (LDL-C) levels in 355 participants with peripheral arterial disease (PAD), compared to attention control (AC) and usual care (UC) conditions. The PC intervention was designed to activate participants to ask their physician for lipid-lowering medication and/or increase dose intensity, increase medication adherence, and reduce fat intake. The AC condition involved attention-matched phone-delivered health education, and the UC condition consisted of an educational pamphlet. Results At 12-month follow-up, mean LDL-C changes were −11.1, and −6.8 mg/dl in the UC and AC conditions, respectively (p=.17). The proportion of participants who increased use or dose intensity of medication was significantly lower in AC than UC, 17.5% versus 30.5% (p=0.03). No significant difference between AC and UC were observed on other outcomes. Conclusions The AC had significantly worse medication outcomes and there was no indication of a therapeutic effect on other endpoints. Implications for use of attention control in behavioral randomized trials are discussed. PMID:23197844

  17. Chemogenetic Inactivation of Dorsal Anterior Cingulate Cortex Neurons Disrupts Attentional Behavior in Mouse

    PubMed Central

    Koike, Hiroyuki; Demars, Michael P; Short, Jennifer A; Nabel, Elisa M; Akbarian, Schahram; Baxter, Mark G; Morishita, Hirofumi

    2016-01-01

    Attention is disrupted commonly in psychiatric disorders, yet mechanistic insight remains limited. Deficits in this function are associated with dorsal anterior cingulate cortex (dACC) excitotoxic lesions and pharmacological disinhibition; however, a causal relationship has not been established at the cellular level. Moreover, this association has not yet been examined in a genetically tractable species such as mice. Here, we reveal that dACC neurons causally contribute to attention processing by combining a chemogenetic approach that reversibly suppresses neural activity with a translational, touchscreen-based attention task in mice. We virally expressed inhibitory hM4Di DREADD (designer receptor exclusively activated by a designer drug) in dACC neurons, and examined the effects of this inhibitory action with the attention-based five-choice serial reaction time task. DREADD inactivation of the dACC neurons during the task significantly increased omission and correct response latencies, indicating that the neuronal activities of dACC contribute to attention and processing speed. Selective inactivation of excitatory neurons in the dACC not only increased omission, but also decreased accuracy. The effect of inactivating dACC neurons was selective to attention as response control, motivation, and locomotion remain normal. This finding suggests that dACC excitatory neurons play a principal role in modulating attention to task-relevant stimuli. This study establishes a foundation to chemogenetically dissect specific cell-type and circuit mechanisms underlying attentional behaviors in a genetically tractable species. PMID:26224620

  18. The effects of television form and violent content on boys' attention and social behavior.

    PubMed

    Potts, R; Huston, A C; Wright, J C

    1986-02-01

    An experiment is reported that examined the independent effects of television content (violence) and television formal features (action level) on children's attention to programs and their postviewing social behavior. Pairs of preschool boys participated in two experimental sessions in which they saw animated and live television programs that varied in violent content (high or low) and formal features (high or low action level). They then played with toys that contained cues for either aggressive or prosocial interaction. Rapid character action facilitated visual attention to the programs; violent tv content did not facilitate attention. On measures of social behavior, strong effects of toy cues were found independently of television treatment effects. Aggressive toys produced aggressive behavior, and prosocial toys produced prosocial behavior; these patterns included some nonspecific, generalized influences in addition to direct demands of the play materials. Violent tv content led to changes in subjects' style of interaction and was also associated with increases in some prosocial behaviors. Television action level had no systematic effects on subjects' behavior. Results are discussed within the theoretical frameworks of observational learning and general arousal. Implications for children's television programming are also discussed.

  19. In the zone or zoning out? Tracking behavioral and neural fluctuations during sustained attention.

    PubMed

    Esterman, Michael; Noonan, Sarah K; Rosenberg, Monica; Degutis, Joseph

    2013-11-01

    Despite growing recognition that attention fluctuates from moment-to-moment during sustained performance, prevailing analysis strategies involve averaging data across multiple trials or time points, treating these fluctuations as noise. Here, using alternative approaches, we clarify the relationship between ongoing brain activity and performance fluctuations during sustained attention. We introduce a novel task (the gradual onset continuous performance task), along with innovative analysis procedures that probe the relationships between reaction time (RT) variability, attention lapses, and intrinsic brain activity. Our results highlight 2 attentional states-a stable, less error-prone state ("in the zone"), characterized by higher default mode network (DMN) activity but during which subjects are at risk of erring if DMN activity rises beyond intermediate levels, and a more effortful mode of processing ("out of the zone"), that is less optimal for sustained performance and relies on activity in dorsal attention network (DAN) regions. These findings motivate a new view of DMN and DAN functioning capable of integrating seemingly disparate reports of their role in goal-directed behavior. Further, they hold potential to reconcile conflicting theories of sustained attention, and represent an important step forward in linking intrinsic brain activity to behavioral phenomena.

  20. Effects of Internal and External Focus of Attention during Novices' Instructional Preparation on Subsequent Rehearsal Behaviors

    ERIC Educational Resources Information Center

    Montemayor, Mark; Silvey, Brian A.; Adams, Amy L.; Witt, Kay L.

    2016-01-01

    The purpose of this study was to investigate the effects of internal versus external focus of attention during novice teachers' instructional preparation on their subsequent rehearsal behaviors. Thirty-two undergraduate instrumental music education students led bands in a series of three, 6-minute rehearsals on their assigned excerpt. Prior to…

  1. Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting

    ERIC Educational Resources Information Center

    Sarno, Jana M.; Sterling, Heather E.; Mueller, Michael M.; Dufrene, Brad; Tingstrom, Daniel H.; Olmi, D. Joe

    2011-01-01

    Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.'s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant's…

  2. Cognitive-Behavioral Depression Treatment for Mothers of Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Chronis, Andrea M.; Gamble, Stephanie A.; Roberts, John E.; Pelham, William E., Jr.

    2006-01-01

    An adaptation of the Coping With Depression Course (CWDC) was evaluated in mothers of children with attention-deficit/hyperactivity disorder (ADHD), a population at risk for depression. Mothers were randomly assigned to receive the CWDC either immediately following an intensive summer treatment program targeting their child's behavior or after a…

  3. Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders

    ERIC Educational Resources Information Center

    Rogevich, Mary E.; Perin, Dolores

    2008-01-01

    Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Mason's TWA…

  4. "Gaze Leading": Initiating Simulated Joint Attention Influences Eye Movements and Choice Behavior

    ERIC Educational Resources Information Center

    Bayliss, Andrew P.; Murphy, Emily; Naughtin, Claire K.; Kritikos, Ada; Schilbach, Leonhard; Becker, Stefanie I.

    2013-01-01

    Recent research in adults has made great use of the gaze cuing paradigm to understand the behavior of the follower in joint attention episodes. We implemented a gaze leading task to investigate the initiator--the other person in these triadic interactions. In a series of gaze-contingent eye-tracking studies, we show that fixation dwell time upon…

  5. Paying Attention to Ourselves: Modeling Anti-Bullying Behavior for Students

    ERIC Educational Resources Information Center

    Lucas, Amy Magnafichi

    2012-01-01

    It seems as if at no other time in the distant past has there been so much media coverage of bullies and bullying behavior within the schools. Has it always been present in some form? More than likely. Should it be brought to national attention? Absolutely. No one, student or not, deserves to feel unsafe, threatened, or invisible, whether it be at…

  6. Individual Differences in Infants' Joint Attention Behaviors with Mother and a New Social Partner

    ERIC Educational Resources Information Center

    Meins, Elizabeth; Fernyhough, Charles; Arnott, Bronia; Vittorini, Lucia; Turner, Michelle; Leekam, Susan R.; Parkinson, Kathryn

    2011-01-01

    Relations between infant-mother attachment security at 15 months and infants' (N = 206) joint attention behaviors (a) with an experimenter at 8 and 15 months, and (b) with their mothers at 15 months were investigated. No concurrent or longitudinal relations were observed between attachment security and infants' tendency to respond to an…

  7. Attention deficit hyperactivity disorder and sensory modulation disorder: a comparison of behavior and physiology.

    PubMed

    Miller, Lucy Jane; Nielsen, Darci M; Schoen, Sarah A

    2012-01-01

    Children with attention deficit hyperactivity disorder (ADHD) are impulsive, inattentive and hyperactive, while children with sensory modulation disorder (SMD), one subtype of Sensory Processing Disorder, have difficulty responding adaptively to daily sensory experiences. ADHD and SMD are often difficult to distinguish. To differentiate these disorders in children, clinical ADHD, SMD, and dual diagnoses were assessed. All groups had significantly more sensory, attention, activity, impulsivity, and emotional difficulties than typical children, but with distinct profiles. Inattention was greater in ADHD compared to SMD. Dual diagnoses had more sensory-related behaviors than ADHD and more attentional difficulties than SMD. SMD had more sensory issues, somatic complaints, anxiety/depression, and difficulty adapting than ADHD. SMD had greater physiological/electrodermal reactivity to sensory stimuli than ADHD and typical controls. Parent-report measures identifying sensory, attentional, hyperactive, and impulsive difficulties varied in agreement with clinician's diagnoses. Evidence suggests ADHD and SMD are distinct diagnoses.

  8. Attention and attachment related behavior toward professional caregivers in child care centers: a new measure for toddlers.

    PubMed

    Pallini, Susanna; Laghi, Fiorenzo

    2012-01-01

    The authors attempted to develop and validate the Toddler Attention Questionnaire (TAQ) by examining the relationship between attention and attachment to a professional caregiver. The psychometric reliability and validity of the TAQ was tested with 72 children ranging from 20 to 36 months old. Attentive processes were also measured by the Italian Questionnaire on Temperament, while attachment behaviors to professional caregivers were measured by the Attachment Q-Sort. Factor analysis supported four identifiable factors reflecting different concepts, theoretically discussed, related to attentive processes: attentive flexibility, attentive lability, attentive detachment, and attentive disorientation. Attachment security to professional caregivers is predicted through attentive flexibility and negative emotionality. Secure attachment behaviors were found to be related to flexibility of attention. The implications of the findings for future theoretical and empirical development of research in this field are also discussed.

  9. Exogenous attention to fear: Differential behavioral and neural responses to snakes and spiders.

    PubMed

    Soares, Sandra C; Kessel, Dominique; Hernández-Lorca, María; García-Rubio, María J; Rodrigues, Paulo; Gomes, Nuno; Carretié, Luis

    2017-03-06

    Research has consistently shown that threat stimuli automatically attract attention in order to activate the defensive response systems. Recent findings have provided evidence that snakes tuned the visual system of evolving primates for their astute detection, particularly under challenging perceptual conditions. The goal of the present study was to measure behavioral and electrophysiological indices of exogenous attention to snakes, compared with spiders - matched for rated fear levels but for which sources of natural selection are less well grounded, and to innocuous animals (birds), which were presented as distracters, while participants were engaged in a letter discrimination task. Duration of stimuli, consisting in a letter string and a concurrent distracter, was either presented for 180 or 360ms to explore if the stimulus duration was a modulating effect of snakes in capturing attention. Results showed a specific early (P1) exogenous attention-related brain potential with maximal amplitude to snakes in both durations, which was followed by an enhanced late attention-related potential (LPP) showing enhanced amplitudes to spiders, particularly under the longer exposure durations. These results suggest that exogenous attention to different classes of threat stimuli follows a gradual process, with the most evolutionary-driven stimulus, i.e., snakes, being more efficient at attracting early exogenous attention, thus more dependent on bottom-up processes.

  10. Perisaccadic Updating of Visual Representations and Attentional States: Linking Behavior and Neurophysiology

    PubMed Central

    Marino, Alexandria C.; Mazer, James A.

    2016-01-01

    During natural vision, saccadic eye movements lead to frequent retinal image changes that result in different neuronal subpopulations representing the same visual feature across fixations. Despite these potentially disruptive changes to the neural representation, our visual percept is remarkably stable. Visual receptive field remapping, characterized as an anticipatory shift in the position of a neuron’s spatial receptive field immediately before saccades, has been proposed as one possible neural substrate for visual stability. Many of the specific properties of remapping, e.g., the exact direction of remapping relative to the saccade vector and the precise mechanisms by which remapping could instantiate stability, remain a matter of debate. Recent studies have also shown that visual attention, like perception itself, can be sustained across saccades, suggesting that the attentional control system can also compensate for eye movements. Classical remapping could have an attentional component, or there could be a distinct attentional analog of visual remapping. At this time we do not yet fully understand how the stability of attentional representations relates to perisaccadic receptive field shifts. In this review, we develop a vocabulary for discussing perisaccadic shifts in receptive field location and perisaccadic shifts of attentional focus, review and synthesize behavioral and neurophysiological studies of perisaccadic perception and perisaccadic attention, and identify open questions that remain to be experimentally addressed. PMID:26903820

  11. Differentiation of rodent behavioral phenotypes and methylphenidate action in sustained and flexible attention tasks.

    PubMed

    Chu, Richard; Shumsky, Jed; Waterhouse, Barry D

    2016-06-15

    Methyphenidate (MPH) is the primary drug treatment of choice for ADHD. It is also frequently used off-label as a cognitive enhancer by otherwise healthy individuals from all age groups and walks of life. Military personnel, students, and health professionals use MPH illicitly to increase attention and improve workplace performance over extended periods of work activity. Despite the frequency of its use, the efficacy of MPH to enhance cognitive function across individuals and in a variety of circumstances is not well characterized. We sought to better understand MPH׳s cognitive enhancing properties in two different rodent models of attention. We found that MPH could enhance performance in a sustained attention task, but that its effects in this test were subject dependent. More specifically, MPH increased attention in low baseline performing rats but had little to no effect on high performing rats. MPH exerted a similar subject specific effect in a test of flexible attention, i.e. the attention set shifting task. In this test MPH increased behavioral flexibility in animals with poor flexibility but impaired performance in more flexible animals. Overall, our results indicate that the effects of MPH are subject-specific and depend on the baseline level of performance. Furthermore, good performance in in the sustained attention task was correlated with good performance in the flexible attention task; i.e. animals with better vigilance exhibited greater behavioral flexibility. The findings are discussed in terms of potential neurobiological substrates, in particular noradrenergic mechanisms, that might underlie subject specific performance and subject specific responses to MPH. This article is part of a Special Issue entitled SI: Noradrenergic System.

  12. Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder

    PubMed Central

    Coelho, Luzia Flavia; Barbosa, Deise Lima Fernandes; Rizzutti, Sueli; Muszkat, Mauro; Bueno, Orlando Francisco Amodeo; Miranda, Monica Carolina

    2015-01-01

    Medication has proved highly efficacious as a means of alleviating general symptoms of attention-deficit hyperactivity disorder (ADHD). However, many patients remain functionally impaired by inappropriate behavior. The present study analyzed the use of cognitive behavioral therapy (CBT) with the Token-Economy (TE) technique to alleviate problem behavior for 25 participants with ADHD, all children (19 boys, mean age 10.11) on long-term methylphenidate medication, who were given 20 CBT sessions with 10 weeks of TE introduced as of session 5. Their ten most acute problem behaviors were selected and written records kept. On weekdays, parents recorded each inappropriate behavior and provided a suitable model for their actions. At weekly sessions, problem behaviors were counted and incident-free participants rewarded with a token. To analyze improvement (less frequent problem behavior), a list of 11 behavioral categories was rated: inattention, impulsivity, hyperactivity, disorganization, disobeying rules and routines, poor self-care, verbal/physical aggression, low frustration tolerance, compulsive behavior, antisocial behavior, lacking in initiative and distraction. Two CBT specialists categorized behaviors and an ADHD specialist ruled on discrepancies. Statistical analyses used were Generalized Estimating Equations with Poisson distribution and autoregressive order correlation structure. In the course of the sessions, problematic behaviors decreased significantly in seven categories: impulsiveness, hyperactivity, disorganization, disobeying rules and routine, poor self-care, low frustration tolerance, compulsive behaviors, and antisocial behaviors. Caregiver attitudes to children’s inappropriate behavior were discussed and reshaped. As functional improvement was observed on applying TE for 10 weeks, this type of intervention may be useful as an auxiliary strategy combined with medication. PMID:26635642

  13. Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder.

    PubMed

    Coelho, Luzia Flavia; Barbosa, Deise Lima Fernandes; Rizzutti, Sueli; Muszkat, Mauro; Bueno, Orlando Francisco Amodeo; Miranda, Monica Carolina

    2015-01-01

    Medication has proved highly efficacious as a means of alleviating general symptoms of attention-deficit hyperactivity disorder (ADHD). However, many patients remain functionally impaired by inappropriate behavior. The present study analyzed the use of cognitive behavioral therapy (CBT) with the Token-Economy (TE) technique to alleviate problem behavior for 25 participants with ADHD, all children (19 boys, mean age 10.11) on long-term methylphenidate medication, who were given 20 CBT sessions with 10 weeks of TE introduced as of session 5. Their ten most acute problem behaviors were selected and written records kept. On weekdays, parents recorded each inappropriate behavior and provided a suitable model for their actions. At weekly sessions, problem behaviors were counted and incident-free participants rewarded with a token. To analyze improvement (less frequent problem behavior), a list of 11 behavioral categories was rated: inattention, impulsivity, hyperactivity, disorganization, disobeying rules and routines, poor self-care, verbal/physical aggression, low frustration tolerance, compulsive behavior, antisocial behavior, lacking in initiative and distraction. Two CBT specialists categorized behaviors and an ADHD specialist ruled on discrepancies. Statistical analyses used were Generalized Estimating Equations with Poisson distribution and autoregressive order correlation structure. In the course of the sessions, problematic behaviors decreased significantly in seven categories: impulsiveness, hyperactivity, disorganization, disobeying rules and routine, poor self-care, low frustration tolerance, compulsive behaviors, and antisocial behaviors. Caregiver attitudes to children's inappropriate behavior were discussed and reshaped. As functional improvement was observed on applying TE for 10 weeks, this type of intervention may be useful as an auxiliary strategy combined with medication.

  14. Role for the membrane receptor guanylyl cyclase-C in attention deficiency and hyperactive behavior.

    PubMed

    Gong, Rong; Ding, Cheng; Hu, Ji; Lu, Yao; Liu, Fei; Mann, Elizabeth; Xu, Fuqiang; Cohen, Mitchell B; Luo, Minmin

    2011-09-16

    Midbrain dopamine neurons regulate many important behavioral processes, and their dysfunctions are associated with several human neuropsychiatric disorders such as attention deficit hyperactivity disorder (ADHD) and schizophrenia. Here, we report that these neurons in mice selectively express guanylyl cyclase-C (GC-C), a membrane receptor previously thought to be expressed mainly in the intestine. GC-C activation potentiates the excitatory responses mediated by glutamate and acetylcholine receptors via the activity of guanosine 3',5'-monophosphate-dependent protein kinase (PKG). Mice in which GC-C has been knocked out exhibit hyperactivity and attention deficits. Moreover, their behavioral phenotypes are reversed by ADHD therapeutics and a PKG activator. These results indicate important behavioral and physiological functions for the GC-C/PKG signaling pathway within the brain and suggest new therapeutic targets for neuropsychiatric disorders related to the malfunctions of midbrain dopamine neurons.

  15. Visual attention, behavioral inhibition and speech/language outcomes in deaf children with cochlear implants

    PubMed Central

    Horn, David L.; Davisa, Rebecca A.O.; Pisoni, David B.; Miyamoto, Richard T.

    2012-01-01

    We investigated relations between sustained visual attention, behavioral inhibition skills, and speech–language outcomes in prelingually deaf children who use cochlear implants (CIs) using two computerized continuous performance tasks (CPTs). One test measured their ability to sustain visual attention to a string of numbers and another test measured their ability to delay a behavioral response. Performance on latter task was related to postimplant scores on tests of vocabulary knowledge, language skills, and speech intelligibility. We conclude that behavioral inhibition skills of prelingually deaf children are related to several audiological outcome measures in deaf children with CIs. Our findings suggest that further investigation is warranted into executive functions and subvocal rehearsal skills of deaf children with CIs. PMID:23100855

  16. A week-long meditation retreat decouples behavioral measures of the alerting and executive attention networks.

    PubMed

    Elliott, James C; Wallace, B Alan; Giesbrecht, Barry

    2014-01-01

    PREVIOUS STUDIES HAVE EXAMINED THE INFLUENCE OF MEDITATION ON THREE FUNCTIONALLY DIFFERENT COMPONENTS OF ATTENTION: executive control, alerting, and orienting. These studies have consistently found that meditation training improves both executive attention and alerting, but there has not been a consistent and clear effect of meditation training on orienting. In addition, while previous studies have shown that the functional coupling of the alerting and executive networks increases the processing of task irrelevant stimuli, it is unknown if participating in a meditation retreat can decouple these components of attention and lead to improved performance. The current study investigated the influence of a week-long intensive meditation retreat on three components of attention by randomly assigning participants to either pre- or postretreat testing groups. A modified attention network test (ANT) was used. Executive attention was measured as the difference in response time (RT) between congruent and incongruent task irrelevant flankers (conflict effect). Reflexive and volitional orienting were measured by manipulating cue validity and stimulus onset asynchrony (SOA). The coupling of executive attention and alerting was measured by examining flanker interference as a function of the SOA of an alerting cue. The meditation retreat improved task based indices of executive attention, but not reflexive or volitional orienting. There was clear behavioral evidence of coupling between executive attention and alerting in the preretreat group, as the conflict effect peaked when an alerting cue was presented 300 ms before the target. Importantly, there was no increase in the conflict effect for the postretreat group. This is consistent with the notion that the retreat decoupled the executive and alerting networks. These results suggest that previously reported improvements in the executive and alerting networks after meditation training might be mediated by the same underlying

  17. Attention-deficit disorder (attention-deficit/hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity)

    PubMed Central

    DIAMOND, ADELE

    2006-01-01

    Most studies of attention-deficit/hyperactivity disorder (ADHD) have focused on the combined type and emphasized a core problem in response inhibition. It is proposed here that the core problem in the truly inattentive type of ADHD (not simply the subthreshold combined type) is in working memory. It is further proposed that laboratory measures, such as complex-span and dual-task dichotic listening tasks, can detect this. Children with the truly inattentive type of ADHD, rather than being distractible, may instead be easily bored, their problem being more in motivation (under-arousal) than in inhibitory control. Much converging evidence points to a primary disturbance in the striatum (a frontal–striatal loop) in the combined type of ADHD. It is proposed here that the primary disturbance in truly inattentive-type ADHD (ADD) is in the cortex (a frontal–parietal loop). Finally, it is posited that these are not two different types of ADHD, but two different disorders with different cognitive and behavioral profiles, different patterns of comorbidities, different responses to medication, and different underlying neurobiologies. PMID:16262993

  18. Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity): a neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity).

    PubMed

    Diamond, Adele

    2005-01-01

    Most studies of attention-deficit/hyperactivity disorder (ADHD) have focused on the combined type and emphasized a core problem in response inhibition. It is proposed here that the core problem in the truly inattentive type of ADHD (not simply the subthreshold combined type) is in working memory. It is further proposed that laboratory measures, such as complex-span and dual-task dichotic listening tasks, can detect this. Children with the truly inattentive type of ADHD, rather than being distractible, may instead be easily bored, their problem being more in motivation (underarousal) than in inhibitory control. Much converging evidence points to a primary disturbance in the striatum (a frontal-striatal loop) in the combined type of ADHD. It is proposed here that the primary disturbance in truly inattentive-type ADHD (ADD) is in the cortex (a frontal-parietal loop). Finally, it is posited that these are not two different types of ADHD, but two different disorders with different cognitive and behavioral profiles, different patterns of comorbidities, different responses to medication, and different underlying neurobiologies.

  19. Temporal context in speech processing and attentional stream selection: a behavioral and neural perspective.

    PubMed

    Zion Golumbic, Elana M; Poeppel, David; Schroeder, Charles E

    2012-09-01

    The human capacity for processing speech is remarkable, especially given that information in speech unfolds over multiple time scales concurrently. Similarly notable is our ability to filter out of extraneous sounds and focus our attention on one conversation, epitomized by the 'Cocktail Party' effect. Yet, the neural mechanisms underlying on-line speech decoding and attentional stream selection are not well understood. We review findings from behavioral and neurophysiological investigations that underscore the importance of the temporal structure of speech for achieving these perceptual feats. We discuss the hypothesis that entrainment of ambient neuronal oscillations to speech's temporal structure, across multiple time-scales, serves to facilitate its decoding and underlies the selection of an attended speech stream over other competing input. In this regard, speech decoding and attentional stream selection are examples of 'Active Sensing', emphasizing an interaction between proactive and predictive top-down modulation of neuronal dynamics and bottom-up sensory input.

  20. Self-Awareness Without Awareness? Implicit Self-Focused Attention and Behavioral Self-Regulation.

    PubMed

    Silvia, Paul J; Phillips, Ann G

    2013-04-01

    Objective self-awareness theory contends that focusing attention on the self initiates an automatic comparison of self to standards. To gain evidence for automatic self-standard comparison processes, two experiments manipulated attention to self with subliminal first-name priming. People completed a computer-based parity task after being instructed that the standard was to be fast or to be accurate. Subliminal first name priming increased behavioral adherence to the explicit standard. When told to be fast, self-focused people made more mistakes and had faster response times; when told to be accurate, self-focused people made fewer mistakes. A manipulation of conscious self-awareness (via a mirror) had the same self-regulatory effects. The findings suggest that comparing self to standards can occur automatically and that it is attention to self, not awareness of the self per se, that evokes self-evaluation.

  1. Unraveling the sub-processes of selective attention: insights from dynamic modeling and continuous behavior.

    PubMed

    Frisch, Simon; Dshemuchadse, Maja; Görner, Max; Goschke, Thomas; Scherbaum, Stefan

    2015-11-01

    Selective attention biases information processing toward stimuli that are relevant for achieving our goals. However, the nature of this bias is under debate: Does it solely rely on the amplification of goal-relevant information or is there a need for additional inhibitory processes that selectively suppress currently distracting information? Here, we explored the processes underlying selective attention with a dynamic, modeling-based approach that focuses on the continuous evolution of behavior over time. We present two dynamic neural field models incorporating the diverging theoretical assumptions. Simulations with both models showed that they make similar predictions with regard to response times but differ markedly with regard to their continuous behavior. Human data observed via mouse tracking as a continuous measure of performance revealed evidence for the model solely based on amplification but no indication of persisting selective distracter inhibition.

  2. Exploring visual attention functions of the human extrageniculate pathways through behavioral cues.

    PubMed

    Mizzi, Raphaël; Michael, George A

    2016-11-01

    Over the past few decades, evidence has accumulated showing that, at subcortical levels, visual attention depends partly on the extrageniculate neural pathways, that is, those pathways that bypass the lateral geniculate nucleus and circumvent the primary visual cortex. Working in concert with neuroscience, experimental psychology has contributed considerably to the understanding of the role these pathways play through the use of 3 behavioral cues: nasal-temporal asymmetries, responses to S-cone stimuli, and responses to perceptually suppressed stimuli. In this article, after presenting the extrageniculate pathways and the role of each of the component structures in visual attention, we review findings from studies that have used these behavioral cues, as well as what they tell us about the role of the extrageniculate pathways in visual attention. We conclude that nasal-temporal asymmetries and responses to S-cone stimuli are plausible probes of extrageniculate functions, because they are consistent with neurophysiological, neuropsychological, and neuroimaging findings. By contrast, despite promising perspectives, the literature is yet too scarce for responses to perceptually suppressed stimuli to be considered as a plausible probe of extrageniculate-dependent attention functions. (PsycINFO Database Record

  3. The process of assisting behavior modification in a child with attention-deficit hyperactivity disorder.

    PubMed

    Chang, Hsin-Hsin; Chang, Ching-Sheng; Shih, Ying-Ling

    2007-06-01

    Attention Deficit Hyperactivity Disorder (ADHD) is a common psychological disease among children. The purpose of this study was to describe the process of assisting with behavior modification in a child with ADHD. The patient had undergone medical treatment for a year with no obvious effect. With the guidance of other professional people, the child's teachers and nursing instructors, the researchers proceeded with behavioral modification in conjunction with medication for another year. The medication treatment followed doctors' prescriptions, and, as regards the behavioral treatment, doctors and experts drafted and decided the content of the behavioral contract. The main basic techniques were skillful reinforcement and punishment. Then, via interviews with his parents and teachers, information was obtained that provided an understanding of the patient's condition and progress. It was found that the improvements were very significant. On the basis of the research results, the researchers submit that: (1) drug treatment combined with behavioral treatment apparently improves the daily behaviors of hyperactive children; (2) good communication with parents and psychological preparation are the most critical keys to the success of substantial behavioral improvement among hyperactive children; (3) establishment and integration of social resources, including provision of transitional parenting education solutions, and cooperation and sound interaction from school teachers, which fosters consolidated team work, are the critical factors to behavioral improvement among hyperactive children.

  4. Peer-mediated reinforcement plus prompting as treatment for off-task behavior in children with attention deficit hyperactivity disorder.

    PubMed

    Flood, William A; Wilder, David A; Flood, Amy L; Masuda, Akihiko

    2002-01-01

    Functional analyses revealed that peer attention was one variable maintaining the off-task behavior exhibited by 3 students with a diagnosis of attention deficit hyperactivity disorder (ADHD). Peer-mediated reinforcement plus prompting was then used to reduce off-task behavior in a simulated classroom environment. Implications for future applications of this procedure with children diagnosed with ADHD are discussed.

  5. The Effects of Noncontingent Delivery of High- and Low-Preference Stimuli on Attention-Maintained Destructive Behavior.

    ERIC Educational Resources Information Center

    Fisher, Wayne W.; O'Connor, Julia T.; Kurtz, Patricia F.; DeLeon, Iser G.; Gotjen, Deidre L.

    2000-01-01

    An adolescent with severe mental retardation and cerebral palsy who displayed attention-maintained destructive behavior was exposed to noncontingent reinforcer delivery (NCR) with a high-preference or a low-preference stimulus while reinforcement for destructive behavior with attention remained in effect. NCR without extinction was effective only…

  6. Peer-mediated reinforcement plus prompting as treatment for off-task behavior in children with attention deficit hyperactivity disorder.

    PubMed Central

    Flood, William A; Wilder, David A; Flood, Amy L; Masuda, Akihiko

    2002-01-01

    Functional analyses revealed that peer attention was one variable maintaining the off-task behavior exhibited by 3 students with a diagnosis of attention deficit hyperactivity disorder (ADHD). Peer-mediated reinforcement plus prompting was then used to reduce off-task behavior in a simulated classroom environment. Implications for future applications of this procedure with children diagnosed with ADHD are discussed. PMID:12102141

  7. Attention and Perseverance Behaviors of PreSchool Children Enrolled in Suzuki Violin Lessons and Other Activities.

    ERIC Educational Resources Information Center

    Scott, Laurie

    1992-01-01

    Reports on a study of attention span and persevering behaviors of preschool children. Finds the Suzuki Method of violin instruction is associated with longer attention spans and more persevering behaviors than creative movement instruction or other preschool programs. Concludes that teachers prefer the Suzuki Method's approach to other forms of…

  8. A meta-analysis of behavioral parent training for children with attention deficit hyperactivity disorder.

    PubMed

    Lee, Pei-chin; Niew, Wern-ing; Yang, Hao-jan; Chen, Vincent Chin-hung; Lin, Keh-chung

    2012-01-01

    This meta-analysis examined the effect of behavioral parent training on child and parental outcomes for children with attention deficit hyperactivity disorder. Meta-analytic procedures were used to estimate the effect of behavioral parent training on children with attention deficit hyperactivity disorder. Variables moderating the intervention effect were examined. Forty studies were included and generated an overall moderate effect size at post-treatment and a small effect size at follow-up. The majority of outcome categories were associated with a moderate effect size at post-treatment that decreased to a small effect size at follow-up. Parenting competence was the only outcome that had a large effect, which decreased to moderate at follow-up. The strength of the effect differed between questionnaire and observation measures. Behavioral parent training is an effective intervention for children with attention deficit hyperactivity disorder. Sustainability of the effects over time is a problem that awaits further scrutiny. Recommendations for further research and clinical practices are provided.

  9. Attentional bias in older adults: effects of generalized anxiety disorder and cognitive behavior therapy.

    PubMed

    Mohlman, Jan; Price, Rebecca B; Vietri, Jeff

    2013-08-01

    Attentional biases are known to play a contributing, and perhaps even causal role in the etiology of anxiety and other negative affective states. The prevalence of anxiety disorders in the older cohort is growing, and there are both theoretical and empirical reasons to suspect that age-related factors could moderate attentional bias effects in the context of late-life anxiety. The current study included one of the most widely-used measures of attentional bias, the dot-probe task (Mathews & MacLeod, 1985). Participants were older adults who were either nonanxious or diagnosed with generalized anxiety disorder. The patient subsample also completed cognitive behavior therapy (CBT) or an equivalent wait list condition, after which the dot probe was administered a second time. Results showed that clinical anxiety had no particular importance for the deployment of attention, casting doubt on the universality of biased attention in older anxiety patients. Although there were no maladaptive biases detected toward either threat or depression words at pretreatment, there was nevertheless a marginally significant differential reduction in bias toward threat words following CBT. This reduction did not occur among those in the wait list condition. Implications are discussed.

  10. Consumer Behavior in Shopping Streets: The Importance of the Salesperson's Professional Personal Attention.

    PubMed

    Medrano, Natalia; Olarte-Pascual, Cristina; Pelegrín-Borondo, Jorge; Sierra-Murillo, Yolanda

    2016-01-01

    Since the early 2010s, the emergence of a new consumer has begun. In this context, consumer behavior represents one of the greatest interests of marketing scholars and business managers due to their need to adapt their companies' strategies to the new frontier. In order to advance understanding of this new consumer, this article focuses on analyzing consumer behavior in shopping streets. Thus, the aim of this research is to know what customers value in terms of salesperson-customer interaction quality nowadays. To achieve this, the authors conducted two studies. The results of the first study show that customers cite personal attention as the primary factor motivating their preference for small retailers in shopping streets. However, this motivation is not as relevant one for those who prefer malls. This result provides a point on which to research service quality incorporating personal attention in a second study. Using the SERVQUAL-P scale, the authors elaborate three lenses through which the quality of service from the customer's point of view can be analyzed: normative expectations, predictive expectations, and the importance of each attribute. The most striking result is that the dimensions of expectations (normative and predictive) are the same; these results demonstrate that customers are coherent in making assessments of their expectations, evaluating service quality and satisfaction with similar criteria. However, these dimensions are different from the dimensions of importance. Our main contribution lies in the finding that personal attention, when assessed using the scale of attribute importance, is split into two dimensions: (1) courteous attention and (2) personal relationship. Courteous attention is always welcome, but personal relationships are less valued and are often even rejected. The article concludes with a discussion of the implications of these findings for marketing practices and research.

  11. Consumer Behavior in Shopping Streets: The Importance of the Salesperson's Professional Personal Attention

    PubMed Central

    Medrano, Natalia; Olarte-Pascual, Cristina; Pelegrín-Borondo, Jorge; Sierra-Murillo, Yolanda

    2016-01-01

    Since the early 2010s, the emergence of a new consumer has begun. In this context, consumer behavior represents one of the greatest interests of marketing scholars and business managers due to their need to adapt their companies' strategies to the new frontier. In order to advance understanding of this new consumer, this article focuses on analyzing consumer behavior in shopping streets. Thus, the aim of this research is to know what customers value in terms of salesperson–customer interaction quality nowadays. To achieve this, the authors conducted two studies. The results of the first study show that customers cite personal attention as the primary factor motivating their preference for small retailers in shopping streets. However, this motivation is not as relevant one for those who prefer malls. This result provides a point on which to research service quality incorporating personal attention in a second study. Using the SERVQUAL-P scale, the authors elaborate three lenses through which the quality of service from the customer's point of view can be analyzed: normative expectations, predictive expectations, and the importance of each attribute. The most striking result is that the dimensions of expectations (normative and predictive) are the same; these results demonstrate that customers are coherent in making assessments of their expectations, evaluating service quality and satisfaction with similar criteria. However, these dimensions are different from the dimensions of importance. Our main contribution lies in the finding that personal attention, when assessed using the scale of attribute importance, is split into two dimensions: (1) courteous attention and (2) personal relationship. Courteous attention is always welcome, but personal relationships are less valued and are often even rejected. The article concludes with a discussion of the implications of these findings for marketing practices and research. PMID:26903927

  12. Complex Living Conditions Impair Behavioral Inhibition but Improve Attention in Rats

    PubMed Central

    van der Veen, Rixt; Kentrop, Jiska; van der Tas, Liza; Loi, Manila; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.; Joëls, Marian

    2015-01-01

    Rapid adaptation to changes, while maintaining a certain level of behavioral inhibition is an important feature in every day functioning. How environmental context and challenges in life can impact on the development of this quality is still unknown. In the present study, we examined the effect of a complex rearing environment during adolescence on attention and behavioral inhibition in adult male rats. We also tested whether these effects were affected by an adverse early life challenge, maternal deprivation (MD). We found that animals that were raised in large, two floor MarlauTM cages, together with 10 conspecifics, showed improved attention, but impaired behavioral inhibition in the 5-choice serial reaction time task. The early life challenge of 24 h MD on postnatal day 3 led to a decline in bodyweight during adolescence, but did not by itself influence responses in the 5-choice task in adulthood, nor did it moderate the effects of complex housing. Our data suggest that a complex rearing environment leads to a faster adaptation to changes in the environment, but at the cost of lower behavioral inhibition. PMID:26733839

  13. Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing Deficit or Compensatory Behavior?

    PubMed

    Sarver, Dustin E; Rapport, Mark D; Kofler, Michael J; Raiker, Joseph S; Friedman, Lauren M

    2015-10-01

    Excess gross motor activity (hyperactivity) is considered a core diagnostic feature of childhood ADHD that impedes learning. This view has been challenged, however, by recent models that conceptualize excess motor activity as a compensatory mechanism that facilitates neurocognitive functioning in children with ADHD. The current study investigated competing model predictions regarding activity level's relation with working memory (WM) performance and attention in boys aged 8-12 years (M = 9.64, SD = 1.26) with ADHD (n = 29) and typically developing children (TD; n = 23). Children's phonological WM and attentive behavior were objectively assessed during four counterbalanced WM tasks administered across four separate sessions. These data were then sequenced hierarchically based on behavioral observations of each child's gross motor activity during each task. Analysis of the relations among intra-individual changes in observed activity level, attention, and performance revealed that higher rates of activity level predicted significantly better, but not normalized WM performance for children with ADHD. Conversely, higher rates of activity level predicted somewhat lower WM performance for TD children. Variations in movement did not predict changes in attention for either group. At the individual level, children with ADHD and TD children were more likely to be classified as reliably Improved and Deteriorated, respectively, when comparing their WM performance at their highest versus lowest observed activity level. These findings appear most consistent with models ascribing a functional role to hyperactivity in ADHD, with implications for selecting behavioral treatment targets to avoid overcorrecting gross motor activity during academic tasks that rely on phonological WM.

  14. Attentive Scanning Behavior Drives One-Trial Potentiation of Hippocampal Place Fields

    PubMed Central

    Monaco, Joseph D.; Rao, Geeta; Roth, Eric D.; Knierim, James J.

    2014-01-01

    The hippocampus is thought to play a critical role in episodic memory by incorporating the sensory input of an experience onto a spatial framework embodied by place cells. Although the formation and stability of place fields requires exploration, the interaction between discrete exploratory behaviors and the specific, immediate, and persistent modifications of neural representations required by episodic memory has not been established. We recorded place cells in rats and found that increased neural activity during exploratory head-scanning behaviors predicted the formation and potentiation of place fields on the next pass through that location, regardless of environmental familiarity and across multiple testing days. These results strongly suggest that, during the attentive behaviors that punctuate exploration, place cell activity mediates the one-trial encoding of ongoing experiences necessary for episodic memory. PMID:24686786

  15. Circadian Modulation of Dopamine Levels and Dopaminergic Neuron Development Contributes to Attention Deficiency and Hyperactive Behavior

    PubMed Central

    Huang, Jian; Zhong, Zhaomin; Wang, Mingyong; Chen, Xifeng; Tan, Yicheng; Zhang, Shuqing; He, Wei; He, Xiong; Huang, Guodong; Lu, Haiping; Wu, Ping; Che, Yi; Yan, Yi-Lin; Postlethwait, John H.; Chen, Wenbiao

    2015-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent psychiatric disorders in children and adults. While ADHD patients often display circadian abnormalities, the underlying mechanisms are unclear. Here we found that the zebrafish mutant for the circadian gene period1b (per1b) displays hyperactive, impulsive-like, and attention deficit-like behaviors and low levels of dopamine, reminiscent of human ADHD patients. We found that the circadian clock directly regulates dopamine-related genes monoamine oxidase and dopamine β hydroxylase, and acts via genes important for the development or maintenance of dopaminergic neurons to regulate their number and organization in the ventral diencephalic posterior tuberculum. We then found that Per1 knock-out mice also display ADHD-like symptoms and reduced levels of dopamine, thereby showing highly conserved roles of the circadian clock in ADHD. Our studies demonstrate that disruption of a circadian clock gene elicits ADHD-like syndrome. The circadian model for attention deficiency and hyperactive behavior sheds light on ADHD pathogenesis and opens avenues for exploring novel targets for diagnosis and therapy for this common psychiatric disorder. PMID:25673850

  16. Attentional bias towards threat in contamination fear: Overt components and behavioral correlates

    PubMed Central

    Armstrong, Thomas; Sarawgi, Shivali; Olatunji, Bunmi O.

    2012-01-01

    Recent research suggests that an attentional bias towards threat may play a causal role in obsessive-compulsive disorder (OCD) with contamination concerns. However, the attentional components involved in this bias, as well as its behavioral correlates, remain unclear. In the present study, eye movements were recorded in individuals high and low in contamination fear (HCF, LCF) during 30 s exposures to stimulus arrays containing contamination threat, general threat, pleasant, and neutral images. HCF individuals oriented gaze towards contamination threat more often than LCF individuals in initial fixations, and this bias mediated group differences in responding to a behavioral challenge in a public restroom. No group differences were found in the maintenance of gaze on contamination threat, both in terms of initial gaze encounters as well as gaze duration over time. However, the HCF group made shorter fixations on contamination threat relative to other image types. The implications of these findings for further delineating the nature and function of attentional biases in contamination-based OCD are discussed. PMID:21707123

  17. Circadian modulation of dopamine levels and dopaminergic neuron development contributes to attention deficiency and hyperactive behavior.

    PubMed

    Huang, Jian; Zhong, Zhaomin; Wang, Mingyong; Chen, Xifeng; Tan, Yicheng; Zhang, Shuqing; He, Wei; He, Xiong; Huang, Guodong; Lu, Haiping; Wu, Ping; Che, Yi; Yan, Yi-Lin; Postlethwait, John H; Chen, Wenbiao; Wang, Han

    2015-02-11

    Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent psychiatric disorders in children and adults. While ADHD patients often display circadian abnormalities, the underlying mechanisms are unclear. Here we found that the zebrafish mutant for the circadian gene period1b (per1b) displays hyperactive, impulsive-like, and attention deficit-like behaviors and low levels of dopamine, reminiscent of human ADHD patients. We found that the circadian clock directly regulates dopamine-related genes monoamine oxidase and dopamine β hydroxylase, and acts via genes important for the development or maintenance of dopaminergic neurons to regulate their number and organization in the ventral diencephalic posterior tuberculum. We then found that Per1 knock-out mice also display ADHD-like symptoms and reduced levels of dopamine, thereby showing highly conserved roles of the circadian clock in ADHD. Our studies demonstrate that disruption of a circadian clock gene elicits ADHD-like syndrome. The circadian model for attention deficiency and hyperactive behavior sheds light on ADHD pathogenesis and opens avenues for exploring novel targets for diagnosis and therapy for this common psychiatric disorder.

  18. The influence of risperidone on attentional functions in children and adolescents with attention-deficit/hyperactivity disorder and co-morbid disruptive behavior disorder.

    PubMed

    Günther, Thomas; Herpertz-Dahlmann, Beate; Jolles, Jellemer; Konrad, Kerstin

    2006-12-01

    This study aims to examine the influence of risperidone on various attentional functions, including intensity and selectivity aspects of attention plus inhibitory control in children with attention deficit/hyperactivity disorder (ADHD) with co-morbid Disruptive Behavior Disorders (DBD) and normal IQ. Children with ADHD and DBD, aged 8-15 years, were treated with risperidone (mean daily dose: 1.5 mg; n = 23) and examined with three attentional paradigms before and after a 4-week treatment period. Age- and IQ-matched normal controls (n = 23) were also tested without medication on the same two occasions. No influence of the medication could be detected for any neuropsychological variable, neither as a positive enhancement nor as adverse side effects. However, clinical symptoms of ADHD and DBD assessed on the IOWA Conners Scale significantly improved after the 4-week treatment period. Divergent behavioral and cognitive effects of risperidone on ADHD symptoms were observed, with a significant reduction in behavioral symptoms, whereas no positive treatment effects were found on laboratory tasks of impulsivity. Thus, the cognitive effects of risperidone seem to differ from the cognitive effects of stimulant treatments in children with ADHD + DBD. However, no negative impact of risperidone was observed on attentional functions either, i.e., there was no slowing of cognitive speed.

  19. Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.

    PubMed

    Kim, Young-Suk; Otaiba, Stephanie Al; Sidler, Jessica Folsom; Gruelich, Luana

    2013-07-01

    We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers' responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers' responsiveness for writing development.

  20. Influence of alcohol on social anxiety: an investigation of attentional, physiological and behavioral effects.

    PubMed

    Stevens, Stephan; Cludius, Barbara; Bantin, Trisha; Hermann, Christiane; Gerlach, Alexander L

    2014-02-01

    Social anxiety disorder and alcohol use disorders are highly comorbid. It remains unclear, however, if and how alcohol influences attentional processes and physical symptoms in social anxiety. In a balanced-placebo-design, high and normally socially anxious participants gave a speech while performing a task, which simultaneously measures internal and external attention. Only high anxious participants showed a preferential processing of external probes, which was eliminated by alcohol or the mere expectation of drinking alcohol. Furthermore, alcohol reduced facial blushing as well as self-reported social anxiety during public speaking. Decreases in anxiety were significantly associated with a reduction of the external focus in the high anxious group. Understanding alcohol as a substance influencing cognitive processes as well as physiological symptoms of anxiety further contributes to our understanding of alcohol use as a safety behavior in social anxiety disorder.

  1. Attention problems and parent-rated behavior and stress in young children at risk for developmental delay.

    PubMed

    Tervo, Raymond C

    2010-11-01

    The aim of this article is to characterize the neurobehavior of young children at risk for developmental delay and attention problems. Two hundred and eighty-one children, ages 18 to 70 months, were evaluated. All parents/guardians completed the Child Development Inventory, Child Behavior Checklist for Ages 1½ to 5, Inventory for Client and Agency Planning, and Parenting Stress Index-Short Form. All children had significant delays (developmental ratios <.70). A Mann-Whitney U test compared those with and without attention problems (T score >70). A 2-tailed P value of <.05 indicated statistical significance. Children with attention problems were more likely to have withdrawn behavior, sleep problems, and aggressive behavior. All had severe problem behaviors, and their families experienced significant stress. Attention problems and other serious problem behaviors occur frequently in young children at risk for developmental delay. Parental stress warrants prompt intervention for their children and positive supports for them.

  2. The influence of a token economy and methylphenidate on attentive and disruptive behavior during sports with ADHD-diagnosed children.

    PubMed

    Reitman, D; Hupp, S D; O'Callaghan, P M; Gulley, V; Northup, J

    2001-04-01

    Three children diagnosed with attention deficit hyperactivity disorder (ADHD) participated in a summer program designed to evaluate the influence of stimulant medication and a token economy on attentive and disruptive behavior during kickball games. Attentive and disruptive behavior were assessed using an interval coding system, and daily ratings on the ADHD Index of the Conners Teacher Rating Scale-Revised were also obtained. A multielement reversal design was used, and the results indicated that both interventions independently improved attentive behavior and decreased disruptive behavior for the participants. Contrary to other research, when the token economy and medication were compared in isolation, the token system appeared more effective in reducing disruptive behavior for 2 of the 3 participants. In addition, the token system generally enhanced the effects of stimulant medication.

  3. Individual Differences in Newborn Visual Attention Associate with Temperament and Behavioral Difficulties in Later Childhood

    PubMed Central

    Papageorgiou, Kostas A.; Farroni, Teresa; Johnson, Mark H.; Smith, Tim J.; Ronald, Angelica

    2015-01-01

    Recently it was shown that individual differences in attention style in infants are associated with childhood effortful control, surgency, and hyperactivity-inattention. Here we investigated whether effortful control, surgency and behavioral problems in childhood can be predicted even earlier, from individual differences in newborns’ average duration of gaze to stimuli. Eighty newborns participated in visual preference and habituation studies. Parents completed questionnaires at follow up (mean age = 7.5 years, SD = 1.0 year). Newborns’ average dwell time was negatively associated with childhood surgency (β = −.25, R2 = .04, p = .02) and total behavioral difficulties (β = −.28, R2 = .05, p = .04) but not with effortful control (β = .03, R2 = .001, p = .76). Individual differences in newborn visual attention significantly associated with individual variation in childhood surgency and behavioral problems, showing that some of the factors responsible for this variation are present at birth. PMID:26110979

  4. Changes in attention to an emotional task after sleep deprivation: neurophysiological and behavioral findings.

    PubMed

    Alfarra, Ramey; Fins, Ana I; Chayo, Isaac; Tartar, Jaime L

    2015-01-01

    While sleep loss is shown to have widespread effects on cognitive processes, little is known about the impact of sleep loss on emotion processes. In order to expand on previous behavioral and physiological findings on how sleep loss influences emotion processing, we administered positive, negative, and neutral affective visual stimuli to individuals after one night of sleep deprivation while simultaneously acquiring EEG event related potential (ERP) data and recording affective behavioral responses. We compared these responses to a baseline testing session. We specifically looked at the late positive potential (LPP) component of the visual ERP as an established sensitive measure of attention to emotionally-charged visual stimuli. Our results show that after sleep deprivation, the LPP no longer discriminates between emotional and non-emotional pictures; after sleep deprivation the LPP amplitude was of similar amplitude for neutral, positive, and negative pictures. This effect was driven by an increase in the LPP to neutral pictures. Our behavioral measures show that, relative to baseline testing, emotional pictures are rated as less emotional following sleep deprivation with a concomitant reduction in emotional picture-induced anxiety. We did not observe any change in cortisol concentrations after sleep deprivation before or after emotional picture exposure, suggesting that the observed changes in emotion processing are independent of potential stress effects of sleep deprivation. Combined, our findings suggest that sleep loss interferes with proper allocation of attention resources during an emotional task.

  5. School-Based Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing Academic and Behavioral Outcomes

    ERIC Educational Resources Information Center

    DuPaul, George J.; Weyandt, Lisa L.

    2006-01-01

    The most common and widely studied treatments for Attention-Deficit/Hyperactivity Disorder (AD/HD) are psychostimulant medications and behavioral interventions. The purpose of this article is to review empirically-supported, behavioral school-based interventions that are designed to enhance classroom behavior and academic achievement of students…

  6. Interactive Pharmacological and Behavioral Management of a Hyperactive Attention Deficit Disordered Child in an Elective Pharmacy Clerkship.

    ERIC Educational Resources Information Center

    Hill, John W.; Gourley, Dick R.

    The principles of behavior analysis and basic behavioral definitions were utilized by clinical pharmacy students within an interdisciplinary setting to recognize and reinforce the spontaneously occurring on-task desirable behaviors of an 8-year-old hyperactive, attention deficit disordered child. Data gathered by pharmacy students from a case…

  7. Impulsivity and Attention Deficit-Hyperactivity Disorder: Subtype Classification Using the UPPS Impulsive Behavior Scale.

    PubMed

    Miller, Drew J; Derefinko, Karen J; Lynam, Donald R; Milich, Richard; Fillmore, Mark T

    2010-09-01

    This study examined the classification accuracy of the UPPS Impulsive Behavior Scale (UPPS) in discriminating several attention deficit/hyperactivity disorder (ADHD) subtypes, including predominantly inattentive type (ADHD/I), combined type (ADHD/C), and combined type with behavioral problems (ADHD/ODD), between each other and a non-ADHD control group using logistic regression analyses. The sample consisted of 88 children ranging in age from 9.0 years to 12.8 years, with a mean of 10.9 years. Children were predominantly male (74%) and Caucasian (86%) and in grades 3-7. Results indicated that the UPPS performed well in classifying ADHD subtypes relative to traditional diagnostic measures. In addition, analyses indicated that differences in symptoms between subtypes can be explained by specific pathways to impulsivity. Implications for the assessment of ADHD and conceptual issues are discussed.

  8. Impulsivity and Attention Deficit-Hyperactivity Disorder: Subtype Classification Using the UPPS Impulsive Behavior Scale

    PubMed Central

    Derefinko, Karen J.; Lynam, Donald R.; Milich, Richard; Fillmore, Mark T.

    2011-01-01

    This study examined the classification accuracy of the UPPS Impulsive Behavior Scale (UPPS) in discriminating several attention deficit/hyperactivity disorder (ADHD) subtypes, including predominantly inattentive type (ADHD/I), combined type (ADHD/C), and combined type with behavioral problems (ADHD/ODD), between each other and a non-ADHD control group using logistic regression analyses. The sample consisted of 88 children ranging in age from 9.0 years to 12.8 years, with a mean of 10.9 years. Children were predominantly male (74%) and Caucasian (86%) and in grades 3–7. Results indicated that the UPPS performed well in classifying ADHD subtypes relative to traditional diagnostic measures. In addition, analyses indicated that differences in symptoms between subtypes can be explained by specific pathways to impulsivity. Implications for the assessment of ADHD and conceptual issues are discussed. PMID:21765593

  9. Extinction arouses attention to the context in a behavioral suppression method with humans.

    PubMed

    Nelson, James Byron; Lamoureux, Jeffrey A; León, Samuel P

    2013-01-01

    One experiment assessed predictions from the attentional theory of context processing (ATCP, J. M. Rosas, J. E. Callejas-Aguilera, M. M. Ramos-Álvarez, & M. J. F. Abad, 2006, Revision of retrieval theory of forgetting: What does make information context-specific? International Journal of Psychology & Psychological Therapy, Vol. 6, pp. 147-166) that extinction arouses attention to contextual stimuli. In a video-game method, participants learned a biconditional discrimination (RG+/BG-/RY-/BY+) either after extinction of another stimulus had occurred, or not. When contextual stimuli were relevant to solving the discrimination (i.e., all RG+/BG- trials occurred in one context and all RY-/BY+ in another), prior extinction of another stimulus facilitated the discrimination, as if extinction enhanced attention to the contexts. Results are discussed briefly in terms of ATCP and the model of N. A. Schmajuk, Y. W. Lam, & J. A. Gray (1996, Latent inhibition: A neural network approach, Journal of Experimental Psychology: Animal Behavior Processes, Vol. 22, pp. 321-349).

  10. The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

    PubMed

    Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

    2016-01-01

    Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

  11. The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

    PubMed Central

    Gaastra, Geraldina F.; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

    2016-01-01

    Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes. PMID:26886218

  12. Infants’ Behavioral Styles in Joint Attention Situations and Parents’ Socio-economic Status

    PubMed Central

    Second, Monika Abels; Hutman, Ted

    2016-01-01

    In this study the eco-cultural model of parenting (Keller, 2007) was applied to the study of joint attention behavior of children from families with different socioeconomic status (SES). It was hypothesized that infants’ early communication styles would differ with SES reflecting more independent or interdependent interactions with their caregivers. It was also hypothesized that infants would use the same types of behaviors whether they have declarative or imperative communication goals. The Early Social Communication Scales (ESCS, Mundy et al., 2003) was administered to 103 typically developing infants of 12 months (half of them siblings of children with autism). A factor analysis, yielding four behavioral factors, namely pointing, eye contact, actions and following points, confirmed the hypothesis that infants use behaviors consistently across situations independent of their communicative intent. MANOVAs (comprising parental education and income) Revealed that higher SES infants showed actions more frequently in the ESCS whereas lower SES infants followed experimenter’s points more frequently. The results are discussed in the context of presumably differing socialization goals for infants and the divergent contribution of parental education and income that seem to have additive contribution to some factors (actions, following points) but divergent contributions to others (pointing, eye contact). PMID:26164418

  13. Diagnostic Accuracy of the Child Behavior Checklist Scales for Attention-Deficit Hyperactivity Disorder: A Receiver-Operating Characteristic Analysis.

    ERIC Educational Resources Information Center

    Chen, Wei J.; And Others

    1994-01-01

    Examined diagnostic accuracy of Child Behavior Checklist (CBCL) scales for attention-deficit hyperactivity disorder (ADHD). Estimated 3 logistic regression models in 121 children with and without ADHD, then tested models in cross-validation sample (n=122) and among 219 siblings of samples. In all four groups, CBCL Attention Problems scale had…

  14. Attention deficit/hyperactivity disorder symptoms moderate cognition and behavior in children with autism spectrum disorders.

    PubMed

    Yerys, Benjamin E; Wallace, Gregory L; Sokoloff, Jennifer L; Shook, Devon A; James, Joette D; Kenworthy, Lauren

    2009-12-01

    Recent estimates suggest that 31% of children with autism spectrum disorders (ASD) meet diagnostic criteria for attention deficit/hyperactivity disorder (ADHD), and another 24% of children with ASD exhibit subthreshold clinical ADHD symptoms. Presence of ADHD symptoms in the context of ASD could have a variety of effects on cognition, autistic traits, and adaptive/maladaptive behaviors including: exacerbating core ASD impairments; adding unique impairments specific to ADHD; producing new problems unreported in ASD or ADHD; having no clear impact; or producing some combination of these scenarios. Children with ASD and co-morbid ADHD symptoms (ASD+ADHD; n = 21), children with ASD without ADHD (ASD; n = 28), and a typically developing control group (n = 21) were included in the study; all groups were matched on age, gender-ratio, IQ, and socioeconomic status. Data were collected on verbal and spatial working memory, response inhibition, global executive control (EC), autistic traits, adaptive functioning, and maladaptive behavior problems. In this sample, the presence of ADHD symptoms in ASD exacerbated impairments in EC and adaptive behavior and resulted in higher autistic trait, and externalizing behavior ratings. ADHD symptoms were also associated with greater impairments on a lab measure of verbal working memory. These findings suggest that children with ASD+ADHD symptoms present with exacerbated impairments in some but not all domains of functioning relative to children with ASD, most notably in adaptive behavior and working memory. Therefore, ADHD may moderate the expression of components of the ASD cognitive and behavioral phenotype, but ASD+ADHD may not represent an etiologically distinct phenotype from ASD alone.

  15. Attention deficit/hyperactivity disorder symptoms moderate cognition and behavior in children with autism spectrum disorders

    PubMed Central

    Yerys, Benjamin E.; Wallace, Gregory L.; Sokoloff, Jennifer L.; Shook, Devon A.; James, Joette D.; Kenworthy, Lauren

    2010-01-01

    Recent estimates suggest that over 30% of children with autism spectrum disorders (ASD) meet diagnostic criteria for attention deficit/hyperactivity disorder (ADHD), and another 20% of children with ASD exhibit subthreshold clinical ADHD symptoms. Presence of ADHD symptoms in the context of ASD could have a variety of effects on cognition, autistic traits, and adaptive/maladaptive behaviors including: exacerbating core ASD impairments; adding unique impairments specific to ADHD; producing new problems unreported in ASD or ADHD; having no clear impact; or producing some combination of these scenarios. Children with ASD and co-morbid ADHD symptoms (ASD+ADHD; n=21), children with ASD without ADHD (ASD; n=28), and a typically developing control group (n=21) were included in the study; all groups were matched on age, gender-ratio, IQ, and socioeconomic status. Data were collected on verbal and spatial working memory, response inhibition, global executive control, autistic traits, adaptive functioning, and maladaptive behavior problems. In this sample, the presence of ADHD symptoms in ASD exacerbated impairments in executive control and adaptive behavior and resulted in higher autistic trait, and externalizing behavior ratings. ADHD symptoms were also associated with greater impairments on a lab measure of verbal working memory. These findings suggest that children with ASD+ADHD symptoms present with exacerbated impairments in some but not all domains of functioning relative to children with ASD, most notably in adaptive behavior and working memory. Therefore, ADHD may moderate the expression of components of the ASD cognitive and behavioral phenotype, but ASD+ADHD may not represent an etiologically distinct phenotype from ASD alone. PMID:19998356

  16. Dimensional Brain-behavior Relationships in Children with Attention-Deficit/Hyperactivity Disorder

    PubMed Central

    Chabernaud, Camille; Mennes, Maarten; Kelly, Clare; Nooner, Kate; Di Martino, Adriana; Castellanos, F. Xavier; Milham, Michael P.

    2013-01-01

    Background Emerging neuroscientific and genetic findings emphasize the dimensional rather than the categorical aspects of psychiatric disorders. However, the integration of dimensional approaches within the current categorical diagnostic framework remains unclear. Here, we used resting state fMRI (R-fMRI) to examine whether dimensional measures of psychiatric symptomatology capture brain-behavior relationships unaccounted for by categorical diagnoses. Additionally, we examined whether dimensional brain-behavior relationships are modified by the presence of a categorically defined illness, Attention-Deficit/Hyperactivity Disorder (ADHD). Methods R-fMRI scans were collected from 37 typically developing children (aged 10.2±2; 21 females) and 37 children meeting DSM-IV-TR criteria for ADHD (9.7±2; 11 females). Parent-rated Child Behavior Checklist Externalizing and Internalizing scores served as dimensional measures in our analyses of default network (DN) resting state functional connectivity (RSFC). Results Regardless of diagnosis, we observed several significant relationships between DN RSFC and both Internalizing and Externalizing scores. Increased Internalizing scores were associated with stronger positive intra-DN RSFC, while increased Externalizing scores were associated with reduced negative RSFC between DN and “task-positive” regions such as dorsal anterior cingulate cortex. Several of these brain-behavior relationships differed depending on the categorical presence of ADHD. Conclusions Our findings suggest that while categorical diagnostic boundaries provide an inadequate basis for understanding the pathophysiology of psychiatric disorders, psychiatric illness cannot be viewed simply as an extreme of typical neural or behavioral function. Efforts to understand the neural underpinnings of psychiatric illness should incorporate both categorical and dimensional clinical assessments. PMID:21974788

  17. Teletherapy Delivery of Caregiver Behavior Training for Children with Attention-Deficit Hyperactivity Disorder

    PubMed Central

    Tse, Yuet Juhn; McCarty, Carolyn A.; Stoep, Ann Vander

    2015-01-01

    Abstract Background: Preliminary studies suggest that videoteleconferencing (VTC) may be an effective means to deliver behavioral interventions to families. Subjects consisted of a subsample of children (n=37) and caregivers who participated in the Children's Attention-Deficit Hyperactivity Disorder (ADHD) Telemental Health Treatment Study (CATTS) (n=223), a randomized trial testing the effectiveness of delivering treatments for ADHD to families residing in their home communities using distant technologies. Families randomized to the CATTS intervention arm received pharmacotherapy and caregiver behavior training. Materials and Methods: Thirty-seven families from the CATTS intervention arm participated. All families received pharmacotherapy through VTC. Twelve families received the caregiver behavior training through VTC, or teletherapy, and 25 received the intervention in-person. We assessed children's outcomes at 25 weeks with the Vanderbilt ADHD Parent Rating Scale and the Columbia Impairment Scale. We assessed caregivers' outcomes using measures of distress in caring for a child with ADHD, including depression, stress, strain, and empowerment. We used analysis of covariance to assess outcomes from baseline to 25 weeks. Results: Families in the two conditions showed comparable attendance at sessions and satisfaction with their care. Caregivers in both conditions reported comparable outcomes for their children's ADHD-related behaviors and functioning, but caregivers in the teletherapy group did not report improvement in their own distress. Conclusions: Findings support the feasibility, acceptability, and effectiveness of treating children with ADHD through teletherapy. Future work should investigate how teletherapy may improve caregivers' distress. Teletherapy is a promising modality for delivering behavioral interventions for children with ADHD. PMID:25719609

  18. Attention deficit hyperactivity disorder and disordered eating behaviors: links, risks, and challenges faced

    PubMed Central

    Ptacek, Radek; Stefano, George B; Weissenberger, Simon; Akotia, Devang; Raboch, Jiri; Papezova, Hana; Domkarova, Lucie; Stepankova, Tereza; Goetz, Michal

    2016-01-01

    Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often persists in adulthood. It is defined by inattention and/or hyperactivity–impulsivity. ADHD is associated with many comorbidities, including eating disorders (EDs). In the last decade, studies have reported that ADHD is linked with binge EDs, bulimia nervosa, and anorexia nervosa. Many postulates have been proposed to explain the association: 1) impulsive behavior in ADHD patients leads to disordered eating behavior; 2) other psychologic comorbidities present in ADHD patients account for eating behavior; 3) poor eating habits and resulting nutritional deficiencies contribute to ADHD symptoms; and 4) other risk factors common to both ADHD and EDs contribute to the coincidence of both diseases. Additionally, sex differences become a significant issue in the discussion of EDs and ADHD because of the higher incidence of bulimia nervosa and anorexia nervosa in females and the ability of females to mask the symptoms of ADHD. Interestingly, both EDs and ADHD rely on a common neural substrate, namely, dopaminergic signaling. Dopaminergic signaling is critical for motor activity and emotion, the latter enabling the former into a combined motivated movement like eating. This linkage aids in explaining the many comorbidities associated with ADHD. The interconnection of ADHD and EDs is discussed from both a historical perspective and the one based on the revealing nature of its comorbidities. PMID:27042070

  19. Attention deficit hyperactivity disorder and disordered eating behaviors: links, risks, and challenges faced.

    PubMed

    Ptacek, Radek; Stefano, George B; Weissenberger, Simon; Akotia, Devang; Raboch, Jiri; Papezova, Hana; Domkarova, Lucie; Stepankova, Tereza; Goetz, Michal

    2016-01-01

    Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often persists in adulthood. It is defined by inattention and/or hyperactivity-impulsivity. ADHD is associated with many comorbidities, including eating disorders (EDs). In the last decade, studies have reported that ADHD is linked with binge EDs, bulimia nervosa, and anorexia nervosa. Many postulates have been proposed to explain the association: 1) impulsive behavior in ADHD patients leads to disordered eating behavior; 2) other psychologic comorbidities present in ADHD patients account for eating behavior; 3) poor eating habits and resulting nutritional deficiencies contribute to ADHD symptoms; and 4) other risk factors common to both ADHD and EDs contribute to the coincidence of both diseases. Additionally, sex differences become a significant issue in the discussion of EDs and ADHD because of the higher incidence of bulimia nervosa and anorexia nervosa in females and the ability of females to mask the symptoms of ADHD. Interestingly, both EDs and ADHD rely on a common neural substrate, namely, dopaminergic signaling. Dopaminergic signaling is critical for motor activity and emotion, the latter enabling the former into a combined motivated movement like eating. This linkage aids in explaining the many comorbidities associated with ADHD. The interconnection of ADHD and EDs is discussed from both a historical perspective and the one based on the revealing nature of its comorbidities.

  20. Effects of Environmental Stimulation on Students Demonstrating Behaviors Related to Attention Deficit/Hyperactivity Disorder: A Review of the Literature

    ERIC Educational Resources Information Center

    Vostal, Brooks R.; Lee, David L.; Miller, Faith

    2013-01-01

    Behaviors characteristic of attention deficit/hyperactivity disorder (ADHD) often interfere with students' and their classmates' learning, and interventions targeting these behaviors may be particularly important in schools. This article reviews studies in which researchers manipulated environmental stimulation during task presentation…

  1. Using Activity Schedules to Increase On-Task Behavior in Children at Risk for Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Cirelli, Christe A.; Sidener, Tina M.; Reeve, Kenneth F.; Reeve, Sharon A.

    2016-01-01

    The effects of activity schedules on on-task and on-schedule behavior were assessed with two boys at risk for attention-deficit/hyperactivity disorder (ADHD) and referred by their public school teachers as having difficulty during independent work time. On-task behavior increased for both participants after two training sessions. Teachers, peers,…

  2. An Integrative, Cognitive-Behavioral, Systemic Approach to Working with Students Diagnosed with Attention Deficit Hyperactive Disorder

    ERIC Educational Resources Information Center

    Shillingford, Margaret Ann; Lambie, Glenn W.; Walter, Sara Meghan

    2007-01-01

    Attention deficit hyperactive disorder (ADHD) is a prevalent diagnostic disorder for many students, which correlates with negative academic, social, and personal consequences. This article presents an integrative, cognitive-behavioral, systemic approach that offers behaviorally based interventions for professional school counselors to support…

  3. Infant Attention and Visual Preferences: Converging Evidence from Behavior, Event-Related Potentials, and Cortical Source Localization

    ERIC Educational Resources Information Center

    Reynolds, Greg D.; Courage, Mary L.; Richards, John E.

    2010-01-01

    In this study, we had 3 major goals. The 1st goal was to establish a link between behavioral and event-related potential (ERP) measures of infant attention and recognition memory. To assess the distribution of infant visual preferences throughout ERP testing, we designed a new experimental procedure that embeds a behavioral measure (paired…

  4. Decreasing Self-Injurious Behavior in a Student with Autism and Tourette Syndrome through Positive Attention and Extinction

    ERIC Educational Resources Information Center

    Banda, Devender R.; McAfee, James K.; Hart, Stephanie L.

    2009-01-01

    This case study was conducted with a student diagnosed with autism and Tourette syndrome who displayed severe self-injurious behavior (SIB). We conducted a functional behavioral assessment which indicated that SIB was maintained by multiple functions using an ABAC design to determine the effect of positive social attention and extinction. Results…

  5. Sleep habits, parasomnias and associated behaviors in school children with attention deficit hyperactivity disorder (ADHD).

    PubMed

    Rodopman-Arman, Ayşe; Perdahli-Fiş, Neşe; Ekinci, Ozalp; Berkem, Meral

    2011-01-01

    Considerable clinical data support an association between sleep problems and attention deficit hyperactivity disorder (ADHD). We aimed to investigate the sleep habits, associated parasomnias and behavioral symptoms in primary school children with ADHD. Forty primary school children with a clinical diagnosis of ADHD and 40 age-sex-matched healthy community controls were recruited. The Children's Sleep Habits Questionnaire providing information regarding sleep habits and nighttime and daytime symptoms was used. About 22% of children with ADHD (versus 2.9% of the controls) needed their parents to accompany them while going to sleep (p: 0.008). Transitional objects were needed by 8.1% of ADHD children in contrast to 2.9% of controls. Nightmares, overactivity during sleep, habitual snoring, and bed-wetting were significantly higher in the ADHD group. ADHD children needed significantly more time to go to sleep on school days (p < 0.02). Children undergoing evaluation for ADHD should be routinely screened for sleep disturbances.

  6. Acute Stress and Perceptual Load Consume the Same Attentional Resources: A Behavioral-ERP Study

    PubMed Central

    Tiferet-Dweck, Chen; Hensel, Michael; Kirschbaum, Clemens; Tzelgov, Joseph; Friedman, Alon; Salti, Moti

    2016-01-01

    Stress and perceptual load affect selective attention in a paradoxical manner. They can facilitate selectivity or disrupt it. This EEG study was designed to examine the reciprocal relations between stress, load and attention. Two groups of subjects, one that performed the Trier Social Stress Test (TSST), and a control group, were asked to respond to a target letter under low and high perceptual load in the absence or presence of a distractor. In the control group, the distractor increased response times (RTs) for high and low load. In the TSST group, distractor increased RTs under low load only. ERPs showed that distractor’s presentation attenuated early visual P1 component and shortened its latency. In the TSST group, distractor reduced P1 component under high load but did not affect its latency. Source localization demonstrated reduced activation in V1 in response to distractors presence in the P1 time window for the TSST group compared to the control group. A behavioral replication revealed that in the TSST group distractors were less perceived under high load. Taken together, our results show that stress and perceptual load affect selectivity through the early stages of visual processing and might increase selectivity in a manner that would block conscious perception of irrelevant stimuli. PMID:27196027

  7. Medication-related Self-management Behaviors among Arthritis Patients: Does Attentional Coping Style Matter?

    PubMed Central

    Geryk, Lorie L.; Blalock, Susan J.; DeVellis, Robert F.; Jordan, Joanne M.; Han, Paul K. J.; Carpenter, Delesha M.

    2016-01-01

    Objective: The aim of this study was to investigate the relationship between the attentional coping styles (monitoring and blunting) of rheumatoid arthritis (RA) and osteoarthritis (OA) patients and: (a) receipt of medication information; (b) receipt of conflicting medication information; (c) ambiguity aversion; (d) medication-related discussions with doctors and spouse/partners; and (e) medication adherence. Method: A sample of 328 adults with a self-reported diagnosis of arthritis (RA n=159; OA n=149) completed an Internet-based survey. Coping style was assessed using the validated short version of the Miller Behavioral Style Scale. Measures related to aspects of medication information receipt and discussion and validated measures of ambiguity aversion and medication adherence (Vasculitis Self-Management Survey) were collected. Pearson correlation coefficients, ANOVA, independent samples t-tests and multiple regression models were used to assess associations between coping style and the other variables of interest. Results: Arthritis patients in our sample were more likely to be high monitors (50%) than high blunters (36%). Among RA patients, increased information-receipt was significantly associated with decreased monitoring (b = -1.06, p = .001). Among OA patients, increased information-receipt was significantly associated with increased blunting (b = .60, p = .02). Conclusion: In our sample of patients with arthritis, attentional coping style is not in accordance with the characteristic patterns outlined in the acute and chronic disease coping literature. PMID:27843510

  8. Attention Deficit Hyperactivity Disorder Like Behavioral Problems and Parenting Stress in Pediatric Allergic Rhinitis

    PubMed Central

    Lee, Young Sik; Kim, Se Hee; You, Ji Hee; Baek, Hyung Tae; Na, Chul; Kim, Bung Nyun

    2014-01-01

    Objective Previous studies have reported comorbidity of attention deficit and hyperactivity disorder (ADHD) and allergic diseases. The current study investigated ADHD like behavioral symptoms and parenting stress in pediatric allergic rhinitis. Methods Eighty-seven children (6-13 years old) with allergic rhinitis and 73 age- and sex-matched children of control group were recruited. Diagnosis and severity assessments of allergic rhinitis were determined by a pediatric allergist. The Parenting Stress Index-Short Form (PSI-SF), ADHD Rating Scale (ARS), and Child Behavior Checklist (CBCL) were completed by their mothers. Results In the allergic rhinitis group, the total PSI-SF score (p<0.01), ARS score (p<0.01), the subscale scores of the CBCL including somatization, attentional problems and emotional instability (p=0.01; p<0.01; p<0.01) and prevalence of ADHD (p=0.03) were significantly higher than those of the control group. Among mothers of children with allergic rhinitis, those of children with comorbid ADHD demonstrated significantly higher parenting stress than those without comorbid ADHD (p<0.01). Parenting stress was correlated with severity of child's allergic symptoms and the ARS total score (beta=0.50, p<0.01; beta=0.39, p<0.01). There was a significant correlation between allergic symptom severity and the ARS total score (B=8.4, SD=2.5, t=3.3, p<0.01). Conclusion This study demonstrated that ADHD symptoms were common in children with allergic rhinitis, and this factor increased parenting stress and disrupted the parent-child relationship. Routine evaluation and early management of ADHD symptoms in pediatric allergic rhinitis may benefit families of children with allergic rhinitis. PMID:25110499

  9. Adult attention-deficit hyperactivity disorder, risky behaviors, and motorcycle injuries: a case-control study

    PubMed Central

    Sadeghi-Bazargani, Homayoun; Abedi, Leili; Mahini, Minoo; Amiri, Shahrokh; Khorasani-Zavareh, Davoud

    2015-01-01

    Background The aim of this study was to assess the association of motorcycle traffic injuries with motorcycle riding behavior and subtypes of attention-deficit hyperactivity disorder (ADHD) while controlling for individual correlates of motorcycle traffic injuries. Methods A case-control study was carried out in 298 patients with motorcycle trauma along with 151 control patients admitted to the Shohada and Imam Reza university hospitals as the two referral specialty centers in the East Azarbyjan Province of Iran in 2013. The Persian version of the Motorcycle Riding Behavior Questionnaire and the Persian version of Conner’s Adult ADHD Rating Scales (the self-report short version) were used to assess riding behavior and screen for adult ADHD, respectively. The scale has four subscales, comprising subscale A (inattention), subscale B (hyperactivity, impulsivity), subscale C (A + C), and subscale D (ADHD index). The statistical analysis was done using Stata version 11. Results All subjects were male and aged 13–79 years. Approximately 54% of the participants were married and 13% had academic education. Approximately 18% of the motorcycle riders stated that their motorcycle riding was only for fun purposes. More than two thirds of the participants did not have a motorcycle riding license. Variables found to be significantly associated with motorcycle injuries in bivariate analysis included age, marital status, educational level, having a motorcycle riding license, using a helmet while riding, daily amount of riding, riding just for fun, riding behavior score, and ADHD scale scores. It was found in multivariate analysis that if the ADHD index (subscale D) score was used to assess the association of ADHD with motorcycle injuries, a protective role for ADHD was observed. However, the two other subscales showed a different predictive pattern for subscale A versus subscale B, with only subscale B increasing the likelihood of motorcycle traffic injuries. The score based

  10. Normative data on development of neural and behavioral mechanisms underlying attention orienting toward social-emotional stimuli: an exploratory study.

    PubMed

    Lindstrom, Kara M; Guyer, Amanda E; Mogg, Karin; Bradley, Brendan P; Fox, Nathan A; Ernst, Monique; Nelson, Eric E; Leibenluft, Ellen; Britton, Jennifer C; Monk, Christopher S; Pine, Daniel S; Bar-Haim, Yair

    2009-10-06

    The ability of positive and negative facial signals to influence attention orienting is crucial to social functioning. Given the dramatic developmental change in neural architecture supporting social function, positive and negative facial cues may influence attention orienting differently in relatively young or old individuals. However, virtually no research examines such age-related differences in the neural circuitry supporting attention orienting to emotional faces. We examined age-related correlations in attention-orienting biases to positive and negative face emotions in a healthy sample (N=37; 9-40 years old) using functional magnetic resonance imaging and a dot-probe task. The dot-probe task in an fMRI setting yields both behavioral and neural indices of attention biases towards or away from an emotional cue (happy or angry face). In the full sample, angry-face attention bias scores did not correlate with age, and age did not correlate with brain activation to angry faces. However, age did positively correlate with attention bias towards happy faces; age also negatively correlated with left cuneus and left caudate activation to a happy bias fMRI contrast. Secondary analyses suggested age-related changes in attention bias to happy faces. The tendency in younger children to direct attention away from happy faces (relative to neutral faces) was diminished in the older age groups, in tandem with increasing neural deactivation. Implications for future work on developmental changes in attention-emotion processing are discussed.

  11. Attention-Deficit/Hyperactivity Disorder and Lifestyle-Related Behaviors in Children

    PubMed Central

    Tong, Lian; Xiong, Xu; Tan, Hui

    2016-01-01

    Attention-deficit/hyperactivity disorder (ADHD) has been associated with obesity in children. Lifestyle-related behaviors (external eating, screen time and physical inactivity) are well known to be associated with increased risk of obesity, but their associations with ADHD are unclear. The objectives of this study were to clarify the associations between ADHD symptoms in children and their associated lifestyle. A cross sectional study was carried out with a total of 785 primary students aged 9 to 13 years old and their parents were recruited by stratified random sampling from primary schools of China. The Cochran-Mantel-Haenszel (CMH) test was used to examine the relationships between ADHD symptoms and health related behaviors. We found that children with ADHD symptoms were likely to spend more time using a computer during school days; they were also more likely to eat while using a computer. These children were also more likely to eat while seated in a car, using a smart phone, using a computer at bedtime, and snacking before going to sleep than children without ADHD symptoms. An increased risk of obesity in children with ADHD symptoms was associated with the overuse of electronic devices, eating while using electronic devices, and delaying bedtimes to snack and use electronic devices. PMID:27658266

  12. The effect of outdoor environmental education on in-class behaviors of sixth, seventh and eighth grade students

    NASA Astrophysics Data System (ADS)

    Cumberbatch, Albert R.

    Does the natural environment enhance positive human behaviors, behaviors which meet societal expectations? If that is the case, at what level of our social development does exposure and involvement with nature become a prerequisite? This study sought to discover an answer to the first question through examination of a small public school sample. The second will have to await future study. Public schools, while making some token response to the rising environmental consciousness, have failed or completely ignored environmental education. This study focuses on using the natural environment as a classroom with an environmental education curriculum. The control was academic grades before the environmental education class. The independent variable was academic grades after environmental education. Comparisons of academic conduct grades between classes taken before and after environmental education were made. Three environmental education classes comprising ninety students were evaluated. The mean of all classes was calculated. Results indicate that there is a positive behavioral correlation between environment education and academic classes. However, there were many uncontrolled variables which necessitate further study. One example is the arbitrary standard among teachers for evaluating conduct grades. Conduct grades can also be subjective. In further studies, a standardized tool for evaluating conduct grades would be essential.

  13. Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

    PubMed

    Willner, Cynthia J; Gatzke-Kopp, Lisa M; Bierman, Karen L; Greenberg, Mark T; Segalowitz, Sidney J

    2015-08-01

    Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations.

  14. The Role of Attention in the Treatment of Attention-Maintained Self-Injurious Behavior: Noncontingent Reinforcement and Differential Reinforcement of Other Behavior.

    ERIC Educational Resources Information Center

    Iwata, Brian A.; And Others

    1993-01-01

    This study compared differential reinforcement of other behavior (DRO) and noncontingent reinforcement (NCR) in the reduction of self-injurious behavior in three adult females with severe or profound mental retardation. Both procedures were highly effective in reducing self-injury, with NCR less limited than DRO. (Author/DB)

  15. Selective Attention to Threatening Stimuli and Field Independence as Factors in the Etiology of Paranoid Behavior

    ERIC Educational Resources Information Center

    Locasio, Joseph J.; Snyder, C. R.

    1975-01-01

    To test a theory that selective attention to threatening stimuli induces paranoia, an attempt was made to manipulate attention to threatening and nonthreatening statements among college students and examine the effects on three indices of paranoia. (Editor)

  16. Hyperactivity in boys with attention deficit/hyperactivity disorder (ADHD): the association between deficient behavioral inhibition, attentional processes, and objectively measured activity.

    PubMed

    Alderson, R Matt; Rapport, Mark D; Kasper, Lisa J; Sarver, Dustin E; Kofler, Michael J

    2012-01-01

    Contemporary models of ADHD hypothesize that hyperactivity reflects a byproduct of inhibition deficits. The current study investigated the relationship between children's motor activity and behavioral inhibition by experimentally manipulating demands placed on the limited-resource inhibition system. Twenty-two boys (ADHD = 11, TD = 11) between the ages of 8 and 12 years completed a conventional stop-signal task, two choice-task variants (no-tone, ignore-tone), and control tasks while their motor activity was measured objectively by actigraphs placed on their nondominant wrist and ankles. All children exhibited significantly higher activity rates under all three experimental tasks relative to control conditions, and children with ADHD moved significantly more than typically developing children across conditions. No differences in activity level were observed between the inhibition and noninhibition experimental tasks for either group, indicating that activity level was primarily associated with basic attentional rather than behavioral inhibition processes.

  17. College Students' Attention Behaviors during Independent Study and Course Level Academic Performance

    ERIC Educational Resources Information Center

    Wagner, Linda G.

    2012-01-01

    Students in college make daily choices about how to use their independent study time, including choices about allocation of attention. Based on theoretical considerations and clinical studies, attention and the dividing of attention through multitasking is thought to have a relationship to performance levels. Research is only beginning to explore,…

  18. Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Warreyn, Petra; Roeyers, Herbert; Van Wetswinkel, Ulla; De Groote, Isabel

    2007-01-01

    The current study investigated initiating and following declarative joint attention, and initiating requesting joint attention in a group of preschool children with autism spectrum disorder (ASD) and an age-matched control group. Different forms of joint attention were elicited while children interacted with their mothers. Temporal coordination of…

  19. Visual Attention and Autistic Behavior in Infants with Fragile X Syndrome

    ERIC Educational Resources Information Center

    Roberts, Jane E.; Hatton, Deborah D.; Long, Anna C. J.; Anello, Vittoria; Colombo, John

    2012-01-01

    Aberrant attention is a core feature of fragile X syndrome (FXS), however, little is known regarding the developmental trajectory and underlying physiological processes of attention deficits in FXS. Atypical visual attention is an early emerging and robust indicator of autism in idiopathic (non-FXS) autism. Using a biobehavioral approach with gaze…

  20. Behavioral and ERP Evidence for Amodal Sluggish Attentional Shifting in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Lallier, Marie; Tainturier, Marie-Josephe; Dering, Benjamin; Donnadieu, Sophie; Valdois, Sylviane; Thierry, Guillaume

    2010-01-01

    The goal of this study was to examine the claim that amodal deficits in attentional shifting may be the source of reading acquisition disorders in phonological developmental dyslexia (sluggish attentional shifting, SAS, theory, Hari & Renvall, 2001). We investigated automatic attentional shifting in the auditory and visual modalities in 13…

  1. Measuring adult Attention Deficit Hyperactivity Disorder using the Quantified Behavior Test Plus

    PubMed Central

    Edebol, Hanna; Helldin, Lars; Norlander, Torsten

    2013-01-01

    Attention Deficit Hyperactivity Disorder (ADHD) occurs in approximately 5% of the adult population and includes cardinal symptoms of hyperactivity, inattention, and impulsivity that may be difficult to identify with clinical routine methods. Continuous performance tests are objective measures of inattention and impulsivity that, combined with objective measures of motor activity, facilitate identification of ADHD among adults. The aim of the present study was to examine the sensitivity, specificity, and a composite measure of ADHD using objective measures of the ADHD-cardinal symptoms in adult participants with ADHD and non-ADHD normative participants. Cardinal symptoms were measured in 55 participants having ADHD, 202 non-ADHD normative participants, as well as 84 ADHD normative participants using the Quantified Behavior Test Plus. This test measures inattention and impulsivity using a continuous performance test, and hyperactivity using a motion-tracking system. A predictive variable for the detection of ADHD called Prediction of ADHD yielded 86% sensitivity and 83% specificity. A composite measure of ADHD cardinal symptoms was developed using a Weighed Core Symptoms scale that indicated the total amount of ADHD symptoms on a numeric scale from 0 to 100. The total amount of ADHD symptoms was measured on a scale and predicted with the categorical variable in a majority of the cases in the present study. Further studies are needed in order to confirm the results with regard to additional clinical and normative samples. Careful consideration of potential sex and diagnostic subtype differences are noteworthy aspects for future examinations of the new instruments. PMID:24294490

  2. Behavioral impairments in rats with chronic epilepsy suggest comorbidity between epilepsy and attention deficit/hyperactivity disorder.

    PubMed

    Pineda, Eduardo; Jentsch, J David; Shin, Don; Griesbach, Grace; Sankar, Raman; Mazarati, Andrey

    2014-02-01

    Attention deficit/hyperactivity disorder (ADHD) is encountered among patients with epilepsy at a significantly higher rate than in the general population. Mechanisms of epilepsy-ADHD comorbidity remain largely unknown. We investigated whether a model of chronic epilepsy in rats produces signs of ADHD, and thus, whether it can be used for studying mechanisms of this comorbidity. Epilepsy was induced in male Wistar rats via pilocarpine status epilepticus. Half of the animals exhibited chronic ADHD-like abnormalities, particularly increased impulsivity and diminished attention in the lateralized reaction-time task. These impairments correlated with the suppressed noradrenergic transmission in locus coeruleus outputs. The other half of animals exhibited depressive behavior in the forced swimming test congruently with the diminished serotonergic transmission in raphe nucleus outputs. Attention deficit/hyperactivity disorder and depressive behavior appeared mutually exclusive. Therefore, the pilocarpine model of epilepsy affords a system for reproducing and studying mechanisms of comorbidity between epilepsy and both ADHD and/or depression.

  3. Attention Problems Mediate the Association between Severity of Physical Abuse and Aggressive Behavior in a Sample of Maltreated Early Adolescents

    ERIC Educational Resources Information Center

    Garrido, Edward F.; Taussig, Heather N.; Culhane, Sara E.; Raviv, Tali

    2011-01-01

    Empirical evidence has accumulated documenting an association between childhood physical abuse and aggressive behavior. Relatively fewer studies have explored possible mediating mechanisms that may explain this association. The purpose of the current study was to examine whether caregiver- and youth-reported attention problems mediate the…

  4. Athletic Performance and Social Behavior as Predictors of Peer Acceptance in Children Diagnosed With Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Lopez-Williams, Andy; Chacko, Anil; Wymbs, Brian T.; Fabiano, Gregory A.; Seymour, Karen E.; Gnagy, Elizabeth M.; Chronis, Andrea M.; Burrows-MacLean, Lisa; Pelham, William E.; Morris, Tracy L.

    2005-01-01

    Sixty-three children between ages 6 and 12 who were enrolled in a summer treatment program for children with attention-deficit/hyperactivity disorder (ADHD) participated in a study designed to measure the relationship between social behaviors, athletic performance, and peer acceptance. Children were assessed on sport-specific skills of three major…

  5. Detecting Parental Deception Using a Behavior Rating Scale during Assessment of Attention-Deficit/Hyperactivity Disorder: An Experimental Study

    ERIC Educational Resources Information Center

    Norfolk, Philip A.; Floyd, Randy G.

    2016-01-01

    It is often assumed that parents completing behavior rating scales during the assessment of attention-deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over-reporting or under-reporting of results are sometimes embedded in such rating scales. This…

  6. The Effects of Block Scheduling on Students with Emotional Behavioral Disorders and/or Attention Deficit-Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Tenney, Mark G.

    This study discusses the outcomes of a survey of 23 educators from 19 high schools on a block schedule in New Hampshire. Educators from each school were asked their perceptions of the effects of the block schedule on students identified as having emotional/behavioral disorders and/or attention deficit-hyperactivity disorders (ADHD) in comparison…

  7. The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study

    ERIC Educational Resources Information Center

    Kim, Jinah; Wigram, Tony; Gold, Christian

    2008-01-01

    The purpose of this study was to investigate the effects of improvisational music therapy on joint attention behaviors in pre-school children with autism. It was a randomized controlled study employing a single subject comparison design in two different conditions, improvisational music therapy and play sessions with toys, and using standardized…

  8. Improving Compliance with Diabetes Management in Young Adolescents with Attention-Deficit/Hyperactivity Disorder Using Behavior Therapy

    ERIC Educational Resources Information Center

    Sanchez, Lisa M.; Chronis, Andrea M.; Hunter, Scott J.

    2006-01-01

    Medical adherence to complex diabetes regimens can be challenging, particularly for adolescents, and therefore represents the most common reason for referral to behavioral psychologists among this population. Attention-deficit/hyperactivity disorder (ADHD), when present in children and adolescents with diabetes, presents unique barriers to…

  9. Using a Mobile Handheld Computer to Teach a Student with an Emotional and Behavioral Disorder to Self-Monitor Attention

    ERIC Educational Resources Information Center

    Gulchak, Daniel J.

    2008-01-01

    Teaching students to self-monitor their attention or on-task behavior has a robust history of success in school and has been an effective strategy for students of all ages, including those with and without disabilities. However, this strategy has not made use of advances in technology in order to collect and record performance data. In this study,…

  10. Spelling Difficulties in School-Aged Girls with Attention-Deficit/Hyperactivity Disorder: Behavioral, Psycholinguistic, Cognitive, and Graphomotor Correlates

    ERIC Educational Resources Information Center

    Åsberg Johnels, Jakob; Kopp, Svenny; Gillberg, Christopher

    2014-01-01

    Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group…

  11. Does Distraction Reduce the Alcohol-Aggression Relation? A Cognitive and Behavioral Test of the Attention-Allocation Model

    ERIC Educational Resources Information Center

    Gallagher, Kathryn E.; Parrott, Dominic J.

    2011-01-01

    Objective: This study provided the first direct test of the cognitive underpinnings of the attention-allocation model and attempted to replicate and extend past behavioral findings for this model as an explanation for alcohol-related aggression. Method: A diverse community sample (55% African American) of men (N = 159) between 21 and 35 years of…

  12. Non-Drug Interventions for Improving Classroom Behavior and Social Functioning of Young Children with Attention Deficit Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Radcliff, David

    This paper explores research on use of medication and non-drug interventions to modify the behavior of preschool children with attention deficit hyperactivity disorder (ADHD). It begins by discussing the symptoms of ADHD, neurological differences between children with ADHD and those without ADHD, and expected adolescent and adult outcomes for…

  13. Discriminant Validity of the Behavior Rating Inventory of Executive Function Parent Form for Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Hale, James B.; Brodzinsky, Lara K.

    2011-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder, with concomitant executive function deficits often being the focus of empirical and clinical investigation. This study explored the validity of the Behavior Rating Inventory of Executive Function Parent Form (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) for…

  14. Acceptability of Behavioral and Pharmacological Treatments for Attention-Deficit/Hyperactivity Disorder: Relations to Child and Parent Characteristics

    ERIC Educational Resources Information Center

    Johnston, Charlotte; Hommersen, Paul; Seipp, Carla

    2008-01-01

    One-hundred nine mothers of 5- to 12-year-old boys with attention-deficit/hyperactivity disorder (ADHD) participated. Mothers read case descriptions of boys with ADHD and of boys with both ADHD and oppositional defiant disorder (ODD). Half of the mothers were randomly assigned to read descriptions of behavioral parent training and half to read…

  15. A Comparison of Behavioral Parent Training Programs for Fathers of Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Fabiano, Gregory A.; Chacko, Anil; Pelham, William E., Jr.; Robb, Jessica; Walker, Kathryn S.; Wymbs, Frances; Sastry, Amber L.; Flammer, Lizette; Keenan, Jenna K.; Visweswaraiah, Hema; Shulman, Simon; Herbst, Laura; Pirvics, Lauma

    2009-01-01

    Few behavioral parent training (BPT) treatment studies for attention-deficit/hyperactivity disorder (ADHD) have included and measured outcomes with fathers. In this study, fathers were randomly assigned to attend a standard BPT program or the Coaching Our Acting-Out Children: Heightening Essential Skills (COACHES) program. The COACHES program…

  16. Separate and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in the classroom.

    PubMed

    Pelham, W E; Carlson, C; Sams, S E; Vallano, G; Dixon, M J; Hoza, B

    1993-06-01

    This study evaluated the separate and combined effects of behavior modification and 2 doses of methylphenidate (MPH; 0.3 and 0.6 mg/kg) compared with baseline (no behavior modification and a placebo) on the classroom behavior and academic performance of 31 ADHD (attention deficit-hyperactivity disorder) boys attending a summer treatment program. Results revealed significant effects of both interventions, with the mean effect size of medication being more than twice as great as that of behavior modification. Relatively small incremental value was gained by the higher dose of medication or the addition of behavior modification, compared with the effects of the low dose of MPH. In contrast, the addition of either dose of MPH resulted in improvement beyond the effects of behavior modification alone. These group effects reflected those obtained in analyses of individual differences. Furthermore, comparisons of individual responsiveness showed that boys who responded to one treatment also responded to the other.

  17. Behavioral sleep problems and internalizing and externalizing comorbidities in children with attention-deficit/hyperactivity disorder.

    PubMed

    Lycett, Kate; Sciberras, Emma; Mensah, Fiona K; Hiscock, Harriet

    2015-01-01

    Behavioral sleep problems are common in children with attention-deficit/hyperactivity disorder (ADHD), as are internalizing and externalizing comorbidities. The prevalence of these difficulties and the extent to which they co-exist in children with ADHD could inform clinical practice, but remains unclear. Therefore, we examined the association between sleep problems and internalizing and externalizing comorbidities in children with ADHD. Children aged 5-13 years were recruited from 21 pediatric practices across Victoria, Australia (N = 392). Internalizing and externalizing comorbidities (none, internalizing, externalizing, co-occurring) were assessed by the telephone-administered Anxiety Disorders Interview Schedule for Children IV/Parent version. Sleep problem severity was assessed by primary caregiver report (no, mild, moderate or severe problem). Moderate/severe sleep problems were confirmed using International Classification of Sleep Disorders. Seven specific sleep problem domains (bedtime resistance, sleep anxiety, sleep onset delay, sleep duration, night waking, parasomnias and daytime sleepiness) were assessed using the Children's Sleep Habits Questionnaire. Data were analyzed using adjusted logistic and linear regression models. Compared to children without comorbidities, children with co-occurring internalizing and externalizing comorbidities were more likely to have moderate/severe sleep problems (adjusted OR 2.4, 95 % CI 1.2; 4.5, p = 0.009) and problematic sleep across six of seven sleep domains. Children with either comorbidity alone were not at risk of moderate/severe sleep problems, but at the sleep domain level, children with internalizing alone had more sleep anxiety, and those with externalizing alone had less night waking. In conclusion, children with ADHD experiencing co-occurring internalizing and externalizing comorbidities are at an increased risk of sleep problems.

  18. Neurogenetic interactions and aberrant behavioral co-morbidity of attention deficit hyperactivity disorder (ADHD): dispelling myths

    PubMed Central

    Comings, David E; Chen, Thomas JH; Blum, Kenneth; Mengucci, Julie F; Blum, Seth H; Meshkin, Brian

    2005-01-01

    Background Attention Deficit Hyperactivity Disorder, commonly referred to as ADHD, is a common, complex, predominately genetic but highly treatable disorder, which in its more severe form has such a profound effect on brain function that every aspect of the life of an affected individual may be permanently compromised. Despite the broad base of scientific investigation over the past 50 years supporting this statement, there are still many misconceptions about ADHD. These include believing the disorder does not exist, that all children have symptoms of ADHD, that if it does exist it is grossly over-diagnosed and over-treated, and that the treatment is dangerous and leads to a propensity to drug addiction. Since most misconceptions contain elements of truth, where does the reality lie? Results We have reviewed the literature to evaluate some of the claims and counter-claims. The evidence suggests that ADHD is primarily a polygenic disorder involving at least 50 genes, including those encoding enzymes of neurotransmitter metabolism, neurotransmitter transporters and receptors. Because of its polygenic nature, ADHD is often accompanied by other behavioral abnormalities. It is present in adults as well as children, but in itself it does not necessarily impair function in adult life; associated disorders, however, may do so. A range of treatment options is reviewed and the mechanisms responsible for the efficacy of standard drug treatments are considered. Conclusion The genes so far implicated in ADHD account for only part of the total picture. Identification of the remaining genes and characterization of their interactions is likely to establish ADHD firmly as a biological disorder and to lead to better methods of diagnosis and treatment. PMID:16375770

  19. The effects of improvisational music therapy on joint attention behaviors in autistic children: a randomized controlled study.

    PubMed

    Kim, Jinah; Wigram, Tony; Gold, Christian

    2008-10-01

    The purpose of this study was to investigate the effects of improvisational music therapy on joint attention behaviors in pre-school children with autism. It was a randomized controlled study employing a single subject comparison design in two different conditions, improvisational music therapy and play sessions with toys, and using standardized tools and DVD analysis of sessions to evaluate behavioral changes in children with autism. The overall results indicated that improvisational music therapy was more effective at facilitating joint attention behaviors and non-verbal social communication skills in children than play. Session analysis showed significantly more and lengthier events of eye contact and turn-taking in improvisational music therapy than play sessions. The implications of these findings are discussed further.

  20. Cardiac and Behavioral Evidence for Emotional Influences on Attention in 7-Month-Old Infants

    ERIC Educational Resources Information Center

    Leppanen, Jukka; Peltola, Mikko J.; Mantymaa, Mirjami; Koivuluoma, Mikko; Salminen, Anni; Puura, Kaija

    2010-01-01

    To examine the ontogeny of emotion-attention interactions, we investigated whether infants exhibit adult-like biases in automatic and voluntary attentional processes towards fearful facial expressions. Heart rate and saccadic eye movements were measured from 7-month-old infants (n = 42) while viewing non-face control stimuli, and neutral, happy,…

  1. Testing candidate genes for attention-deficit/hyperactivity disorder in fruit flies using a high throughput assay for complex behavior.

    PubMed

    Rohde, Palle Duun; Madsen, Lisbeth Strøm; Neumann Arvidson, Sandra Marie; Loeschcke, Volker; Demontis, Ditte; Kristensen, Torsten Nygaard

    2016-01-02

    Fruit flies are important model organisms for functional testing of candidate genes in multiple disciplines, including the study of human diseases. Here we use a high-throughput locomotor activity assay to test the response on activity behavior of gene disruption in Drosophila melanogaster. The aim was to investigate the impact of disruption of 14 candidate genes for human attention-deficit/hyperactivity disorder (ADHD) on fly behavior. By obtaining a range of correlated measures describing the space of variables for behavioral activity we show, that some mutants display similar phenotypic responses, and furthermore, that the genes disrupted in those mutants had common molecular functions; namely processes related to cGMP activity, cation channels and serotonin receptors. All but one of the candidate genes resulted in aberrant behavioral activity, suggesting involvement of these genes in behavioral activity in fruit flies. Results provide additional support for the investigated genes being risk candidate genes for ADHD in humans.

  2. Effects of Punishment and Response-Independent Attention on Severe Problem Behavior and Appropriate Toy Play

    ERIC Educational Resources Information Center

    Doughty, Shannon S.; Poe, Susannah G.; Anderson, Cynthia M.

    2005-01-01

    Problem behavior can interfere with learning, the development of appropriate skills, and socialization in persons with developmental disabilities. In severe cases, problem behavior could result in life-threatening injury. For one 21-month-old participant diagnosed with autism engaging in severe problem behavior for whom reinforcement-based…

  3. Paternal influences on treatment outcome of behavioral parent training in children with attention-deficit/hyperactivity disorder.

    PubMed

    van den Hoofdakker, Barbara J; Hoekstra, Pieter J; van der Veen-Mulders, Lianne; Sytema, Sjoerd; Emmelkamp, Paul M G; Minderaa, Ruud B; Nauta, Maaike H

    2014-11-01

    This study aims to explore the influence of paternal variables on outcome of behavioral parent training (BPT) in children with attention-deficit/hyperactivity disorder (ADHD). 83 referred, school-aged children with ADHD were randomly assigned to BPT plus ongoing routine clinical care (RCC) or RCC alone. Treatment outcome was based on parent-reported ADHD symptoms and behavioral problems. Moderator variables included paternal ADHD symptoms, depressive symptoms, and parenting self-efficacy. We conducted repeated measures analyses of variance (ANOVA) for all variables, and then analyzed the direction of interaction effects by repeated measures ANOVA in high and low scoring subgroups. Paternal ADHD symptoms and parenting self-efficacy played a moderating role in decreasing behavioral problems, but not in decreasing ADHD symptoms. Paternal depressive symptoms did not moderate either treatment outcome. BPT is most beneficial in reducing children's behavioral problems when their fathers have high levels of ADHD symptoms or high-parenting self-efficacy.

  4. A new behavioral test for assessment of drug effects on attentional performance and its validity in cynomolgus monkeys.

    PubMed

    Fujiwara, Atsushi; Iino, Masahiko; Sasaki, Mikio; Hironaka, Naoyuki; Wakasa, Yoshio

    2009-04-01

    The assessment of drug effects on attention is important in non-clinical pharmacology, for both evaluation of safety and therapeutic efficacy of medicinal products. In the present study, we have developed a two-lever choice behavioral test to assess drug effects on attentional performance in monkeys. In each trial of this experiment, one of two lamps in front of a monkey was randomly illuminated for a brief period of time and the monkey was required to press a lever beneath the lamp 30 times to obtain a food reward. The percentage of correct responses, response latency of correct choice responses and response speed were measured. Using this test, we examined the effects of three sedative drugs, diazepam (0.25, 1 and 4 mg/kg, i.g.), ethanol (0.5, 1 and 2 g/kg, i.g.), and pentobarbital (0.25, 1 and 4 mg/kg, i.v.). Diazepam and pentobarbital lengthened response latency without significantly affecting the percentage of correct responses, response and response speed, suggesting selective disruptive effects on attentional performance. In contrast, ethanol at the high dose tested caused deterioration in all three measurements, which is thought to reflect a general sedative effect including motor impairment as reflected by lengthening response speed. It is suggested that the present behavioral test method could detect drug effects on attentional performance in monkeys and could be a useful tool for safety assessment in drug development.

  5. Early deprivation alters the vocalization behavior of neonates directing maternal attention in a rat model of child neglect.

    PubMed

    Zimmerberg, Betty; Kim, Ju H; Davidson, Abigail N; Rosenthal, Abigail J

    2003-12-01

    Animal models of child neglect (known as maternal separation or early deprivation) have suggested a causal link to subsequent depression and/or anxiety in children. In this experiment, the acoustical features of the ultrasonic calls emitted by a rat pup when separated from its dam were analyzed as well as the maternal behavior when the dam was allowed to retrieve the pup. Bout structure and harmonic double shifts did differ between controls and "neglected" pups, as did maternal attention. This model will be used to determine neural mechanisms underlying deficits in attachment behavior.

  6. A Quantitative Relationship between Signal Detection in Attention and Approach/Avoidance Behavior.

    PubMed

    Viswanathan, Vijay; Sheppard, John P; Kim, Byoung W; Plantz, Christopher L; Ying, Hao; Lee, Myung J; Raman, Kalyan; Mulhern, Frank J; Block, Martin P; Calder, Bobby; Lee, Sang; Mortensen, Dale T; Blood, Anne J; Breiter, Hans C

    2017-01-01

    This study examines how the domains of reward and attention, which are often studied as independent processes, in fact interact at a systems level. We operationalize divided attention with a continuous performance task and variables from signal detection theory (SDT), and reward/aversion with a keypress task measuring approach/avoidance in the framework of relative preference theory (RPT). Independent experiments with the same subjects showed a significant association between one SDT and two RPT variables, visualized as a three-dimensional structure. Holding one of these three variables constant, further showed a significant relationship between a loss aversion-like metric from the approach/avoidance task, and the response bias observed during the divided attention task. These results indicate that a more liberal response bias under signal detection (i.e., a higher tolerance for noise, resulting in a greater proportion of false alarms) is associated with higher "loss aversion." Furthermore, our functional model suggests a mechanism for processing constraints with divided attention and reward/aversion. Together, our results argue for a systematic relationship between divided attention and reward/aversion processing in humans.

  7. A Quantitative Relationship between Signal Detection in Attention and Approach/Avoidance Behavior

    PubMed Central

    Viswanathan, Vijay; Sheppard, John P.; Kim, Byoung W.; Plantz, Christopher L.; Ying, Hao; Lee, Myung J.; Raman, Kalyan; Mulhern, Frank J.; Block, Martin P.; Calder, Bobby; Lee, Sang; Mortensen, Dale T.; Blood, Anne J.; Breiter, Hans C.

    2017-01-01

    This study examines how the domains of reward and attention, which are often studied as independent processes, in fact interact at a systems level. We operationalize divided attention with a continuous performance task and variables from signal detection theory (SDT), and reward/aversion with a keypress task measuring approach/avoidance in the framework of relative preference theory (RPT). Independent experiments with the same subjects showed a significant association between one SDT and two RPT variables, visualized as a three-dimensional structure. Holding one of these three variables constant, further showed a significant relationship between a loss aversion-like metric from the approach/avoidance task, and the response bias observed during the divided attention task. These results indicate that a more liberal response bias under signal detection (i.e., a higher tolerance for noise, resulting in a greater proportion of false alarms) is associated with higher “loss aversion.” Furthermore, our functional model suggests a mechanism for processing constraints with divided attention and reward/aversion. Together, our results argue for a systematic relationship between divided attention and reward/aversion processing in humans. PMID:28270776

  8. Effects of interstimulus intervals on behavioral, heart rate, and event-related potential indices of infant engagement and sustained attention

    PubMed Central

    Xie, Wanze; Richards, John E.

    2016-01-01

    Maximizing infant attention to stimulus presentation during an EEG or ERP experiment is important for making valid inferences about the neural correlates of infant cognition. The present study examined the effects of stimulus presentation interstimulus interval (ISI) on behavioral and physiological indices of infant attention including infants’ fixation to visual presentation, the amount of heart rate (HR) change during sustained attention, and ERP components. This study compared an ISI that is typically used in infant EEG/ERP studies (e.g., 1,500–2,000 ms) with two shorter durations (400–600 ms and 600–1,000 ms). Thirty-six infants were tested cross-sectionally at 3, 4.5, and 6 months. It was found that using the short (400–600 ms) and medium (600–1,000 ms) ISIs resulted in more visually fixated trials and reduced frequency of fixation disengagement per experimental block. We also found larger HR changes during sustained attention to both of the shorter ISIs compared with the long ISI, and larger ERP responses when using the medium ISI compared to using the short and long ISIs. These data suggest that utilizing an optimal ISI (e.g., 600– 1,000 ms), which increases the presentation complexity and provides sufficient time for information processing, can promote infant engagement and sustained attention during stimulus presentation. PMID:27159263

  9. Attention Bias Modification Treatment Augmenting Effects on Cognitive Behavioral Therapy in Children With Anxiety: Randomized Controlled Trial

    PubMed Central

    Shechner, Tomer; Rimon-Chakir, Adi; Britton, Jennifer C.; Lotan, Danny; Apter, Alan; Bliese, Paul D.; Pine, Daniel S.; Bar-Haim, Yair

    2015-01-01

    Objective Attention bias modification treatment (ABMT) is a promising novel treatment for anxiety disorders, but clinical trials have focused largely on stand-alone formats among adults. This randomized controlled trial examined the augmenting effects of threat-based ABMT on cognitive behavioral therapy (CBT) in clinically anxious youth. Method Sixty-three treatment-seeking children with anxiety disorder were randomly assigned to 1 of the following 3 treatment groups: ABMT + CBT; ABMT placebo + CBT; and CBT-alone. Participants in the 2 ABMT conditions received repeated training on dot–probe tasks either designed to shift attention away from threats (active) or designed to induce no changes in attention patterns (placebo). Primary outcome measures were frequency and severity of anxiety symptoms as determined by a clinician using a semi-structured interview. Self- and parent-rated anxiety measures and threat-related attention bias scores were also measured before and after treatment. Results Both the active and placebo ABMT groups showed greater reductions in clinician-rated anxiety symptoms than the CBT-alone group. Furthermore, only the active ABMT group showed significant reduction in self- or parentrated anxiety symptoms. Finally, all groups showed a shift in attention patterns across the study, starting with a bias toward threat at baseline and shifting attention away from threat after treatment. Conclusions Active and placebo ABMT might augment the clinical response to CBT for anxiety. This effect could arise from benefits associated with performing computer-based paradigms such as the dot–probe task. Given the absence of group differences in attention-bias changes during treatment, possible mechanisms and methodological issues underlying the observed findings are discussed. Clinical trial registration information—Augmenting Effects of ABMT on CBT in Anxious Children: A Randomized Clinical Trial; http://clinicaltrials.gov/; NCT01730625. PMID:24342386

  10. Linkages between Child Abuse and Attention-Deficit/Hyperactivity Disorder in Girls: Behavioral and Social Correlates

    ERIC Educational Resources Information Center

    Briscoe-Smith, Allison M.; Hinshaw, Stephen P.

    2006-01-01

    Objective: The objectives of this study were to examine whether girls with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of having histories of abuse and to assess whether the presence of an abuse history may constitute a distinct subgroup of youth with ADHD. Method: We examined rates and correlates of child abuse in an…

  11. Diagnosis of Attention-Deficit/Hyperactivity Disorder and Its Behavioral, Neurological, and Genetic Roots

    ERIC Educational Resources Information Center

    Mueller, Kathryn L.; Tomblin, J. Bruce

    2012-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is a common developmental disorder often associated with other developmental disorders including speech, language, and reading disorders. Here, we review the principal features of ADHD and current diagnostic standards for the disorder. We outline the ADHD subtypes, which are based upon the dimensions…

  12. Attention Deficit Hyperactivity Disorder and Sensory Modulation Disorder: A Comparison of Behavior and Physiology

    ERIC Educational Resources Information Center

    Miller, Lucy Jane; Nielsen, Darci M.; Schoen, Sarah A.

    2012-01-01

    Children with attention deficit hyperactivity disorder (ADHD) are impulsive, inattentive and hyperactive, while children with sensory modulation disorder (SMD), one subtype of Sensory Processing Disorder, have difficulty responding adaptively to daily sensory experiences. ADHD and SMD are often difficult to distinguish. To differentiate these…

  13. The Effect of Acupressure for Moderating Behavior of Attention-Deficit/Hyperactivity Disorder Adolescents.

    ERIC Educational Resources Information Center

    Johnson, Lynn; Sinnott, Jan

    This study examined the effects of an acupressure intervention with two adolescents previously diagnosed with attention deficit hyperactivity disorder (ADHD). An inventory based on standard criteria for diagnosing ADHD was completed by each student, their parents, case workers, and teachers both before and after the intervention. The intervention…

  14. Mighty Metaphors: Behavioral and ERP Evidence that Power Shifts Attention on a Vertical Dimension

    ERIC Educational Resources Information Center

    Zanolie, Kiki; van Dantzig, Saskia; Boot, Inge; Wijnen, Jasper; Schubert, Thomas W.; Giessner, Steffen R.; Pecher, Diane

    2012-01-01

    Thinking about the abstract concept power may automatically activate the spatial up-down image schema ("powerful up"; "powerless down") and consequently direct spatial attention to the image schema-congruent location. Participants indicated whether a word represented a powerful or powerless person (e.g. "king" or "servant"). Following each…

  15. Neural and Behavioral Correlates of Expectancy Violations in Attention-Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Durston, Sarah; Davidson, Matthew C.; Mulder, Martijn J.; Spicer, Julie A.; Galvan, Adriana; Tottenham, Nim; Scheres, Anouk; Castellanos, F. Xavier; van Engeland, Herman; Casey, B. J.

    2007-01-01

    Background: Attention deficit hyperactivity disorder (ADHD) is a prevalent neuropsychiatric disorder in childhood with established problems in cognitive control and associated fronto-striatal circuitry. More recently, fronto-cerebellar circuits have been implicated in this disorder. Both of these circuits are important in predicting the occurrence…

  16. The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD

    ERIC Educational Resources Information Center

    van de Weijer-Bergsma, Eva; Formsma, Anne R.; de Bruin, Esther I.; Bogels, Susan M.

    2012-01-01

    The effectiveness of an 8-week mindfulness training for adolescents aged 11-15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (N = 10), their parents (N = 19) and tutors (N = 7) completed measurements before, immediately after, 8…

  17. Temporal Context in Speech Processing and Attentional Stream Selection: A Behavioral and Neural Perspective

    ERIC Educational Resources Information Center

    Golumbic, Elana M. Zion; Poeppel, David; Schroeder, Charles E.

    2012-01-01

    The human capacity for processing speech is remarkable, especially given that information in speech unfolds over multiple time scales concurrently. Similarly notable is our ability to filter out of extraneous sounds and focus our attention on one conversation, epitomized by the "Cocktail Party" effect. Yet, the neural mechanisms underlying on-line…

  18. Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Preschool Children.

    ERIC Educational Resources Information Center

    Baer, Ruth A.

    1987-01-01

    The investigation of the effect of normative amounts of caffeine on the behavior of six normal kindergarten children found that caffeine exerted only small and inconsistent effects on such classroom behaviors as time off-task and gross motor activity. (Author/DB)

  19. Behavioral Inhibition and Anxiety: The Moderating Roles of Inhibitory Control and Attention Shifting

    ERIC Educational Resources Information Center

    White, Lauren K.; McDermott, Jennifer Martin; Degnan, Kathryn A.; Henderson, Heather A.; Fox, Nathan A.

    2011-01-01

    Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in…

  20. The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.

    PubMed

    Northup, J; Broussard, C; Jones, K; George, T; Vollmer, T R; Herring, M

    1995-01-01

    We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.

  1. Sleep-Dependent Consolidation of Rewarded Behavior Is Diminished in Children with Attention Deficit Hyperactivity Disorder and a Comorbid Disorder of Social Behavior

    PubMed Central

    Wiesner, Christian D.; Molzow, Ina; Prehn-Kristensen, Alexander; Baving, Lioba

    2017-01-01

    Children suffering from attention-deficit hyperactivity disorder (ADHD) often also display impaired learning and memory. Previous research has documented aberrant reward processing in ADHD as well as impaired sleep-dependent consolidation of declarative memory. We investigated whether sleep also fosters the consolidation of behavior learned by probabilistic reward and whether ADHD patients with a comorbid disorder of social behavior show deficits in this memory domain, too. A group of 17 ADHD patients with comorbid disorders of social behavior aged 8–12 years and healthy controls matched for age, IQ, and handedness took part in the experiment. During the encoding task, children worked on a probabilistic learning task acquiring behavioral preferences for stimuli rewarded most often. After a 12-hr retention interval of either sleep at night or wakefulness during the day, a reversal task was presented where the contingencies were reversed. Consolidation of rewarded behavior is indicated by greater resistance to reversal learning. We found that healthy children consolidate rewarded behavior better during a night of sleep than during a day awake and that the sleep-dependent consolidation of rewarded behavior by trend correlates with non-REM sleep but not with REM sleep. In contrast, children with ADHD and comorbid disorders of social behavior do not show sleep-dependent consolidation of rewarded behavior. Moreover, their consolidation of rewarded behavior does not correlate with sleep. The results indicate that dysfunctional sleep in children suffering from ADHD and disorders of social behavior might be a crucial factor in the consolidation of behavior learned by reward. PMID:28228742

  2. Sleep-Dependent Consolidation of Rewarded Behavior Is Diminished in Children with Attention Deficit Hyperactivity Disorder and a Comorbid Disorder of Social Behavior.

    PubMed

    Wiesner, Christian D; Molzow, Ina; Prehn-Kristensen, Alexander; Baving, Lioba

    2017-01-01

    Children suffering from attention-deficit hyperactivity disorder (ADHD) often also display impaired learning and memory. Previous research has documented aberrant reward processing in ADHD as well as impaired sleep-dependent consolidation of declarative memory. We investigated whether sleep also fosters the consolidation of behavior learned by probabilistic reward and whether ADHD patients with a comorbid disorder of social behavior show deficits in this memory domain, too. A group of 17 ADHD patients with comorbid disorders of social behavior aged 8-12 years and healthy controls matched for age, IQ, and handedness took part in the experiment. During the encoding task, children worked on a probabilistic learning task acquiring behavioral preferences for stimuli rewarded most often. After a 12-hr retention interval of either sleep at night or wakefulness during the day, a reversal task was presented where the contingencies were reversed. Consolidation of rewarded behavior is indicated by greater resistance to reversal learning. We found that healthy children consolidate rewarded behavior better during a night of sleep than during a day awake and that the sleep-dependent consolidation of rewarded behavior by trend correlates with non-REM sleep but not with REM sleep. In contrast, children with ADHD and comorbid disorders of social behavior do not show sleep-dependent consolidation of rewarded behavior. Moreover, their consolidation of rewarded behavior does not correlate with sleep. The results indicate that dysfunctional sleep in children suffering from ADHD and disorders of social behavior might be a crucial factor in the consolidation of behavior learned by reward.

  3. Empathy and prosocial behavior in response to sadness and distress in 6- to 7-year olds diagnosed with disruptive behavior disorder and attention-deficit hyperactivity disorder.

    PubMed

    Deschamps, P K H; Schutter, D J L G; Kenemans, J L; Matthys, W

    2015-01-01

    Empathy has been associated with decreased antisocial and increased prosocial behavior. This study examined empathy and prosocial behavior in response to sadness and distress in disruptive behavior disorder (DBD) and attention-deficit hyperactivity disorder (ADHD). Six- and 7-year-old children with DBD (with and without ADHD) (n = 67) and with ADHD only (n = 27) were compared to typically developing children (TD) (n = 37). Parents and teachers rated affective empathy in response to sadness and distress on the Griffith Empathy Measure. Children reported affective empathic ability in response to sad story vignettes. Empathy-induced prosocial behavior in response to sadness and distress was assessed with a computer task, the Interpersonal Response Task (IRT). Compared to TD, children with DBD (with and without ADHD) and those with ADHD only were rated as less empathic by their teachers, but not by their parents. No differences between groups were observed in children who reported affect correspondence. Children with DBD (with and without ADHD) showed less prosocial behavior in response to sadness and distress compared to TD. Children with ADHD only did not differ from TD. An additional analysis comparing all children with a diagnosis to the TD group revealed that the difference in prosocial behavior remained after controlling for ADHD symptoms, but not after controlling for DBD symptoms. These findings of impaired empathy-induced prosocial behavior in response to sadness and distress in young children with DBD suggest that interventions to ameliorate peer relationships may benefit from targeting on increasing prosocial behavior in these children.

  4. A racket-sport intervention improves behavioral and cognitive performance in children with attention-deficit/hyperactivity disorder.

    PubMed

    Pan, Chien-Yu; Chu, Chia-Hua; Tsai, Chia-Liang; Lo, Shen-Yu; Cheng, Yun-Wen; Liu, Yu-Jen

    2016-10-01

    The present study assessed the effects of a 12-week table tennis exercise on motor skills, social behaviors, and executive functions in children with attention deficit hyperactivity disorder (ADHD). In the first 12-week phase, 16 children (group I) received the intervention, whereas 16 children (group II) did not. A second 12-week phase immediately followed with the treatments reversed. Improvements were observed in executive functions in both groups after the intervention. After the first 12-week phase, some motor and behavioral functions improved in group I. After the second 12-week phase, similar improvements were noted for group II, and the intervention effects achieved in the first phase were persisted in group I. The racket-sport intervention is valuable in promoting motor skills, social behaviors, and executive functions and should be included within the standard-of-care treatment for children with ADHD.

  5. Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders.

    PubMed

    Austin, Jennifer L; Soeda, Jennifer M

    2008-01-01

    Evidence to validate the use of fixed-time (FT) reinforcer delivery (i.e., noncontingent reinforcement) with typically developing populations has been relatively rare in the behavioral literature. In those studies that have provided validation, reinforcer delivery schedules appeared to be prohibitively dense for sustained implementation of procedures. This study demonstrated the efficacy of using FT reinforcer delivery to reduce off-task behavior of 2 typically developing third graders using a teacher-selected schedule (FT 4 min). Immediate reductions in off-task behavior were observed for both children. Challenges in identifying the operative mechanism of FT schedules in natural settings are discussed.

  6. Looking, Feeling, and Doing: Are There Age Differences in Attention, Mood and Behavioral Responses to Skin Cancer Information?

    PubMed Central

    Isaacowitz, Derek M.; Choi, YoonSun

    2012-01-01

    Overview Previous studies on aging and attention to emotional information found that older adults may look away from negative stimuli to regulate their moods. However, it is an open question whether older adults’ tendency to look less at negative material comes at the expense of learning when negative information is also health-relevant. This study investigated how age-related changes in attention to negative but relevant information about skin cancer risk reduction influenced both subsequent health behavior and mood regulation. Methods Younger (18-25, n = 78) and older (60-92, n = 77) adults’ fixations toward videos containing negatively-valenced content and risk-reduction information about skin cancer were recorded with eye-tracking. Self-reported mood ratings were measured throughout. Behavioral outcome measures (e.g., answering knowledge questions about skin cancer, choosing a sunscreen, completing a skin self-exam) assessed participants’ learning of key health-relevant information, their interest in seeking additional information, and their engagement in protective behaviors. Results Older adults generally looked less at the negative video content, more rapidly regulated their moods, and learned fewer facts about skin cancer; yet, they engaged in a greater number of protective behaviors than did younger adults. Conclusions Older adults may demonstrate an efficient looking strategy that extracts important information without disrupting their moods, and they may compensate for less learning by engaging in a greater number of protective behaviors. Younger adults may be distracted by disruptions to their mood, constraining their engagement in protective behaviors. PMID:22149125

  7. Combined behavioral and EEG power analysis in DAI improve accuracy in the assessment of sustained attention deficit.

    PubMed

    Molteni, Erika; Bianchi, Anna Maria; Butti, Michele; Reni, Gianluigi; Zucca, Claudio

    2008-07-01

    In clinical routine, the evaluation of sustained attention is often performed by analyzing the behavioral data collected during specific tests. Such analyses are rarely accompanied by a detailed examination of the subject's simultaneous electroencephalographic (EEG) activity, and particularly its frequency content. In this study, a group of healthy volunteers and a group of patients affected by diffuse axonal injury (DAI) were tested while performing a modified version of the Conners' continuous performance test. A comparative study was carried out between the behavioral and neuropsychological data obtained during the task, to investigate neural activation. Spectral power was calculated for each of the recorded EEG signals, taking account of the frequency bands traditionally considered in literature. Then a compressed spectral array sequence of spectra was plotted to put into evidence the temporal modifications in the signal power spectral density, and, finally, the analysis of the rhythm variability was carried out. Evaluation of the results thus obtained shows that the two groups registered very different cerebral activation dynamics during the ongoing attentional task. Moreover, DAI patients showed mild cortical activation in the prefrontal region, spread equally throughout both brain hemispheres, while controls showed strong predominant activation of the right prefrontal area. Our findings encourage further investigations of the combined employment of tests and EEG recordings during the clinical assessment of sustained attention performance.

  8. The Potential Influence of “Stimulus Overselectivity” in AAC: Information from Eye-tracking and Behavioral Studies of Attention

    PubMed Central

    Dube, William V.; Wilkinson, Krista M.

    2014-01-01

    This paper examines the phenomenon of “stimulus overselectivity” or “overselective attention” as it may impact AAC training and use in individuals with intellectual disabilities. Stimulus overselectivity is defined as an atypical limitation in the number of stimuli or stimulus features within an image that are attended to and subsequently learned. Within AAC, the term “stimulus” could refer to symbols or line drawings on speech generating devices, drawings or pictures on low-technology systems, and/or the elements within visual scene displays. In this context, overselective attention may result in unusual or uneven error patterns such as confusion between two symbols that share a single feature or difficulties with transitioning between different types of hardware. We review some of the ways that overselective attention has been studied behaviorally. We then examine how eye tracking technology allows a glimpse into some of the behavioral characteristics of overselective attention. We describe an intervention approach, differential observing responses, that may reduce or eliminate overselectivity, and we consider this type of intervention as it relates to issues of relevance for AAC. PMID:24773053

  9. Cortisol reactivity in boys with attention-deficit/hyperactivity disorder and disruptive behavior problems: the impact of callous unemotional traits.

    PubMed

    Stadler, Christina; Kroeger, Anne; Weyers, Peter; Grasmann, Doerte; Horschinek, Mira; Freitag, Christine; Clement, Hans-Willi

    2011-05-15

    There is a body of literature demonstrating an association between altered hypothalamic pituitary adrenal (HPA) axis reactivity and aggressive behavior. Aggressive and disruptive behavior also is highly prevalent in children with attention deficit/hyperactivity disorder (ADHD). Findings on HPA-axis reactivity in ADHD, however, are rather inconsistent. Specific temperamental risk factors previously were associated with a specific subtype of severe disruptive behavior. These traits might also be characterized by a distinct neurobiological profile across ADHD and disruptive behavior disorders. In this study we focus on psychopathic traits, notably callous unemotional (CU) traits. The main objective of the present study was to investigate whether two groups of ADHD patients with high or low CU traits differed in cortisol reactivity. Subjects were 36 boys with ADHD and disruptive behavior symptoms aged 8 to 14 years. Salivary cortisol probes were taken before and repeatedly after an experimental standardized stress test. Patients scoring high on CU traits showed a blunted HPA axis reactivity to the experimentally induced stress. Results underscore the need to consider specific personality traits in investigating neurobiological correlates in ADHD with disruptive behavior problems.

  10. Prevalence and Treatment Outcomes of Persistent Negative Mood Among Children with Attention-Deficit/Hyperactivity Disorder and Aggressive Behavior

    PubMed Central

    Pliszka, Steven R.; Kafantaris, Vivian; Sauder, Colin; Posner, Jonathan; Foley, Carmel A.; Carlson, Gabrielle A.; Crowell, Judith A.; Margulies, David M.

    2016-01-01

    Abstract Objective: Diagnostic criteria for disruptive mood dysregulation disorder (DMDD) require 1) periodic rageful outbursts and 2) disturbed mood (anger or irritability) that persists most of the time in between outbursts. Stimulant monotherapy, methodically titrated, often culminates in remission of severe aggressive behavior, but it is unclear whether those with persistent mood symptoms benefit less.This study examined the association between the presence of persistent mood disturbances and treatment outcomes among children with attention-deficit/hyperactivity disorder (ADHD) and periodic aggressive, rageful outbursts. Methods: Within a cohort of children with ADHD and aggressive behavior (n = 156), the prevalence of persistent mood symptoms was evaluated at baseline and after completion of a treatment protocol that provided stimulant monotherapy and family-based behavioral treatment (duration mean [SD] = 70.04 [37.83] days). The relationship of persistent mood symptoms on posttreatment aggressive behavior was assessed, as well as changes in mood symptoms. Results: Aggressive behavior and periodic rageful outbursts remitted among 51% of the participants. Persistent mood symptoms at baseline did not affect the odds that aggressive behavior would remit during treatment. Reductions in symptoms of sustained mood disturbance accompanied reductions in periodic outbursts. Children who at baseline had high irritability but low depression ratings showed elevated aggression scores at baseline and after treatment; however, they still displayed large reductions in aggression. Conclusions: Among aggressive children with ADHD, aggressive behaviors are just as likely to decrease following stimulant monotherapy and behavioral treatment among those with sustained mood symptoms and those without. Improvements in mood problems are evident as well. Therefore, the abnormalities in persistent mood described by DMDD's criteria do not contraindicate stimulant therapy as

  11. Attention Bias Modification Treatment for children with anxiety disorders who do not respond to cognitive behavioral therapy: a case series.

    PubMed

    Bechor, Michele; Pettit, Jeremy W; Silverman, Wendy K; Bar-Haim, Yair; Abend, Rany; Pine, Daniel S; Vasey, Michael W; Jaccard, James

    2014-03-01

    Evidence is emerging to support the promise of Attention Bias Modification Treatment (ABMT), a computer-based attention training program, in reducing anxiety in children. ABMT has not been tested as an adjuvant for children with anxiety disorders who do not respond to Cognitive-Behavioral Therapy (CBT). This case series presents findings from an open trial of ABMT among six children (four girls; M age = 11.2 years) who completed a CBT protocol and continued to meet diagnostic criteria for an anxiety disorder. All children completed the ABMT protocol with no canceled or missed sessions. Child self-ratings on anxiety symptoms and depressive symptoms significantly decreased from pretreatment to posttreatment, as did parent ratings on child anxiety-related impairment. Parent ratings on child anxiety and internalizing symptoms displayed non-significant decreases from pretreatment to posttreatment. These findings support the potential promise of ABMT as a feasible adjuvant treatment that reduces anxiety and impairment among child anxiety CBT nonresponders.

  12. Parenting behaviors during risky driving by teens with attention-deficit/hyperactivity disorder.

    PubMed

    Schatz, Nicole K; Fabiano, Gregory A; Morris, Karen L; Shucard, Jennifer M; Leo, Brittany A; Bieniek, Courtney

    2014-03-01

    Parenting practices for teen drivers with ADHD were observed via a video monitor installed in vehicles. All teens had recently completed a driver education course and were in the driving permit stage of a graduated driver-licensing program. Parent behaviors were coded during drives when teens were driving safely and during drives when teens engaged in risky driving. The overall frequency of positive parenting strategies was low, regardless of whether teens drove safely or engaged in risky driving. Although the rate of negative feedback was also low, parents engaged in significantly more criticism and were rated by an observer to appear angrier when teens were driving in a risky manner. No other differences in parent behaviors associated with the quality of teen driving were observed. The inconsistencies between observed parenting behaviors and those parenting practices recommended as effective with teens with ADHD are discussed. The need for further research addressing effective strategies for teaching teens with ADHD to drive is highlighted.

  13. Children with Autism and Attention Difficulties: A Pilot Study of the Association between Sensory, Motor, and Adaptive Behaviors

    PubMed Central

    Mattard-Labrecque, Carolanne; Ben Amor, Leila; Couture, Mélanie M.

    2013-01-01

    Objectives: This pilot study aimed to compare sensory processing, motor skills and adaptive behaviors in children with a double diagnosis of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) (ASD+ADHD) with children with ADHD alone and to examine the association of sensory processing and motor skills with adaptive behaviors (self-care). Method: Thirty children aged 5–14 years diagnosed with ASD+ADHD (n = 13) or ADHD (n = 17) were evaluated on their sensory processing and motor skills and adaptive behaviors. Analysis of covariance compared the groups on these dimensions. Correlation analyses examined the association between sensory processing and motor skills and adaptive behaviors. Results: Compared to children with ADHD alone, children with ASD+ADHD had poorer skills in sensory processing (p < 0.001), motor (p = 0.001) and adaptive behaviors (p < 0.001). For all children, increased autonomy in self-care was correlated with better sensory processing (p < 0.001) and motor skills (p = 0.002). Conclusion: Children with ASD+ADHD have poorer sensory processing, motor and adaptive skills than those with ADHD alone. Sensory processing and motor deficits were negatively associated with autonomy in self-care. Interventions aiming to improve sensory processing and motor skills and autonomy in self-care should become important targets for these children. PMID:23667360

  14. Relationship between attention-deficit/hyperactivity disorder and sedentary behavior in adolescence: a cross-sectional study.

    PubMed

    Suchert, Vivien; Pedersen, Anya; Hanewinkel, Reiner; Isensee, Barbara

    2017-04-04

    Existing studies reveal that high levels of sedentary behavior are associated with more inattention and hyperactivity problems. Since most previous studies used screen time as an indicator of sedentary behavior and assessed symptoms of attention-deficit/hyperactivity disorder (ADHD) by short screening measures which do not allow to distinguish between subtypes of ADHD, the current study aimed to investigate association between different types of sedentary behavior and symptoms and subtypes of ADHD. The current cross-sectional study analyzed data of 913 students (46.1% girls) aged 13-17 years (M = 15.0, SD = 0.6). Using a self-administered questionnaire, screen-based and non-screen-based sedentary behavior and ADHD symptoms were assessed. Linear and logistic regression analyses were conducted. All analyses were adjusted for age, gender, moderate to vigorous physical activity and body mass index. Screen time was related to the total ADHD score (p < 0.001) as well as to the subscales inattention (p ≤ 0.016) and hyperactivity/impulsivity (p ≤ 0.008). Sedentary time without screens was virtually not associated with ADHD. As far as ADHD symptoms are considered as a correlate of sedentary behavior, the type of activity which is pursued sedentarily seems to matter: screen time, but not other non-screen-based sedentary activities should be considered as being a risk factor for ADHD.

  15. Guanfacine Use in Children With Down Syndrome and Comorbid Attention-Deficit Hyperactivity Disorder (ADHD) With Disruptive Behaviors.

    PubMed

    Capone, George T; Brecher, Liza; Bay, Mihee

    2016-07-01

    The purpose of this study was to characterize children with Down syndrome and attention-deficit hyperactivity disorder (ADHD) with disruptive behaviors using the Aberrant Behavior Checklist (ABC), and to measure the treatment effects of guanfacine on maladaptive behaviors. Subjects were enrolled from a group of outpatients who visited our clinic between 2002 and 2007. Subjects (N = 23) were children with Down syndrome ages 4 to 12 years (mean 7.4 ± 4.1), who met criteria for ADHD according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition The Aberrant Behavior Checklist Irritability and Hyperactivity subscales each showed a significant decrease (P < .0001) at follow-up. The mean decline on Hyperactivity was 25% (-7.8 points), and for Irritability, 25% (-3.5 points). The mean composite score also declined by 24% (-12 points). Effect size differences on Irritability were moderate, whereas differences on Hyperactivity and composite score appeared large. Clinically important target behaviors were reduced. Medication was generally well tolerated and the incidence of treatment emergent side effects remained low.

  16. Behavioral and Neural Markers of Flexible Attention over Working Memory in Aging

    PubMed Central

    Mok, Robert M.; Myers, Nicholas E.; Wallis, George; Nobre, Anna Christina

    2016-01-01

    Working memory (WM) declines as we age and, because of its fundamental role in higher order cognition, this can have highly deleterious effects in daily life. We investigated whether older individuals benefit from flexible orienting of attention within WM to mitigate cognitive decline. We measured magnetoencephalography (MEG) in older adults performing a WM precision task with cues during the maintenance period that retroactively predicted the location of the relevant items for performance (retro-cues). WM performance of older adults significantly benefitted from retro-cues. Whereas WM maintenance declined with age, retro-cues conferred strong attentional benefits. A model-based analysis revealed an increase in the probability of recalling the target, a lowered probability of retrieving incorrect items or guessing, and an improvement in memory precision. MEG recordings showed that retro-cues induced a transient lateralization of alpha (8–14 Hz) and beta (15–30 Hz) oscillatory power. Interestingly, shorter durations of alpha/beta lateralization following retro-cues predicted larger cueing benefits, reinforcing recent ideas about the dynamic nature of access to WM representations. Our results suggest that older adults retain flexible control over WM, but individual differences in control correspond to differences in neural dynamics, possibly reflecting the degree of preservation of control in healthy aging. PMID:26865653

  17. Re-Paying Attention to Visitor Behavior: A Re-Analysis using Meta-Analytic Techniques.

    PubMed

    Castro, Yone; Botella, Juan; Asensio, Mikel

    2016-06-20

    The present study describes a meta-analytic review of museum visitors' behavior. Although there is a large number of visitor studies available, their cumulative importance has not been determined due to the lack of rigorous methods to determine common causes of visitors' behaviors. We analyzed Serrell's (1998) database of 110 studies, defining a number of variables that measure visitors' behaviors in exhibition spaces which exceeded the most typical and obvious ones. We defined four indexes of effect size and obtained their combined estimates: average time per feature [ATF● = 0.43 (0.49; 0.37)], percentage of diligent visitors [dv● = 30% (0.39; 0.23)], inverse of velocity [Iv● = 4.07 min/100m2 (4.55; 3.59)], and stops per feature [SF● = 0.35 (0.38; 0.33)], and we analyzed the role of relevant moderating variables. Key findings indicate, for example, that the visiting time for each display element relates to the size of the exhibition and its newness, and visitor walking speed is higher in large exhibit areas. The indexes obtained in this study can be understood as references to be used for comparison with new evaluations. They may help to predict people's behavior and appreciation of new exhibitions, identifying important problems in museum designs, and providing new research tools for this field.

  18. Factors Contributing to the Emergence of Anxiety among Behaviorally Inhibited Children: The Role of Attention

    ERIC Educational Resources Information Center

    Fox, Nathan A.

    2010-01-01

    Behavioral inhibition (BI) is a temperament that can be identified early in childhood. Children with BI are socially reticent, withdraw from engaging unfamiliar peers, and often have problems in forming friendships. They are also at risk for developing anxiety disorders as they get older. There is, however, as much discontinuity as continuity in…

  19. Parent Agreement on Ratings of Children's Attention Deficit/Hyperactivity Disorder and Broadband Externalizing Behaviors

    ERIC Educational Resources Information Center

    Langberg, Joshua M.; Epstein, Jeffery N.; Simon, John O.; Loren, Richard E. A.; Arnold, L. Eugene; Hechtman, Lily; Hinshaw, Stephen P.; Hoza, Betsy; Jensen, Peter S.; Pelham, William E.; Swanson, James M.; Wigal, Timothy

    2010-01-01

    Mothers and fathers often disagree in their ratings of child behavior, as evidenced clinically and as supported by a substantial literature examining parental agreement on broadband rating scales. The present study examined mother-father agreement on "Diagnostic and Statistical Manual"-based symptom-specific ratings of…

  20. Attentional Learning and Flexible Induction: How Mundane Mechanisms Give Rise to Smart Behaviors

    ERIC Educational Resources Information Center

    Sloutsky, Vladimir M.; Fisher, Anna V.

    2008-01-01

    Young children often exhibit flexible behaviors relying on different kinds of information in different situations. This flexibility has been traditionally attributed to conceptual knowledge. Reported research demonstrates that flexibility can be acquired implicitly and it does not require conceptual knowledge. In Experiment 1, 4- to 5-year-olds…

  1. Behavior of Pigs Reared in Enriched Environment: Alternatives to Extend Pigs Attention

    PubMed Central

    Gonçalves, Liliane Maria Piano; Garcia, Rodrigo Garófallo; Nääs, Irenilza de Alencar; Nieto, Viviane Maria Oliveira dos Santos; de Oliveira, Geyssane Farias

    2017-01-01

    Three trials were carried out in a completely randomized design aiming to assess the behavior of pigs in growth phase in enriched environments. Trial 1 evaluated the effects of frequency of availability of environmental enrichment. The animals were assigned to four treatments: 1) control with no enrichment object; 2) objects provided for six consecutive days uninterruptedly; 3) objects provided on alternate days, and 4) objects provided for six consecutive days taken away by the end of the afternoon and replaced at dawn. Trial 2 assessed the effects of scent on animals’ acceptance and maintenance of interest in objects. Animals were assigned to four treatments: 1) unscented object; 2) object with banana scent; 3) object with rum scent; 4) object with scents alternated every other day. Trial 3 aimed to assess the influence of environmental enrichment based on providing rewards at different difficulty levels. Animals were assigned to three treatments: 1) object with no reward; 2) object with a reward at an easy level; 3) object with a reward at a difficult level. Each trial had six days of behavioral observations every ten minutes for eight hours each day using images from video cameras. Enrichment objects stimulated the animals’ natural behavior of nuzzling and exploring the environment. The way the objects were available did not impact the success of their use. Offering enrichment on alternate days or removing the objects by the end of the day was not an effective strategy to extend the animals’ interest. The olfactory stimulus in environmental enrichment objects had no positive effect on extending the animals’ interest on them, nor did alternating the aromas. The tactile stimulus was a key factor for object attractiveness. Providing environmental enrichment objects with rewards stimulated the exploratory behavior of pigs. The level of difficulty to obtain the reward may discourage the animals. PMID:28060849

  2. Behavior of Pigs Reared in Enriched Environment: Alternatives to Extend Pigs Attention.

    PubMed

    Machado, Simone Pereira; Caldara, Fabiana Ribeiro; Foppa, Luciana; de Moura, Rafael; Gonçalves, Liliane Maria Piano; Garcia, Rodrigo Garófallo; Nääs, Irenilza de Alencar; Nieto, Viviane Maria Oliveira Dos Santos; de Oliveira, Geyssane Farias

    2017-01-01

    Three trials were carried out in a completely randomized design aiming to assess the behavior of pigs in growth phase in enriched environments. Trial 1 evaluated the effects of frequency of availability of environmental enrichment. The animals were assigned to four treatments: 1) control with no enrichment object; 2) objects provided for six consecutive days uninterruptedly; 3) objects provided on alternate days, and 4) objects provided for six consecutive days taken away by the end of the afternoon and replaced at dawn. Trial 2 assessed the effects of scent on animals' acceptance and maintenance of interest in objects. Animals were assigned to four treatments: 1) unscented object; 2) object with banana scent; 3) object with rum scent; 4) object with scents alternated every other day. Trial 3 aimed to assess the influence of environmental enrichment based on providing rewards at different difficulty levels. Animals were assigned to three treatments: 1) object with no reward; 2) object with a reward at an easy level; 3) object with a reward at a difficult level. Each trial had six days of behavioral observations every ten minutes for eight hours each day using images from video cameras. Enrichment objects stimulated the animals' natural behavior of nuzzling and exploring the environment. The way the objects were available did not impact the success of their use. Offering enrichment on alternate days or removing the objects by the end of the day was not an effective strategy to extend the animals' interest. The olfactory stimulus in environmental enrichment objects had no positive effect on extending the animals' interest on them, nor did alternating the aromas. The tactile stimulus was a key factor for object attractiveness. Providing environmental enrichment objects with rewards stimulated the exploratory behavior of pigs. The level of difficulty to obtain the reward may discourage the animals.

  3. Disorganized infant, child, and adult attachment: collapse in behavioral and attentional strategies.

    PubMed

    Hesse, E; Main, M

    2000-01-01

    This presentation focuses on the disorganized/disoriented (Group D) categories of infant, child, and adult attachment. The infant D category is assigned on the basis of interruptions and anomalies in organization and orientation observed during Ainsworth's strange situation procedure. In neurologically normal low-risk samples, D attachment is not substantially related to descriptions of infant temperament, and usually appears with respect to only one parent. At six, former D infants are often found to be role-inverting (D-Controlling) towards the parent, while drawings and separation-related narratives (D-Fearful) suggest continuing states of fear and disorganization. In adults, marked lapses in reasoning and discourse surrounding the discussion of loss or abuse during the Adult Attachment Interview (AAI) causes a transcript to be assigned to Unresolved/disorganized (U/d) adult attachment status, which predicts infant D attachment. Bowlby's theory is extended, with the proposal that certain forms of frightening parental behavior will arouse contradictory biologically channeled propensities to approach and to take flight from the parent. Maltreated infants are therefore highly likely to be disorganized. Also identified are subtler forms of frightening parental behavior (including dissociative behavior and anomalous forms of frightened behavior) that appear to lead to infant disorganization. This suggests that infant D attachment may at times represent a second-generation effect of the parent's own continuing unresolved responses to trauma. Infant D attachment predicts disruptive/aggressive and dissociative disorders in childhood and adolescence, while U/d adult attachment appears frequently in psychiatric and criminal populations. Clinical implications are discussed.

  4. Neurophysiology of Reward-Guided Behavior: Correlates Related to Predictions, Value, Motivation, Errors, Attention, and Action.

    PubMed

    Bissonette, Gregory B; Roesch, Matthew R

    2016-01-01

    Many brain areas are activated by the possibility and receipt of reward. Are all of these brain areas reporting the same information about reward? Or are these signals related to other functions that accompany reward-guided learning and decision-making? Through carefully controlled behavioral studies, it has been shown that reward-related activity can represent reward expectations related to future outcomes, errors in those expectations, motivation, and signals related to goal- and habit-driven behaviors. These dissociations have been accomplished by manipulating the predictability of positively and negatively valued events. Here, we review single neuron recordings in behaving animals that have addressed this issue. We describe data showing that several brain areas, including orbitofrontal cortex, anterior cingulate, and basolateral amygdala signal reward prediction. In addition, anterior cingulate, basolateral amygdala, and dopamine neurons also signal errors in reward prediction, but in different ways. For these areas, we will describe how unexpected manipulations of positive and negative value can dissociate signed from unsigned reward prediction errors. All of these signals feed into striatum to modify signals that motivate behavior in ventral striatum and guide responding via associative encoding in dorsolateral striatum.

  5. Neurophysiology of Reward-Guided Behavior: Correlates Related to Predictions, Value, Motivation, Errors, Attention, and Action

    PubMed Central

    Roesch, Matthew R.

    2017-01-01

    Many brain areas are activated by the possibility and receipt of reward. Are all of these brain areas reporting the same information about reward? Or are these signals related to other functions that accompany reward-guided learning and decision-making? Through carefully controlled behavioral studies, it has been shown that reward-related activity can represent reward expectations related to future outcomes, errors in those expectations, motivation, and signals related to goal- and habit-driven behaviors. These dissociations have been accomplished by manipulating the predictability of positively and negatively valued events. Here, we review single neuron recordings in behaving animals that have addressed this issue. We describe data showing that several brain areas, including orbitofrontal cortex, anterior cingulate, and basolateral amygdala signal reward prediction. In addition, anterior cingulate, basolateral amygdala, and dopamine neurons also signal errors in reward prediction, but in different ways. For these areas, we will describe how unexpected manipulations of positive and negative value can dissociate signed from unsigned reward prediction errors. All of these signals feed into striatum to modify signals that motivate behavior in ventral striatum and guide responding via associative encoding in dorsolateral striatum. PMID:26276036

  6. Sustained release and standard methylphenidate effects on cognitive and social behavior in children with attention deficit disorder.

    PubMed

    Pelham, W E; Sturges, J; Hoza, J; Schmidt, C; Bijlsma, J J; Milich, R; Moorer, S

    1987-10-01

    Two studies were conducted to investigate the relative effects of sustained release methylphenidate (Ritalin [SR-20]) and standard methylphenidate (Ritalin, 10 mg, administered twice daily). In the first study, 13 boys with attention deficit disorder participating in a summer treatment program went through a double-blind, within-subject trial of each form of methylphenidate and placebo. Measures of social and cognitive behavior were gathered in classroom and play settings. Although group analyses of the data showed that both drugs were effective and there were few differences between them, standard methylphenidate was superior to SR-20 on several important measures of disruptive behavior. Furthermore, analyses of individual responsivity showed clearly that most boys responded more positively to standard methylphenidate than to SR-20. The second study involved a partially overlapping group of nine boys with attention deficit disorder participating in the same summer treatment program. Also double-blind, within-subject, and placebo controlled, this study tracked the time courses of the two forms of methylphenidate. Both were shown to have similar time courses on the Abbreviated Conners Rating Scale and other measures, but SR-20 had a slower onset than did the standard drug form on a continuous performance task. Effects of SR-20 were still evident eight hours after ingestion.

  7. Sleep problems predict comorbid externalizing behaviors and depression in young adolescents with attention-deficit/hyperactivity disorder.

    PubMed

    Becker, Stephen P; Langberg, Joshua M; Evans, Steven W

    2015-08-01

    Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) experience high rates of sleep problems and are also at increased risk for experiencing comorbid mental health problems. This study provides an initial examination of the 1-year prospective association between sleep problems and comorbid symptoms in youth diagnosed with ADHD. Participants were 81 young adolescents (75 % male) carefully diagnosed with ADHD and their parents. Parents completed measures of their child's sleep problems and ADHD symptoms, oppositional defiant disorder (ODD) symptoms, and general externalizing behavior problems at baseline (M age = 12.2) and externalizing behaviors were assessed again 1 year later. Adolescents completed measures of anxiety and depression at both time-points. Medication use was not associated with sleep problems or comorbid psychopathology symptoms. Regression analyses indicated that, above and beyond demographic characteristics, ADHD symptom severity, and initial levels of comorbidity, sleep problems significantly predicted greater ODD symptoms, general externalizing behavior problems, and depressive symptoms 1 year later. Sleep problems were not concurrently or prospectively associated with anxiety. Although this study precludes making causal inferences, it does nonetheless provide initial evidence of sleep problems predicting later comorbid externalizing behaviors and depression symptoms in youth with ADHD. Additional research is needed with larger samples and multiple time-points to further examine the interrelations of sleep problems and comorbidity.

  8. Effect of Treating Anxiety Disorders on Cognitive Deficits and Behaviors Associated with Attention Deficit Hyperactivity Disorder: A Preliminary Study.

    PubMed

    Denis, Isabelle; Guay, Marie-Claude; Foldes-Busque, Guillaume; BenAmor, Leila

    2016-06-01

    Twenty-five percent of children with ADHD also have an anxiety disorder (AD). As per Quay and in light of Barkley's model, anxiety may have a protective effect on cognitive deficits and behaviors associated with ADHD. This study aimed to evaluate the effect of treating AD on cognitive deficits and behaviors associated with ADHD in children with both disorders. Twenty-four children with ADHD and AD were divided into two groups: treatment for AD, and wait list. Participants were assessed at pre-treatment, post-treatment, and 6-month follow-up with the ADIS-C, the CBCL, and neuropsychological measures. The results revealed a significant improvement in automatic response inhibition and flexibility, and a decrease in inattention/hyperactivity behaviors following the treatment for AD. No significant differences were observed in motor response inhibition, working memory, or attention deficits. The results do not seem to support Quay's hypothesis: treating AD did not exacerbate cognitive deficits and behaviors associated with ADHD in our sample.

  9. The Effects of a Response-Cost Program on the Classroom Behavior of Two Children with Attention Deficit/Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Rickman, David; Motzenbecker, Trudi

    This study examines the effects of using response cost in combination with positive reinforcement procedures in helping two second grade students with attention deficit hyperactivity disorder maintain their attention in the classroom. This involved the loss of reinforcers/points contingent upon inappropriate behavior in the classroom, in addition…

  10. Establishment of Joint Attention in Dyads Involving Hearing Mothers of Deaf and Hearing Children, and Its Relation to Adaptive Social Behavior

    ERIC Educational Resources Information Center

    Nowakowski, Matilda E.; Tasker, Susan L.; Schmidt, Louis A.

    2009-01-01

    Mounting evidence points to joint attention as a mediating variable in children's adaptive behavior. Joint attention in interactions between hearing mothers and congenitally deaf (n = 27) and hearing (n = 29) children, ages 18-36 months, was examined. All deaf children had severe to profound hearing loss. Mother-child interactions were coded for…

  11. Shared Attention.

    PubMed

    Shteynberg, Garriy

    2015-09-01

    Shared attention is extremely common. In stadiums, public squares, and private living rooms, people attend to the world with others. Humans do so across all sensory modalities-sharing the sights, sounds, tastes, smells, and textures of everyday life with one another. The potential for attending with others has grown considerably with the emergence of mass media technologies, which allow for the sharing of attention in the absence of physical co-presence. In the last several years, studies have begun to outline the conditions under which attending together is consequential for human memory, motivation, judgment, emotion, and behavior. Here, I advance a psychological theory of shared attention, defining its properties as a mental state and outlining its cognitive, affective, and behavioral consequences. I review empirical findings that are uniquely predicted by shared-attention theory and discuss the possibility of integrating shared-attention, social-facilitation, and social-loafing perspectives. Finally, I reflect on what shared-attention theory implies for living in the digital world.

  12. An evaluation of the interaction between quality of attention and negative reinforcement with children who display escape-maintained problem behavior.

    PubMed

    Gardner, Andrew W; Wacker, David P; Boelter, Eric W

    2009-01-01

    The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic demands for both participants by providing high-quality attention, despite the continuous availability of negative reinforcement. The current study extended brief clinical methods with typically developing children and demonstrated how different qualities of attention provided across concurrent schedules could bias responding.

  13. Impulsive choice behavior in four strains of rats: evaluation of possible models of Attention-Deficit/Hyperactivity Disorder.

    PubMed

    Garcia, Ana; Kirkpatrick, Kimberly

    2013-02-01

    Several studies have examined impulsive choice behavior in spontaneously hypertensive rats (SHRs) as a possible pre-clinical model for Attention-Deficit/Hyperactivity Disorder (ADHD). However, this strain was not specifically selected for the traits of ADHD and as a result their appropriateness as a model has been questioned. The present study investigated whether SHRs would exhibit impulsive behavior in comparison to their control strain, Wistar Kyoto (WKY) rats. In addition, we evaluated a strain that has previously shown high levels of impulsive choice, the Lewis (LEW) rats and compared them with their source strain, Wistar (WIS) rats. In the first phase, rats could choose between a smaller-sooner (SS) reward of 1 pellet after 10 s and a larger-later (LL) reward of 2 pellets after 30 s. Subsequently, the rats were exposed to increases in LL reward magnitude and SS delay. These manipulations were designed to assess sensitivity to magnitude and delay within the choice task to parse out possible differences in using the strains as models of specific deficits associated with ADHD. The SHR and WKY strains did not differ in their choice behavior under either delay or magnitude manipulations. In comparison to WIS, LEW showed deficits in choice behavior in the delay manipulation, and to a lesser extent in the magnitude manipulation. An examination of individual differences indicated that the SHR strain may not be sufficiently homogeneous in their impulsive choice behavior to be considered as a viable model for impulse control disorders such as ADHD. The LEW strain may be worthy of further consideration for their suitability as an animal model.

  14. Impulsive choice behavior in four strains of rats: Evaluation of possible models of Attention Deficit/Hyperactivity Disorder

    PubMed Central

    Garcia, Ana; Kirkpatrick, Kimberly

    2012-01-01

    Several studies have examined impulsive choice behavior in spontaneously hypertensive rats (SHRs) as a possible pre-clinical model for Attention-Deficit/Hyperactivity Disorder (ADHD). However, this strain was not specifically selected for the traits of ADHD and as a result their appropriateness as a model has been questioned. The present study investigated whether SHRs would exhibit impulsive behavior in comparison to their control strain, Wistar Kyoto (WKY) rats. In addition, we evaluated a strain that has previously shown high levels of impulsive choice, the Lewis (LEW) rats and compared them with their source strain, Wistar (WIS) rats. In the first phase, rats could choose between a Smaller-sooner (SS) reward of 1 pellet after 10 s and a Larger-later (LL) reward of 2 pellets after 30 s. Subsequently, the rats were exposed to increases in LL reward magnitude and SS delay. These manipulations were designed to assess sensitivity to magnitude and delay within the choice task to parse out possible differences in using the strains as models of specific deficits associated with ADHD. The SHR and WKY strains did not differ in their choice behavior under either delay or magnitude manipulations. In comparison to WIS, LEW showed deficits in choice behavior in the delay manipulation, and to a lesser extent in the magnitude manipulation. An examination of individual differences indicated that the SHR strain may not be sufficiently homogeneous in their impulsive choice behavior to be considered as a viable model for impulse control disorders such as ADHD. The LEW strain may be worthy of further consideration for their suitability as an animal model. PMID:23085479

  15. A Role of Phase-Resetting in Coordinating Large Scale Neural Networks During Attention and Goal-Directed Behavior

    PubMed Central

    Voloh, Benjamin; Womelsdorf, Thilo

    2016-01-01

    Short periods of oscillatory activation are ubiquitous signatures of neural circuits. A broad range of studies documents not only their circuit origins, but also a fundamental role for oscillatory activity in coordinating information transfer during goal directed behavior. Recent studies suggest that resetting the phase of ongoing oscillatory activity to endogenous or exogenous cues facilitates coordinated information transfer within circuits and between distributed brain areas. Here, we review evidence that pinpoints phase resetting as a critical marker of dynamic state changes of functional networks. Phase resets: (1) set a “neural context” in terms of narrow band frequencies that uniquely characterizes the activated circuits; (2) impose coherent low frequency phases to which high frequency activations can synchronize, identifiable as cross-frequency correlations across large anatomical distances; (3) are critical for neural coding models that depend on phase, increasing the informational content of neural representations; and (4) likely originate from the dynamics of canonical E-I circuits that are anatomically ubiquitous. These multiple signatures of phase resets are directly linked to enhanced information transfer and behavioral success. We survey how phase resets re-organize oscillations in diverse task contexts, including sensory perception, attentional stimulus selection, cross-modal integration, Pavlovian conditioning, and spatial navigation. The evidence we consider suggests that phase-resets can drive changes in neural excitability, ensemble organization, functional networks, and ultimately, overt behavior. PMID:27013986

  16. Specificity of cognitive impairment from Pfiesteria piscicida exposure in rats: attention and visual function versus behavioral plasticity.

    PubMed

    Rezvani, A H; Bushnell, P J; Burkholder, J M; Glasgow, H B; Levin, E D

    2001-01-01

    Pfiesteria piscicida is a toxic dinoflagellate that has caused massive fish kills in estuaries along the East Coast of the United States, and exposure of humans to toxic Pfiesteria has been associated with cognitive impairment. A visual signal detection task was used to determine the possible importance of attentional and visual processes in Pfiesteria effects on cognitive function. Adult female rats were trained to perform the signal detection task. After training, the rats were injected subcutaneously with fish culture water containing toxic Pfiesteria (35,600 or 106,800 cells of Pfiesteria/kg of rat body weight) or with (control) fish culture water containing no Pfiesteria. Effects of toxic Pfiesteria on maintenance of signal detection behavior were assessed for 2 weeks after treatment. Then, the signal-response contingencies were reversed. After the discrimination was reestablished on the reversed levers, the rats received a second dose of toxic Pfiesteria. The rats were again tested for 2 weeks, after which a second reversal was imposed. Pfiesteria did not affect behavior in the signal detection task during 2 weeks of prereversal testing after either exposure. However, a significant Pfiesteria-induced deficit emerged when the signal-response contingencies were reversed. These findings suggest that Pfiesteria-induced deficits emerge during periods of behavioral transition and not during performance of previously learned tasks.

  17. Working memory, attention, inhibition, and their relation to adaptive functioning and behavioral/emotional symptoms in school-aged children.

    PubMed

    Vuontela, Virve; Carlson, Synnöve; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T

    2013-02-01

    The present study investigated the development of executive functions (EFs) and their associations with performance and behavior at school in 8-12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks. School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child Behavior Checklist. The studied dimensions of EF were cognitive efficiency/speed, working memory/attention and inhibitory control. Strong age effects were found for these cognitive abilities (p values <0.01). Inhibitory control was associated with better adaptive functioning (learning, working hard and behaving well), academic performance and less psychiatric symptoms (p values <0.05), specially in 8-9-year-old children. In this youngest age group low inhibitory control was also associated with teacher-reported inattention (p = 0.042). Low inhibitory control was associated with teacher- and parent-reported internalizing symptoms (p < 0.01). These results suggest that maturational factors may underlie low adaptive functioning and psychiatric symptoms during early school years. Further studies are needed to evaluate the association between inhibition and emotional symptoms.

  18. A Comparison of Effectiveness of Parent Behavioral Management Training and Methylphenidate on Reduction of Symptomsof Attention Deficit Hyperactivity Disorder.

    PubMed

    Mohammadi, Mohammad Reza; Soleimani, Ali Akbar; Ahmadi, Nastaran; Davoodi, Elham

    2016-08-01

    Attention deficit hyperactivity disorder (ADHD) is one of the most common psychological disorders of childhood. Methylphenidate is highly effective in the treatment of ADHD. This study aimed to determine the effectiveness of combined Parent behavioral management training (PBMT) and medication treatment (Methylphenidate) in reducing ADHD symptoms in 6-12-year-old children, using randomized sampling. A total of 50 children with ADHD were assigned into two groups: an experimental group of PBMT and a control group of medication treatment (Methylphenidate) without other interventions. Conners' Parent Rating Scale (CPRS-48) was employed before and after interventions to determine the effects. Descriptive Statistics method (consisting of Mean and Standard deviation) and Statistical inference method, (including t-test and Levene's Test) were used for data analysis.  Findings revealed that the combined behavioral intervention of PBMT and methylphenidate treatment is more effective in reduction of ADHD in children. The difference of means between pre-test and post-test of CPRS in the experimental group was equal to 10.77, and it was equal to 1.88 in the control group. In addition, PBMT was more effective in the case of younger parents (P<0.025). However, parents' education level did not affect the behavioral intervention (P<0.025).The findings suggest that combined intervention of PBMT and methylphenidate is effective in reducing the symptoms of ADHD in children.

  19. Effects of Video Game Training on Behavioral and Electrophysiological Measures of Attention and Memory: Protocol for a Randomized Controlled Trial

    PubMed Central

    Mayas, Julia; Ruiz-Marquez, Eloisa; Prieto, Antonio; Toril, Pilar; Ponce de Leon, Laura; de Ceballos, Maria L; Reales Avilés, José Manuel

    2017-01-01

    Background Neuroplasticity-based approaches seem to offer promising ways of maintaining cognitive health in older adults and postponing the onset of cognitive decline symptoms. Although previous research suggests that training can produce transfer effects, this study was designed to overcome some limitations of previous studies by incorporating an active control group and the assessment of training expectations. Objective The main objectives of this study are (1) to evaluate the effects of a randomized computer-based intervention consisting of training older adults with nonaction video games on brain and cognitive functions that decline with age, including attention and spatial working memory, using behavioral measures and electrophysiological recordings (event-related potentials [ERPs]) just after training and after a 6-month no-contact period; (2) to explore whether motivation, engagement, or expectations might account for possible training-related improvements; and (3) to examine whether inflammatory mechanisms assessed with noninvasive measurement of C-reactive protein in saliva impair cognitive training-induced effects. A better understanding of these mechanisms could elucidate pathways that could be targeted in the future by either behavioral or neuropsychological interventions. Methods A single-blinded randomized controlled trial with an experimental group and an active control group, pretest, posttest, and 6-month follow-up repeated measures design is used in this study. A total of 75 cognitively healthy older adults were randomly distributed into experimental and active control groups. Participants in the experimental group received 16 1-hour training sessions with cognitive nonaction video games selected from Lumosity, a commercial brain training package. The active control group received the same number of training sessions with The Sims and SimCity, a simulation strategy game. Results We have recruited participants, have conducted the training protocol

  20. Establishment of joint attention in dyads involving hearing mothers of deaf and hearing children, and its relation to adaptive social behavior.

    PubMed

    Nowakowski, Matilda E; Tasker, Susan L; Schmidt, Louis A

    2009-01-01

    Mounting evidence points to joint attention as a mediating variable in children's adaptive behavior development. Joint attention in interactions between hearing mothers and congenitally deaf (n = 27) and hearing (n = 29) children, ages 18-36 months, was examined. All deaf children had severe to profound hearing loss. Mother-child interactions were coded for maternally initiated and child-initiated success rates in establishing joint attention; mothers completed ratings of their children's adaptive behavior. Hearing mother-deaf child dyads had significantly lower maternally initiated success rates. No significant between-group differences on child-initiated success rates were shown. Maternal ratings of adaptive behavior were significantly lower for deaf children, and related positively and significantly to both child-initiated and maternally initiated success rates. The findings suggest that mother-child interactions that are low in successful establishment of joint attention might mediate the development of socioemotional problems evident in deaf children with hearing families.

  1. Antecedent Assessment and Assessment-Based Treatment of Off-Task Behavior in a Child Diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD).

    ERIC Educational Resources Information Center

    Flood, William A.; Wilder, David A.

    2002-01-01

    Antecedent assessment and assessment-based intervention for off-task behavior by an 11-year-old with attention deficit hyperactivity disorder is reported. Assessment correlated off-task behavior with difficult academic tasks; intervention included functional communication training that focused on teaching the child to request assistance, as well…

  2. An Evaluation of the Interaction between Quality of Attention and Negative Reinforcement with Children Who Display Escape-Maintained Problem Behavior

    ERIC Educational Resources Information Center

    Gardner, Andrew W.; Wacker, David P.; Boelter, Eric W.

    2009-01-01

    The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic…

  3. Learning Disabilities and Risk-Taking Behavior in Adolescents: A Comparison of Those with and without Comorbid Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    McNamara, John; Vervaeke, Sherri-Leigh; Willoughby, Teena

    2008-01-01

    Risk-taking behavior includes alcohol and drug use, delinquency, acts of aggression, sexual activity, and so on. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities (LD) or attention-deficit/hyperactivity disorder…

  4. Impact of Treatments for Depression on Comorbid Anxiety, Attentional, and Behavioral Symptoms in Adolescents with Selective Serotonin Reuptake Inhibitor-Resistant Depression

    ERIC Educational Resources Information Center

    Hilton, Robert C.; Rengasamy, Manivel; Mansoor, Brandon; He, Jiayan; Mayes, Taryn; Emslie, Graham J.; Porta, Giovanna; Clarke, Greg N.; Wagner, Karen Dineen; Birmaher, Boris; Keller, Martin B.; Ryan, Neal; Shamseddeen, Wael; Asarnow, Joan Rosenbaum; Brent, David A.

    2013-01-01

    Objective: To assess the relative efficacy of antidepressant medication, alone and in combination with cognitive behavioral therapy (CBT), on comorbid symptoms of anxiety, attention, and disruptive behavior disorders in participants in the Treatment of Resistant Depression in Adolescents (TORDIA) trial. Method: Adolescents with selective serotonin…

  5. To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD?

    ERIC Educational Resources Information Center

    Poon, Kenneth K.; Watson, Linda R.; Baranek, Grace T.; Poe, Michele D.

    2012-01-01

    The extent to which early social communication behaviors predict later communication and intellectual outcomes was investigated via retrospective video analysis. Joint attention, imitation, and complex object play behaviors were coded from edited home videos featuring scenes of 29 children with ASD at 9-12 and/or 15-18 months. A quantitative…

  6. Distinguishing and Improving Mouse Behavior with Educational Computer Games in Young Children with Autistic Spectrum Disorder or Attention Deficit/Hyperactivity Disorder: An Executive Function-Based Interpretation

    ERIC Educational Resources Information Center

    Veenstra, Baukje; van Geert, Paul L. C.; van der Meulen, Bieuwe F.

    2012-01-01

    In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real-time mouse behavior (MB) in different types of children: 18 children (3.8-6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder…

  7. Attention Bias Modification Treatment for Children with Anxiety Disorders who do not Respond to Cognitive Behavioral Therapy: A Case Series

    PubMed Central

    Bechor, Michele; Pettit, Jeremy W.; Silverman, Wendy K.; Bar-Haim, Yair; Abend, Rany; Pine, Daniel S.; Vasey, Michael W.

    2013-01-01

    Evidence is emerging to support the promise of Attention Bias Modification Treatment (ABMT), a computer-based attention training program, in reducing anxiety in children. ABMT has not been tested as an adjuvant for children with anxiety disorders who do not respond to Cognitive-Behavioral Therapy (CBT). This case series presents findings from an open trial of ABMT among six children (four girls; M age =11.2 years) who completed a CBT protocol and continued to meet diagnostic criteria for an anxiety disorder. All children completed the ABMT protocol with no cancelled or missed sessions. Child self-ratings on anxiety symptoms and depressive symptoms significantly decreased from pretreatment to posttreatment, as did parent ratings on child anxiety-related impairment. Parent ratings on child anxiety and internalizing symptoms displayed non-significant decreases from pretreatment to posttreatment. These findings support the potential promise of ABMT as a feasible adjuvant treatment that reduces anxiety and impairment among child anxiety CBT nonresponders. PMID:24211147

  8. Early life stress induces attention-deficit hyperactivity disorder (ADHD)-like behavioral and brain metabolic dysfunctions: functional imaging of methylphenidate treatment in a novel rodent model.

    PubMed

    Bock, J; Breuer, S; Poeggel, G; Braun, K

    2017-03-01

    In a novel animal model Octodon degus we tested the hypothesis that, in addition to genetic predisposition, early life stress (ELS) contributes to the etiology of attention-deficit hyperactivity disorder-like behavioral symptoms and the associated brain functional deficits. Since previous neurochemical observations revealed that early life stress impairs dopaminergic functions, we predicted that these symptoms can be normalized by treatment with methylphenidate. In line with our hypothesis, the behavioral analysis revealed that repeated ELS induced locomotor hyperactivity and reduced attention towards an emotionally relevant acoustic stimulus. Functional imaging using ((14)C)-2-fluoro-deoxyglucose-autoradiography revealed that the behavioral symptoms are paralleled by metabolic hypoactivity of prefrontal, mesolimbic and subcortical brain areas. Finally, the pharmacological intervention provided further evidence that the behavioral and metabolic dysfunctions are due to impaired dopaminergic neurotransmission. Elevating dopamine in ELS animals by methylphenidate normalized locomotor hyperactivity and attention-deficit and ameliorated brain metabolic hypoactivity in a dose-dependent manner.

  9. Enhancing the Effects of Extinction on Attention-Maintained Behavior through Noncontingent Delivery of Attention or Stimuli Identified Via a Competing Stimulus Assessment

    ERIC Educational Resources Information Center

    Fisher, Wayne W.; DeLeon, Iser G.; Rodriguez-Catter, Vanessa; Keeney, Kris M.

    2004-01-01

    Recent research has shown that the noncontingent delivery of competing stimuli can effectively reduce rates of destructive behavior maintained by social-positive reinforcement, even when the contingency for destructive behavior remains intact. It may be useful, therefore, to have a systematic means for predicting which reinforcers do and do not…

  10. A simple behavioral paradigm to measure impulsive behavior in an animal model of attention deficit hyperactivity disorder (ADHD) of the spontaneously hypertensive rats.

    PubMed

    Kim, Pitna; Choi, Inha; Pena, Ike Campomayor Dela; Kim, Hee Jin; Kwon, Kyung Ja; Park, Jin Hee; Han, Seol-Heui; Ryu, Jong Hoon; Cheong, Jae Hoon; Shin, Chan Young

    2012-01-01

    Impulsiveness is an important component of many psychiatric disorders including Attention-deficit/hyperactivity disorder (ADHD). Although the neurobiological basis of ADHD is unresolved, behavioral tests in animal models have become indispensable tools for improving our understanding of this disorder. In the punishment/extinction paradigm, impulsivity is shown by subjects that persevere with responding despite punishment or unrewarded responses. Exploiting this principle, we developed a new behavioral test that would evaluate impulsivity in the most validated animal model of ADHD of the Spontaneously Hypertensive rat (SHR) as compared with the normotensive "control" strain, the Wistar Kyoto rat (WKY). In this paradigm we call the Electro-Foot Shock aversive water Drinking test (EFSDT), water-deprived rats should pass over an electrified quadrant of the EFSDT apparatus to drink water. We reasoned that impulsive animals show increased frequency to drink water even with the presentation of an aversive consequence (electro-shock). Through this assay, we showed that the SHR was more impulsive than the WKY as it demonstrated more "drinking attempts" and drinking frequency. Methylphenidate, the most widely used ADHD medication, significantly reduced drinking frequency of both SHR and WKY in the EFSDT. Thus, the present assay may be considered as another behavioral tool to measure impulsivity in animal disease models, especially in the context of ADHD.

  11. Mother-son interactions in families of boys with Attention-Deficit/Hyperactivity Disorder with and without oppositional behavior.

    PubMed

    Seipp, Carla M; Johnston, Charlotte

    2005-02-01

    Parenting responsiveness and over-reactivity were assessed among 25 mothers of 7-9-year-old sons with Attention-Deficit/Hyperactivity Disorder (ADHD) and oppositional behavior (Oppositional Defiant, OD), 24 mothers of sons with ADHD only, and 38 mothers of nonproblem sons. Responsiveness was observed during mother-son play and clean-up interactions and over-reactivity was assessed using self-reports of parenting in discipline situations. Mothers of sons with ADHD/OD were less responsive and more over-reactive than mothers of nonproblem sons, and mothers of sons with ADHD only did not differ from the other groups. Mothers of sons with ADHD/OD reported more hostility than mothers of nonproblem sons, and controlling for maternal hostility eliminated the significant group differences in responsiveness during clean-up and in over-reactivity. Controlling for the child's ADHD subtype did not alter the pattern of results. The implications for addressing responsiveness and over-reactivity as components of parent-mediated behavioral treatments for ADHD are considered.

  12. Influence of Disruptive Behavior Disorders on Academic Performance and School Functions of Youths with Attention-Deficit/Hyperactivity Disorder.

    PubMed

    Liu, Chao-Yu; Huang, Wei-Lieh; Kao, Wei-Chih; Gau, Susan Shur-Fen

    2017-02-06

    Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.

  13. Neuroelectric and Behavioral Effects of Acute Exercise on Task Switching in Children with Attention-Deficit/Hyperactivity Disorder

    PubMed Central

    Hung, Chiao-Ling; Huang, Chung-Ju; Tsai, Yu-Jung; Chang, Yu-Kai; Hung, Tsung-Min

    2016-01-01

    The main purpose of this two-part study was to examine the effects of acute, moderate intensity exercise on task switching in children with attention-deficit/hyperactivity disorder (ADHD). In Study 1, we compared the task switching performance of children with and without ADHD. Twenty children with ADHD and 20 matched controls performed the task switching paradigm, in which the behavioral indices and P3 component of event-related potentials elicited by task-switching were assessed simultaneously. The amplitude and latency of P3 reflected the amount of attention resource allocated to task-relevant stimulus in the environment and the efficiency of stimulus detection and evaluation, respectively. The task switching included two conditions; the pure condition required participants to perform the task on the same rule (e.g., AAAA or BBBB) whereas the mixed condition required participants to perform the task on two alternating rules (e.g., AABBAA…). The results indicated that children with ADHD had significantly longer RTs, less accuracy, and larger global switch cost for accuracy than controls. Additionally, ADHD participants showed smaller amplitudes and longer P3 latencies in global switch effects. In Study 2, we further examined the effects of an acute aerobic exercise session on task switching in children with ADHD. Thirty-four children with ADHD performed a task switching paradigm after 30 min of moderate-intensity aerobic exercise on a treadmill and after control sessions (watching videos while seated). The results revealed that following exercise, children with ADHD exhibited smaller global switch costs in RT compared with after control sessions. The P3 amplitude only increased following exercise in the mixed condition relative to the pure condition, whereas no effects were found in the control session. These findings suggest that single bouts of moderate intensity aerobic exercise may have positive effects on the working memory of children with ADHD. PMID

  14. Neuropsychological Profiles Correlated with Clinical and Behavioral Impairments in a Sample of Brazilian Children with Attention-Deficit Hyperactivity Disorder

    PubMed Central

    Rizzutti, Sueli; Schuch, Viviane; Augusto, Bruno Muszkat; Coimbra, Caio Colturato; Pereira, João Pedro Cabrera; Bueno, Orlando Francisco Amodeo

    2015-01-01

    Attention-deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder that implies several-step process, and there is no single test to diagnose both ADHD and associated comorbidities, such as oppositional-defiant disorder (ODD), anxiety disorder, depression, and certain types of learning disabilities. The purpose of the present study was to examine correlations between behavioral and clinical symptoms by administering an extensive neuropsychological battery to a sample of children and adolescents from a developing country. The sample was divided into three groups: non-ADHD, ADHD-non-comorbid, and ADHD + comorbidity. A full neuropsychological battery and clinical assessment found that 105 children met DSM-5 criteria, of whom 46.6% had the predominantly inattentive presentation, 37.3% had combined presentation, and 16% were predominantly hyperactive/impulsive presentation. The internal correlation between neuropsychological tests did not reach statistical significance in the comparison between ADHD and non-ADHD cases (p < 0.17). Clinical ADHD cases, including both + comorbidity and non-comorbid groups, performed substantially worse on continuous performance test (CPT), working memory. Comparing ADHD-non-comorbid and ADHD + comorbidity groups, the latter did significantly worse on inhibitory control, time processing, and the level of perseveration response on CPT indexes, as well as on working memory performance and child behavior checklist (CBCL) tests particularly the CBCL-deficient emotional self-regulation test in the ADHD + comorbidity group. Children diagnosed as ODD or with conduct disorder showed close correlations between clinical CBCL profiles and externalized symptoms. Our findings suggest that ADHD + comorbidity and ADHD non-comorbid cases may be differentiated by a number of neuropsychological measures, such as processing speed, inhibitory control, and working memory, that may reflect different levels of

  15. Behavior and Attention Problems in Eight-Year-Old Children with Prenatal Opiate and Poly-Substance Exposure: A Longitudinal Study

    PubMed Central

    Slinning, Kari; Moe, Vibeke; Walhovd, Kristine B.

    2016-01-01

    Multiple studies have found that children born to mothers with opioid or poly-substance use during pregnancy have more behavior and attention problems and lower cognitive functioning than non-exposed children. The present study aimed to investigate whether behavior and attention problems are more prominent than general cognitive deficits in this risk group and whether the problems wane or increase over time. This prospective longitudinal cross-informant study compared 72 children who were prenatally exposed to heroin and multiple drugs with a group of 58 children without known prenatal risk factors. Group differences in caregivers’ and teachers’ reports of the children’s behavior and attention problems based on the Child Behavior Check List and the ADHD Rating Scale were compared based on group differences in general cognitive functioning at 4 ½ and 8 ½ years of age. Both parent and teacher reports suggest that the exposed group has significantly more problems in several behavioral areas than the comparison group, particularly with regard to attention problems. The preschool teachers had already reported these problems when the children were 4 ½ years old, whereas the caregivers reported these problems mainly when the children were 8 ½ years old. The group differences in behavioral and attentional problems were not significantly greater and some were even significantly smaller than the group differences in general cognitive abilities. These findings suggest that children subject to prenatally drug exposure have increasing problems in multiple areas related to behavior from preschool age to 8 ½ years but that these problems do not seem to be specific; i.e., they are not more severe than the problems with general cognitive abilities found for this group. PMID:27336798

  16. Comparison of neuropsychological performances and behavioral patterns of children with attention deficit hyperactivity disorder and severe mood dysregulation.

    PubMed

    Uran, Pınar; Kılıç, Birim Günay

    2015-01-01

    We aimed to investigate the similarities and differences in neuropsychological test performance, demographic features and behavioral patterns of children and adolescents with the attention deficit hyperactivity disorder combined type (ADHD-C), and the severe mood dysregulation (SMD). Study includes 112 children: 67 with ADHD-C, 24 with SMD and 21 healthy controls. These groups were identified by using the schedule for affective disorders, and schizophrenia for the school-age children-present and lifetime version (KSADS-PL) and the K-SADS-PL-SMD Module. Conners' Parent and Teacher Rating Scale-revised long form (CPRS-R:L and CTRS-R:L) and neuropsychological tests were administered to the research groups. ADHD-C group's performances in Wisconsin Card Sorting Test, Trail Making Test, Stroop Test TBAG form and Controlled Oral Word Association Test were significantly poorer than the control group's performances (p < 0.05). Performance of the SMD group was only descriptively intermediate between performances of the ADHD-C and control group. In the "Oppositional", "Hyperactivity", "Social Problems", "Impulsive", "Emotional Lability" and "Conners' Global Index" subscales of CPRS-R:L, the average scores of the SMD group were significantly higher than the ADHD-C and control group's average scores (p < 0.05). ADHD-C group (but not SMD) could be significantly differentiated from healthy controls with the neuropsychological tests used. SMD group could be differentiated from the ADHD-C and healthy control groups with CPRS-R:L; i.e., ADHD-C versus SMD could be differentiated at the behavioral level only.

  17. The outcome of group parent training for families of children with attention-deficit hyperactivity disorder and defiant/aggressive behavior.

    PubMed

    Danforth, Jeffrey S; Harvey, Elizabeth; Ulaszek, Wendy R; McKee, Tara Eberhardt

    2006-09-01

    The effects of group parent training on parent behavior, and on the behavior of 45 children with attention-deficit hyperactivity disorder and defiant aggressive behavior, were evaluated with a pre-post design. Parent training included didactics on the features and etiology of ADHD and its relationship to defiant/aggressive behavior, as well as parenting skills that adhered to parameters established in the Behavior Management Flow Chart (BMFC). The logic that guided the construction of the program and the unique aspects in the form and content of the parent training are identified. Outcome data show that training reduced childrens' hyperactive, defiant, and aggressive behavior, improved parenting behavior, and reduced parent stress. These data are comparable to previous outcome research evaluating the efficacy of parent training with the BMFC. The advantages of programs that are efficacious in group settings are discussed.

  18. Attention and Attachment Related Behavior toward Professional Caregivers in Child Care Centers: A New Measure for Toddlers

    ERIC Educational Resources Information Center

    Pallini, Susanna; Laghi, Fiorenzo

    2012-01-01

    The authors attempted to develop and validate the Toddler Attention Questionnaire (TAQ) by examining the relationship between attention and attachment to a professional caregiver. The psychometric reliability and validity of the TAQ was tested with 72 children ranging from 20 to 36 months old. Attentive processes were also measured by the Italian…

  19. The effects of cognitive-behavioral therapy on intrinsic functional brain networks in adults with attention-deficit/hyperactivity disorder.

    PubMed

    Wang, Xiaoli; Cao, Qingjiu; Wang, Jinhui; Wu, Zhaomin; Wang, Peng; Sun, Li; Cai, Taisheng; Wang, Yufeng

    2016-01-01

    Cognitive-behavioral therapy (CBT) is an efficacious psychological treatment for adults with attention-deficit/hyperactivity disorder (ADHD), but the neural processes underlying the benefits of CBT are not well understood. This study aims to unravel psychosocial mechanisms for treatment ADHD by exploring the effects of CBT on functional brain networks. Ten adults with ADHD were enrolled and resting-state functional magnetic resonance imaging scans were acquired before and after a 12-session CBT. Twelve age- and gender-matched healthy controls were also scanned. We constructed whole-brain functional connectivity networks using graph-theory approaches and further computed the changes of regional functional connectivity strength (rFCS) between pre- and post-CBT in ADHD for measuring the effects of CBT. The results showed that rFCS was increased in the fronto-parietal network and cerebellum, the brain regions that were most often affected by medication, in adults with ADHD following CBT. Furthermore, the enhanced functional coupling between bilateral superior parietal gyrus was positively correlated with the improvement of ADHD symptoms following CBT. Together, these findings provide evidence that CBT can selectively modulate the intrinsic network connectivity in the fronto-parietal network and cerebellum and suggest that the CBT may share common brain mechanism with the pharmacology in adults with ADHD.

  20. Behavioral effects of transcranial pulsed current stimulation (tPCS): Speed-accuracy tradeoff in attention switching task.

    PubMed

    Morales-Quezada, Leon; Leite, Jorge; Carvalho, Sandra; Castillo-Saavedra, Laura; Cosmo, Camila; Fregni, Felipe

    2016-08-01

    Transcranial pulsed current stimulation (tPCS) has been shown to increase inter-hemispheric coherence of brain oscillatory activity, mainly in fronto-temporal regions, leading to enhancement of functional connectivity across neural networks. The question is whether tPCS can modulate behavior significantly. Our aim was to identify the effects of tPCS on paired associative learning task (PALT) and attention switching task (AST), and to further categorize physiological autonomic responses by heart rate variability and electrodermal activity measurements before and after task performance. Thirty healthy volunteers were randomized to receive a single session of sham or active 2mA tPCS stimulation with a random frequency between 1 and 5Hz. We show that active tPCS significantly improved response time in the AST compared to sham stimulation, so that subjects who received active tPCS significantly exhibit decreased switching cost between repeat and switch trials. No differences were found in response accuracy on AST and PALT. No significant changes were observed in physiological parameters. Based on our results, we suggest that tPCS has a more pronounced effect on tasks that require the increase of functional connectivity across pre-existent neural circuitry, rather than on tasks that require the development of new learning circuits or the creation of new connections.

  1. Spelling difficulties in school-aged girls with attention-deficit/hyperactivity disorder: behavioral, psycholinguistic, cognitive, and graphomotor correlates.

    PubMed

    Åsberg Johnels, Jakob; Kopp, Svenny; Gillberg, Christopher

    2014-01-01

    Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group of typically developed spellers (TYPSP, n = 35). When subdividing the ADHD group into those with poor (ADHDPSP, n = 19) and typical spelling (ADHDTYPSP, n = 11), the two subgroups did not differ with regard to inattentive or hyperactive-impulsive symptom severity according to parent or teacher ratings. Both ADHD subgroups also had equally severe difficulties in graphomotor control-handwriting and (parent ratings of) written expression as compared to the TYPSP group. In contrast, ADHDPSP had problems relative to ADHDTYPSP and TYPSP on phonological and orthographic recoding (choice tasks) and verbal memory (digit span) and were more likely to make commissions on a continuous performance task (CPT). Further analyses using the collapsed ADHD group showed that both digit span and the presence of CPT commissions predicted spelling performance independently of each other. Finally, results showed that phonological recoding skills mediated the association between digit span and spelling performance in ADHD. Theoretical and educational implications are discussed.

  2. Gambling behaviors and psychopathology related to Attention-Deficit/Hyperactivity Disorder (ADHD) in problem and non-problem adult gamblers.

    PubMed

    Fatseas, Melina; Alexandre, Jean-Marc; Vénisse, Jean-Luc; Romo, Lucia; Valleur, Marc; Magalon, David; Chéreau-Boudet, Isabelle; Luquiens, Amandine; Guilleux, Alice; Groupe Jeu; Challet-Bouju, Gaëlle; Grall-Bronnec, Marie

    2016-05-30

    Previous studies showed that Pathological Gambling and Attention Deficit/Hyperactivity Disorder (ADHD) often co-occur. The aim of this study was to examine whether ADHD is associated with specific severity patterns in terms of gambling behavior, psychopathology and personality traits. 599 problem and non-problem-gamblers were recruited in addiction clinics and gambling places in France. Subjects were assessed with the Wender-Utah Rating Scale-Child, the Adult ADHD Self-Report Scale, the Mini International Neuropsychiatric Interview, the Temperament and Character Inventory, the South Oaks Gambling Screen and questionnaires assessing gambling related cognitive distortions and gambling habits. 20.7% (n=124) of gamblers were screened positive for lifetime or current ADHD. Results from the multivariate analysis showed that ADHD was associated with a higher severity of gambling-related problems and with more psychiatric comorbidity. Among problem gamblers, subjects with history of ADHD were also at higher risk for unemployment, psychiatric comorbidity and specific dysfunctional personality traits. This study supports the link between gambling related problems and ADHD in a large sample of problem and non-problem gamblers, including problem-gamblers not seeking treatment. This points out the necessity to consider this disorder in the prevention and in the treatment of pathological gambling.

  3. Social norms, self-identity, and attention to social comparison information in the context of exercise and healthy diet behavior.

    PubMed

    Yun, Doshik; Silk, Kami J

    2011-04-01

    Social norms research has identified a range of distinct norms based on different referent groups that confer influence across a number of behaviors. The current survey study extends social norms research in two ways. First, this research tests the distinctiveness of four types of social norms: distal peer descriptive, distal peer injunctive, proximal peer descriptive, and proximal peer injunctive norms. Second, the current study examines the relationship between social norms and intentions to exercise and maintain a healthy diet, and includes self-identity and attention to social comparison information as moderators of the social norms and intention relationship. Results revealed the distinctiveness of the four types of social norms. Proximal peer descriptive and proximal peer injunctive norms were related to intention to exercise and intention to maintain a healthy diet, while distal peer injunctive norms were related only to intention to have a healthy diet. Additionally, self-identity was a significant moderator. Results are discussed within the context of implications for social norms campaigns.

  4. Tic Severity and Treatment in Children: The Effect of Comorbid Attention Deficit Hyperactivity Disorder and Obsessive Compulsive Behaviors.

    PubMed

    Pringsheim, Tamara

    2017-03-13

    While attention deficit hyperactivity disorder (ADHD) and obsessive compulsive disorder have been shown to have major impacts on quality of life in individuals with Tourette syndrome, there is comparatively little data on how the presence of these comorbidities influence tic severity and treatment. 114 children (mean age 10.25 years) were extensively clinically phenotyped at a single specialty clinic. While there was no difference in Yale Global Tic Severity Scale (YGTSS) scores in children with versus without ADHD, children with obsessive compulsive behaviors had significantly higher YGTSS scores (p = 0.008). There was a significant correlation between YGTSS scores and age (r = 0.344, p < 0.001). Children with ADHD were more likely to be treated for their tics within the first two years of diagnosis (OR 3.51, p = 0.009). As tic severity does not appear to be greater in children with ADHD, this association may relate to greater overall psychosocial impairment in children with this comorbidity.

  5. Effects of Attention on the Strength of Lexical Influences on Speech Perception: Behavioral Experiments and Computational Mechanisms

    PubMed Central

    Mirman, Daniel; McClelland, James L.; Holt, Lori L.; Magnuson, James S.

    2008-01-01

    The effects of lexical context on phonological processing are pervasive and there have been indications that such effects may be modulated by attention. However, attentional modulation in speech processing is neither well-documented nor well-understood. Experiment 1 demonstrated attentional modulation of lexical facilitation of speech sound recognition when task and critical stimuli were identical across attention conditions. We propose modulation of lexical activation as a neurophysiologically-plausible computational mechanism that can account for this type of modulation. Contrary to the claims of critics, this mechanism can account for attentional modulation without violating the principle of interactive processing. Simulations of the interactive TRACE model extended to include two different ways of modulating lexical activation showed that each can account for attentional modulation of lexical feedback effects. Experiment 2 tested conflicting predictions from the two implementations and provided evidence that is consistent with bias input as the mechanism of attentional control of lexical activation. PMID:18509503

  6. Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.

    PubMed

    Miller, Amanda C; Fuchs, Douglas; Fuchs, Lynn S; Compton, Donald L; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

    2014-07-01

    The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students' word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers' responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students' attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.

  7. Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

    PubMed Central

    Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

    2014-01-01

    The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

  8. Hunger modulates behavioral disinhibition and attention allocation to food-associated cues in normal-weight controls.

    PubMed

    Loeber, Sabine; Grosshans, Martin; Herpertz, Stephan; Kiefer, Falk; Herpertz, Sabine C

    2013-12-01

    Overeating, weight gain and obesity are considered as a major health problem in Western societies. At present, an impairment of response inhibition and a biased salience attribution to food-associated stimuli are considered as important factors associated with weight gain. However, recent findings suggest that the association between an impaired response inhibition and salience attribution and weight gain might be modulated by other factors. Thus, hunger might cause food-associated cues to be perceived as more salient and rewarding and might be associated with an impairment of response inhibition. However, at present, little is known how hunger interacts with these processes. Thus, the aim of the present study was to investigate whether hunger modulates response inhibition and attention allocation towards food-associated stimuli in normal-weight controls. A go-/nogo task with food-associated and control words and a visual dot-probe task with food-associated and control pictures were administered to 48 normal-weight participants (mean age 24.5 years, range 19-40; mean BMI 21.6, range 18.5-25.4). Hunger was assessed twofold using a self-reported measure of hunger and a measurement of the blood glucose level. Our results indicated that self-reported hunger affected behavioral response inhibition in the go-/nogo task. Thus, hungry participants committed significantly more commission errors when food-associated stimuli served as distractors compared to when control stimuli were the distractors. This effect was not observed in sated participants. In addition, we found that self-reported hunger was associated with a lower number of omission errors in response to food-associated stimuli indicating a higher salience of these stimuli. Low blood glucose level was not associated with an impairment of response inhibition. However, our results indicated that the blood glucose level was associated with an attentional bias towards food-associated cues in the visual dot probe task

  9. A Comparative Assessment of Student Classroom Behaviors and Learning Environment in Classes of a High Control and a Low Control Teacher through Student Perceptions and Class Observations.

    ERIC Educational Resources Information Center

    Turanli, Adem Sultan; Yildirim, Ali

    This study was designed to investigate the relationship between teachers' orientations to classroom management and their students' classroom behaviors and the learning environment. Two teachers with different orientations (non-interventionist and interventionist) to classroom management were selected, and their 91 students were administered the…

  10. The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Carboni, Jessica A.

    2012-01-01

    Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD diagnosis are prescribed medication to control symptoms, behavioral concerns are still regularly noted in the classroom, home, and other settings. Therefore, school psychologists are often…

  11. The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children with Attention Deficit Hyperactivity Disorder in a Classroom Setting

    ERIC Educational Resources Information Center

    Fabiano, Gregory A.; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika K.; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Arnold, Fran; Garefino, Allison; Keenan, Jenna K.; Onyango, Adia N.; Hoffman, Martin T.; Massetti, Greta M.; Robb, Jessica A.

    2007-01-01

    Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the…

  12. Treatment-Related Changes in Objectively Measured Parenting Behaviors in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Wells, Karen C.; Chi, Terry C.; Hinshaw, Stephen P.; Epstein, Jeffery N.; Pfiffner, Linda; Nebel-Schwalm, Marie; Owens, Elizabeth B.; Arnold, L. Eugene; Abikoff, Howard B.; Conners, C. Keith; Elliott, Glen R.; Greenhill, Laurence L.; Hechtman, Lily; Hoza, Betsy; Jensen, Peter S.; March, John; Newcorn, Jeffrey H.; Pelham, William E.; Severe, Joanne B.; Swanson, James; Vitiello, Benedetto; Wigal, Timothy

    2006-01-01

    The present study examined treatment outcomes for objectively measured parenting behavior in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine ethnically and socioeconomically diverse children with ADHD-combined type (ages 7.0-9.9 years) and their parent(s) were recruited …

  13. Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

    ERIC Educational Resources Information Center

    Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle Peterson

    2014-01-01

    The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive…

  14. An Evaluation of a Self-Management Intervention to Increase On-Task Behavior with Individuals Diagnosed with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Slattery, Lindsey; Crosland, Kimberly; Iovannone, Rose

    2016-01-01

    "Attention-deficit/hyperactivity disorder" (ADHD) is one of the most prevalent disorders in school-age children. Children with ADHD often have difficulty at school and at home. Medication is a common treatment for children with ADHD; however, it has been shown to be more effective when combined with behavioral interventions.…

  15. Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda

    2016-01-01

    We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms,…

  16. Tourette Syndrome: Overview and Classroom Interventions. A Complex Neurobehavioral Disorder Which May Involve Learning Problems, Attention Deficit Hyperactivity Disorder, Obsessive Compulsive Symptoms, and Stereotypical Behaviors.

    ERIC Educational Resources Information Center

    Fisher, Ramona A.; Collins, Edward C.

    Tourette Syndrome is conceptualized as a neurobehavioral disorder, with behavioral aspects that are sometimes difficult for teachers to understand and deal with. The disorder has five layers of complexity: (1) observable multiple motor, vocal, and cognitive tics and sensory involvement; (2) Attention Deficit Hyperactivity Disorder; (3)…

  17. Differentiating Children with Attention-Deficit/Hyperactivity Disorder, Conduct Disorder, Learning Disabilities and Autistic Spectrum Disorders by Means of Their Motor Behavior Characteristics

    ERIC Educational Resources Information Center

    Efstratopoulou, Maria; Janssen, Rianne; Simons, Johan

    2012-01-01

    The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N = 22), Conduct Disorder (CD; N = 17), Learning Disabilities (LD; N = 24) and Autistic Spectrum Disorders (ASD; N = 20).…

  18. Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading

    ERIC Educational Resources Information Center

    Jitendra, Asha K.; Corroy, Kelly Cozine; Dupuis, Danielle N.

    2013-01-01

    The purposes of this study were (a) to evaluate differences in arithmetic word problem solving between high and low at-risk students for mathematics difficulties (MD) and (b) to assess the influence of attention, behavior, reading, and socio-economic status (SES) in predicting the word problem solving performance of third-grade students with MD.…

  19. Sleepiness, On-Task Behavior and Attention in Children with Epilepsy Who Visited a School for Special Education: A Comparative Study

    ERIC Educational Resources Information Center

    Didden, Robert; de Moor, Jan M. H.; Korzilius, Hubert

    2009-01-01

    Children with epilepsy are at risk for problems in daytime functioning. We assessed daytime sleepiness, on-task behavior and attention in 17 children (aged between 7 and 11 years) with epilepsy who visited a school for special education and compared these to 17 children from a control group who visited a regular school. Within the group of…

  20. Randomized Controlled Trial of Osmotic-Release Methylphenidate with Cognitive-Behavioral Therapy in Adolescents with Attention-Deficit/Hyperactivity Disorder and Substance Use Disorders

    ERIC Educational Resources Information Center

    Riggs, Paula D.; Winhusen, Theresa; Davies, Robert D.; Leimberger, Jeffrey D.; Mikulich-Gilbertson, Susan; Klein, Constance; Macdonald, Marilyn; Lohman, Michelle; Bailey, Genie L.; Haynes, Louise; Jaffee, William B.; Haminton, Nancy; Hodgkins, Candace; Whitmore, Elizabeth; Trello-Rishel, Kathlene; Tamm, Leanne; Acosta, Michelle C.; Royer-Malvestuto, Charlotte; Subramaniam, Geetha; Fishman, Marc; Holmes, Beverly W.; Kaye, Mary Elyse; Vargo, Mark A.; Woody, George E.; Nunes, Edward V.; Liu, David

    2011-01-01

    Objective: To evaluate the efficacy and safety of osmotic-release methylphenidate (OROS-MPH) compared with placebo for attention-deficit/hyperactivity disorder (ADHD), and the impact on substance treatment outcomes in adolescents concurrently receiving cognitive-behavioral therapy (CBT) for substance use disorders (SUD). Method: This was a…

  1. Mechanisms of attention

    PubMed Central

    Lu, Zhong-Lin

    2009-01-01

    Sensory physiologists and psychologists have recognized the importance of attention on human performance for more than 100 years. Since the 1970s, controlled and extensive experiments have examined effects of selective attention to a location in space or to an object. In addition to behavioral studies, cognitive neuroscientists have investigated the neural bases of attention. In this paper, I briefly review some classical attention paradigms, recent advances on the theory of attention, and some new insights from psychophysics and cognitive neuroscience. The focus is on the mechanisms of attention, that is, how attention improves human performance. Situations in which the perception of objects is unchanged, but performance may differ due to different decision structures, are distinguished from those in which attention changes the perceptual processes. The perceptual template model is introduced as a theoretical framework for analyzing mechanisms of attention. I also present empirical evidence for two attention mechanisms, stimulus enhancement and external noise exclusion, from psychophysics, neurophysiology and brain imaging. PMID:20523762

  2. Association between Severity of Behavioral Phenotype and Comorbid Attention Deficit Hyperactivity Disorder Symptoms in Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Rao, Patricia A.; Landa, Rebecca J.

    2014-01-01

    Autism spectrum disorder and attention deficit hyperactivity disorder are neurodevelopmental disorders that cannot be codiagnosed under existing diagnostic guidelines ("Diagnostic and Statistical Manual of the American Psychiatric Association," 4th ed., text rev.). However, reports are emerging that attention deficit hyperactivity…

  3. Parenting Behavior and Cognitions in a Community Sample of Mothers with and without Symptoms of Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Banks, Tracy; Ninowski, Jerilyn E.; Mash, Eric J.; Semple, Deborah L.

    2008-01-01

    Although attention-deficit/hyperactivity disorder (ADHD) in adults has recently emerged as an important area of research, little attention has been given to the family functioning of women with ADHD, particularly in their role as mothers. We examined parenting self-esteem, locus of control, and disciplinary styles in a community sample of mothers…

  4. Using Perseverative Interests to Elicit Joint Attention Behaviors in Young Children with Autism: Theoretical and Clinical Implications for Understanding Motivation

    ERIC Educational Resources Information Center

    Vismara, Laurie A.; Lyons, Gregory L.

    2007-01-01

    Various explanations have been offered in the literature on the underlying cause of joint attention deficits in autism. One possible explanation is that children with autism are capable of producing joint attention but lack the social motivation to share their interests with others. The current study used a single-subject reversal design with…

  5. Intermittent θ burst stimulation modulates resting-state functional connectivity in the attention network and promotes behavioral recovery in patients with visual spatial neglect.

    PubMed

    Cao, Lei; Fu, Wei; Zhang, Yanming; Huo, Su; Du, JuBao; Zhu, Lin; Song, Weiqun

    2016-12-07

    Functional connectivity changes in the attention network are viewed as a physiological signature of visual spatial neglect (VSN). The left dorsal lateral prefrontal cortex (LDLPFC) is known to initiate and monitor top-down attentional control and dynamically adjust behavioral performance. This study aimed to investigate whether increasing the activity of the LDLPFC through intermittent θ burst stimulation (iTBS) could modulate the resting-state functional connectivity in the attention network and facilitate recovery from VSN. Patients with right hemisphere stroke and VSN were randomly assigned to two groups matched for clinical characteristics and given a 10-day treatment. On each day, all patients underwent visual scanning training and motor function training and received iTBS over the LDLPFC either at 80% resting motor threshold (RMT) or at 40% RMT before the trainings. MRI, the line bisection test, and the star cancelation test were performed before and after treatment. Patients who received iTBS at 80% RMT showed a large-scale reduction in the resting-state functional connectivity extent, largely in the right attention network, and more significant improvement of behavioral performance compared with patients who received iTBS at 40% RMT. These results support that the LDLPFC potentially plays a key role in the modulation of attention networks in neglect. Increasing the activity of the LDPLPFC through iTBS can facilitate recovery from VSN in patients with stroke.

  6. Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: effects on language, pretend play, and joint attention.

    PubMed

    Ingersoll, Brooke; Schreibman, Laura

    2006-05-01

    Children with autism exhibit significant deficits in imitation skills which impede the acquisition of more complex behaviors and socialization, and are thus an important focus of early intervention programs for children with autism. This study used a multiple-baseline design across five young children with autism to assess the benefit of a naturalistic behavioral technique for teaching object imitation. Participants increased their imitation skills and generalized these skills to novel environments. In addition, participants exhibited increases in other social-communicative behaviors, including language, pretend play, and joint attention. These results provide support for the effectiveness of a naturalistic behavioral intervention for teaching imitation and offer a new and potentially important treatment option for young children who exhibit deficits in social-communicative behaviors.

  7. The Effectiveness of an Interpersonal Cognitive Problem-Solving Strategy on Behavior and Emotional Problems in Children with Attention Deficit Hyperactivity

    PubMed Central

    Özcan, Celale Tangül; Oflaz, Fahriye; Türkbay, Tümer; FREEMAN CLEVENGER, Sharon M.

    2013-01-01

    Introduction This study was designed to evaluate the effectiveness of the “I Can Problem Solve” (ICPS) program on behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD). Methods The subjects were 33 children with ADHD aged between 6 to 11 years. The study used a pre- and post-test quasi-experimental design with one group. The researchers taught 33 children with ADHD how to apply ICPS over a period of 14 weeks. The Child Behavior Checklist for Ages 6–18 (Teacher Report Form) and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition Text Revision (DSM-IV-TR) Based Disruptive Behavior Disorders Screening and Rating Scale (parents’ and teacher’s forms) were used to evaluate the efficacy of the program. The scales were applied to parents and teachers of the children before and after the ICPS program. Result The findings indicated that the measured pre-training scores for behavioral and emotional problems (attention difficulties, problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behaviors, and aggressive behaviors) were significantly decreased in all children post-training. In addition, children’s total competence scores increased (working, behaving, learning and happy) after the ICPS program. Conclusion According to the results, it is likely that, ICPS would be a useful program to decrease certain behavioral and emotional problems associated with ADHD and to increase the competence level in children with ADHD. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention difficulties, hyperactivity-impulsivity, and oppositional defiant problems.

  8. A follow-up study of attentional behavior in 6-year-old children exposed prenatally to marihuana, cigarettes, and alcohol.

    PubMed

    Fried, P A; Watkinson, B; Gray, R

    1992-01-01

    Attentional behavior was examined in one hundred twenty-six 72-month-old children for whom prenatal exposure to marihuana, cigarettes, and alcohol has previously been ascertained. Discriminant Function Analysis revealed a dose-response association between prenatal cigarette exposure and impulsive behavior as manifest on poorer performance on a response inhibition task and increased errors of commission on a sustained vigilance task. Performance on a series of memory tasks particularly those requiring verbal recall was also negatively associated with maternal cigarette use. Prenatal marihuana habits were associated with increased omission errors in the vigilance task, possibly reflecting a deficit in sustained attention. In addition, Discriminant Function Analysis revealed a dose-response relationship between prenatal marihuana use and a higher rating by the mothers on an impulsive/hyperactive scale. Relatively low levels of maternal alcohol consumption was related to decreased impulsive responding both in the response inhibition task and in terms of the mothers' perception of the child's behavior. The multifaceted approach of examining attentional behavior was essential to reveal the differential associations with the three prenatally used drugs. The implications of the observations and how the findings relate to and extend the existing literature is discussed.

  9. Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity disorder symptoms in children with autism spectrum disorders.

    PubMed

    Rao, Patricia A; Landa, Rebecca J

    2014-04-01

    Autism spectrum disorder and attention deficit hyperactivity disorder are neurodevelopmental disorders that cannot be codiagnosed under existing diagnostic guidelines (Diagnostic and Statistical Manual of the American Psychiatric Association, 4th ed., text rev.). However, reports are emerging that attention deficit hyperactivity disorder is sometimes comorbid with autism spectrum disorder. In the current study, we examined rates of parent-reported clinically significant symptoms of attention deficit hyperactivity disorder in school-aged children (4-8 years) with autism spectrum disorder, most of whom were first enrolled in our research protocols as toddlers. Results revealed that children with autism spectrum disorder and attention deficit hyperactivity disorder had lower cognitive functioning, more severe social impairment, and greater delays in adaptive functioning than children with autism spectrum disorder only. Implications for clinical practice include the need to assess for attention deficit hyperactivity disorder symptoms at an early age in children diagnosed with autism spectrum disorder. Research is needed to determine efficacious interventions for young children with autism spectrum disorder with comorbid attention deficit hyperactivity disorder to optimize outcomes.

  10. Peering through the smoke: the effect of parental smoking behavior and addiction on daily smokers' attentional bias to smoking cues.

    PubMed

    Dickter, Cheryl L; Forestell, Catherine A

    2012-02-01

    Although previous research has demonstrated that individuals with parents who smoke are more likely to become smokers and are less successful in smoking cessation efforts compared with those without a smoking parent, the reasons for this link have not been established. In the current study, implicit attentional bias to smoking-related cues was investigated in college-age smokers, based on models of addiction that suggest that attention to drug-related cues plays an important role in drug addiction. Sixty-one participants completed a dot-probe task to measure attentional bias to smoking-related and matched non-smoking-related control pictures. Results indicated that while those who reported smoking occasionally did not demonstrate an attentional bias, daily smokers who had a smoking parent showed more of an attentional bias to the smoking cues than those without a smoking parent, but only to cues that did not contain human content. In addition to parental influence, nicotine dependence explained a significant portion of the variance in the attentional bias for daily smokers. Implications for models of nicotine addiction and the development of smoking cessation programs are discussed.

  11. Keeping Their Attention: Classroom Practices Associated with Behavioral Engagement in First Grade Mathematics Classes in China and the United States

    ERIC Educational Resources Information Center

    Lan, Xuezhao; Ponitz, Claire Cameron; Miller, Kevin F.; Li, Su; Cortina, Kai; Perry, Michelle; Fang, Ge

    2009-01-01

    This study investigated variation in students' behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time…

  12. Differentiating children with attention-deficit/hyperactivity disorder, conduct disorder, learning disabilities and autistic spectrum disorders by means of their motor behavior characteristics.

    PubMed

    Efstratopoulou, Maria; Janssen, Rianne; Simons, Johan

    2012-01-01

    The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N=22), Conduct Disorder (CD; N=17), Learning Disabilities (LD; N=24) and Autistic Spectrum Disorders (ASD; N=20). Physical education teachers used the MBC for children to rate their pupils based on their motor related behaviors. A multivariate analysis revealed significant differences among the groups on different problem scales. The results indicated that the MBC for children may be effective in discriminating children with similar disruptive behaviors (e.g., ADHD, CD) and autistic disorders, based on their motor behavior characteristics, but not children with Learning Disabilities (LD), when used by physical education teachers in school settings.

  13. Dopamine modulates attentional control of auditory perception: DARPP-32 (PPP1R1B) genotype effects on behavior and cortical evoked potentials.

    PubMed

    Li, Shu-Chen; Passow, Susanne; Nietfeld, Wilfried; Schröder, Julia; Bertram, Lars; Heekeren, Hauke R; Lindenberger, Ulman

    2013-07-01

    Using a specific variant of the dichotic listening paradigm, we studied the influence of dopamine on attentional modulation of auditory perception by assessing effects of allelic variation of a single-nucleotide polymorphism (SNP) rs907094 in the DARPP-32 gene (dopamine and adenosine 3', 5'-monophosphate-regulated phosphoprotein 32 kilodations; also known as PPP1R1B) on behavior and cortical evoked potentials. A frequent DARPP-32 haplotype that includes the A allele of this SNP is associated with higher mRNA expression of DARPP-32 protein isoforms, striatal dopamine receptor function, and frontal-striatal connectivity. As we hypothesized, behaviorally the A homozygotes were more flexible in selectively attending to auditory inputs than any G carriers. Moreover, this genotype also affected auditory evoked cortical potentials that reflect early sensory and late attentional processes. Specifically, analyses of event-related potentials (ERPs) revealed that amplitudes of an early component of sensory selection (N1) and a late component (N450) reflecting attentional deployment for conflict resolution were larger in A homozygotes than in any G carriers. Taken together, our data lend support for dopamine's role in modulating auditory attention both during the early sensory selection and late conflict resolution stages.

  14. Does the inverted-U function disappear in expert athletes? An analysis of the attentional behavior under physical exercise of athletes and non-athletes.

    PubMed

    Hüttermann, Stefanie; Memmert, Daniel

    2014-05-28

    A number of studies document that physical exercise influences cognitive performance in a variety of ways. Some of these studies present the relationship between the workload of exercise and the activation level of the central nervous system as an inverted-U relationship. Among the factors that could be responsible for diverging results are the participants' individual fitness level and the athletic status. While athletes and non-athletes do not differ in general cognitive skills, athletes are better able to maintain these during physical exercise especially under high exercise intensities. Hence, we hypothesized that the inverted-U function applies for non-athletes but disappears in team sports experts. We compared athletes' and non-athletes' cognitive performance on a measure of attentional behavior under three different physical exercise intensities. Results showed an increase of non-athletes' attentional breadth right up to a certain level of maximal aerobic power before decreasing, as expected according to an inverted-U curve. In contrast, athletes' attentional breadth continued to increase with higher physical exercise intensities. We concluded that physical exercise influences participants' attentional behavior and that individual fitness acts as a moderator of this relationship.

  15. Reduced activity within the dorsal endogenous orienting of attention network to fearful expressions in youth with disruptive behavior disorders and psychopathic traits

    PubMed Central

    WHITE, STUART F.; WILLIAMS, W. CRAIG; BRISLIN, SARAH J.; SINCLAIR, STEPHEN; BLAIR, KARINA S.; FOWLER, KATHERINE A.; PINE, DANIEL S.; POPE, KAYLA; BLAIR, R. JAMES

    2014-01-01

    Using behavioral and blood oxygen level dependent (BOLD) response indices through functional magnetic resonance imaging (fMRI), the current study investigated whether youths with disruptive behavior disorders (conduct disorder and oppositional defiant disorder) plus psychopathic traits (DBD + PT) show aberrant sensitivity to eye gaze information generally and/or whether they show particular insensitivity to eye gaze information in the context of fearful expressions. The participants were 36 children and adolescents (ages 10–17 years); 17 had DBD + PT and 19 were healthy comparison subjects. Participants performed a spatial attention paradigm where spatial attention was cued by eye gaze in faces displaying fearful, angry, or neutral affect. Eye gaze sensitivity was indexed both behaviorally and as BOLD response. There were no group differences in behavioral response: both groups showed significantly faster responses if the target was in the congruent spatial direction indicated by eye gaze. Neither group showed a Congruence × Emotion interaction; neither group showed an advantage from the displayer’s emotional expression behaviorally. However, the BOLD response revealed a significant Group × Congruence × Emotion interaction. The comparison youth showed increased activity within the dorsal endogenous orienting network (superior parietal lobule and inferior parietal sulcus) for fearful congruent relative to incongruent trials relative to the youth with DBD + PT. The results are discussed with reference to current models of DBD + PT and possible treatment innovations. PMID:22781874

  16. The spontaneously hypertensive rat/Izm (SHR/Izm) shows attention deficit/hyperactivity disorder-like behaviors but without impulsive behavior: therapeutic implications of low-dose methylphenidate.

    PubMed

    Kishikawa, Yuki; Kawahara, Yukie; Yamada, Makiko; Kaneko, Fumi; Kawahara, Hiroshi; Nishi, Akinori

    2014-11-01

    The spontaneously hypertensive rat (SHR) has been used as a genetic animal model of attention deficit/hyperactivity disorder (ADHD). SHR/Izm is derived from stroke-resistant SHR as SHR/NIH and SHR/NCrl but from 22nd to 23rd generation descendants of the SHR/NIH ancestor and therefore may show different behavioral phenotypes compared to other SHR sub-strains. In this study, ADHD-like behaviors in SHR/Izm were evaluated compared to Wistar rats. SHR/Izm showed high locomotor activity in the habituation phase in a novel environment, although locomotor activity in the initial exploratory phase was low. In a behavioral test for attention, spontaneous alternation behavior in the Y-maze test was impaired in SHR/Izm. However, impulsive behavior in the elevated-plus maze test, which is designed to detect anxiety-related behavior but also reflects impulsivity for novelty seeking, was comparable to Wistar rats. Hyperactivity and inattention, detected as ADHD-like behaviors in SHR/Izm, were ameliorated with methylphenidate at a low dose (0.05mg/kg, i.p.). Therefore, SHR/Izm represents a unique animal model of ADHD without anxiety-related impulsive behavior.

  17. Check In/Check out: Effects on Students with Emotional and Behavioral Disorders with Attention- or Escape-Maintained Behavior in a Residential Facility

    ERIC Educational Resources Information Center

    Swoszowski, Nicole Cain; Jolivette, Kristine; Fredrick, Laura D.; Heflin, L. Juane

    2012-01-01

    Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…

  18. Response Inhibition in Preschoolers at Familial Risk for Attention Deficit Hyperactivity Disorder: A Behavioral and Electrophysiological Stop-Signal Study

    ERIC Educational Resources Information Center

    Berger, Andrea; Alyagon, Uri; Hadaya, Hadas; Atzaba-Poria, Naama; Auerbach, Judith G.

    2013-01-01

    Children participating in the Ben-Gurion Infant Development Study were assessed with a dynamic-tracking version of the stop-signal task at the age of 5 years. The sample consisted of 60 males. Stop-signal reaction time (SSRT) was correlated with concurrent ratings of the child's attention deficit hyperactivity disorder (ADHD) symptoms.…

  19. Emotional and Behavioral Problems in Children with Attention Deficit-Hyperactivity Disorder: Impact of Age and Learning Disabilities

    ERIC Educational Resources Information Center

    Miranda, Ana; Soriano, Manuel; Fernandez, Inmaculada; Melia, Amanda

    2008-01-01

    Comorbidity with other psychological problems (PP) complicates the course of attention deficit-hyperactivity disorder (ADHD) and makes treatment more difficult. The purpose of the present study was to (a) study the correspondence between the perceptions of parents and teachers about PP, (b) determine which PP predict the severity of the…

  20. Integrating Mindfulness Practices into the Elementary Curriculum to Improve Attention-to-Task Behaviors and Social Relations

    ERIC Educational Resources Information Center

    Kanagy-Borofka, Lori

    2013-01-01

    This study examined effects of integrating mindfulness practices into the 5th grade curriculum to improve attention-to-task, including inattention and executive functioning, hyperactivity/impulsivity, and social relations. As academic requirements become more rigorous, students have been expected to demonstrate increased skills in…

  1. Working Memory, Attention, Inhibition, and Their Relation to Adaptive Functioning and Behavioral/Emotional Symptoms in School-Aged Children

    ERIC Educational Resources Information Center

    Vuontela, Virve; Carlson, Synnove; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T.

    2013-01-01

    The present study investigated the development of executive functions (EFs) and their associations with performance and behavior at school in 8-12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks. School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child…

  2. Increasing On-Task Behaviors of High School Students with Attention Deficit Hyperactivity Disorder: Is It Enough?

    ERIC Educational Resources Information Center

    Graham-Day, Kristall J.; Gardner, Ralph, III.; Hsin, Yi-Wei

    2010-01-01

    This study used audiotaped chimes and a student checklist to improve the on-task behavior of three 10th-grade students with ADHD. The study took place in a high school study hall specifically for students with disabilities. The observers used a 10-second whole interval recording system to record on-task/off-task behavior within an alternating…

  3. Classroom Interventions: Methods to Improve Academic Performance and Classroom Behavior for Students with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Reiber, Christopher; McLaughlin, T. F.

    2004-01-01

    Behavior management techniques are essential components of any treatment method for students with ADHD. Further, they appear to be the only line of treatment to which school personnel have direct access. Research has suggested that nearly all educators employ some form of behavioral modification techniques in their classroom. This paper will…

  4. Relevance of a Neurophysiological Marker of Attention Allocation for Children's Learning-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Willner, Cynthia J.; Gatzke-Kopp, Lisa M.; Bierman, Karen L.; Greenberg, Mark T.; Segalowitz, Sidney J.

    2015-01-01

    Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related…

  5. Competing Core Processes in Attention-Deficit/Hyperactivity Disorder (ADHD): Do Working Memory Deficiencies Underlie Behavioral Inhibition Deficits?

    ERIC Educational Resources Information Center

    Alderson, R. Matt; Rapport, Mark D.; Hudec, Kristen L.; Sarver, Dustin E.; Kofler, Michael J.

    2010-01-01

    The current study examined competing predictions of the working memory and behavioral inhibition models of ADHD. Behavioral inhibition was measured using a conventional stop-signal task, and central executive, phonological, and visuospatial working memory components (Baddeley 2007) were assessed in 14 children with ADHD and 13 typically developing…

  6. Plant intelligence and attention

    PubMed Central

    Marder, Michael

    2013-01-01

    This article applies the phenomenological model of attention to plant monitoring of environmental stimuli and signal perception. Three complementary definitions of attention as selectivity, modulation and perdurance are explained with reference to plant signaling and behaviors, including foraging, ramet placement and abiotic stress communication. Elements of animal and human attentive attitudes are compared with plant attention at the levels of cognitive focus, context and margin. It is argued that the concept of attention holds the potential of becoming a cornerstone of plant intelligence studies. PMID:23425923

  7. Plant intelligence and attention.

    PubMed

    Marder, Michael

    2013-05-01

    This article applies the phenomenological model of attention to plant monitoring of environmental stimuli and signal perception. Three complementary definitions of attention as selectivity, modulation and perdurance are explained with reference to plant signaling and behaviors, including foraging, ramet placement and abiotic stress communication. Elements of animal and human attentive attitudes are compared with plant attention at the levels of cognitive focus, context and margin. It is argued that the concept of attention holds the potential of becoming a cornerstone of plant intelligence studies.

  8. Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

    PubMed

    Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

    2015-11-01

    Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups.

  9. Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.

    PubMed

    Rapport, Mark D; Orban, Sarah A; Kofler, Michael J; Friedman, Lauren M

    2013-12-01

    Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d=0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d=0.14) were nonsignificant or negligible. Unblinded raters (d=0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p<.05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leave open the possibility that cognitive training techniques designed to improve

  10. Assisting people with attention deficit hyperactivity disorder by actively reducing limb hyperactive behavior with a gyration air mouse through a controlled environmental stimulation.

    PubMed

    Shih, Ching-Hsiang

    2011-01-01

    The latest researches have adopted software technology turning the gyration air mouse into a high performance limb movement detector, and have assessed whether two persons with multiple disabilities would be able to control an environmental stimulation using limb movement. This study extends gyration air mouse functionality by actively reducing limb hyperactive behavior to assess whether two persons with attention deficit hyperactivity disorder (ADHD) would be able to actively reduce their limb hyperactive behavior by controlling their favorite stimulation on/off using a gyration air mouse with a newly developed actively limb hyperactive behavior reducing program (ALHBRP). The study was performed according to an ABAB design, in which A represented the baseline and B represented intervention phases. Data showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation during the intervention phases. Practical and developmental implications of the findings are discussed.

  11. Anxiety and depression among adolescents with attention-deficit/hyperactivity disorder: The roles of behavioral temperamental traits, comorbid autism spectrum disorder, and bullying involvement.

    PubMed

    Hu, Huei-Fan; Chou, Wen-Jiun; Yen, Cheng-Fang

    2016-02-01

    The aim of this study was to examine the associations of behavioral temperamental traits, comorbid autism spectrum disorder (ASD), and bullying involvement with anxiety and depression among adolescents with attention-deficit/hyperactivity disorder (ADHD) in Taiwan. A total of 287 adolescents aged 11-18 years diagnosed with ADHD participated in this study. Their severities of anxiety and depression were assessed. Multiple regression analysis was used to examine the correlates of anxiety and depression. The results show that adolescents with ADHD who reported a higher behavioral inhibition system (BIS) score, had comorbid ASD, and were bullying victims, reported more severe anxiety and depressive symptoms. Adolescents with ADHD who bullied others reported more severe depressive symptoms than those who did not bully. The results of this study indicated that behavioral temperamental traits on the BIS, comorbid ASD, and bullying involvement were significantly associated with anxiety and depression among the adolescents with ADHD.

  12. Relationships between computer-based testing and behavioral ratings in the assessment of attention and activity in a pediatric ADHD stimulant crossover trial.

    PubMed

    Ramtvedt, Bjørn Erik; Sundet, Kjetil

    2014-01-01

    This study investigated the relationships between computer-based testing and behavioral ratings in the assessment of stimulant-induced changes in attention and activity in a pediatric ADHD crossover trial with methylphenidate, dextroamphetamine, and a placebo. Here 36 children between 9 and 14 years old were randomly and evenly assigned to each of six counterbalanced drug orders. A computer-based continuous performance test combined with a motion-tracking system (cb-CPT-MTS) and an ADHD questionnaire rated by teachers constituted the outcome measures. All outcome measures responded to stimulants in a comparable way at the group level, as shown by significant treatment effects of similar size for the two stimulants compared with a placebo. Computer-based and rating-based measures were unrelated in the assessment of stimulant-induced changes in attention and activity in individual children; no significant correlations between these measures in the assessment of change from placebo to stimulant conditions across the sample were detected. Results suggest that computer-based testing and behavioral ratings cannot be considered equivalent in the assessment of stimulant-induced changes in attention and activity among ADHD children.

  13. Effectiveness of symptom validity measures in identifying cognitive and behavioral symptom exaggeration in adult attention deficit hyperactivity disorder.

    PubMed

    Marshall, Paul; Schroeder, Ryan; O'Brien, Jeffrey; Fischer, Rebecca; Ries, Adam; Blesi, Brita; Barker, Jessica

    2010-10-01

    This study examines the effectiveness of symptom validity measures to detect suspect effort in cognitive testing and invalid completion of ADHD behavior rating scales in 268 adults referred for ADHD assessment. Patients were diagnosed with ADHD based on cognitive testing, behavior rating scales, and clinical interview. Suspect effort was diagnosed by at least two of the following: failure on embedded and free-standing SVT measures, a score > 2 SD below the ADD population average on tests, failure on an ADHD behavior rating scale validity scale, or a major discrepancy between reported and observed ADHD behaviors. A total of 22% of patients engaged in symptom exaggeration. The Word Memory test immediate recall and consistency score (both 64%), TOVA omission errors (63%) and reaction time variability (54%), CAT-A infrequency scale (58%), and b Test (47%) had good sensitivity as well as at least 90% specificity. Clearly, such measures should be used to help avoid making false positive diagnoses of ADHD.

  14. Associations between Inadequate Parenting Practices and Behavioral Problems in Children and Adolescents with Attention Deficit Hyperactivity Disorder

    PubMed Central

    Triguero Veloz Teixeira, Maria Cristina; de Freitas Marino, Regina Luisa; Rodrigues Carreiro, Luiz Renato

    2015-01-01

    Children and adolescents with ADHD present behaviors such as impulsiveness, inattention, and difficulties with personal organization that represent an overload for parents. Moreover, it also increases their level of stress and leads them to resort to inadequate educational strategies. The present study verifies associations between inadequate parenting practices and behavioral profiles of children and adolescents with ADHD. The sample was composed of 22 children with ADHD (age range 6–16 years) and their mothers. Spearman correlation analyses were made with the scores of Parenting Style Inventory (PSI) and Child Behavior Checklist for ages 6–18 (CBCL/6–18). Results indicate statistically significant associations between behavioral problems and the use of punishment practices and negligence. When assessing a child with ADHD, it is important to verify the predominant types of parenting practices that can influence both immediate interventions and the prognosis of the disorder. PMID:26844292

  15. Associations between Inadequate Parenting Practices and Behavioral Problems in Children and Adolescents with Attention Deficit Hyperactivity Disorder.

    PubMed

    Teixeira, Maria Cristina Triguero Veloz; Marino, Regina Luisa de Freitas; Carreiro, Luiz Renato Rodrigues

    2015-01-01

    Children and adolescents with ADHD present behaviors such as impulsiveness, inattention, and difficulties with personal organization that represent an overload for parents. Moreover, it also increases their level of stress and leads them to resort to inadequate educational strategies. The present study verifies associations between inadequate parenting practices and behavioral profiles of children and adolescents with ADHD. The sample was composed of 22 children with ADHD (age range 6-16 years) and their mothers. Spearman correlation analyses were made with the scores of Parenting Style Inventory (PSI) and Child Behavior Checklist for ages 6-18 (CBCL/6-18). Results indicate statistically significant associations between behavioral problems and the use of punishment practices and negligence. When assessing a child with ADHD, it is important to verify the predominant types of parenting practices that can influence both immediate interventions and the prognosis of the disorder.

  16. Attention Deficit Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Durbin, Karen

    1993-01-01

    This brief paper summarizes information on attention deficit hyperactivity disorder (ADHD). First it identifies eight common characteristics of this disorder: (1) inattentiveness and distractibility, (2) impulsiveness, (3) hyperactivity, (4) attention-demanding behavior, (5) learning difficulties, (6) coordination difficulties, (7) unacceptable…

  17. Behavioral support to parents through a cellular-phone website that provides the degree of urgency for medical attention of a child.

    PubMed

    Iwasawa, Mariko; Miyahara, Jyutaro; Noriaki, Terasawa; Nozue, Hiroki; Sumazaki, Ryo

    2013-01-01

    When a child suddenly falls ill, the child's family assesses if medical attention is required immediately. However, even in case of minor illnesses, it is not possible to approach a medical institution after consultation hours, and the burden on doctors from overtime-emergency medical examinations becomes a social problem. This study proposes the use of a cellular-phone website that provides information about the degree of urgency for medical attention to parents, who can choose the child's symptoms on the cellular-phone website regardless of the time or place. Therefore, through this study, parents experimentally evaluated the cellular-phone website; also, the effectiveness of this method as a behavioral support for parents was also evaluated. When an advice about the degree of urgency for a child's treatment was taken from the cellular-phone website, the parents felt relieved. Thus, the distress faced by pediatricians may change completely.

  18. The Effect of Stress Management Program Using Cognitive Behavior Approach on Mental Health of the Mothers of the Children With Attention Deficit Hyperactivity Disorder

    PubMed Central

    Sharif, Farkhondeh; Zarei, Shekufe; Alavi Shooshtari, Ali; Vossoughi, Mehrdad

    2015-01-01

    Background: Attention deficit hyperactivity disorder is one of the most common psychiatric disorders in children. Objectives: The study aimed to evaluate the effectiveness of stress management program using cognitive behavior approach on mental health of the mothers of the children with attention deficit hyperactivity disorder. Patients and Methods: In this interventional study, 90 mothers of the children with attention deficit hyperactivity disorder were randomly allocated into three intervention, placebo, and control groups. The general health questionnaire was used to measure mental health. Besides, stress was assessed through the depression-anxiety-stress scale. The two instruments were completed at baseline, immediately after, and one month after the intervention by the mothers. Afterwards, within group comparisons were made using one-sample repeated measurement ANOVA. One-way ANOVA was used for inter group comparisons. Mothers in the placebo group only participated in meetings to talk and express feelings without receiving any interventions. Results: At the baseline, no significant difference was found among the three groups regarding the means of stress, anxiety, depression, and mental health. However, a significant difference was observed in the mean score of stress immediately after the intervention (P = 0.033). The results also showed a significant difference among the three groups regarding the mean score of mental health (P < 0.001). One month after the intervention, the mean difference of mental health score remained significant only in the intervention group (P < 0.001). Conclusions: The study findings confirmed the effectiveness of stress management program utilizing cognitive behavior approach in mental health of the mothers of the children with attention deficit hyperactivity disorder. PMID:26199709

  19. Personal names do not always survive the attentional blink: Behavioral evidence for a flexible locus of selection

    PubMed Central

    Giesbrecht, Barry; Sy, Jocelyn L.; Lewis, Megan K.

    2009-01-01

    Models of the attentional blink phenomenon (AB) typically assume that unattended information is processed to the post-perceptual level prior to selection for access to consciousness. The present experiments test this assumption by manipulating the perceptual load of the first target task (T1) and whether the second target (T2) was the participant’s own name or someone else’s name. In three experiments, increasing T1-load increased the severity of the AB for personal names. The results suggest that selection during the AB is not fixed at the post-perceptual stage, but rather the stage at which selection occurs during the AB is flexible. PMID:18396308

  20. Confirmatory Factor Analysis of the Behavior Rating Inventory of Executive Function-Adult Version in Healthy Adults and Application to Attention-Deficit/Hyperactivity Disorder

    PubMed Central

    Roth, Robert M.; Lance, Charles E.; Isquith, Peter K.; Fischer, Adina S.; Giancola, Peter R.

    2013-01-01

    The Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A) is a questionnaire measure designed to assess executive functioning in everyday life. Analysis of data from the BRIEF-A standardization sample yielded a two-factor solution (labeled Behavioral Regulation and Metacognition). The present investigation employed confirmatory factor analysis (CFA) to evaluate four alternative models of the factor structure of the BRIEF-A self-report form in a sample of 524 healthy young adults. Results indicated that a three-factor model best fits the data: a Metacognition factor, a Behavioral Regulation factor consisting of the Inhibit and Self-Monitor scales, and an Emotional Regulation factor composed of the Emotional Control and Shift scales. The three factors contributed 14%, 19%, and 24% of unique variance to the model, respectively, and a second-order general factor accounted for 41% of variance overall. This three-factor solution is consistent with recent CFAs of the Parent report form of the BRIEF. Furthermore, although the Behavioral Regulation factor score in the two-factor model did not differ between adults with attention-deficit/hyperactivity disorder and a matched healthy comparison group, greater impairment on the Behavioral Regulation factor but not the Emotional Regulation factor was found using the three-factor model. Together, these findings support the multidimensional nature of executive function and the clinical relevance of a three-factor model of the BRIEF-A. PMID:23676185

  1. Interaction of Dopamine Transporter Gene and Observed Parenting Behaviors on Attention-Deficit/Hyperactivity Disorder: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Li, James J.; Lee, Steve S.

    2013-01-01

    Emerging evidence suggests that some individuals may be simultaneously more responsive to the effects from environmental adversity "and" enrichment (i.e., differential susceptibility). Given that parenting behavior and a variable number tandem repeat polymorphism in the 3'untranslated region of the dopamine transporter (DAT1) gene are…

  2. The Concurrent Validity of a Behavioral Rating Scale for Assessing Attention Deficit Disorder (DSM III) in Learning Disabled Children.

    ERIC Educational Resources Information Center

    Ozawa, Joseph P.; Michael, William B.

    1983-01-01

    The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…

  3. Behavioral and Cardiovascular Responses to Frustration during Simulated Driving Tasks in Young Adults with and without Attention Disorder Symptoms

    ERIC Educational Resources Information Center

    Oliver, Michele L.; Nigg, Joel T.; Cassavaugh, Nicholas D.; Backs, Richard W.

    2012-01-01

    Objective: The present study examined the role of negative emotions on driving performance in relation to ADHD, by comparing young adults scoring high on measures of ADHD (n = 20) with a control group (n = 22). Method: The authors used cardiorespiratory physiological measures, simulated driving behavior, and self-report to examine how participants…

  4. Different Behavioral and Eye Movement Patterns of Dyslexic Readers with and without Attentional Deficits during Single Word Reading

    ERIC Educational Resources Information Center

    Thaler, Verena; Urton, Karolina; Heine, Angela; Hawelka, Stefan; Engl, Verena; Jacobs, Arthur M.

    2009-01-01

    Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading…

  5. Bridging the Gap between Physiology and Behavior: Evidence from the sSoTS Model of Human Visual Attention

    ERIC Educational Resources Information Center

    Mavritsaki, Eirini; Heinke, Dietmar; Allen, Harriet; Deco, Gustavo; Humphreys, Glyn W.

    2011-01-01

    We present the case for a role of biologically plausible neural network modeling in bridging the gap between physiology and behavior. We argue that spiking-level networks can allow "vertical" translation between physiological properties of neural systems and emergent "whole-system" performance--enabling psychological results to be simulated from…

  6. How Planful Is Routine Behavior? A Selective-Attention Model of Performance in the Tower of Hanoi

    ERIC Educational Resources Information Center

    Patsenko, Elena G.; Altmann, Erik M.

    2010-01-01

    Routine human behavior has often been attributed to plans--mental representations of sequences goals and actions--but can also be attributed to more opportunistic interactions of mind and a structured environment. This study asks whether performance on a task traditionally analyzed in terms of plans can be better understood from a "situated" (or…

  7. Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: I. Relationships between Parent Behaviors and Child Peer Status

    ERIC Educational Resources Information Center

    Mikami, Amori Yee; Jack, Allison; Emeh, Christina C.; Stephens, Haley F.

    2010-01-01

    We examined associations between children's peer relationships and (a) their parents' social competence as well as (b) their parents' behaviors during the children's peer interactions. Participants were families of 124 children ages 6-10 (68% male), 62 with ADHD and 62 age- and sex-matched comparison youth. Children's peer relationships were…

  8. Interaction of Dopamine Transporter Gene and Observed Parenting Behaviors on Attention-Deficit/Hyperactivity Disorder: A Structural Equation Modeling Approach

    PubMed Central

    Li, James J.; Lee, Steve S.

    2012-01-01

    Objective Emerging evidence suggests that some individuals may be simultaneously more responsive to the effects from environmental adversity and enrichment (i.e., differential susceptibility). Given that parenting behavior and a variable number tandem repeat polymorphism in the 3′untranslated region of the dopamine transporter (DAT1) gene are each independently associated with ADHD, our goal was to evaluate the potential interactive effects of child DAT1 genotype with positive and negative parenting behaviors on childhood ADHD. Method We recruited an ethnically-diverse sample of 150 six to nine year-old boys and girls with and without ADHD. Children were genotyped for a common polymorphism of the DAT1 gene, and objective counts of observed parenting behavior (i.e., negativity and praise) were obtained from a valid parent-child interaction task. Structural equation modeling was used to examine the interactive effects of DAT1 and observed parenting with a latent ADHD factor. Results We detected a significant interaction between observed praise and child DAT1 (coded additively) which suggested that praise was associated with increased ADHD, but only among youth with the 9/10 genotype. In addition, a marginally significant interaction between DAT1 (coded additively and recessively) and observed negativity emerged for ADHD, such that negativity was positively associated with ADHD but only for youth with the 9/9 genotype. Conclusions Although differential susceptibility theory was not fully supported, These preliminary results suggest that interactive exchanges between parenting behavior and child genotype potentially contribute to the development of ADHD. Clinical implications for interactions between parenting behavior and child genotype are discussed. PMID:23153115

  9. Assisting children with Attention Deficit Hyperactivity Disorder actively reduces limb hyperactive behavior with a Nintendo Wii Remote Controller through controlling environmental stimulation.

    PubMed

    Shih, Ching-Hsiang; Yeh, Jui-Chi; Shih, Ching-Tien; Chang, Man-Ling

    2011-01-01

    The latest studies have adopted software technology which turns the Wii Remote Controller into a high-performance limb action detector, we assessed whether two persons with multiple disabilities would be able to control an environmental stimulus through limb action. This study extends the functionality of the Wii Remote Controller to the correction of limb hyperactive behavior to assess whether two children with Attention Deficit Hyperactivity Disorder (ADHD) would be able to actively reduce their limb hyperactive behavior through controlling their favorite stimuli by turning them on/off using a Wii Remote Controller. An ABAB design, in which A represented the baseline and B represented intervention phases, was adopted in this study. Result showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation in the intervention phases. Practical and developmental implications of the findings are discussed.

  10. Self-monitoring during spelling practice: effects on spelling accuracy and on-task behavior of three students diagnosed with attention deficit hyperactivity disorder.

    PubMed

    Rafferty, Lisa A; Arroyo, Jenna; Ginnane, Shaunna; Wilczynski, Kelly

    2011-01-01

    We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent spelling practice period in the general education environment. We also compared their on-task levels to that of peers without disabilities in the same classroom context before and after the self-monitoring intervention. Our results showed that time on-task and spelling accuracy increased for the students diagnosed with ADHD during independent spelling practice after the teacher taught them how to self-monitor. These same students' on-task behavior also increased to levels comparable to that of their peers. Suggestions for educators interested in teaching their students self-monitoring strategies are included following a discussion of the results of the analysis.

  11. Low-dose venlafaxine in three adolescents and young adults with autistic disorder improves self-injurious behavior and attention deficit/hyperactivity disorders (ADHD)-like symptoms.

    PubMed

    Carminati, Giuliana Galli; Deriaz, Nicolas; Bertschy, Gilles

    2006-03-01

    In our clinical practice, we have had good experiences with venlafaxine in the treatment of self-injurious behavior (SIB) and attention deficit/hyperactivity disorders (ADHD)-like symptoms in patients with pervasive developmental disorders (PDD), and we report here three cases of possible therapeutic response: (A) a 17-year-old boy with autism and severe behavioral symptoms, including aggression toward self or property, SIB and hyperactivity, who appeared to respond to low-dose venlafaxine (18.75 mg/day); (B) a 23-year-old woman with autism hyperactivity who appeared to respond to low-dose venlafaxine (18.75 mg/day); (C) a 17-year-old girl with autism hyperactivity who appeared to respond to low-dose venlafaxine (18.75 mg/day). Follow-ups occurred respectively 18, 36 and 6 months after treatment initiation, making it possible to observe the stability of the clinical improvement in these cases.

  12. Response inhibition in preschoolers at familial risk for attention deficit hyperactivity disorder: a behavioral and electrophysiological stop-signal study.

    PubMed

    Berger, Andrea; Alyagon, Uri; Hadaya, Hadas; Atzaba-Poria, Naama; Auerbach, Judith G

    2013-01-01

    Children participating in the Ben-Gurion Infant Development Study were assessed with a dynamic-tracking version of the stop-signal task at the age of 5 years. The sample consisted of 60 males. Stop-signal reaction time (SSRT) was correlated with concurrent ratings of the child's attention deficit hyperactivity disorder (ADHD) symptoms. Paternal symptoms measured in the child's early infancy predicted the child's performance in the stop-signal task: Paternal inattentiveness predicted SSRT, whereas hyperactivity predicted error proportion. Maternal symptoms were not correlated with the performance of the child in the task. A subsample of children, who were tested while electrophysiological brain activity was measured, showed that having higher ADHD symptomatology, especially hyperactivity, correlated with less activity in the brain areas that are usually recruited by children for successful inhibition.

  13. Live Music Therapy as an Active Focus of Attention for Pain and Behavioral Symptoms of Distress During Pediatric Immunization.

    PubMed

    Sundar, Sumathy; Ramesh, Bhuvaneswari; Dixit, Priyanka B; Venkatesh, Soma; Das, Prarthana; Gunasekaran, Dhandapany

    2016-07-01

    A total of 100 children coming for routine immunization to pediatric outpatient department were included and were divided into experiment (n = 50) and control (n = 50) groups. Experiment group received live music therapy during immunization procedure. Control group received no intervention. The Modified Behavior Pain Scale (MBPS), 10-point pain levels, and 10-point distress levels were documented by parents. Duration of crying was recorded by investigators. Pre- and postimmunization blood pressures and heart rates of parents holding the children were also measured and recorded by investigators. Independent and paired t tests were used for analysis. All 3 domains of the Modified Behavior Pain Scale and duration of crying showed significant improvement (P < .05) in the experiment group. Pain and distress levels also showed statistically nonsignificant improvement in experiment group. Blood pressure and heart rate of parents showed no difference. Music therapy could be helpful to children, parents, and health care providers by reducing discomfort of the child during pediatric immunization.

  14. Parental influence on children with attention-deficit/hyperactivity disorder: I. Relationships between parent behaviors and child peer status.

    PubMed

    Mikami, Amori Yee; Jack, Allison; Emeh, Christina C; Stephens, Haley F

    2010-08-01

    We examined associations between children's peer relationships and (a) their parents' social competence as well as (b) their parents' behaviors during the children's peer interactions. Participants were families of 124 children ages 6-10 (68% male), 62 with ADHD and 62 age- and sex-matched comparison youth. Children's peer relationships were assessed via parent and teacher report, and sociometric nominations in a lab-based playgroup. Parental characteristics were assessed via parent self-report and observations of behavior during their child's playgroup. After statistical control of relevant covariates, parents of children with ADHD reported poorer social skills of their own, arranged fewer playdates for their children, and displayed more criticism during their child's peer interaction than did parents of comparison youth. Parents' socialization with other parents and facilitation of the child's peer interactions predicted their children having good peer relationships as reported by teachers and peers, whereas parental corrective feedback to the child and praise predicted poor peer relationships. Parents' ratings of their child's social skills were positively associated with ratings of their own social skills, but negatively associated with criticism and facilitation of the child's peer interactions. Relationships between parental behaviors and peer relationships were stronger for youth with ADHD than for comparison youth. The relevance of findings to interventions is discussed.

  15. A cross-etiology comparison of the socio-emotional behavioral profiles associated with attention-deficit/hyperactivity disorder and specific language impairment.

    PubMed

    Redmond, Sean M; Ash, Andrea C

    2014-05-01

    Cross-etiology comparisons provide important information that can help practitioners establish criteria for differential diagnosis and tailor interventions towards the source of children's difficulties. This study examined the extent to which parent rating scales of socioemotional behavioral difficulties differentiate cases of attention-deficit/hyperactivity disorder (ADHD) from cases of specific language impairment (SLI), and typical development (TD). Parents of 60 children (7-8 years) completed the Child Behavior Checklist (Achenbach & Rescorla, 2001) and the Conners Parent Rating Scale-Revised (Conners, 2004). Significant differences were observed between ratings provided for the children with ADHD and the children with SLI and TD across several scales which assessed behavioral and emotional difficulties. Most of the observed differences between ratings provided for the SLI and TD groups were not significant when nonverbal IQ was treated as a covariate or when syndrome scales were adjusted for the presence of language and academic items. In contrast, these adjustments had little impact on observed differences between the children with ADHD and the other groups. These results highlight important and clinically useful differences between the scope and the scale of socioemotional behavior difficulties associated with ADHD and SLI.

  16. Behavioral Assessment of the Dysexecutive Syndrome for Children: an examination of clinical utility for children with attention-deficit hyperactivity disorder (ADHD).

    PubMed

    Siu, Angela F Y; Zhou, Ya

    2014-05-01

    The present study evaluated the utility of the Behavioral Assessment of Dysexecutive Syndrome for Children for discerning differences in executive functioning between attention-deficit hyperactivity disorder (ADHD) children and normal controls and examined its associations with real-life executive function as rated by parent reports on the Dysexecutive Questionnaire for Children. Sixty-three children diagnosed with ADHD and 60 normal healthy peers were recruited for this study. All participants completed the Behavioral Assessment of Dysexecutive Syndrome for Children, while their parents completed the Dysexecutive Questionnaire for Children. Results revealed that the ADHD group exhibited significantly poorer performance than the controls on 3 subtests of the Behavioral Assessment of Dysexecutive Syndrome for Children (ie, Playing Cards Test, Water Test, and Zoo Map Test 2), as well as on the total Dysexecutive Questionnaire for Children. Significant correlation was found between the total Dysexecutive Questionnaire for Children and the 6-Part Test. Findings suggested that some subtests of the Behavioral Assessment of Dysexecutive Syndrome for Children were particularly useful for detecting real-life executive dysfunction in ADHD. Yet, further studies are needed to provide extended validity data.

  17. The association of Internet addiction symptoms with impulsiveness, loneliness, novelty seeking and behavioral inhibition system among adults with attention-deficit/hyperactivity disorder (ADHD).

    PubMed

    Li, Wendi; Zhang, Wei; Xiao, Lin; Nie, Jia

    2016-09-30

    The aims of this study were to test the associations of the Internet addiction symptoms with impulsiveness, loneliness, novelty seeking and behavioral inhibition systems among adults with attention-deficit/hyperactivity disorder (ADHD) and adults with non-ADHD. A total of 146 adults aged between 19 and 33 years involved in this study. Participants were assessed with the Chinese version of the adult ADHD Self-report scale (ASRS), the Revised Chen Internet Addiction Scale (CIAS-R), the Barratt Impulsiveness Scale 11 (BIS-11), the Tridimensional Personality Questionnaire (TPQ), the UCLA loneliness scale, and the Behavioral Inhibition System and Behavioral Activation System Scale (BIS/BAS Scale). The results of hierarchical regression analysis indicated that impulsiveness, loneliness, and behavioral inhibition system were significant predictors of Internet addition among adults with ADHD. Higher loneliness was significantly associated with more severe Internet addition symptoms among the non-ADHD group. Adults with high impulsiveness, loneliness, and BIS should be treated with caution for preventing Internet addiction. In addition, adults with and without ADHD should be provided with different preventative strategies.

  18. A cross-etiology comparison of the socio-emotional behavioral profiles associated with attention-deficit/hyperactivity disorder and specific language impairment

    PubMed Central

    Ash, Andrea C.

    2014-01-01

    Cross-etiology comparisons provide important information that can help practitioners establish criteria for differential diagnosis and tailor interventions towards the source of children’s difficulties. This study examined the extent to which parent rating scales of socioemotional behavioral difficulties differentiate cases of attention-deficit/hyperactivity disorder (ADHD) from cases of specific language impairment (SLI), and typical development (TD). Parents of 60 children (7–8 years) completed the Child Behavior Checklist (Achenbach & Rescorla, 2001) and the Conners Parent Rating Scale-Revised (Conners, 2004). Significant differences were observed between ratings provided for the children with ADHD and the children with SLI and TD across several scales which assessed behavioral and emotional difficulties. Most of the observed differences between ratings provided for the SLI and TD groups were not significant when nonverbal IQ was treated as a covariate or when syndrome scales were adjusted for the presence of language and academic items. In contrast, these adjustments had little impact on observed differences between the children with ADHD and the other groups. These results highlight important and clinically useful differences between the scope and the scale of socioemotional behavior difficulties associated with ADHD and SLI. PMID:24456478

  19. Treating parents with attention-deficit/hyperactivity disorder: the effects of behavioral parent training and acute stimulant medication treatment on parent-child interactions.

    PubMed

    Babinski, Dara E; Waxmonsky, James G; Pelham, William E

    2014-10-01

    This multiple baseline study evaluated the efficacy of behavioral parent training (BPT) for 12 parents (M age = 39.17 years; 91% mothers) and their children (ages 6-12; 83% boys) both with Attention-Deficit/Hyperactivity Disorder (ADHD), and also explored the acute effect of stimulant medication for parents before and after BPT. Parents rated their own and their children's symptoms and impairment and were stabilized on optimally dosed medication. Then, parents discontinued medication and were randomly assigned to a 3, 4, or 5 week baseline (BL), during which they provided twice-weekly ratings of their impairment, parenting, and their child's behavior. Following BL, parents and their children completed two laboratory tasks, once on their optimally dosed medication and once on a placebo to assess observable effects of medication on parent-child behavior, and they completed additional assessments of family functioning. Parents then completed eight BPT sessions, during which they were unmedicated. Twice-weekly ratings of parent and child behavior were collected during BPT and additional ratings were collected upon completing BPT. Two more parent-child tasks with and without parent medication were conducted upon BPT completion to assess the observable effects of BPT and BPT plus medication. Ten (83.33%) parents completed the trial. Improvements in parent and child behavior were observed, and parents reported improved child behavior with BPT. Few benefits of BPT emerged through parent reports of parent functioning, with the exception of inconsistent discipline, and no medication or interaction effects emerged. These results, although preliminary, suggest that some parents with ADHD benefit from BPT. While pharmacological treatment is the most common intervention for adults with ADHD, further examination of psychosocial treatments for adults is needed.

  20. Assessing Attention and Disruptive Behavior Symptoms in Preschool-Age Children: The Utility of the Diagnostic Interview Schedule for Children

    PubMed Central

    Rolon-Arroyo, Benjamin; Arnold, David H.; Harvey, Elizabeth A.; Marshall, Nastassja

    2016-01-01

    Data are presented from two samples of preschool children to evaluate the reliability, concurrent validity, and predictive validity of the ADHD, ODD, and CD sections of the Diagnostic Interview Schedule for Children, Fourth Edition (DISC-IV). Information was obtained from a community sample of 128 children (Mage = 53.16 months; 63 girls) and from a sample of 72 externalizing children (Mage = 45.23 months; 31 girls) plus 25 control children (Mage = 44.51 months; 8 girls). In both studies, the DISC-IV was administered to parents along with parent and teacher behavior rating scales, and teacher rating scales were obtained again later to evaluate the predictive validity of the DISC-IV (after approximately 6 months in Study 1, and 3 years in Study 2). The ADHD and ODD sections exhibited acceptable internal consistency in both studies, and showed concurrent validity with parent behavior rating scales. In both studies, the ADHD section was also concurrent with teacher reports. In Study 2, the ADHD, ODD, and CD sections distinguished externalizing children from controls. In both studies, the ADHD section predicted future teacher ratings beyond initial teacher ratings, and beyond initial parent rating scales; the ODD section similarly predicted later teacher ratings in Study 1. Findings provide strong support for the utility of the ADHD section for preschool children and moderate support for the ODD and CD sections. PMID:27909389

  1. Old Dog, New Tricks: The Attentional Set-Shifting Test as a Novel Cognitive Behavioral Task after Controlled Cortical Impact Injury

    PubMed Central

    Bondi, Corina O.; Cheng, Jeffrey P.; Tennant, Heather M.; Monaco, Christina M.

    2014-01-01

    Abstract Cognitive impairment associated with prefrontal cortical dysfunction is a major component of disability in traumatic brain injury (TBI) survivors. Specifically, deficits of cognitive flexibility and attentional set-shifting are present across all levels of injury severity. Though alterations in spatial learning have been extensively described in experimental models of TBI, studies investigating more complex cognitive deficits are relatively scarce. Hence, the aim of this preclinical study was to expand on this important issue by evaluating the effect of three injury levels on executive function and behavioral flexibility performance as assessed using an attentional set-shifting test (AST). Isoflurane-anesthetized male rats received a controlled cortical impact (CCI) injury (2.6, 2.8, and 3.0 mm cortical depth at 4 m/sec) or sham injury, whereas an additional group had no surgical manipulation (naïve). Four weeks postsurgery, rats were tested on the AST, which involved a series of discriminative tasks of increasing difficulty, such as simple and compound discriminations, stimulus reversals, and intra- and extradimensional (ED) shifts. TBI produced accompanying impact depth-dependent increases in cortical lesion volumes, with the 3.0-mm cortical depth group displaying significantly larger injury volumes than the 2.6-mm group (p=0.05). Further, injury severity-induced deficits in ED set-shifting and stimulus reversals, as well as increases in total response error rates and total set loss errors, were observed. These novel findings demonstrate executive function and behavioral flexibility deficits in our animal model of CCI injury and provide the impetus to integrate the AST in the standard neurotrauma behavioral battery to further evaluate cognitive dysfunction after TBI. Ongoing experiments in our laboratory are assessing AST performance after pharmacological and rehabilitative therapies post-TBI, as well as elucidating possible mechanisms underlying

  2. Transient Inactivation of the Neonatal Ventral Hippocampus Impairs Attentional Set-Shifting Behavior: Reversal with an α7 Nicotinic Agonist

    PubMed Central

    Brooks, Julie M; Pershing, Michelle L; Thomsen, Morten S; Mikkelsen, Jens D; Sarter, Martin; Bruno, John P

    2012-01-01

    Cognitive deficits represent a core symptom cluster in schizophrenia that are thought to reflect developmental dysregulations within a neural system involving the ventral hippocampus (VH), nucleus accumbens (NAC), and prefrontal cortex (PFC). The present experiments determined the cognitive effects of transiently inactivating VH in rats during a sensitive period of development. Neonatal (postnatal day 7, PD7) and adolescent (PD32) male rats received a single bilateral infusion of saline or tetrodotoxin (TTX) within the VH to transiently inactivate local circuitry and efferent outflow. Rats were tested as adults on an attentional set-shifting task. Performance in this task depends upon the integrity of the PFC and NAC. TTX infusions did not affect the initial acquisition or ability to learn an intra-dimensional shift. However, TTX rats required a greater number of trials than did controls to acquire the first reversal and extra-dimensional shift (ED) stages. These impairments were age and region-specific as rats infused with TTX into the VH at PD32, or into the dorsal hippocampus at PD7, exhibited performance in the task similar to that of controls. Finally, acute systemic administration of the partial α7 nicotinic acetylcholine receptor (nAChR) agonist SSR 180711 (3.0 mg/kg) eliminated the TTX-induced performance deficits. Given that patients with schizophrenia exhibit hippocampal pathophysiology and deficits in the ED stages of set-shifting tasks, our results support the significance of transient hippocampal inactivation as an animal model for studying the cognitive impairments in schizophrenia as well as the pro-cognitive therapeutic potential of α7 nAChR agonists. PMID:22781844

  3. Parental efficacy and child behavior in a community sample of children with and without attention-deficit hyperactivity disorder (ADHD).

    PubMed

    Primack, Brian A; Hendricks, Kristy M; Longacre, Meghan R; Adachi-Mejia, Anna M; Weiss, Julia E; Titus, Linda J; Beach, Michael L; Dalton, Madeline A

    2012-12-01

    Most studies of attention-deficit hyperactivity disorder (ADHD) youth have obtained data from the perspective of either children or parents, but not both simultaneously. The purpose of this study was to examine child and parent perspectives on parenting in a large community-based sample of children with and without ADHD. We identified children in grades 4-6 and their parents through surveys administered to a random sample of public schools. We used multivariable logistic regression to determine independent associations between child and parent characteristics and the presence of ADHD while controlling for covariates and clustering by school. Sufficient data were achieved for 2,509 child/parent dyads. Ten percent of youths (n = 240) had been diagnosed with ADHD. Compared with those without ADHD, those with ADHD were more commonly male (67.9 vs. 48.0 %, p < .001) and age 12 or over (16.3 vs. 10.3 %). After adjusting for covariates and clustering, compared to children without ADHD, children with ADHD were significantly more likely to report lower self-regulation (OR = 0.68, 95 % CI = 0.53, 0.88) and higher levels of rebelliousness (OR = 2.00, 95 % CI = 1.52, 2.69). Compared with parents whose children did not have ADHD, parents of children with ADHD rated their overall parental efficacy substantially lower (OR = 0.23, 95 % CI = 0.15, 0.33). However, child assessment of parenting style was similar by ADHD. Despite the internal challenges community-based youth with ADHD face, many parents of ADHD youth exhibit valuable parental skills from the perspective of their children. Feedback of this information to parents may improve parental self-efficacy, which is known to be positively associated with improved ADHD outcomes.

  4. Smoking behavior characteristics of non-selected smokers with childhood attention-deficit/hyperactivity disorder (AD/HD) history: a systematic review and meta-analysis.

    PubMed

    Fond, Guillaume; Loundou, Anderson; Guillaume, Sebastien; Quantin, Xavier; Macgregor, Alexandra; Lopez, Régis; Courtet, Philippe; Bernard, Paquito; Bailly, Daniel; Abbar, Mocrane; Leboyer, Marion; Boyer, Laurent

    2014-08-01

    It is unclear whether adult smokers with childhood attention-deficit/hyperactivity disorder history (CH) have more severe smoking behavior than non-CH smokers, while it is clearly suggested that CH adolescents have more severe smoking behavior than CH adolescents. The aim of the present comprehensive meta-analysis is to determine whether CH smokers have more severe smoking behavior characteristics than those without and the effect of age on the association between CH and smoking behavior. We included all case-control studies and first round data collection of observational studies addressing the difference in smoking behavior characteristics of CH smokers versus non-CH smokers, with validated scales or structured interviews, without any language or date restriction. Nine studies (including 365 smokers with CH and 1,708 smokers without) were included. Compared to non-CH smokers, CH smokers smoked significantly more cigarettes [standardized mean differences (SMD) = 0.15, 95 % CI 0.01-0.28, p = 0.04] and began to regularly smoke earlier (SMD = -0.28, 95 % CI -0.49; -0.07, p = 0.01) but were not significantly more nicotine dependent (SMD = 0.23, 95 % CI -0.04 to 0.48, p = 0.08). After removing the single adolescent study, the significant association between CH and number of daily smoked cigarettes disappeared, and subgroups analyses confirmed that the significant association between CH and number of daily smoked cigarettes disappeared as age increased. Our meta-analysis illustrates a clinically important link between CH and tobacco smoking in adolescence but not later in life. Further high-quality studies are needed to confirm this finding, as only two studies included participants with a mean age below 20 years.

  5. Attention deficit hyperactivity disorder and other disruptive behavior disorders are risk factors for recurrent epistaxis in children: A prospective case-controlled study.

    PubMed

    Özgür, Erdoğan; Aksu, Hatice; Gürbüz-Özgür, Börte; Başak, Hatice Sema; Eskiizmir, Görkem

    2016-01-01

    The aim of this study was to investigate the frequency of attention deficit hyperactivity disorder (ADHD) and other disruptive behavior disorders in children with recurrent epistaxis (RE). Children aged between 6-11 years were enrolled according to presence (n=34) and absence (n=103) of RE. Turgay DSM-IV-Based Child and Adolescent Disruptive Behavior Disorders Screening and Rating Scale was applied to parents. Moreover, Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime Version was performed. Oppositional defiant disorder (ODD) and ADHD were determined in 17.6% and 32.4% of patients, respectively. When psychiatric diagnoses between both groups were compared, statistically significant differences were found in terms of ADHD and ODD (p=0.028 and p=0.003). In children with RE, the frequency of ADHD and ODD are higher than children without RE. A referral to a child psychiatrist should be considered, if a child with RE also has symptoms of increased activity, inattention and/or body-injurious behaviors.

  6. Executive functions: performance-based measures and the behavior rating inventory of executive function (BRIEF) in adolescents with attention deficit/hyperactivity disorder (ADHD).

    PubMed

    Toplak, Maggie E; Bucciarelli, Stefania M; Jain, Umesh; Tannock, Rosemary

    2009-01-01

    Performance-based measures and ratings of executive functions were examined in a sample of adolescents with attention deficit/hyperactivity disorder (ADHD) and comparison controls. Performance-based measures of executive function included inhibition, working memory, set shifting, and planning, and ratings of these same executive functions were completed by parents and teachers. Adolescents with ADHD demonstrated lower executive function performance than controls and displayed elevated ratings on the executive function ratings by parents and teachers. Significant associations were obtained between the performance-based measures and the parent and teacher ratings, but each measure was not uniquely associated with its respective scale on the rating scales. When performance-based measures and ratings were examined as predictors of ADHD status, the parent and teacher ratings entered as significant predictors of ADHD status. Further commonality analyses indicated that performance-based measures accounted for little unique variance in predicting ADHD status and also displayed little overlap with the behavioral ratings. These findings highlight the diagnostic utility of behavioral ratings of executive function in predicting ADHD status; however, behavioral ratings should not be assumed to be a proxy for performance on measures of executive function in clinical practice.

  7. Shifting Attention

    ERIC Educational Resources Information Center

    Ingram, Jenni

    2014-01-01

    This article examines the shifts in attention and focus as one teacher introduces and explains an image that represents the processes involved in a numeric problem that his students have been working on. This paper takes a micro-analytic approach to examine how the focus of attention shifts through what the teacher and students do and say in the…

  8. Behavioral, Cognitive, and Motor Preparation Deficits in a Visual Cued Spatial Attention Task in Autism Spectrum Disorder

    PubMed Central

    Sokhadze, Estate M.; Tasman, Allan; Sokhadze, Guela E.; El-Baz, Ayman S.; Casanova, Manuel F.

    2015-01-01

    Abnormalities in motor skills have been regarded as part of the symptomatology characterizing autism spectrum disorder (ASD). It has been estimated that 80% of subjects with autism display “motor dyspraxia” or clumsiness that are not readily identified in a routine neurological examination. In this study we used behavioral measures, event-related potentials (ERP), and lateralized readiness potential (LRP) to study cognitive and motor preparation deficits contributing to the dyspraxia of autism. A modified Posner cueing task was used to analyze motor preparation abnormalities in children with autism and in typically developing children (N=30/per group). In this task, subjects engage in preparing motor response based on a visual cue, and then execute a motor movement based on the subsequent imperative stimulus. The experimental conditions, such as the validity of the cue and the spatial location of the target stimuli were manipulated to influence motor response selection, preparation, and execution. Reaction time and accuracy benefited from validly cued targets in both groups, while main effects of target spatial position were more obvious in the autism group. The main ERP findings were prolonged and more negative early frontal potentials in the ASD in incongruent trials in both types of spatial location. The LRP amplitude was larger in incongruent trials and had stronger effect in the children with ASD. These effects were better expressed at the earlier stages of LRP, specifically those related to response selection, and showed difficulties at the cognitive phase of stimulus processing rather that at the motor execution stage. The LRP measures at different stages reflect the chronology of cognitive aspects of movement preparation and are sensitive to manipulations of cue correctness, thus representing very useful biomarker in autism dyspraxia research. Future studies may use more advance and diverse manipulations of movement preparation demands in testing more

  9. Behavioral, Cognitive, and Motor Preparation Deficits in a Visual Cued Spatial Attention Task in Autism Spectrum Disorder.

    PubMed

    Sokhadze, Estate M; Tasman, Allan; Sokhadze, Guela E; El-Baz, Ayman S; Casanova, Manuel F

    2016-03-01

    Abnormalities in motor skills have been regarded as part of the symptomatology characterizing autism spectrum disorder (ASD). It has been estimated that 80 % of subjects with autism display "motor dyspraxia" or clumsiness that are not readily identified in a routine neurological examination. In this study we used behavioral measures, event-related potentials (ERP), and lateralized readiness potential (LRP) to study cognitive and motor preparation deficits contributing to the dyspraxia of autism. A modified Posner cueing task was used to analyze motor preparation abnormalities in children with autism and in typically developing children (N = 30/per group). In this task, subjects engage in preparing motor response based on a visual cue, and then execute a motor movement based on the subsequent imperative stimulus. The experimental conditions, such as the validity of the cue and the spatial location of the target stimuli were manipulated to influence motor response selection, preparation, and execution. Reaction time and accuracy benefited from validly cued targets in both groups, while main effects of target spatial position were more obvious in the autism group. The main ERP findings were prolonged and more negative early frontal potentials in the ASD in incongruent trials in both types of spatial location. The LRP amplitude was larger in incongruent trials and had stronger effect in the children with ASD. These effects were better expressed at the earlier stages of LRP, specifically those related to response selection, and showed difficulties at the cognitive phase of stimulus processing rather that at the motor execution stage. The LRP measures at different stages reflect the chronology of cognitive aspects of movement preparation and are sensitive to manipulations of cue correctness, thus representing very useful biomarker in autism dyspraxia research. Future studies may use more advance and diverse manipulations of movement preparation demands in testing more

  10. Increased cognitive functioning in symptomatic Huntington's disease as revealed by behavioral and event-related potential indices of auditory sensory memory and attention.

    PubMed

    Beste, Christian; Saft, Carsten; Güntürkün, Onur; Falkenstein, Michael

    2008-11-05

    Cognitive functions are thought to deteriorate globally in late stages of various neurodegenerative disorders. Here we describe that this general assumption is not justified and fails in Huntington's disease (HD). Presymptomatic gene mutation carriers (pHDs) and healthy controls performed worse compared with symptomatic HDs in an auditory signal detection task. During task performance, behavioral data and event-related potentials (ERPs) [i.e., MMN (mismatch negativity), P3a, and RON (reorienting negativity)] were recorded. Not only behavioral performance but also neurophysiological correlates of auditory sensory memory and attentional reorientation indicate enhanced performance occurring primal in late stages of a neurodegenerative disorder. Increased activity of the NMDA-receptor system, an assumed pathogenic mechanism in HD, might facilitate signal propagation at striatal level that enables more efficient task execution through a winner-take-all process. The results challenge the view that late stage neurodegeneration is necessarily related to a global decline in cognitive abilities in HD. In contrast, selectively enhanced cognitive functioning can emerge together with otherwise impaired cognitive functioning.

  11. Slow oscillating transcranial direct current stimulation during non-rapid eye movement sleep improves behavioral inhibition in attention-deficit/hyperactivity disorder

    PubMed Central

    Munz, Manuel T.; Prehn-Kristensen, Alexander; Thielking, Frederieke; Mölle, Matthias; Göder, Robert; Baving, Lioba

    2015-01-01

    Background: Behavioral inhibition, which is a later-developing executive function (EF) and anatomically located in prefrontal areas, is impaired in attention-deficit and hyperactivity disorder (ADHD). While optimal EFs have been shown to depend on efficient sleep in healthy subjects, the impact of sleep problems, frequently reported in ADHD, remains elusive. Findings of macroscopic sleep changes in ADHD are inconsistent, but there is emerging evidence for distinct microscopic changes with a focus on prefrontal cortical regions and non-rapid eye movement (non-REM) slow-wave sleep. Recently, slow oscillations (SO) during non-REM sleep were found to be less functional and, as such, may be involved in sleep-dependent memory impairments in ADHD. Objective:By augmenting slow-wave power through bilateral, slow oscillating transcranial direct current stimulation (so-tDCS, frequency = 0.75 Hz) during non-REM sleep, we aimed to improve daytime behavioral inhibition in children with ADHD. Methods: Fourteen boys (10–14 years) diagnosed with ADHD were included. In a randomized, double-blind, cross-over design, patients received so-tDCS either in the first or in the second experimental sleep night. Inhibition control was assessed with a visuomotor go/no-go task. Intrinsic alertness was assessed with a simple stimulus response task. To control for visuomotor performance, motor memory was assessed with a finger sequence tapping task. Results: SO-power was enhanced during early non-REM sleep, accompanied by slowed reaction times and decreased standard deviations of reaction times, in the go/no-go task after so-tDCS. In contrast, intrinsic alertness, and motor memory performance were not improved by so-tDCS. Conclusion: Since behavioral inhibition but not intrinsic alertness or motor memory was improved by so-tDCS, our results suggest that lateral prefrontal slow oscillations during sleep might play a specific role for executive functioning in ADHD. PMID:26321911

  12. Civility in Classes and Sports

    ERIC Educational Resources Information Center

    Lumpkin, Angela

    2010-01-01

    Civility is a polite or courteous act, expression, or standard of conduct, including the display of respect and tolerance to everyone. Teaching and modeling civility in classes and with sport teams is essential so students and athletes can learn the importance of and demonstrate civility in their interactions with others. Teachers and coaches…

  13. Connectivity supporting attention in children with attention deficit hyperactivity disorder.

    PubMed

    Barber, Anita D; Jacobson, Lisa A; Wexler, Joanna L; Nebel, Mary Beth; Caffo, Brian S; Pekar, James J; Mostofsky, Stewart H

    2015-01-01

    Intra-subject variability (ISV) is the most consistent behavioral deficit in Attention Deficit Hyperactivity Disorder (ADHD). ISV may be associated with networks involved in sustaining task control (cingulo-opercular network: CON) and self-reflective lapses of attention (default mode network: DMN). The current study examined whether connectivity supporting attentional control is atypical in children with ADHD. Group differences in full-brain connection strength and brain-behavior associations with attentional control measures were examined for the late-developing CON and DMN in 50 children with ADHD and 50 typically-developing (TD) controls (ages 8-12 years). Children with ADHD had hyper-connectivity both within the CON and within the DMN. Full-brain behavioral associations were found for a number of between-network connections. Across both groups, more anti-correlation between DMN and occipital cortex supported better attentional control. However, in the TD group, this brain-behavior association was stronger and occurred for a more extensive set of DMN-occipital connections. Differential support for attentional control between the two groups occurred with a number of CON-DMN connections. For all CON-DMN connections identified, increased between-network anti-correlation was associated with better attentional control for the ADHD group, but worse attentional control in the TD group. A number of between-network connections with the medial frontal cortex, in particular, showed this relationship. Follow-up analyses revealed that these associations were specific to attentional control and were not due to individual differences in working memory, IQ, motor control, age, or scan motion. While CON-DMN anti-correlation is associated with improved attention in ADHD, other circuitry supports improved attention in TD children. Greater CON-DMN anti-correlation supported better attentional control in children with ADHD, but worse attentional control in TD children. On the other

  14. Attention Genes

    ERIC Educational Resources Information Center

    Posner, Michael I.; Rothbart, Mary K.; Sheese, Brad E.

    2007-01-01

    A major problem for developmental science is understanding how the cognitive and emotional networks important in carrying out mental processes can be related to individual differences. The last five years have seen major advances in establishing links between alleles of specific genes and the neural networks underlying aspects of attention. These…

  15. [Thalamus and Attention].

    PubMed

    Tokoro, Kazuhiko; Sato, Hironobu; Yamamoto, Mayumi; Nagai, Yoshiko

    2015-12-01

    Attention is the process by which information and selection occurs, the thalamus plays an important role in the selective attention of visual and auditory information. Selective attention is a conscious effort; however, it occurs subconsciously, as well. The lateral geniculate body (LGB) filters visual information before it reaches the cortex (bottom-up attention). The thalamic reticular nucleus (TRN) provides a strong inhibitory input to both the LGB and pulvinar. This regulation involves focusing a spotlight on important information, as well as inhibiting unnecessary background information. Behavioral contexts more strongly modulate activity of the TRN and pulvinar influencing feedforward and feedback information transmission between the frontal, temporal, parietal and occipital cortical areas (top-down attention). The medial geniculate body (MGB) filters auditory information the TRN inhibits the MGB. Attentional modulation occurring in the auditory pathway among the cochlea, cochlear nucleus, superior olivary complex, and inferior colliculus is more important than that of the MGB and TRN. We also discuss the attentional consequence of thalamic hemorrhage.

  16. Long-term effects of stimulant exposure on cerebral blood flow response to methylphenidate and behavior in attention-deficit hyperactivity disorder.

    PubMed

    Schrantee, Anouk; Bouziane, C; Bron, E E; Klein, S; Bottelier, M A; Kooij, J J S; Rombouts, S A R B; Reneman, L

    2017-03-20

    Stimulant prescription rates for attention deficit hyperactivity disorder (ADHD) are increasing, even though potential long-term effects on the developing brain have not been well-studied. A previous randomized clinical trial showed short-term age-dependent effects of stimulants on the DA system. We here assessed the long-term modifying effects of age-of-first-stimulant treatment on the human brain and behavior. 81 male adult ADHD patients were stratified into three groups: 1) early stimulant treatment (EST; <16 years of age) 2) late stimulant treatment (LST: ≥23 years of age) and 3) stimulant treatment naive (STN; no history of stimulant treatment). We used pharmacological magnetic resonance imaging (phMRI) to assess the cerebral blood flow (CBF) response to an oral methylphenidate challenge (MPH, 0.5 mg/kg), as an indirect measure of dopamine function in fronto-striatal areas. In addition, mood and anxiety scores, and recreational drug use were assessed. Baseline ACC CBF was lower in the EST than the STN group (p = 0.03), although CBF response to MPH was similar between the three groups (p = 0.23). ADHD symptom severity was higher in the STN group compared to the other groups (p < 0.01). In addition, the EST group reported more depressive symptoms (p = 0.04), but not anxiety (p = 0.26), and less recreational drug use (p = 0.04). In line with extensive pre-clinical data, our data suggest that early, but not late, stimulant treatment long-lastingly affects the human brain and behavior, possibly indicating fundamental changes in the dopamine system.

  17. In-Class Collaborative Learning: Practical Suggestions from the Teaching Trenches.

    ERIC Educational Resources Information Center

    Giordano, Peter J.; Hammer, Elizabeth Yost

    1999-01-01

    Supplements Steven A.Meyers's article (Teaching Psychology, 1997) on the use of collaborative-learning groups. Provides additional suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. Argues that with careful attention, in-class groups can effectively complement lectures. (DSK)

  18. The influence of the dorsolateral prefrontal cortex on attentional behavior and decision making. A t-DCS study on emotionally vs. functionally designed objects.

    PubMed

    Colombo, Barbara; Balzarotti, Stefania; Mazzucchelli, Nicla

    2016-04-01

    Prior research has shown that right dorsolateral prefrontal cortex may be crucial in cognitive control of affective impulses during decision making. The present study examines whether modulation of r-DLPFC with transcranial direct current stimulation influences attentional behavior and decision-making in a purchase task requiring participants to choose either emotional/attractive or functional/useful objects. 30 participants were shown sixteen pairs of emotionally or functionally designed products while their eye-movements were recorded. Participants were asked to judge aesthetics and usefulness of each object, and to decide which object of each pair they would buy. Results revealed that participants decided to buy the functionally designed objects more often regardless of condition; however, participants receiving anodal stimulation were faster in decision making. Although stimulation of r-DLPFC did not affect the actual purchasing choice and had little effect on visual exploration during decision making, it influenced perceived usefulness and attractiveness, with temporary inhibition of r-DLPFC leading to evaluate functional objects as less attractive. Finally, anodal stimulation led to judge the objects as more useful. The implications of these results are discussed.

  19. Protective effects of the alcohol dehydrogenase-ADH1B*3 allele on attention and behavior problems in adolescents exposed to alcohol during pregnancy.

    PubMed

    Dodge, Neil C; Jacobson, Joseph L; Jacobson, Sandra W

    2014-01-01

    Alcohol dehydrogenase is a critical enzyme in the metabolism of alcohol. Expression of three alleles at the ADH1B locus results in enzymes that differ in turnover rate and affinity for alcohol. The ADH1B*3 allele, which appears to be unique to individuals of African descent, is associated with more rapid alcohol metabolism than the more prevalent ADH1B*1 allele. It has been previously demonstrated that the presence of at least one maternal ADH1B*3 allele confers a protective effect against alcohol teratogenicity in infants and children. This study was conducted to determine whether the presence of the ADH1B*3 allele in the mother or child continues to be protective in alcohol-exposed individuals during adolescence. 186 adolescents and 167 mothers participating in a 14-year follow-up of the Detroit Longitudinal Cohort were genotyped for ADH1B alleles. Behavioral reports were obtained from classroom teachers. Frequencies of the ADH1B*3 allele were 17.6% in the mothers and 21.0% in the adolescents, which are consistent with the 15-20% expected for African Americans. Prenatal alcohol exposure was associated with increased attention problems and externalizing behaviors in adolescents born to mothers with two ADH1B*1 alleles but not in those whose mothers had at least one ADH1B*3 allele. A similar pattern was seen in relation to the presence or absence of an ADH1B*3 allele in the adolescent, which may have reflected the presence/absence of the maternal variant. This study is the first to demonstrate that the protective effects of the maternal ADH1B*3 allele continue to be evident during adolescence. These persistent individual differences in vulnerability of offspring to the behavioral effects of fetal alcohol exposure are likely attributable to more rapid metabolism of alcohol that the ADH1B*3 variant confers on the mother, leading to a reduction of the peak blood alcohol concentration to which the fetus is exposed during each drinking episode.

  20. The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness

    ERIC Educational Resources Information Center

    Gaden, Gregory G.

    2012-01-01

    The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…

  1. An Operant Analysis of Joint Attention Skills

    ERIC Educational Resources Information Center

    Holth, Per

    2005-01-01

    Joint attention, a synchronizing of the attention of two or more persons, has been an increasing focus of research in cognitive developmental psychology. Research in this area has progressed mainly outside of behavior analysis, and behavior-analytic research and theory has tended to ignore the work on joint attention. It is argued here, on the one…

  2. Abnormal pre-attentive arousal in young children with autism spectrum disorder contributes to their atypical auditory behavior: an ERP study.

    PubMed

    Stroganova, Tatiana A; Kozunov, Vladimir V; Posikera, Irina N; Galuta, Ilia A; Gratchev, Vitaliy V; Orekhova, Elena V

    2013-01-01

    Auditory sensory modulation difficulties and problems with automatic re-orienting to sound are well documented in autism spectrum disorders (ASD). Abnormal preattentive arousal processes may contribute to these deficits. In this study, we investigated components of the cortical auditory evoked potential (CAEP) reflecting preattentive arousal in children with ASD and typically developing (TD) children aged 3-8 years. Pairs of clicks ('S1' and 'S2') separated by a 1 sec S1-S2 interstimulus interval (ISI) and much longer (8-10 sec) S1-S1 ISIs were presented monaurally to either the left or right ear. In TD children, the P50, P100 and N1c CAEP components were strongly influenced by temporal novelty of clicks and were much greater in response to the S1 than the S2 click. Irrespective of the stimulation side, the 'tangential' P100 component was rightward lateralized in TD children, whereas the 'radial' N1c component had higher amplitude contralaterally to the stimulated ear. Compared to the TD children, children with ASD demonstrated 1) reduced amplitude of the P100 component under the condition of temporal novelty (S1) and 2) an attenuated P100 repetition suppression effect. The abnormalities were lateralized and depended on the presentation side. They were evident in the case of the left but not the right ear stimulation. The P100 abnormalities in ASD correlated with the degree of developmental delay and with the severity of auditory sensory modulation difficulties observed in early life. The results suggest that some rightward-lateralized brain networks that are crucially important for arousal and attention re-orienting are compromised in children with ASD and that this deficit contributes to sensory modulation difficulties and possibly even other behavioral deficits in ASD.

  3. Attentional Disengagement in Adults with Williams Syndrome

    ERIC Educational Resources Information Center

    Lense, Miriam D.; Key, Alexandra P.; Dykens, Elisabeth M.

    2011-01-01

    Williams syndrome (WS) is a neurodevelopmental disorder characterized by a distinctive behavioral and cognitive profile, including widespread problems with attention. However, the specific nature of their attentional difficulties, such as inappropriate attentional allocation and/or poor attentional disengagement abilities, has yet to be…

  4. Gabrb3 gene deficient mice exhibit impaired social and exploratory behaviors, deficits in non-selective attention and hypoplasia of cerebellar vermal lobules: a potential model of autism spectrum disorder

    PubMed Central

    DeLorey, Timothy M.; Sahbaie, Peyman; Hashemi, Ezzat; Homanics, Gregg E.; Clark, J. David

    2009-01-01

    Objective GABAA receptors play an important regulatory role in the developmental events leading to the formation of complex neuronal networks and to the behaviors they govern. The primary aim of this study was to assess whether gabrb3 gene deficient (gabrb3-/-) mice exhibit abnormal social behavior, a core deficit associated with autism spectrum disorder. Methods Social and exploratory behaviors along with non-selective attention were assessed in gabrb3-/-, littermates (gabrb3+/+) and progenitor strains, C57BL/6J and 129/SvJ. In addition, semi-quantitative assessments of the size of cerebellar vermal lobules were performed on gabrb3+/+ and gabrb3-/- mice. Results Relative to controls, gabrb3-/- mice exhibited significant deficits in activities related to social behavior including sociability, social novelty and nesting. In addition, gabrb3-/- mice also exhibited differences in exploratory behavior compared to controls, as well as reductions in the frequency and duration of rearing episodes, suggested as being an index of non-selective attention. Gabrb3-/- mice also displayed significant hypoplasia of the cerebellar vermis compared to gabrb3+/+ mice. Conclusions The observed behavioral deficits, especially regarding social behaviors, strengthens the face validity of the gabrb3 gene deficient mouse as being a model of autism spectrum disorder. PMID:17983671

  5. The Experience of Mothers and Teachers of Attention Deficit/Hyperactivity Disorder Children, and Their Management Practices for the Behaviors of the Child a Descriptive Phenomenological Study

    ERIC Educational Resources Information Center

    Harazni, Lubna; Alkaissi, Aidah

    2016-01-01

    ADHD (attention deficit hyperactivity disorder) is a childhood disorder affecting children worldwide and has a major burden on the child, family and other caregivers. Aim: The aim of this study is to investigate and describe the experience of the adults that interact on a daily basis with school-aged children with Attention Deficit Hyperactivity…

  6. IMAGING ATTENTION NETWORKS1

    PubMed Central

    Posner, Michael I.

    2012-01-01

    The study of attention has largely been about how to select among the various sensory events but also involves the selection among conflicting actions. Prior to the late 1980s, locating bottlenecks between sensory input and response dominated these studies, a different view was that attentional limits involved the importance of maintaining behavioral coherence rather than resulting from a bottleneck. In both cases ideas of resource limits taken over from economics were important. Early evidence relating to the anatomy of attention came from neurological investigations of lesioned patients, but the major impetus for the anatomical approach came from neuroimaging studies that provided evidence of brain networks related to orienting to sensory events and control of response tendencies. The presence of a functional anatomy has supported studies of the development of attention networks and the role of neuromodulators and genetic poymorphisms in their construction. Together these developments have enhanced our understanding of attention and paved the way for significant applications to education, pathology and prevention of mental illness. PMID:22227132

  7. Shifting Attentional Priorities: Control of Spatial Attention through Hemispheric Competition

    PubMed Central

    Szczepanski, Sara M.; Kastner, Sabine

    2013-01-01

    Regions of frontal and posterior parietal cortex are known to control the allocation of spatial attention across the visual field. However, the neural mechanisms underlying attentional control in the intact human brain remain unclear, with some studies supporting a hemispatial theory emphasizing a dominant function of the right hemisphere and others supporting an interhemispheric competition theory. We previously found neural evidence to support the latter account, in which topographically organized frontoparietal areas each generate a spatial bias, or “attentional weight,” toward the contralateral hemifield, with the sum of the weights constituting the overall bias that can be exerted across visual space. Here, we used a multimodal approach consisting of functional magnetic resonance imaging (fMRI) of spatial attention signals, behavioral measures of spatial bias, and fMRI-guided single-pulse transcranial magnetic stimulation (TMS) to causally test this interhemispheric competition account. Across the group of fMRI subjects, we found substantial individual differences in the strengths of the frontoparietal attentional weights in each hemisphere, which predicted subjects’ respective behavioral preferences when allocating spatial attention, as measured by a landmark task. Using TMS to interfere with attentional processing within specific topographic frontoparietal areas, we then demonstrated that the attentional weights of individual subjects, and thus their spatial attention behavior, could be predictably shifted toward one visual field or the other, depending on the site of interference. The results of our multimodal approach, combined with an emphasis on neural and behavioral individual differences, provide compelling evidence that spatial attention is controlled through competitive interactions between hemispheres rather than a dominant right hemisphere in the intact human brain. PMID:23516306

  8. Social reward shapes attentional biases.

    PubMed

    Anderson, Brian A

    2016-01-01

    Paying attention to stimuli that predict a reward outcome is important for an organism to survive and thrive. When visual stimuli are associated with tangible, extrinsic rewards such as money or food, these stimuli acquire high attentional priority and come to automatically capture attention. In humans and other primates, however, many behaviors are not motivated directly by such extrinsic rewards, but rather by the social feedback that results from performing those behaviors. In the present study, I examine whether positive social feedback can similarly influence attentional bias. The results show that stimuli previously associated with a high probability of positive social feedback elicit value-driven attentional capture, much like stimuli associated with extrinsic rewards. Unlike with extrinsic rewards, however, such stimuli also influence task-specific motivation. My findings offer a potential mechanism by which social reward shapes the information that we prioritize when perceiving the world around us.

  9. The Outcome of Parent Training Using the Behavior Management Flow Chart with a Mother and Her Twin Boys with Oppositional Defiant Disorder and Attention-Deficit Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Danforth, Jeffrey S.

    1999-01-01

    Direct observation, telephone interviews, and standardized rating scales showed that parent training reduced oppositional and aggressive child behavior, improved parenting behavior, and reduced maternal stress. Six-month follow-up revealed stable outcomes. Results are consistent with prior research on behavioral parent training with the Behavior…

  10. Attention deficit hyperactivity disorder.

    PubMed

    Kulkarni, Madhuri

    2015-03-01

    Attention Deficit Hyperactivity Disorder (ADHD) is a common behavioral disorder in children. It is characterized by motor hyperactivity, impulsivity and inattention inappropriate for the age. Approximately 5-10 % of school age children are diagnosed to have ADHD. The affected children show significant impairment in social behavior and academic performance. The DSM-5 criteria are useful in diagnosing three subtypes of ADHD based on presence of symptoms described in 3 domains viz ., inattention, hyperactivity and impulsivity. Co-morbidities like specific learning disability, anxiety disorder, oppositional defiant disorder are commonly associated with ADHD.Education of parents and teachers, behavioral therapy and medication are main components of management. Methylphenidate and Atomoxetine are effective in controlling symptoms of ADHD in most children. Research studies estimated that 30-60 % of children continue to show symptoms of ADHD in adulthood. The general practitioner can play an important role in early diagnosis, appropriate assessment and guiding parents for management of children with ADHD.

  11. Infant visual attention and object recognition.

    PubMed

    Reynolds, Greg D

    2015-05-15

    This paper explores the role visual attention plays in the recognition of objects in infancy. Research and theory on the development of infant attention and recognition memory are reviewed in three major sections. The first section reviews some of the major findings and theory emerging from a rich tradition of behavioral research utilizing preferential looking tasks to examine visual attention and recognition memory in infancy. The second section examines research utilizing neural measures of attention and object recognition in infancy as well as research on brain-behavior relations in the early development of attention and recognition memory. The third section addresses potential areas of the brain involved in infant object recognition and visual attention. An integrated synthesis of some of the existing models of the development of visual attention is presented which may account for the observed changes in behavioral and neural measures of visual attention and object recognition that occur across infancy.

  12. The effects of presession attention on subsequent attention-extinction and alone conditions.

    PubMed

    O'Reilly, Mark; Edrisinha, Chaturi; Sigafoos, Jeff; Lancioni, Giulio; Machalicek, Wendy; Antonucci, Massimo

    2007-01-01

    We examined the effects of presession levels of attention (no attention vs. continuous attention) during subsequent alone and attention-extinction conditions for an individual with severe disabilities and problem behavior. A prior functional analysis indicated that attention was a primary maintaining variable for problem behavior. Experimental control was demonstrated using a within-subject multielement design. Results indicated that presession conditions influenced responding, with higher levels of problem behavior occurring during alone and attention-extinction conditions when preceded by the no-attention presession condition. Overall, these results seem to support descriptions of the behavior-altering effects of the motivating operation (MO). Specifically, presession access seemed to influence behavior during the alone condition in which both discriminative and reinforcing stimuli were absent, suggesting a direct effect of the MO on the behavior.

  13. Parenting cognitions and treatment beliefs as predictors of experience using behavioral parenting strategies in families of children with attention-deficit/hyperactivity disorder.

    PubMed

    Johnston, Charlotte; Mah, Janet W T; Regambal, Marci

    2010-12-01

    We tested a model of mothers' parenting efficacy and attributions for child ADHD behaviors as predictors of experiences with behavioral treatment. The model proposed that mothers' beliefs regarding the acceptability and effectiveness of behavioral strategies would intervene between mothers' cognitions about parenting and child behavior and their treatment experiences. Participants were 101 mothers of 5- to 10-year-old children (82% male) with ADHD. Mothers reported their parenting efficacy and attributions for child behavior, and then received a single session of treatment teaching 2 behavior management strategies. Then, mothers reported their beliefs regarding the acceptability and effectiveness of these strategies. A follow-up phone interview 1 week later assessed mothers' experiences in using the behavioral strategies. The overall model fit the data. Attributions of child ADHD behavior as more pervasive, enduring, and within the child's control were related to seeing behavioral treatment as more acceptable, but neither attributions nor treatment acceptability predicted treatment experience. However, mothers with higher parenting efficacy viewed the behavioral strategies as more likely to be effective, and this pathway significantly predicted positive treatment experience. Implications for understanding the variables that contribute to parental decision-making and treatment participation for childhood ADHD are considered.

  14. Brain Connectivity and Visual Attention

    PubMed Central

    Parks, Emily L.

    2013-01-01

    Abstract Emerging hypotheses suggest that efficient cognitive functioning requires the integration of separate, but interconnected cortical networks in the brain. Although task-related measures of brain activity suggest that a frontoparietal network is associated with the control of attention, little is known regarding how components within this distributed network act together or with other networks to achieve various attentional functions. This review considers both functional and structural studies of brain connectivity, as complemented by behavioral and task-related neuroimaging data. These studies show converging results: The frontal and parietal cortical regions are active together, over time, and identifiable frontoparietal networks are active in relation to specific task demands. However, the spontaneous, low-frequency fluctuations of brain activity that occur in the resting state, without specific task demands, also exhibit patterns of connectivity that closely resemble the task-related, frontoparietal attention networks. Both task-related and resting-state networks exhibit consistent relations to behavioral measures of attention. Further, anatomical structure, particularly white matter pathways as defined by diffusion tensor imaging, places constraints on intrinsic functional connectivity. Lastly, connectivity analyses applied to investigate cognitive differences across individuals in both healthy and diseased states suggest that disconnection of attentional networks is linked to deficits in cognitive functioning, and in extreme cases, to disorders of attention. Thus, comprehensive theories of visual attention and their clinical translation depend on the continued integration of behavioral, task-related neuroimaging, and brain connectivity measures. PMID:23597177

  15. Brain connectivity and visual attention.

    PubMed

    Parks, Emily L; Madden, David J

    2013-01-01

    Emerging hypotheses suggest that efficient cognitive functioning requires the integration of separate, but interconnected cortical networks in the brain. Although task-related measures of brain activity suggest that a frontoparietal network is associated with the control of attention, little is known regarding how components within this distributed network act together or with other networks to achieve various attentional functions. This review considers both functional and structural studies of brain connectivity, as complemented by behavioral and task-related neuroimaging data. These studies show converging results: The frontal and parietal cortical regions are active together, over time, and identifiable frontoparietal networks are active in relation to specific task demands. However, the spontaneous, low-frequency fluctuations of brain activity that occur in the resting state, without specific task demands, also exhibit patterns of connectivity that closely resemble the task-related, frontoparietal attention networks. Both task-related and resting-state networks exhibit consistent relations to behavioral measures of attention. Further, anatomical structure, particularly white matter pathways as defined by diffusion tensor imaging, places constraints on intrinsic functional connectivity. Lastly, connectivity analyses applied to investigate cognitive differences across individuals in both healthy and diseased states suggest that disconnection of attentional networks is linked to deficits in cognitive functioning, and in extreme cases, to disorders of attention. Thus, comprehensive theories of visual attention and their clinical translation depend on the continued integration of behavioral, task-related neuroimaging, and brain connectivity measures.

  16. Visuospatial selective attention in chickens.

    PubMed

    Sridharan, Devarajan; Ramamurthy, Deepa L; Schwarz, Jason S; Knudsen, Eric I

    2014-05-13

    Voluntary control of attention promotes intelligent, adaptive behaviors by enabling the selective processing of information that is most relevant for making decisions. Despite extensive research on attention in primates, the capacity for selective attention in nonprimate species has never been quantified. Here we demonstrate selective attention in chickens by applying protocols that have been used to characterize visual spatial attention in primates. Chickens were trained to localize and report the vertical position of a target in the presence of task-relevant distracters. A spatial cue, the location of which varied across individual trials, indicated the horizontal, but not vertical, position of the upcoming target. Spatial cueing improved localization performance: accuracy (d') increased and reaction times decreased in a space-specific manner. Distracters severely impaired perceptual performance, and this impairment was greatly reduced by spatial cueing. Signal detection analysis with an "indecision" model demonstrated that spatial cueing significantly increased choice certainty in localizing targets. By contrast, error-aversion certainty (certainty of not making an error) remained essentially constant across cueing protocols, target contrasts, and individuals. The results show that chickens shift spatial attention rapidly and dynamically, following principles of stimulus selection that closely parallel those documented in primates. The findings suggest that the mechanisms that control attention have been conserved through evolution, and establish chickens--a highly visual species that is easily trained and amenable to cutting-edge experimental technologies--as an attractive model for linking behavior to neural mechanisms of selective attention.

  17. An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements

    ERIC Educational Resources Information Center

    Fabiano, Gregory A.; Vujnovic, Rebecca; Naylor, Justin; Pariseau, Meaghan; Robins, Melissa

    2009-01-01

    Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually,…

  18. Information and Communication Technologies (ICT) and Pupils with Attention Deficit Hyperactivity Disorder (ADHD) Symptoms: Do the Software and the Instruction Method Affect Their Behavior?

    ERIC Educational Resources Information Center

    Solomonidou, Christina; Garagouni-Areou, Fotina; Zafiropoulou, Maria

    2004-01-01

    The study investigated the effects of Information and Communication Technologies (ICT) use on pupils with Attention Deficit Hyperactivity Disorder (ADHD) symptoms. Nine Greek primary school pupils with ADHD symptoms and four others with no such deficit worked on a computer, either individually or collaboratively, once a week for a six-week period.…

  19. Emotional/Behavioral Problems and Functional Impairment in Clinic- and Community-Based Children with Attention-Deficit/Hyperactivity Disorder in Taiwan

    ERIC Educational Resources Information Center

    Gau, Susan Shur-Fen; Lin, Yu-Ju; Shang, Chi-Yung; Liu, Shih-Kai; Chiu, Yen-Nan; Soong, Wei-Tsuen

    2010-01-01

    Using a sample of 268 patients and 137 community-based children with DSM-IV ADHD, and 268 school controls, aged 6-15, this study aimed to compare the emotional/behavioral problems and functional impairment between clinic- and community-based children with ADHD. Children's ADHD-related symptoms, a wide range of emotional/behavioral problems, and…

  20. The Effects of a Self-Monitoring and Video Self-Modeling Intervention to Increase On-Task Behavior for Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Schmitt, Rachel Calkins Oxnard

    2009-01-01

    Children are diagnosed with AD/HD more often than any other disorder and interventions are needed in schools to increase on-task behavior. Most studies examining on-task behavior are conducted in special education classrooms or clinical laboratories. Previous studies have not combined video self-modeling and self-monitoring as an intervention to…

  1. Deficient Behavioral Inhibition and Anomalous Selective Attention in a Community Sample of Adolescents with Psychopathic Traits and Low-Anxiety Traits

    ERIC Educational Resources Information Center

    Vitale, Jennifer E.; Newman, Joseph P.; Bates, John E.; Goodnight, Jackson; Dodge, Kenneth A.; Pettit, Gregory S.

    2005-01-01

    Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare's (1991)…

  2. Preparatory attention in visual cortex.

    PubMed

    Battistoni, Elisa; Stein, Timo; Peelen, Marius V

    2017-03-02

    Top-down attention is the mechanism that allows us to selectively process goal-relevant aspects of a scene while ignoring irrelevant aspects. A large body of research has characterized the effects of attention on neural activity evoked by a visual stimulus. However, attention also includes a preparatory phase before stimulus onset in which the attended dimension is internally represented. Here, we review neurophysiological, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and transcranial magnetic stimulation (TMS) studies investigating the neural basis of preparatory attention, both when attention is directed to a location in space and when it is directed to nonspatial stimulus attributes (content-based attention) ranging from low-level features to object categories. Results show that both spatial and content-based attention lead to increased baseline activity in neural populations that selectively code for the attended attribute. TMS studies provide evidence that this preparatory activity is causally related to subsequent attentional selection and behavioral performance. Attention thus acts by preactivating selective neurons in the visual cortex before stimulus onset. This appears to be a general mechanism that can operate on multiple levels of representation. We discuss the functional relevance of this mechanism, its limitations, and its relation to working memory, imagery, and expectation. We conclude by outlining open questions and future directions.

  3. Adaptive allocation of attentional gain.

    PubMed

    Scolari, Miranda; Serences, John T

    2009-09-23

    Humans are adept at distinguishing between stimuli that are very similar, an ability that is particularly crucial when the outcome is of serious consequence (e.g., for a surgeon or air-traffic controller). Traditionally, selective attention was thought to facilitate perception by increasing the gain of sensory neurons tuned to the defining features of a behaviorally relevant object (e.g., color, orientation, etc.). In contrast, recent mathematical models counterintuitively suggest that, in many cases, attentional gain should be applied to neurons that are tuned away from relevant features, especially when discriminating highly similar stimuli. Here we used psychophysical methods to critically evaluate these "ideal observer" models. The data demonstrate that attention enhances the gain of the most informative sensory neurons, even when these neurons are tuned away from the behaviorally relevant target feature. Moreover, the degree to which an individual adopted optimal attentional gain settings by the end of testing predicted success rates on a difficult visual discrimination task, as well as the amount of task improvement that occurred across repeated testing sessions (learning). Contrary to most traditional accounts, these observations suggest that the primary function of attentional gain is not to enhance the representation of target features per se, but instead to optimize performance on the current perceptual task. Additionally, individual differences in gain suggest that the operating characteristics of low-level attentional phenomena are not stable trait-like attributes and that variability in how attention is deployed may play an important role in determining perceptual abilities.

  4. 77 FR 15398 - Attentive Driving: Countermeasures for Distraction Forum

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-15

    ... laws and enforcement, changing attitudes and behaviors through education and outreach, and technology...: Distracted Driving Laws and Enforcement Panel 3: Attentive Driving: Changing Attitudes and Behaviors Panel...

  5. Attention in a Bayesian Framework

    PubMed Central

    Whiteley, Louise; Sahani, Maneesh

    2012-01-01

    The behavioral phenomena of sensory attention are thought to reflect the allocation of a limited processing resource, but there is little consensus on the nature of the resource or why it should be limited. Here we argue that a fundamental bottleneck emerges naturally within Bayesian models of perception, and use this observation to frame a new computational account of the need for, and action of, attention – unifying diverse attentional phenomena in a way that goes beyond previous inferential, probabilistic and Bayesian models. Attentional effects are most evident in cluttered environments, and include both selective phenomena, where attention is invoked by cues that point to particular stimuli, and integrative phenomena, where attention is invoked dynamically by endogenous processing. However, most previous Bayesian accounts of attention have focused on describing relatively simple experimental settings, where cues shape expectations about a small number of upcoming stimuli and thus convey “prior” information about clearly defined objects. While operationally consistent with the experiments it seeks to describe, this view of attention as prior seems to miss many essential elements of both its selective and integrative roles, and thus cannot be easily extended to complex environments. We suggest that the resource bottleneck stems from the computational intractability of exact perceptual inference in complex settings, and that attention reflects an evolved mechanism for approximate inference which can be shaped to refine the local accuracy of perception. We show that this approach extends the simple picture of attention as prior, so as to provide a unified and computationally driven account of both selective and integrative attentional phenomena. PMID:22712010

  6. The Attention Cascade Model and Attentional Blink

    ERIC Educational Resources Information Center

    Shih, Shui-I

    2008-01-01

    An attention cascade model is proposed to account for attentional blinks in rapid serial visual presentation (RSVP) of stimuli. Data were collected using single characters in a single RSVP stream at 10 Hz [Shih, S., & Reeves, A. (2007). "Attentional capture in rapid serial visual presentation." "Spatial Vision", 20(4), 301-315], and single words,…

  7. Adverse effects of differential parental attention1

    PubMed Central

    Sajwaj, Thomas E.; Pinkston, Susan; Cordua, Glenn; Jackson, Carolyn; Herbert, Emily W.; Pinkston, Elsie M.; Hayden, M. Loeman

    1973-01-01

    In two independent parent training projects (Kansas and Mississippi), mothers of deviant young children were observed to follow almost all child behaviors with attention. The mothers were then trained to use differential attention procedures to increase their child's appropriate behaviors and to decrease deviant behaviors. Contrary to expectations, the differential attention procedure produced substantial increases in deviant behavior for four of the children. This adverse effect was maintained over many sessions and was replicated in single organism, reversal designs. A fifth child showed no change. A sixth child showed some improvement. However, this effect was not recovered in a second application of differential attention, and the child became worse. The results underline the importance of subject generality in applied behavior analysis and strongly suggest that service programs using operant techniques must carefully evaluate their effects on behavior. PMID:16795386

  8. Oppositional Defiant and Conduct Disorder Behaviors in Boys with Autism Spectrum Disorder with and without Attention-Deficit Hyperactivity Disorder versus Several Comparison Samples

    ERIC Educational Resources Information Center

    Guttmann-Steinmetz, Sarit; Gadow, Kenneth D.; DeVincent, Carla J.

    2009-01-01

    We compared disruptive behaviors in boys with either autism spectrum disorder (ASD) plus ADHD (n = 74), chronic multiple tic disorder plus ADHD (n = 47), ADHD Only (n = 59), or ASD Only (n = 107). Children were evaluated with parent and teacher versions of the Child Symptom Inventory-4 including parent- (n = 168) and teacher-rated (n = 173)…

  9. Attention to natural auditory signals.

    PubMed

    Caporello Bluvas, Emily; Gentner, Timothy Q

    2013-11-01

    The challenge of understanding how the brain processes natural signals is compounded by the fact that such signals are often tied closely to specific natural behaviors and natural environments. This added complexity is especially true for auditory communication signals that can carry information at multiple hierarchical levels, and often occur in the context of other competing communication signals. Selective attention provides a mechanism to focus processing resources on specific components of auditory signals, and simultaneously suppress responses to unwanted signals or noise. Although selective auditory attention has been well-studied behaviorally, very little is known about how selective auditory attention shapes the processing on natural auditory signals, and how the mechanisms of auditory attention are implemented in single neurons or neural circuits. Here we review the role of selective attention in modulating auditory responses to complex natural stimuli in humans. We then suggest how the current understanding can be applied to the study of selective auditory attention in the context natural signal processing at the level of single neurons and populations in animal models amenable to invasive neuroscience techniques. This article is part of a Special Issue entitled "Communication Sounds and the Brain: New Directions and Perspectives".

  10. Extended attention span training system

    NASA Technical Reports Server (NTRS)

    Pope, Alan T.; Bogart, Edward H.

    1991-01-01

    Attention Deficit Disorder (ADD) is a behavioral disorder characterized by the inability to sustain attention long enough to perform activities such as schoolwork or organized play. Treatments for this disorder include medication and brainwave biofeedback training. Brainwave biofeedback training systems feed back information to the trainee showing him how well he is producing the brainwave pattern that indicates attention. The Extended Attention Span Training (EAST) system takes the concept a step further by making a video game more difficult as the player's brainwaves indicate that attention is waning. The trainee can succeed at the game only by maintaining an adequate level of attention. The EAST system is a modification of a biocybernetic system that is currently being used to assess the extent to which automated flight management systems maintain pilot engagement. This biocybernetic system is a product of a program aimed at developing methods to evaluate automated flight deck designs for compatibility with human capabilities. The EAST technology can make a contribution in the fields of medical neuropsychology and neurology, where the emphasis is on cautious, conservative treatment of youngsters with attention disorders.

  11. The duration of disgusted and fearful faces is judged longer and shorter than that of neutral faces: the attention-related time distortions as revealed by behavioral and electrophysiological measurements

    PubMed Central

    Zhang, Dandan; Liu, Yunzhe; Wang, Xiaochun; Chen, Yuming; Luo, Yuejia

    2014-01-01

    Time perception has been shown to be altered by emotions. This study employed event-related potentials (ERPs) to examine the effects of two threat-related emotions on the judgment of time intervals in the range of 490–910 ms. We demonstrated that disgust and fear have distinct influences on time perception. At the behavioral level, disgusted faces were estimated longer and fearful faces were estimated shorter (i.e., the generalization gradient for the disgusted faces was shifted left while the generalization gradient for the fearful faces was shifted right) when compared with neutral faces. Accordingly, the contingent negative variation, an online ERP index of timing, displayed larger area in disgust and smaller area in fear conditions when compared with neutral condition (disgust = 1.94 ± 2.35 μV•s, neutral = 1.40 ± 2.5 μV•s, and fear = 1.00 ± 2.26 μV•s). These findings indicated that specific neural mechanisms may underlie the attention effects of different subtypes of threat-related emotions on timing; compared with neutral faces, fearful faces are likely to attract more attentional resources while disgusted faces may attract less attentional resources for emotional processing. The major contribution of the current study is to provide neural correlates of fear vs. disgust divergence in the aspect of time perception and to demonstrate beyond the behavioral level that the categorization of threat-related emotions should be refined so to highlight the adaptability of the human defense system. PMID:25221488

  12. Joint Attention in Autism: Teaching Smiling Coordinated with Gaze to Respond to Joint Attention Bids

    ERIC Educational Resources Information Center

    Krstovska-Guerrero, Ivana; Jones, Emily A.

    2013-01-01

    Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was…

  13. Visual Field Asymmetries in Attention Vary with Self-Reported Attention Deficits

    ERIC Educational Resources Information Center

    Poynter, William; Ingram, Paul; Minor, Scott

    2010-01-01

    The purpose of this study was to determine whether an index of self-reported attention deficits predicts the pattern of visual field asymmetries observed in behavioral measures of attention. Studies of "normal" subjects do not present a consistent pattern of asymmetry in attention functions, with some studies showing better left visual field (LVF)…

  14. Peripheral nerve injury and gabapentin, but not their combinations impair attentional behavior via direct effects on noradrenergic signaling in the brain

    PubMed Central

    Suto, Takashi; Eisenach, James C.; Hayashida, Ken-ichiro

    2014-01-01

    Chronic pain following peripheral nerve damage is often accompanied by a reduction in prefrontal cortex (PFC)-related cognitive functions, which are regulated by noradrenaline, released from efferents originating in the locus coeruleus (LC). L5-L6 spinal nerve ligation (SNL) increased tissue content and extracellular concentrations of noradrenaline in microdialysates from the PFC, and impaired attentional level in the novel object recognition test. Systemic gabapentin, commonly used to treat chronic pain, impaired the novel object recognition task in normal, but not SNL animals. Accordingly, gabapentin increased c-fos expression in LC neurons and noradrenaline release in the PFC in normal animals, but in SNL animals, gabapentin failed to increase c-fos expression in LC neurons projecting to the PFC and failed to increase noradrenaline release in the PFC. In contrast, locally perfused gabapentin reduced noradrenaline release in the PFC in vivo and in PFC synaptosomes in vitro. SNL- and gabapentin-induced impairment of novel object recognition task was reversed by intraperitoneal injection of the α1-adrenoceptor antagonist prazosin. These results suggest that increase in noradrenergic tone, induced by nerve injury or gabapentin, impairs PFC functions possibly via α1-adrenoceptor-mediated mechanisms, that the net effect of gabapentin on noradrenaline release in the PFC would depend on sometimes opposing actions at different sites, and that nerve injury selectively impairs the response to gabapentin in PFC projecting neurons in the LC. PMID:24837843

  15. Deficient Behavioral Inhibition and Anomalous Selective Attention in a Community Sample of Adolescents with Psychopathic Traits and Low-Anxiety Traits

    PubMed Central

    Vitale, Jennifer E.; Newman, Joseph P.; Bates, John E.; Goodnight, Jackson; Dodge, Kenneth A.; Pettit, Gregory S.

    2009-01-01

    Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare’s (1991) Psychopathy Checklist and the Welsh (1956) anxiety scale, researchers have identified a relatively specific form of a response modulation deficit in lowanxious, Caucasian psychopaths. Preliminary evidence suggests that the Antisocial Process Screening Device (APSD; Frick & Hare, 2001) may be used to identify children with a similar vulnerability. Using a representative community sample of 308 16-year-olds from the Child Development Project (Dodge, Bates, & Pettit, 1990), we tested and corroborated the hypotheses that participants with relatively low anxiety and high APSD scores would display poorer passive avoidance learning and less interference on a spatially separated, picture-word Stroop task than controls. Consistent with hypotheses, the expected group differences in picture-word Stroop interference were found with male and female participants, whereas predicted differences in passive avoidance were specific to male participants. To the extent that response modulation deficits contributing to poor socialization among psychopathic adult offenders also characterize a subgroup of adolescents with mild conduct problems, clarification of the developmental processes that moderate the expression of this vulnerability could inform early interventions. PMID:16118992

  16. Behaviorism

    ERIC Educational Resources Information Center

    Moore, J.

    2011-01-01

    Early forms of psychology assumed that mental life was the appropriate subject matter for psychology, and introspection was an appropriate method to engage that subject matter. In 1913, John B. Watson proposed an alternative: classical S-R behaviorism. According to Watson, behavior was a subject matter in its own right, to be studied by the…

  17. Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; Conroy, Maureen A.; Vo, Abigail; Ladwig, Crystal

    2015-01-01

    The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a…

  18. Rewards teach visual selective attention.

    PubMed

    Chelazzi, Leonardo; Perlato, Andrea; Santandrea, Elisa; Della Libera, Chiara

    2013-06-07

    Visual selective attention is the brain function that modulates ongoing processing of retinal input in order for selected representations to gain privileged access to perceptual awareness and guide behavior. Enhanced analysis of currently relevant or otherwise salient information is often accompanied by suppressed processing of the less relevant or salient input. Recent findings indicate that rewards exert a powerful influence on the deployment of visual selective attention. Such influence takes different forms depending on the specific protocol adopted in the given study. In some cases, the prospect of earning a larger reward in relation to a specific stimulus or location biases attention accordingly in order to maximize overall gain. This is mediated by an effect of reward acting as a type of incentive motivation for the strategic control of attention. In contrast, reward delivery can directly alter the processing of specific stimuli by increasing their attentional priority, and this can be measured even when rewards are no longer involved, reflecting a form of reward-mediated attentional learning. As a further development, recent work demonstrates that rewards can affect attentional learning in dissociable ways depending on whether rewards are perceived as feedback on performance or instead are registered as random-like events occurring during task performance. Specifically, it appears that visual selective attention is shaped by two distinct reward-related learning mechanisms: one requiring active monitoring of performance and outcome, and a second one detecting the sheer association between objects in the environment (whether attended or ignored) and the more-or-less rewarding events that accompany them. Overall this emerging literature demonstrates unequivocally that rewards "teach" visual selective attention so that processing resources will be allocated to objects, features and locations which are likely to optimize the organism's interaction with the

  19. Measuring Attention in the Hemispheres: The Lateralized Attention Network Test (LANT)

    ERIC Educational Resources Information Center

    Greene, Deanna J.; Barnea, Anat; Herzberg, Kristin; Rassis, Anat; Neta, Maital; Raz, Amir; Zaidel, Eran

    2008-01-01

    The attention network test (ANT) is a brief computerized battery measuring three independent behavioral components of attention: Conflict resolution (ability to overcome distracting stimuli), spatial Orienting (the benefit of valid spatial pre-cues), and Alerting (the benefit of temporal pre-cues). Imaging, clinical, and behavioral evidence…

  20. Contingent attentional capture or delayed allocation of attention?

    NASA Technical Reports Server (NTRS)

    Remington, R. W.; Folk, C. L.; McLean, J. P.

    2001-01-01

    Under certain circumstances, external stimuli will elicit an involuntary shift of spatial attention, referred to as attentional capture. According to the contingent involuntary orienting account (Folk, Remington, & Johnston, 1992), capture is conditioned by top-down factors that set attention to respond involuntarily to stimulus properties relevant to one's behavioral goals. Evidence for this comes from spatial cuing studies showing that a spatial cuing effect is observed only when cues have goal-relevant properties. Here, we examine alternative, decision-level explanations of the spatial cuing effect that attribute evidence of capture to postpresentation delays in the voluntary allocation of attention, rather than to on-line involuntary shifts in direct response to the cue. In three spatial cuing experiments, delayed-allocation accounts were tested by examining whether items at the cued location were preferentially processed. The experiments provide evidence that costs and benefits in spatial cuing experiments do reflect the on-line capture of attention. The implications of these results for models of attentional control are discussed.

  1. Oppositional defiant and conduct disorder behaviors in boys with autism spectrum disorder with and without attention-deficit hyperactivity disorder versus several comparison samples.

    PubMed

    Guttmann-Steinmetz, Sarit; Gadow, Kenneth D; Devincent, Carla J

    2009-07-01

    We compared disruptive behaviors in boys with either autism spectrum disorder (ASD) plus ADHD (n = 74), chronic multiple tic disorder plus ADHD (n = 47), ADHD Only (n = 59), or ASD Only (n = 107). Children were evaluated with parent and teacher versions of the Child Symptom Inventory-4 including parent- (n = 168) and teacher-rated (n = 173) community controls. Parents rated children in the three ADHD groups comparably for each symptom of oppositional defiant disorder (ODD) and conduct disorder. Teacher ratings indicated that the ASD + ADHD group evidenced a unique pattern of ODD symptom severity, differentiating them from the other ADHD groups, and from the ASD Only group. The clinical features of ASD appear to influence co-morbid, DSM-IV-defined ODD, with implications for nosology.

  2. Concomitant Use of Transcranial Direct Current Stimulation and Computer-Assisted Training for the Rehabilitation of Attention in Traumatic Brain Injured Patients: Behavioral and Neuroimaging Results

    PubMed Central

    Sacco, Katiuscia; Galetto, Valentina; Dimitri, Danilo; Geda, Elisabetta; Perotti, Francesca; Zettin, Marina; Geminiani, Giuliano C.

    2016-01-01

    Divided attention (DA), the ability to distribute cognitive resources among two or more simultaneous tasks, may be severely compromised after traumatic brain injury (TBI), resulting in problems with numerous activities involved with daily living. So far, no research has investigated whether the use of non-invasive brain stimulation associated with neuropsychological rehabilitation might contribute to the recovery of such cognitive function. The main purpose of this study was to assess the effectiveness of 10 transcranial direct current stimulation (tDCS) sessions combined with computer-assisted training; it also intended to explore the neural modifications induced by the treatment. Thirty-two patients with severe TBI participated in the study: 16 were part of the experimental group, and 16 part of the control group. The treatment included 20’ of tDCS, administered twice a day for 5 days. The electrodes were placed on the dorso-lateral prefrontal cortex. Their location varied across patients and it depended on each participant’s specific area of damage. The control group received sham tDCS. After each tDCS session, the patient received computer-assisted cognitive training on DA for 40’. The results showed that the experimental group significantly improved in DA performance between pre- and post-treatment, showing faster reaction times (RTs), and fewer omissions. No improvement was detected between the baseline assessment (i.e., 1 month before treatment) and the pre-training assessment, or within the control group. Functional magnetic resonance imaging (fMRI) data, obtained on the experimental group during a DA task, showed post-treatment lower cerebral activations in the right superior temporal gyrus (BA 42), right and left middle frontal gyrus (BA 6), right postcentral gyrus (BA 3) and left inferior frontal gyrus (BA 9). We interpreted such neural changes as normalization of previously abnormal hyperactivations. PMID:27065823

  3. [ASRS v.1.1., a tool for attention-deficit/hyperactivity disorder screening in adults treated for addictive behaviors: psychometric properties and estimated prevalence].

    PubMed

    Pedrero Pérez, Eduardo J; Puerta García, Carmen

    2007-01-01

    ASRS v.1.1. is a self-applied brief instrument for the screening of individuals presenting symptoms of attention-deficit/hyperactivity disorder (ADHD), and proposed by the WHO. The purpose of the present work was to test the instrument and examine the results of its application to a sample of 280 individuals in treatment for substance-related disorders (cross-sectional descriptive study). We administered simultaneously in the initial phases of treatment the ASRS v.1.1. (short form) and the MCMI-II to the full sample and the Wender Utah Rating Scale (WURS), ADHD-Rating Scale-IV and ASRS v.1.1. (complete form) to various sub-samples. Diagnostic interviews were also carried out and the psychometric properties and factorial structure of ASRS v.1.1. were explored. Good convergent validity, sensitivity, specificity and diagnostic capability were obtained for the six-item version of ASRS v.1.1., even though 4 out of 6 items did not discriminate between Axis I and II disorders assessed through the MCMI-II and diagnostic interviews. According to DSM-IV-TR criteria the estimated prevalence of ADHD in the sample of addicts was 8.2%. ASRS v.1.1. is criticized as a specific instrument for ADHD detection, since most of its items appear to measure a non-specific dimension of compulsiveness/impulsiveness, common to Axis-I and Axis-II disorders. Other criticisms made in the discussion concern the lack of specificity of DSM criteria and the confusion they generate among the concepts of symptom, sign and trait (including the impact on study results), the general use of the A criterion but the omission of the B, C, D and E criteria of the DSM category, differences in samples (with regard to both severity and selection criteria), and the artifactual increases in prevalence found in many studies.

  4. Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): testing competing predictions from the working memory and behavioral inhibition models of ADHD.

    PubMed

    Raiker, Joseph S; Rapport, Mark D; Kofler, Michael J; Sarver, Dustin E

    2012-07-01

    Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD-working memory (WM) and behavioral inhibition (BI)-to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive [CE], phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time [SSRT], stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two objective and diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.

  5. Attentional Spreading in Object-Based Attention

    ERIC Educational Resources Information Center

    Richard, Ashleigh M.; Lee, Hyunkyu; Vecera, Shaun P.

    2008-01-01

    The authors investigated 2 effects of object-based attention: the spread of attention within an attended object and the prioritization of search across possible target locations within an attended object. Participants performed a flanker task in which the location of the task-relevant target was fixed and known to participants. A spreading…

  6. [Characteristics of attention in children with attention deficit hyperactivity disorder (an analytical review)].

    PubMed

    Krupskaia, E V; Machinskaia, R I

    2006-01-01

    The information concerning specific features of different attention components (alertness, sustention and selectivity) in children with attention deficit hyperactivity disorder (ADHD) is analyzed and systematized. According to the data reviewed, behavioral and attention problems described as ADHD are not homogeneous. Literature analysis of attention characteristics in children with ADHD shows that different components can be disrupted if ADHD is diagnosed as inattentive or combined subtype, but the main deficit in this case is that of selective voluntary attention. In case of hyperactivity/impulsivity subtype of ADHD, attention is impaired mainly in its brain activation components.

  7. Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children With Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial

    PubMed Central

    2016-01-01

    Background The need for accessible and motivating treatment approaches within mental health has led to the development of an Internet-based serious game intervention (called “Plan-It Commander”) as an adjunct to treatment as usual for children with attention-deficit/hyperactivity disorder (ADHD). Objective The aim was to determine the effects of Plan-It Commander on daily life skills of children with ADHD in a multisite randomized controlled crossover open-label trial. Methods Participants (N=170) in this 20-week trial had a diagnosis of ADHD and ranged in age from 8 to 12 years (male: 80.6%, 137/170; female: 19.4%, 33/170). They were randomized to a serious game intervention group (group 1; n=88) or a treatment-as-usual crossover group (group 2; n=82). Participants randomized to group 1 received a serious game intervention in addition to treatment as usual for the first 10 weeks and then received treatment as usual for the next 10 weeks. Participants randomized to group 2 received treatment as usual for the first 10 weeks and crossed over to the serious game intervention in addition to treatment as usual for the subsequent 10 weeks. Primary (parent report) and secondary (parent, teacher, and child self-report) outcome measures were administered at baseline, 10 weeks, and 10-week follow-up. Results After 10 weeks, participants in group 1 compared to group 2 achieved significantly greater improvements on the primary outcome of time management skills (parent-reported; P=.004) and on secondary outcomes of the social skill of responsibility (parent-reported; P=.04), and working memory (parent-reported; P=.02). Parents and teachers reported that total social skills improved over time within groups, whereas effects on total social skills and teacher-reported planning/organizing skills were nonsignificant between groups. Within group 1, positive effects were maintained or further improved in the last 10 weeks of the study. Participants in group 2, who played the

  8. Does mindfulness meditation improve attention in attention deficit hyperactivity disorder?

    PubMed Central

    Modesto-Lowe, Vania; Farahmand, Pantea; Chaplin, Margaret; Sarro, Lauren

    2015-01-01

    Attention deficit hyperactivity disorder (ADHD) manifests by high levels of inattention, impulsiveness and hyperactivity. ADHD starts in childhood and results in impairments that continue into adulthood. While hyperactivity declines over time, inattention and executive function difficulties persist, leading to functional deficits. Adolescents and adults with ADHD have pervasive impairment in interpersonal and family relationships. They may develop addiction, delinquent behavior and comorbid psychiatric disorders. Despite advances in diagnosis and treatment, persistent residual symptoms are common, highlighting the need for novel treatment strategies. Mindfulness training, derived from Eastern meditation practices, may improve self-regulation of attention. It may also be a useful strategy to augment standard ADHD treatments and may be used as a potential tool to reduce impairments in patients with residual symptoms of ADHD. Clinically, this would manifest by an increased ability to suppress task-unrelated thoughts and distractions resulting in improved attention, completion of tasks and potential improvement in occupational and social function. PMID:26740931

  9. In-Class Experiments as an Accompaniment to In-Class Discussion

    ERIC Educational Resources Information Center

    Rauh, Jonathan

    2014-01-01

    Active learning, including in-class debates, is used in social science classrooms as a means of improving meaning and increasing understanding of complex materials. However, in-class debates do not fully satisfy all aspects of experiential learning because students do not get to experience the results of multifaceted concepts, such as strategic…

  10. Selective behavioral and neurochemical effects of cholinergic lesions produced by intrabasalis infusions of 192 IgG-saporin on attentional performance in a five-choice serial reaction time task.

    PubMed

    McGaughy, J; Dalley, J W; Morrison, C H; Everitt, B J; Robbins, T W

    2002-03-01

    The effects of the cholinergic immunotoxin 192 IgG-saporin (SAP) (0.0, 0.15, or 0.45 microg/microl; 0.5 microl/hemisphere) infused into the area of the nucleus basalis magnocellularis (NBM) of rats were tested in a five-choice serial reaction time task (5CSRTT) designed to assess visual attention. The effects of this manipulation on acetylcholine efflux in the medial frontal cortex were determined using in vivo microdialysis during the 5CSRTT. Rats with extensive lesions of the NBM (SAP HIGH) showed an array of behavioral deficits in the 5CSRTT hypothesized to represent deficits in central executive function that were associated with severe deficits in accuracy. Lengthening the stimulus duration ameliorated these deficits. Rats with restricted lesions of the NBM (SAP LOW) showed impairments over time on task when tested under standard conditions that were exacerbated by increases in the event rate. The number of choline acetyltransferase-immunoreactive cells in the area of the NBM but not the vertical limb of the diagonal band correlated significantly with accuracy in the task. SAP HIGH rats had significantly lower levels of cortical acetylcholine (ACh) efflux relative to SHAM both before and during the 5CSRTT. SAP LOW rats showed significantly higher levels of cortical ACh efflux before but not during the 5CSRTT. Cortical ACh efflux increased in all rats with the onset of the attentional task. These data provide the first direct evidence for a relationship between selective damage in the basal forebrain with decreased cortical ACh efflux and impaired attentional function.

  11. Timing divided attention.

    PubMed

    Hogendoorn, Hinze; Carlson, Thomas A; VanRullen, Rufin; Verstraten, Frans A J

    2010-11-01

    Visual attention can be divided over multiple objects or locations. However, there is no single theoretical framework within which the effects of dividing attention can be interpreted. In order to develop such a model, here we manipulated the stage of visual processing at which attention was divided, while simultaneously probing the costs of dividing attention on two dimensions. We show that dividing attention incurs dissociable time and precision costs, which depend on whether attention is divided during monitoring or during access. Dividing attention during monitoring resulted in progressively delayed access to attended locations as additional locations were monitored, as well as a one-off precision cost. When dividing attention during access, time costs were systematically lower at one of the accessed locations than at the other, indicating that divided attention during access, in fact, involves rapid sequential allocation of undivided attention. We propose a model in which divided attention is understood as the simultaneous parallel preparation and subsequent sequential execution of multiple shifts of undivided attention. This interpretation has the potential to bring together diverse findings from both the divided-attention and saccade preparation literature and provides a framework within which to integrate the broad spectrum of divided-attention methodologies.

  12. The Phenomenon of Waiting in Class

    ERIC Educational Resources Information Center

    Peine, Marie E.; Coleman, Laurence J.

    2010-01-01

    Gifted children often complain about waiting in class to learn. A qualitative study of 16 children in elementary and middle school in grades 1-8 revealed that sitting and waiting was a universal ingredient of being gifted in those regular classrooms. Children experienced 3 kinds of waiting: school/classroom, instructional, and assignment. Grounded…

  13. The Power of In-Class Debates

    ERIC Educational Resources Information Center

    Kennedy, Ruth R.

    2009-01-01

    The students in three sections of a class rated their knowledge and identified their view before and after each of five in-class debates. The degree of self-reported knowledge was significantly different after four of the five debates. Between 31% and 58% of participants changed their views after participating in or observing each debate. Some…

  14. Mindful movement and skilled attention.

    PubMed

    Clark, Dav; Schumann, Frank; Mostofsky, Stewart H

    2015-01-01

    Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel "mind-body connection" has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage "higher-order" inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer's spectrum of mindful learning that spans from "mindlessness" to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais' suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other populations.

  15. Mindful movement and skilled attention

    PubMed Central

    Clark, Dav; Schumann, Frank; Mostofsky, Stewart H.

    2015-01-01

    Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel “mind-body connection” has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage “higher-order” inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from “mindlessness” to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

  16. A taxonomy of external and internal attention.

    PubMed

    Chun, Marvin M; Golomb, Julie D; Turk-Browne, Nicholas B

    2011-01-01

    Attention is a core property of all perceptual and cognitive operations. Given limited capacity to process competing options, attentional mechanisms select, modulate, and sustain focus on information most relevant for behavior. A significant problem, however, is that attention is so ubiquitous that it is unwieldy to study. We propose a taxonomy based on the types of information that attention operates over--the targets of attention. At the broadest level, the taxonomy distinguishes between external attention and internal attention. External attention refers to the selection and modulation of sensory information. External attention selects locations in space, points in time, or modality-specific input. Such perceptual attention can also select features defined across any of these dimensions, or object representations that integrate over space, time, and modality. Internal attention refers to the selection, modulation, and maintenance of internally generated information, such as task rules, responses, long-term memory, or working memory. Working memory, in particular, lies closest to the intersection between external and internal attention. The taxonomy provides an organizing framework that recasts classic debates, raises new issues, and frames understanding of neural mechanisms.

  17. Voluntary attention increases perceived spatial frequency.

    PubMed

    Abrams, Jared; Barbot, Antoine; Carrasco, Marisa

    2010-08-01

    Voluntary covert attention selects relevant sensory information for prioritized processing. The behavioral and neural consequences of such selection have been extensively documented, but its phenomenology has received little empirical investigation. Involuntary attention increases perceived spatial frequency (Gobell & Carrasco, 2005), but involuntary attention can differ from voluntary attention in its effects on performance in tasks mediated by spatial resolution (Yeshurun, Montagna, & Carrasco, 2008). Therefore, we ask whether voluntary attention affects the subjective appearance of spatial frequency--a fundamental dimension of visual perception underlying spatial resolution. We used a demanding rapid serial visual presentation task to direct voluntary attention and measured perceived spatial frequency at the attended and unattended locations. Attention increased the perceived spatial frequency of suprathreshold stimuli and also improved performance on a concurrent orientation discrimination task. In the control experiment, we ruled out response bias as an alternative account by using a lengthened interstimulus interval, which allows observers to disengage attention from the cued location. In contrast to the main experiment, the observers showed neither increased perceived spatial frequency nor improved orientation discrimination at the attended location. Thus, this study establishes that voluntary attention increases perceived spatial frequency. This phenomenological consequence links behavioral and neurophysiological studies on the effects of attention.

  18. Training Visual Attention

    ERIC Educational Resources Information Center

    Mulholland, Thomas B.

    1974-01-01

    The effects of brain waves and alpha rhythms on attentiveness to visual stimuli are discussed, and preliminary research findings and research needs are considered in connection with measuring and training for attention. (LH)

  19. Motivation sharpens exogenous spatial attention.

    PubMed

    Engelmann, Jan B; Pessoa, Luiz

    2007-08-01

    Although both attention and motivation affect behavior, how these 2 systems interact is currently unknown. To address this question, 2 experiments were conducted in which participants performed a spatially cued forced-choice localization task under varying levels of motivation. Participants were asked to indicate the location of a peripherally cued target while ignoring a distracter. Motivation was manipulated by varying magnitude and valence (reward and punishment) of an incentive linked to task performance. Attention was manipulated via a peripheral cue, which correctly predicted the presence of a target stimulus on 70% of the trials. Taken together, our findings revealed that the signal detection measure, reflecting perceptual sensitivity, increased as a function of incentive value during both valid and invalid trials. In addition, trend analyses revealed a linear increase in detection sensitivity as a function of incentive magnitude for both reward and punishment conditions. Our results suggest that elevated motivation leads to improved efficiency in orienting and reorienting of exogenous spatial attention and that one mechanism by which attention and motivation interact involves the sharpening of attention during motivationally salient conditions.

  20. Attentional Processes in Autism.

    ERIC Educational Resources Information Center

    Goldstein, Gerald; Johnson, Cynthia R.; Minshew, Nancy J.

    2001-01-01

    Attention processes in 103 children and adults with high functioning autism were compared with a matched control group using a battery of attention measures. Differences were found only on tasks which placed demands on cognitive flexibility or psychomotor speed, suggesting that purported attention deficits in autism may actually be primary…

  1. Children's Attention to Television.

    ERIC Educational Resources Information Center

    Anderson, Daniel R.

    This paper summarizes a series of studies investigating the nature of children's attention to television. In a study of distraction, children's visual attention was found to be affected by distractions in the environment, by the nature of the program and by the viewer's own patterns of attending. A study of the general patterns of attention to…

  2. Task specific computations in attentional maps

    PubMed Central

    Gottlieb, Jacqueline; Balan, Puiu F.; Oristaglio, Jeff; Schneider, David

    2008-01-01

    The lateral intraparietal area (LIP), a portion of monkey posterior parietal cortex, has been implicated in spatial attention. We review recent evidence from our laboratory showing that LIP encodes a priority map of the external environment that specifies the momentary locus of attention and is activated in a variety of behavioral tasks. The priority map in LIP is shaped by task-specific variables. We suggest that the multifaceted responses in LIP represent mechanisms for allocating attention, and that the attentional system may flexibly configure itself to meet the cognitive, motor and motivational demands of individual tasks. PMID:18502468

  3. Conceptualizing Social Attention in Developmental Research

    PubMed Central

    Salley, Brenda; Colombo, John

    2016-01-01

    The term social attention has become widely used during the last decade, appearing within behavioral neuroscience and developmental neurocognitive literatures to characterize a variety of activities and cognitive processes that emerge in the presence of conspecifics. We provide here an overview of the current status of social attention as a construct, as reflected in its appearance in research studies, and we offer a framework for characterizing the extant literature based on the functions of social attention processes: as behavior for social communication, as motivation to engage in social communication, and as a form of basic visual attention in the context of other social agents. We then provide two overarching questions to guide future research efforts directed toward establishing the utility of social attention as an independent and/or unified construct. We then consider implications and recommendations for future research efforts. PMID:27795619

  4. Attention competition with advertisement

    NASA Astrophysics Data System (ADS)

    Cetin, Uzay; Bingol, Haluk O.

    2014-09-01

    In the new digital age, information is available in large quantities. Since information consumes primarily the attention of its recipients, the scarcity of attention is becoming the main limiting factor. In this study, we investigate the impact of advertisement pressure on a cultural market where consumers have a limited attention capacity. A model of competition for attention is developed and investigated analytically and by simulation. Advertisement is found to be much more effective when the attention capacity of agents is extremely scarce. We have observed that the market share of the advertised item improves if dummy items are introduced to the market while the strength of the advertisement is kept constant.

  5. Attention competition with advertisement.

    PubMed

    Cetin, Uzay; Bingol, Haluk O

    2014-09-01

    In the new digital age, information is available in large quantities. Since information consumes primarily the attention of its recipients, the scarcity of attention is becoming the main limiting factor. In this study, we investigate the impact of advertisement pressure on a cultural market where consumers have a limited attention capacity. A model of competition for attention is developed and investigated analytically and by simulation. Advertisement is found to be much more effective when the attention capacity of agents is extremely scarce. We have observed that the market share of the advertised item improves if dummy items are introduced to the market while the strength of the advertisement is kept constant.

  6. Emotion regulation, attention to emotion, and the ventral attentional network

    PubMed Central

    Viviani, Roberto

    2013-01-01

    Accounts of the effect of emotional information on behavioral response and current models of emotion regulation are based on two opposed but interacting processes: automatic bottom-up processes (triggered by emotionally arousing stimuli) and top-down control processes (mapped to prefrontal cortical areas). Data on the existence of a third attentional network operating without recourse to limited-capacity processes but influencing response raise the issue of how it is integrated in emotion regulation. We summarize here data from attention to emotion, voluntary emotion regulation, and on the origin of biases against negative content suggesting that the ventral network is modulated by exposure to emotional stimuli when the task does not constrain the handling of emotional content. In the parietal lobes, preferential activation of ventral areas associated with “bottom-up” attention by ventral network theorists is strongest in studies of cognitive reappraisal. In conditions when no explicit instruction is given to change one's response to emotional stimuli, control of emotionally arousing stimuli is observed without concomitant activation of the dorsal attentional network, replaced by a shift of activation toward ventral areas. In contrast, in studies where emotional stimuli are placed in the role of distracter, the observed deactivation of these ventral semantic association areas is consistent with the existence of proactive control on the role emotional representations are allowed to take in generating response. It is here argued that attentional orienting mechanisms located in the ventral network constitute an intermediate kind of process, with features only partially in common with effortful and automatic processes, which plays an important role in handling emotion by conveying the influence of semantic networks, with which the ventral network is co-localized. Current neuroimaging work in emotion regulation has neglected this system by focusing on a bottom

  7. Attention Alters Perceived Attractiveness.

    PubMed

    Störmer, Viola S; Alvarez, George A

    2016-04-01

    Can attention alter the impression of a face? Previous studies showed that attention modulates the appearance of lower-level visual features. For instance, attention can make a simple stimulus appear to have higher contrast than it actually does. We tested whether attention can also alter the perception of a higher-order property-namely, facial attractiveness. We asked participants to judge the relative attractiveness of two faces after summoning their attention to one of the faces using a briefly presented visual cue. Across trials, participants judged the attended face to be more attractive than the same face when it was unattended. This effect was not due to decision or response biases, but rather was due to changes in perceptual processing of the faces. These results show that attention alters perceived facial attractiveness, and broadly demonstrate that attention can influence higher-level perception and may affect people's initial impressions of one another.

  8. Attention alters the appearance of motion coherence.

    PubMed

    Liu, Taosheng; Fuller, Stuart; Carrasco, Marisa

    2006-12-01

    Selective attention enhances visual information processing, as measured by behavioral performance and neural activity. However, little is known about its effects on subjective experience. Here, we investigated the effect of transient (exogenous) attention on the appearance of visual motion, using a psychophysical procedure that directly measures appearance and controls for response bias. Observers viewed pairs of moving dot patterns and reported the motion direction of the more coherent pattern. Directing attention (via a peripheral precue) to a stimulus location increased its perceived coherence level and improved performance on a direction discrimination task. In a control experiment, we ruled out response bias by lengthening the time interval between the cue and the stimuli, so that the effect of transient attention could no longer be exerted. Our results are consistent with those of neurophysiological studies showing that attention modulates motion processing and provide evidence of a subjective perceptual correlate of attention, with a concomitant effect on performance.

  9. Single-Trial Inference on Visual Attention

    NASA Astrophysics Data System (ADS)

    Dyrholm, Mads; Kyllingsbæk, Søren; Vangkilde, Signe; Habekost, Thomas; Bundesen, Claus

    2011-06-01

    In this paper we take a step towards single-trial behavioral modeling within a Theory of Visual Attention (TVA). In selective attention tasks, such as the Partial Report paradigm, the subject is asked to ignore distractors and only report stimuli that belong to the target class. Nothing about a distractor is observed directly in the subject's overt behavior, hence behavioral modeling of such trials involves out-marginalizing the variables that represent the distractors' influence on behavior. In this paper we derive equations for inferring a latent representation of the distractors on a Partial Report trial. This result retrodicts a latent attentional state of the subject using the observed response from that particular trial and thus differs from other predictions made with TVA which are based on expected values of observed variables. We show an example of the result in single-trial analysis of an occipital EEG component.

  10. Does attention redirection contribute to the effectiveness of attention bias modification on social anxiety?

    PubMed

    Yao, Nisha; Yu, Hongyu; Qian, Mingyi; Li, Songwei

    2015-12-01

    Attention bias modification (ABM) is designed to modify threat-related attention bias and thus alleviate anxiety. The current research examined whether consistently directing attention towards targeted goals per se contributes to ABM efficacy. We randomly assigned 68 non-clinical college students with elevated social anxiety to non-valence-specific attend-to-geometrics (AGC), attention modification (AMC), or attention control (ACC) conditions. We assessed subjective, behavioral, and physiological reactivity to a speech task and self-reported social anxiety symptoms. After training, participants in the AMC exhibited an attention avoidance from threat, and those in the AGC responded more rapidly toward targeted geometrics. There was a significant pre- to post-reduction in subjective speech distress across groups, but behavioral and physiological reactivity to speech, as well as self-report social anxiety symptoms, remained unchanged. These results lead to questions concerning effectiveness of ABM training for reducing social anxiety. Further examination of the current ABM protocol is required.

  11. Neural Mechanisms of Attention

    DTIC Science & Technology

    1993-05-21

    315-335). : Elsevier Science Publishers BV. Andrew, R.J. (1991). Testosterone, attention and memory. In P. Bateson (Ed.),The development and...reflects global stimulus properties. Nature, M,334-337. Gregory , S. D., Heath, J. A., & Rosenberg, M. E. (1989). Does selective attention influence...properties. Nature, 338,334-337. Gregory , S. D., Heath, J. A., & Rosenberg, M. E. (1989). Does selective attention influence the brain-stem auditory evoked

  12. Personality and Selective Attention.

    DTIC Science & Technology

    1980-03-28

    hyperactivity in children (Rosenthal & Allen, 1978) to impotence (Geer & Fuhr, 1976). Deficits in attention have been shown to be important in the...PERSONALITY AND SELECTIVE ATTENTION .(U) MAR 80 S L NIELSEN. 1 G SARASON N000lN-75-C-0905 UNCLASSIFIED SCS-LS-010 NL Llhhhhhhhhhlm 11111 . , L28...selective attentio . However, the theorizing of some cognitive psychologists as well as r ent research in selective attention , though particularly

  13. Active suppression after involuntary capture of attention.

    PubMed

    Sawaki, Risa; Luck, Steven J

    2013-04-01

    After attention has been involuntarily captured by a distractor, how is it reoriented toward a target? One possibility is that attention to the distractor passively fades over time, allowing the target to become attended. Another possibility is that the captured location is actively suppressed so that attention can be directed toward the target location. The present study investigated this issue with event-related potentials (ERPs), focusing on the N2pc component (a neural measure of attentional deployment) and the Pd component (a neural measure of attentional suppression). Observers identified a color-defined target in a search array, which was preceded by a task-irrelevant cue array. When the cue array contained an item that matched the target color, this item captured attention (as measured both behaviorally and with the N2pc component). This capture of attention was followed by active suppression (indexed by the Pd component), and this was then followed by a reorienting of attention toward the target in the search array (indexed by the N2pc component). These findings indicate that the involuntary capture of attention by a distractor is followed by an active suppression process that presumably facilitates the subsequent voluntary orienting of attention to the target.

  14. How do infants recognize joint attention?

    PubMed

    Gustafsson, Erik; Brisson, Julie; Beaulieu, Christelle; Mainville, Marc; Mailloux, Dominique; Sirois, Sylvain

    2015-08-01

    The emergence of joint attention is still a matter of vigorous debate. It involves diverse hypotheses ranging from innate modules dedicated to intention reading to more neuro-constructivist approaches. The aim of this study was to assess whether 12-month-old infants are able to recognize a "joint attention" situation when observing such a social interaction. Using a violation-of-expectation paradigm, we habituated infants to a "joint attention" video and then compared their looking time durations between "divergent attention" videos and "joint attention" ones using a 2 (familiar or novel perceptual component)×2 (familiar or novel conceptual component) factorial design. These results were enriched with measures of pupil dilation, which are considered to be reliable measures of cognitive load. Infants looked longer at test events that involved novel speaker and divergent attention but no changes in infants' pupil dilation were observed in any conditions. Although looking time data suggest that infants may appreciate discrepancies from expectations related to joint attention behavior, in the absence of clear evidence from pupillometry, the results show no demonstration of understanding of joint attention, even at a tacit level. Our results suggest that infants may be sensitive to relevant perceptual variables in joint attention situations, which would help scaffold social cognitive development. This study supports a gradual, learning interpretation of how infants come to recognize, understand, and participate in joint attention.

  15. The Role of Attention in Conscious Recollection

    PubMed Central

    De Brigard, Felipe

    2012-01-01

    Most research on the relationship between attention and consciousness has been limited to perception. However, perceptions are not the only kinds of mental contents of which we can be conscious. An important set of conscious states that has not received proper treatment within this discussion is that of memories. This paper reviews compelling evidence indicating that attention may be necessary, but probably not sufficient, for conscious recollection. However, it is argued that unlike the case of conscious perception, the kind of attention required during recollection is internal, as opposed to external, attention. As such, the surveyed empirical evidence is interpreted as suggesting that internal attention is necessary, but probably not sufficient, for conscious recollection. The paper begins by justifying the need for clear distinctions among different kinds of attention, and then emphasizes the difference between internal and external attention. Next, evidence from behavioral, neuropsychological, and neuroimaging studies suggesting that internal attention is required for the successful retrieval of memorial contents is reviewed. In turn, it is argued that internal attention during recollection is what makes us conscious of the contents of retrieved memories; further evidence in support of this claim is also provided. Finally, it is suggested that internal attention is probably not sufficient for conscious recollection. Open questions and possible avenues for future research are also mentioned. PMID:22363305

  16. Differential Effects of Methylphenidate on Attentional Functions in Children with Attention-Deficit-Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Konrad, Kerstin; Gunther, Thomas; Hanisch, Charlotte; Herpertz-Dahlmann, Beate

    2004-01-01

    Objective: To examine the effects of methylphenidate on different attentional functions and behavior in children with attention-deficit-hyperactivity disorder (ADHD). Method: A total of 60 ADHD children aged between 8 and 12 years completed a randomized, double-blind, placebo-controlled, within-subject crossover trial with two doses of…

  17. Identification and Education of Students with Attention Deficit and Attention Deficit Hyperactivity Disorders.

    ERIC Educational Resources Information Center

    D'Alonzo, Bruno

    1996-01-01

    This introduction to students with attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD) covers a historical perspective of these disorders, definitions of ADHD, etiology, behaviors associated with ADD and ADHD, developmental course, identification and assessment, services, classroom interventions, medication…

  18. Stochastic resonance in attention control

    NASA Astrophysics Data System (ADS)

    Kitajo, K.; Yamanaka, K.; Ward, L. M.; Yamamoto, Y.

    2006-12-01

    We investigated the beneficial role of noise in a human higher brain function, namely visual attention control. We asked subjects to detect a weak gray-level target inside a marker box either in the left or the right visual field. Signal detection performance was optimized by presenting a low level of randomly flickering gray-level noise between and outside the two possible target locations. Further, we found that an increase in eye movement (saccade) rate helped to compensate for the usual deterioration in detection performance at higher noise levels. To our knowledge, this is the first experimental evidence that noise can optimize a higher brain function which involves distinct brain regions above the level of primary sensory systems -- switching behavior between multi-stable attention states -- via the mechanism of stochastic resonance.

  19. Spatial attention systems in spatial neglect.

    PubMed

    Karnath, Hans-Otto

    2015-08-01

    It has been established that processes relating to 'spatial attention' are implemented at cortical level by goal-directed (top-down) and stimulus-driven (bottom-up) networks. Spatial neglect in brain-damaged individuals has been interpreted as a distinguished exemplar for a disturbance of these processes. The present paper elaborates this assumption. Functioning of the two attentional networks seem to dissociate in spatial neglect; behavioral studies of patients' orienting and exploration behavior point to a disturbed stimulus-driven but preserved goal-directed attention system. When a target suddenly appears somewhere in space, neglect patients demonstrate disturbed detection and orienting if it is located in contralesional direction. In contrast, if neglect patients explore a scene with voluntarily, top-down controlled shifts of spatial attention, they perform movements that are oriented into all spatial directions without any direction-specific disturbances. The paper thus argues that not the top-down control of spatial attention itself, rather a body-related matrix on top of which this process is executed, seems affected. In that sense, the traditional role of spatial neglect as a stroke model for 'spatial attention' requires adjustment. Beyond its insights into the human stimulus-driven attentional system, the disorder most notably provides vistas in how our brain encodes topographical information and organizes spatially oriented action - including the top-down control of spatial attention - in relation to body position.

  20. A chaotic model of sustaining attention problem in attention deficit disorder

    NASA Astrophysics Data System (ADS)

    Baghdadi, G.; Jafari, S.; Sprott, J. C.; Towhidkhah, F.; Hashemi Golpayegani, M. R.

    2015-01-01

    The problem of keeping an attention level is one of the common symptoms of attention deficit disorder. Dopamine deficiency is introduced as one of the causes of this disorder. Based on some physiological facts about the attention control mechanism and chaos intermittency, a behavioral model is presented in this paper. This model represents the problem of undesired alternation of attention level, and can also suggest different valuable predictions about a possible cause of attention deficit disorder. The proposed model reveals that there is a possible interaction between different neurotransmitters which help the individual to adaptively inhibit the attention switching over time. The result of this study can be used to examine and develop a new practical and more appropriate treatment for the problem of sustaining attention.

  1. Attention and Intelligence.

    ERIC Educational Resources Information Center

    Lewis, Michael; Brooks-Gunn, Jeanne

    1981-01-01

    The authors discuss methodological and theoretical issues in psychological investigations of infant attention, fixation times, habituation, and intelligence. A consensus on how to measure individual differences in habituation has not been reached. The relation between IQ and attention is discussed. (RD)

  2. Embodied Infant Attention

    ERIC Educational Resources Information Center

    Robertson, Steven S.; Johnson, Sarah L.

    2009-01-01

    Does real time coupling between mental and physical activity early in development have functional significance? To address this question, we examined the habituation of visual attention and the subsequent response to change in two groups of 3-month-olds with different patterns of movement-attention coupling. In suppressors, the typical decrease in…

  3. Special attention network

    NASA Astrophysics Data System (ADS)

    Indekeu, J. O.

    2004-02-01

    In this Note a social network model for opinion formation is proposed in which a person connected to q partners pays an attention 1/ q to each partner. The mutual attention between two connected persons i and j is taken equal to the geometric mean 1/ q iq j. Opinion is represented as usual by an Ising spin s=±1 and mutual attention is given through a two-spin coupling J ij=JQ/ q iq j, Q being the average connectivity in the network. Connectivity diminishes attention and only persons with low connectivity can pay special attention to each other leading to a durable common (or opposing) opinion. The model is solved in “mean-field” approximation and a critical “temperature” Tc proportional to JQ is found, which is independent of the number of persons N, for large N.

  4. Contingent Attentional Capture

    NASA Technical Reports Server (NTRS)

    Remington, Roger; Folk, Charles L.

    1994-01-01

    Four experiments address the degree of top-down selectivity in attention capture by feature singletons through manipulations of the spatial relationship and featural similarity of target and distractor singletons in a modified spatial cuing paradigm. Contrary to previous studies, all four experiments show that when searching for a singleton target, an irrelevant featural singleton captures attention only when defined by the same feature value as the target. Experiments 2, 3, and 4 provide a potential explanation for this empirical discrepancy by showing that irrelevant singletons can produce distraction effects that are independent of shifts of spatial attention. The results further support the notion that attentional capture is contingent on top-down attention control settings but indicates that such settings can be instantiated at the level of feature values.

  5. Behavioral Economics

    PubMed Central

    Reed, Derek D.; Niileksela, Christopher R.; Kaplan, Brent A.

    2013-01-01

    In recent years, behavioral economics has gained much attention in psychology and public policy. Despite increased interest and continued basic experimental studies, the application of behavioral economics to therapeutic settings remains relatively sparse. Using examples from both basic and applied studies, we provide an overview of the principles comprising behavioral economic perspectives and discuss implications for behavior analysts in practice. A call for further translational research is provided. PMID:25729506

  6. Setting Limits: The Child Who Always Seeks Attention

    ERIC Educational Resources Information Center

    Greenberg, Polly

    2006-01-01

    It is important to remember that a young child never thinks she gets enough attention. Even children who have a parent with them 24/7 will sometimes use attention-seeking behaviors. In this article, the author responds to a teacher's request for advice on how to help one 3-year-old child in her class who seeks attention through one annoying…

  7. Attention is necessary for subliminal instrumental conditioning.

    PubMed

    Mastropasqua, Tommaso; Turatto, Massimo

    2015-08-10

    The capacity of humans and other animals to provide appropriate responses to stimuli anticipating motivationally significant events is exemplified by instrumental conditioning. Interestingly, in humans instrumental conditioning can occur also for subliminal outcome-predicting stimuli. However, it remains unclear whether attention is necessary for subliminal instrumental conditioning to take place. In two experiments, human participants had to learn to collect rewards (monetary gains) while avoiding punishments (monetary losses), on the basis of subliminal outcome-predicting cues. We found that instrumental conditioning can proceed subconsciously only if spatial attention is aligned with the subliminal cue. Conversely, if spatial attention is briefly diverted from the subliminal cue, then instrumental conditioning is blocked. In humans, attention but not awareness is therefore mandatory for instrumental conditioning, thus revealing a dissociation between awareness and attention in the control of motivated behavior.

  8. Classroom Strategies for Managing Students with Attention-Deficit/Hyperactivity Disorder.

    ERIC Educational Resources Information Center

    Gardill, M. Cathleen; And Others

    1996-01-01

    Behavioral strategies appropriate for use with students having attention deficit hyperactivity disorder are discussed and grouped into antecedent manipulations (such as physical arrangement and peer tutoring); consequent manipulations (reprimands, teacher attention, and contingency contracting); and cognitive behavioral interventions…

  9. Attention as foraging for information and value

    PubMed Central

    Manohar, Sanjay G.; Husain, Masud

    2013-01-01

    What is the purpose of attention? One avenue of research has led to the proposal that attention might be crucial for gathering information about the environment, while other lines of study have demonstrated how attention may play a role in guiding behavior to rewarded options. Many experiments that study attention require participants to make a decision based on information acquired discretely at one point in time. In real-world situations, however, we are usually not presented with information about which option to select in such a manner. Rather we must initially search for information, weighing up reward values of options before we commit to a decision. Here, we propose that attention plays a role in both foraging for information and foraging for value. When foraging for information, attention is guided toward the unknown. When foraging for reward, attention is guided toward high reward values, allowing decision-making to proceed by accept-or-reject decisions on the currently attended option. According to this account, attention can be regarded as a low-cost alternative to moving around and physically interacting with the environment—“teleforaging”—before a decision is made to interact physically with the world. To track the timecourse of attention, we asked participants to seek out and acquire information about two gambles by directing their gaze, before choosing one of them. Participants often made multiple refixations on items before making a decision. Their eye movements revealed that early in the trial, attention was guided toward information, i.e., toward locations that reduced uncertainty about value. In contrast, late in the trial, attention was guided by expected value of the options. At the end of the decision period, participants were generally attending to the item they eventually chose. We suggest that attentional foraging shifts from an uncertainty-driven to a reward-driven mode during the evolution of a decision, permitting decisions to be

  10. Contributions of Attentional Control to Socioemotional and Academic Development

    ERIC Educational Resources Information Center

    Rueda, M. Rosario; Checa, Purificacion; Rothbart, Mary K.

    2010-01-01

    Research Findings: Part of the attention system of the brain is involved in the control of thoughts, emotions, and behavior. As attentional control develops, children are more able to control cognition and responses flexibly and to adjust their behavior in social interactions better. In this article, we discuss evidence from different levels of…

  11. Hierarchical nonlinear dynamics of human attention.

    PubMed

    Rabinovich, Mikhail I; Tristan, Irma; Varona, Pablo

    2015-08-01

    Attention is the process of focusing mental resources on a specific cognitive/behavioral task. Such brain dynamics involves different partially overlapping brain functional networks whose interconnections change in time according to the performance stage, and can be stimulus-driven or induced by an intrinsically generated goal. The corresponding activity can be described by different families of spatiotemporal discrete patterns or sequential dynamic modes. Since mental resources are finite, attention modalities compete with each other at all levels of the hierarchy, from perception to decision making and behavior. Cognitive activity is a dynamical process and attention possesses some universal dynamical characteristics. Thus, it is time to apply nonlinear dynamical theory for the description and prediction of hierarchical attentional tasks. Such theory has to include the analyses of attentional control stability, the time cost of attention switching, the finite capacity of informational resources in the brain, and the normal and pathological bifurcations of attention sequential dynamics. In this paper we have integrated today's knowledge, models and results in these directions.

  12. Across the Continuum of Attention Skills: A Twin Study of the SWAN ADHD Rating Scale

    ERIC Educational Resources Information Center

    Polderman, Tinca J. C.; Derks, Eske M.; Hudziak, Jim J.; Verhulst, Frank C.; Posthuma, Danielle; Boomsma, Dorret I.

    2007-01-01

    Introduction: Most behavior checklists for attention problems or attention deficit/hyperactivity disorder (ADHD) such as the Child Behavior Checklist (CBCL) have a narrow range of scores, focusing on the extent to which problems are present. It has been proposed that measuring attention on a continuum, from positive attention skills to attention…

  13. Selective and Sustained Attention as Predictors of Social Problems in Children with Typical and Disordered Attention Abilities

    ERIC Educational Resources Information Center

    Andrade, Brendan F.; Brodeur, Darlene A.; Waschbusch, Daniel A.; Stewart, Sherry H.; McGee, Robin

    2009-01-01

    Objective: Investigated the relationship between selective and sustained attention and social behavior in children with different degrees of attentional disturbance. Method: Participants were 101 6- to 12-year-old children, including 18 who were diagnosed with Attention Deficit Hyperactivity Disorder (AD/HD), 61 who were clinically referred for…

  14. Attention Deficit Hyperactivity Disorder

    MedlinePlus

    ... If so, your child may have attention deficit hyperactivity disorder (ADHD). Nearly everyone shows some of these ... children. The main features of ADHD are Inattention Hyperactivity Impulsivity No one knows exactly what causes ADHD. ...

  15. Unmasking the Attentional Blink

    ERIC Educational Resources Information Center

    Nieuwenstein, Mark R.; Potter, Mary C.; Theeuwes, Jan

    2009-01-01

    When asked to identify 2 visual targets (T1 and T2 for the 1st and 2nd targets, respectively) embedded in a sequence of distractors, observers will often fail to identify T2 when it appears within 200-500 ms of T1--an effect called the "attentional blink". Recent work shows that attention does not blink when the task is to encode a…

  16. Neuronal Mechanisms Underlying Attention Deficit Hyperactivity Disorder

    PubMed Central

    Brennan, Avis R.; Arnsten, Amy F.T.

    2010-01-01

    Neuropsychological and imaging studies indicate that attention deficit hyperactivity disorder (ADHD) is associated with alterations in prefrontal cortex (PFC) and its connections to striatum and cerebellum. Research in animals, in combination with observations of patients with cortical lesions, has shown that the PFC is critical for the regulation of behavior, attention, and affect using representational knowledge. The PFC is important for sustaining attention over a delay, inhibiting distraction, and dividing attention, while more posterior cortical areas are essential for perception and the allocation of attentional resources. The PFC in the right hemisphere is especially important for behavioral inhibition. Lesions to the PFC produce a profile of distractibility, forgetfulness, impulsivity, poor planning, and locomotor hyperactivity. The PFC is very sensitive to its neurochemical environment, and either too little (drowsiness) or too much (stress) catecholamine release in PFC weakens cognitive control of behavior and attention. Recent electrophysiological studies in animals suggest that norepinephrine enhances “signals” through postsynaptic α2A adrenoceptors in PFC, while dopamine decreases “noise” through modest levels of D1 receptor stimulation. α2A-Adrenoceptor stimulation strengthens the functional connectivity of PFC networks, while blockade of α2 receptors in the monkey PFC recreates the symptoms of ADHD, resulting in impaired working memory, increased impulsivity, and locomotor hyperactivity. Genetic alterations in catecholamine pathways may contribute to dysregulation of PFC circuits in this disorder. Medications may have many of their therapeutic effects by optimizing stimulation of α2A adrenoceptors and D1 receptors in the PFC, thus strengthening PFC regulation of behavior and attention. PMID:18591484

  17. Factors Related to In-Class Spiritual Experience: Relationship between Pre-Class Scripture Reading, In-Class Note-Taking, and Perceived In-Class Spiritual Experiences

    ERIC Educational Resources Information Center

    Hilton, John, III; Sweat, Anthony R.; Plummer, Kenneth

    2015-01-01

    The purpose of this study is to examine the relationship between student in-class note-taking and pre-class reading with perceived in-class spiritual and religious outcomes. This study surveyed 620 students enrolled in six different sections of an introductory religion course at a private religious university. Full-time religious faculty members…

  18. Selective Attention and Attention Switching: Towards a Unified Developmental Approach

    ERIC Educational Resources Information Center

    Hanania, Rima; Smith, Linda B.

    2010-01-01

    We review and relate two literatures on the development of attention in children: one concerning flexible attention switching and the other concerning selective attention. The first is a growing literature on preschool children's performances in an attention-switching task indicating that children become more flexible in their attentional control…

  19. Modelling auditory attention.

    PubMed

    Kaya, Emine Merve; Elhilali, Mounya

    2017-02-19

    Sounds in everyday life seldom appear in isolation. Both humans and machines are constantly flooded with a cacophony of sounds that need to be sorted through and scoured for relevant information-a phenomenon referred to as the 'cocktail party problem'. A key component in parsing acoustic scenes is the role of attention, which mediates perception and behaviour by focusing both sensory and cognitive resources on pertinent information in the stimulus space. The current article provides a review of modelling studies of auditory attention. The review highlights how the term attention refers to a multitude of behavioural and cognitive processes that can shape sensory processing. Attention can be modulated by 'bottom-up' sensory-driven factors, as well as 'top-down' task-specific goals, expectations and learned schemas. Essentially, it acts as a selection process or processes that focus both sensory and cognitive resources on the most relevant events in the soundscape; with relevance being dictated by the stimulus itself (e.g. a loud explosion) or by a task at hand (e.g. listen to announcements in a busy airport). Recent computational models of auditory attention provide key insights into its role in facilitating perception in cluttered auditory scenes.This article is part of the themed issue 'Auditory and visual scene analysis'.

  20. Modelling auditory attention

    PubMed Central

    Kaya, Emine Merve

    2017-01-01

    Sounds in everyday life seldom appear in isolation. Both humans and machines are constantly flooded with a cacophony of sounds that need to be sorted through and scoured for relevant information—a phenomenon referred to as the ‘cocktail party problem’. A key component in parsing acoustic scenes is the role of attention, which mediates perception and behaviour by focusing both sensory and cognitive resources on pertinent information in the stimulus space. The current article provides a review of modelling studies of auditory attention. The review highlights how the term attention refers to a multitude of behavioural and cognitive processes that can shape sensory processing. Attention can be modulated by ‘bottom-up’ sensory-driven factors, as well as ‘top-down’ task-specific goals, expectations and learned schemas. Essentially, it acts as a selection process or processes that focus both sensory and cognitive resources on the most relevant events in the soundscape; with relevance being dictated by the stimulus itself (e.g. a loud explosion) or by a task at hand (e.g. listen to announcements in a busy airport). Recent computational models of auditory attention provide key insights into its role in facilitating perception in cluttered auditory scenes. This article is part of the themed issue ‘Auditory and visual scene analysis’. PMID:28044012

  1. Concentration and Civilisation: Producing the Attentive Child in the Age of Enlightenment

    ERIC Educational Resources Information Center

    Sobe, Noah W.

    2010-01-01

    The problem of how best to capture, direct, and enhance children's abilities to pay attention has been a central feature of educational thought and practices over a long duration. And, while having students pay attention in class has been a concern of teachers across the ages, beginning in the Enlightenment we find a significant shift in…

  2. Cognitive Penetration and Attention

    PubMed Central

    Gross, Steven

    2017-01-01

    Zenon Pylyshyn argues that cognitively driven attentional effects do not amount to cognitive penetration of early vision because such effects occur either before or after early vision. Critics object that in fact such effects occur at all levels of perceptual processing. We argue that Pylyshyn’s claim is correct—but not for the reason he emphasizes. Even if his critics are correct that attentional effects are not external to early vision, these effects do not satisfy Pylyshyn’s requirements that the effects be direct and exhibit semantic coherence. In addition, we distinguish our defense from those found in recent work by Raftopoulos and by Firestone and Scholl, argue that attention should not be assimilated to expectation, and discuss alternative characterizations of cognitive penetrability, advocating a kind of pluralism. PMID:28275358

  3. Attention: an evolving construct.

    PubMed

    Joyce, Arthur; Hrin, Skip

    2015-01-01

    We review the implications of large-scale brain systems on the construct of attention by first focusing on significant theories and discoveries during the previous 150 years and then considering how the comparatively recent discovery of large-scale brain systems may render previous conceptualizations of attention outdated. Seven functional brain networks are briefly reviewed and the implications of emerging principles of brain functioning for test construction and neuropsychological evaluation are considered. To remain a relevant discipline moving into the 21st century, the field of neuropsychology needs to apply the principles that have been discovered about brain networks to better inform our understanding of attention as well as our ever-refining evaluation of this construct.

  4. Evaluation of the divided attention condition during functional analyses.

    PubMed

    Fahmie, Tara A; Iwata, Brian A; Harper, Jill M; Querim, Angie C

    2013-01-01

    A common condition included in most functional analyses (FAs) is the attention condition, in which the therapist ignores the client by engaging in a solitary activity (antecedent event) but delivers attention to the client contingent on problem behavior (consequent event). The divided attention condition is similar, except that the antecedent event consists of the therapist conversing with an adult confederate. We compared the typical and divided attention conditions to determine whether behavior in general (Study 1) and problem behavior in particular (Study 2) were more sensitive to one of the test conditions. Results showed that the divided attention condition resulted in faster acquisition or more efficient FA results for 2 of 9 subjects, suggesting that the divided attention condition could be considered a preferred condition when resources are available.

  5. Medication Treatment for Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Ryan, Joseph B.; Katsiyannis, Antonis; Hughes, Elizabeth M.

    2011-01-01

    Attention deficit hyperactivity disorder (ADHD) has become the most commonly diagnosed psychiatric disorder among school-age children. For more than half a century, physicians have prescribed medications to help manage behaviors such as hyperactivity, impulsivity, and inattention. Today, there is a growing consensus that ADHD is a biologically…

  6. Toddlers' Duration of Attention toward Putative Threat

    ERIC Educational Resources Information Center

    Kiel, Elizabeth J.; Buss, Kristin A.

    2011-01-01

    Although individual differences in reactions to novelty in the toddler years have been consistently linked to risk of developing anxious behavior, toddlers' attention toward a novel, putatively threatening stimulus while in the presence of other enjoyable activities has rarely been examined as a precursor to such risk. The current study examined…

  7. Focus of Attention and Putting Performance.

    ERIC Educational Resources Information Center

    Boutcher, Stephen H.; Crews, Debra J.

    The effect of a preshot attentional/behavioral routine on putting performance was investigated. Subjects were randomly assigned to four groups: (1) Male Routine (MR); (2) Female Routine (FR); (3) Male Control (MC); and (4) Female Control (FC). Subjects in the FR and MR groups were given individualized putting routines which focused on specific…

  8. Attention Deficit Disorder: Issues and Questions.

    ERIC Educational Resources Information Center

    Lerner, Janet W.; Lerner, Sue R.

    1991-01-01

    This paper examines the family of disorders referred to as attention deficit disorders (ADD). It addresses the topics of special education legislation; the history of ADD; associated conditions (learning disabilities, behavior/emotional disorders, and other health impairments); assessment; treatment (medical and educational, family counseling, and…

  9. Laterality, Implicit Memory, and Attention Disorder.

    ERIC Educational Resources Information Center

    Shaw, Geraldine A.; Brown, Geoffrey

    1991-01-01

    Presents study showing children with behaviors characteristic of attention disorder/hyperactivity deficit and high intelligence have more mixed laterality and allergies. Finds these children gather and use more diverse nonverbal and poorly focused information. Concludes such children use uncommon information when exhibiting novelty in nonverbal…

  10. Multiple Sensory-Motor Pathways Lead to Coordinated Visual Attention.

    PubMed

    Yu, Chen; Smith, Linda B

    2017-02-01

    Joint attention has been extensively studied in the developmental literature because of overwhelming evidence that the ability to socially coordinate visual attention to an object is essential to healthy developmental outcomes, including language learning. The goal of this study was to understand the complex system of sensory-motor behaviors that may underlie the establishment of joint attention between parents and toddlers. In an experimental task, parents and toddlers played together with multiple toys. We objectively measured joint attention-and the sensory-motor behaviors that underlie it-using a dual head-mounted eye-tracking system and frame-by-frame coding of manual actions. By tracking the momentary visual fixations and hand actions of each participant, we precisely determined just how often they fixated on the same object at the same time, the visual behaviors that preceded joint attention and manual behaviors that preceded and co-occurred with joint attention. We found that multiple sequential sensory-motor patterns lead to joint attention. In addition, there are developmental changes in this multi-pathway system evidenced as variations in strength among multiple routes. We propose that coordinated visual attention between parents and toddlers is primarily a sensory-motor behavior. Skill in achieving coordinated visual attention in social settings-like skills in other sensory-motor domains-emerges from multiple pathways to the same functional end.

  11. Behavior modification.

    PubMed

    Pelham, W E; Fabiano, G A

    2000-07-01

    Attention deficit/hyperactivity disorder (ADHD) is a chronic and substantially impairing disorder. This means that treatment must also be chronic and substantial. Behavior Modification, and in many cases, the combination of behavior modification and stimulant medication, is a valid, useful treatment for reducing the pervasive impairment experienced by children with ADHD. Based on the research evidence reviewed, behavior modification should be the first line of treatment for children with ADHD.

  12. The Goldilocks Effect in Infant Auditory Attention

    PubMed Central

    Kidd, Celeste; Piantadosi, Steven T.; Aslin, Richard N.

    2015-01-01

    Infants must learn about many cognitive domains (e.g., language, music) from auditory statistics, yet capacity-limited cognitive resources restrict the quantity that they can encode. While we know infants can attend to only a subset of available acoustic input, few previous studies have directly examined infant auditory attention—and none have directly tested theorized mechanisms of attentional selection based on stimulus complexity. Using model-based behavioral methods that were recently developed to examine visual attention in infants (e.g., Kidd, Piantadosi, & Aslin, 2012), we demonstrate that 7- to 8-month-old infants selectively attend to non-social auditory stimuli that are intermediately predictable/complex with respect to their current implicit beliefs and expectations. Our results provide evidence of a broad principle of infant attention across modalities and suggest that sound-to-sound transitional statistics heavily influence the allocation of auditory attention in human infants. PMID:24990627

  13. Attention Capture by Faces

    ERIC Educational Resources Information Center

    Langton, Stephen R. H.; Law, Anna S.; Burton, A. Mike; Schweinberger, Stefan R.

    2008-01-01

    We report three experiments that investigate whether faces are capable of capturing attention when in competition with other non-face objects. In Experiment 1a participants took longer to decide that an array of objects contained a butterfly target when a face appeared as one of the distracting items than when the face did not appear in the array.…

  14. Expectancy, Attention, and Time.

    ERIC Educational Resources Information Center

    Barnes, Ralph; Jones, Mari Riess

    2000-01-01

    Examined the influence of contextual timing manipulations on prospective time judgments through 7 experiments involving a total of 199 college students. Discusses results in terms of various stimulus-based models of prospective time judgments, including those that appeal to attentional periodicities and entrainment. (SLD)

  15. Vision in Flies: Measuring the Attention Span

    PubMed Central

    Koenig, Sebastian; Wolf, Reinhard; Heisenberg, Martin

    2016-01-01

    A visual stimulus at a particular location of the visual field may elicit a behavior while at the same time equally salient stimuli in other parts do not. This property of visual systems is known as selective visual attention (SVA). The animal is said to have a focus of attention (FoA) which it has shifted to a particular location. Visual attention normally involves an attention span at the location to which the FoA has been shifted. Here the attention span is measured in Drosophila. The fly is tethered and hence has its eyes fixed in space. It can shift its FoA internally. This shift is revealed using two simultaneous test stimuli with characteristic responses at their particular locations. In tethered flight a wild type fly keeps its FoA at a certain location for up to 4s. Flies with a mutation in the radish gene, that has been suggested to be involved in attention-like mechanisms, display a reduced attention span of only 1s. PMID:26848852

  16. There is no Such Thing as Attention

    PubMed Central

    Anderson, Britt

    2011-01-01

    Given that the core issues of attention research have been recognized for millenia, we do not know as much about attention as we should. I argue that the reasons for this failure are (1) we create spurious dichotomies, (2) we reify attention, treating it as a cause, when it is an effect, and (3) we equate a collection of facts with a theory. In order to correct these errors, we need a new technical vocabulary that allows for attentional effects to be continuously distributed, rather than merely present or absent, and that provides a basis for quantitative behavioral predictions that map onto neural substrates. The terminology of the Bayesian decision process has already proved useful for structuring conceptual discussions in other psychological domains, such as perception and decision making under uncertainty, and it had demonstrated early success in the domain of attention. By rejecting a reified, causal conception of attention, in favor of theories that produce attentional effects as consequences, psychologists will be able to conduct more definitive experiments. Such conceptual advances will then enhance the productivity of neuroscientists by allowing them to concentrate their data collection efforts on the richest soil. PMID:21977019

  17. Attention Deficit Hyperactivity Disorder (ADHD)

    MedlinePlus

    ... Education Visitor Information RePORT NIH Fact Sheets Home > Attention Deficit Hyperactivity Disorder (ADHD) Small Text Medium Text Large Text Attention Deficit Hyperactivity Disorder (ADHD) Attention deficit/hyperactivity disorder (ADHD) is one ...

  18. Attention: Moral-Cognitive Geography.

    ERIC Educational Resources Information Center

    Tuan, Yi-Fu

    1987-01-01

    This article is an essay on the importance of attention as a personal trait. Offers a definition of attention, reviews symptoms of inattention, and identifies the categories of objects which typically hold a person's attention. (JDH)

  19. Characterization of Cyclohexanone Inclusions in Class 1 RDX

    DTIC Science & Technology

    2014-06-01

    Characterization of Cyclohexanone Inclusions in Class 1 RDX by Rose A. Pesce-Rodriguez and Stephanie M. Piraino ARL-TR-6962 June 2014...TR-6962 June 2014 Characterization of Cyclohexanone Inclusions in Class 1 RDX Rose A. Pesce-Rodriguez and Stephanie M. Piraino Weapons...3. DATES COVERED (From - To) 12/2012 to 6/2013 4. TITLE AND SUBTITLE Characterization of Cyclohexanone Inclusions in Class 1 RDX 5a. CONTRACT

  20. The Infant Orienting With Attention task: Assessing the neural basis of spatial attention in infancy.

    PubMed

    Ross-Sheehy, Shannon; Schneegans, Sebastian; Spencer, John P

    2015-01-01

    Infant visual attention develops rapidly over the first year of life, significantly altering the way infants respond to peripheral visual events. Here we present data from 5-, 7- and 10-month-old infants using the Infant Orienting With Attention (IOWA) task, designed to capture developmental changes in visual spatial attention and saccade planning. Results indicate rapid development of spatial attention and visual response competition between 5 and 10 months. We use a dynamic neural field (DNF) model to link behavioral findings to neural population activity, providing a possible mechanistic explanation for observed developmental changes. Together, the behavioral and model simulation results provide new insights into the specific mechanisms that underlie spatial cueing effects, visual competition, and visual interference in infancy.

  1. The Infant Orienting With Attention task: Assessing the neural basis of spatial attention in infancy

    PubMed Central

    Ross-Sheehy, Shannon; Schneegans, Sebastian; Spencer, John P.

    2015-01-01

    Infant visual attention develops rapidly over the first year of life, significantly altering the way infants respond to peripheral visual events. Here we present data from 5-, 7- and 10-month-old infants using the Infant Orienting With Attention (IOWA) task, designed to capture developmental changes in visual spatial attention and saccade planning. Results indicate rapid development of spatial attention and visual response competition between 5 and 10 months. We use a dynamic neural field (DNF) model to link behavioral findings to neural population activity, providing a possible mechanistic explanation for observed developmental changes. Together, the behavioral and model simulation results provide new insights into the specific mechanisms that underlie spatial cueing effects, visual competition, and visual interference in infancy. PMID:26273232

  2. Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’

    PubMed Central

    van der Donk, Marthe; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane; van der Leij, Aryan; Lindauer, Ramón

    2015-01-01

    The goal of this randomized controlled trial was to replicate and extend previous studies of Cogmed Working Memory Training (CWMT) in children with Attention-deficit/hyperactivity disorder (ADHD). While a large proportion of children with ADHD suffer from academic difficulties, only few previous efficacy studies have taken into account long term academic outcome measures. So far, results regarding academic outcome measures have been inconsistent. Hundred and two children with ADHD between the age of 8 and 12 years (both medicated and medication naïve) participated in current randomized controlled trial. Children were randomly assigned to CWMT or a new active combined working memory- and executive function compensatory training called ‘Paying Attention in Class.’ Primary outcome measures were neurocognitive functioning and academic performance. Secondary outcome measures contained ratings of behavior in class, behavior problems, and quality of life. Assessment took place before, directly after and 6 months after treatment. Results showed only one replicated treatment effect on visual spatial working memory in favor of CWMT. Effects of time were found for broad neurocognitive measures, supported by parent and teacher ratings. However, no treatment or time effects were found for the measures of academic performance, behavior in class or quality of life. We suggest that methodological and non-specific treatment factors should be taken into account when interpreting current findings. Future trials with well-blinded measures and a third ‘no treatment’ control group are needed before cognitive training can be supported as an evidence-based treatment of ADHD. Future research should put more effort into investigating why, how and for whom cognitive training is effective as this would also potentially lead to improved intervention- and study designs. PMID:26284005

  3. Does perceptual learning require consciousness or attention?

    PubMed

    Meuwese, Julia D I; Post, Ruben A G; Scholte, H Steven; Lamme, Victor A F

    2013-10-01

    It has been proposed that visual attention and consciousness are separate [Koch, C., & Tsuchiya, N. Attention and consciousness: Two distinct brain processes. Trends in Cognitive Sciences, 11, 16-22, 2007] and possibly even orthogonal processes [Lamme, V. A. F. Why visual attention and awareness are different. Trends in Cognitive Sciences, 7, 12-18, 2003]. Attention and consciousness converge when conscious visual percepts are attended and hence become available for conscious report. In such a view, a lack of reportability can have two causes: the absence of attention or the absence of a conscious percept. This raises an important question in the field of perceptual learning. It is known that learning can occur in the absence of reportability [Gutnisky, D. A., Hansen, B. J., Iliescu, B. F., & Dragoi, V. Attention alters visual plasticity during exposure-based learning. Current Biology, 19, 555-560, 2009; Seitz, A. R., Kim, D., & Watanabe, T. Rewards evoke learning of unconsciously processed visual stimuli in adult humans. Neuron, 61, 700-707, 2009; Seitz, A. R., & Watanabe, T. Is subliminal learning really passive? Nature, 422, 36, 2003; Watanabe, T., Náñez, J. E., & Sasaki, Y. Perceptual learning without perception. Nature, 413, 844-848, 2001], but it is unclear which of the two ingredients-consciousness or attention-is not necessary for learning. We presented textured figure-ground stimuli and manipulated reportability either by masking (which only interferes with consciousness) or with an inattention paradigm (which only interferes with attention). During the second session (24 hr later), learning was assessed neurally and behaviorally, via differences in figure-ground ERPs and via a detection task. Behavioral and neural learning effects were found for stimuli presented in the inattention paradigm and not for masked stimuli. Interestingly, the behavioral learning effect only became apparent when performance feedback was given on the task to measure learning

  4. A relational structure of voluntary visual-attention abilities.

    PubMed

    Skogsberg, KatieAnn; Grabowecky, Marcia; Wilt, Joshua; Revelle, William; Iordanescu, Lucica; Suzuki, Satoru

    2015-06-01

    Many studies have examined attention mechanisms involved in specific behavioral tasks (e.g., search, tracking, distractor inhibition). However, relatively little is known about the relationships among those attention mechanisms. Is there a fundamental attention faculty that makes a person superior or inferior at most types of attention tasks, or do relatively independent processes mediate different attention skills? We focused on individual differences in voluntary visual-attention abilities using a battery of 11 representative tasks. An application of parallel analysis, hierarchical-cluster analysis, and multidimensional scaling to the intertask correlation matrix revealed 4 functional clusters, representing spatiotemporal attention, global attention, transient attention, and sustained attention, organized along 2 dimensions, one contrasting spatiotemporal and global attention and the other contrasting transient and sustained attention. Comparison with the neuroscience literature suggests that the spatiotemporal-global dimension corresponds to the dorsal frontoparietal circuit and the transient-sustained dimension corresponds to the ventral frontoparietal circuit, with distinct subregions mediating the separate clusters within each dimension. We also obtained highly specific patterns of gender difference and of deficits for college students with elevated attention-deficit/hyperactivity disorder traits. These group differences suggest that different mechanisms of voluntary visual attention can be selectively strengthened or weakened based on genetic, experiential, and/or pathological factors.

  5. Selective attention reduces physiological noise in the external ear canals of humans. I: Auditory attention

    PubMed Central

    Walsh, Kyle P.; Pasanen, Edward G.; McFadden, Dennis

    2014-01-01

    In this study, a nonlinear version of the stimulus-frequency OAE (SFOAE), called the nSFOAE, was used to measure cochlear responses from human subjects while they simultaneously performed behavioral tasks requiring, or not requiring, selective auditory attention. Appended to each stimulus presentation, and included in the calculation of each nSFOAE response, was a 30-ms silent period that was used to estimate the level of the inherent physiological noise in the ear canals of our subjects during each behavioral condition. Physiological-noise magnitudes were higher (noisier) for all subjects in the inattention task, and lower (quieter) in the selective auditory-attention tasks. These noise measures initially were made at the frequency of our nSFOAE probe tone (4.0 kHz), but the same attention effects also were observed across a wide range of frequencies. We attribute the observed differences in physiological-noise magnitudes between the inattention and attention conditions to different levels of efferent activation associated with the differing attentional demands of the behavioral tasks. One hypothesis is that when the attentional demand is relatively great, efferent activation is relatively high, and a decrease in the gain of the cochlear amplifier leads to lower-amplitude cochlear activity, and thus a smaller measure of noise from the ear. PMID:24732069

  6. Methylphenidate Modulates Functional Network Connectivity to Enhance Attention

    PubMed Central

    Zhang, Sheng; Hsu, Wei-Ting; Scheinost, Dustin; Finn, Emily S.; Shen, Xilin; Constable, R. Todd; Li, Chiang-Shan R.; Chun, Marvin M.

    2016-01-01

    Recent work has demonstrated that human whole-brain functional connectivity patterns measured with fMRI contain information about cognitive abilities, including sustained attention. To derive behavioral predictions from connectivity patterns, our group developed a connectome-based predictive modeling (CPM) approach (Finn et al., 2015; Rosenberg et al., 2016). Previously using CPM, we defined a high-attention network, comprising connections positively correlated with performance on a sustained attention task, and a low-attention network, comprising connections negatively correlated with performance. Validating the networks as generalizable biomarkers of attention, models based on network strength at rest predicted attention-deficit/hyperactivity disorder (ADHD) symptoms in an independent group of individuals (Rosenberg et al., 2016). To investigate whether these networks play a causal role in attention, here we examined their strength in healthy adults given methylphenidate (Ritalin), a common ADHD treatment, compared with unmedicated controls. As predicted, individuals given methylphenidate showed patterns of connectivity associated with better sustained attention: higher high-attention and lower low-attention network strength than controls. There was significant overlap between the high-attention network and a network with greater strength in the methylphenidate group, and between the low-attention network and a network with greater strength in the control group. Network strength also predicted behavior on a stop-signal task, such that participants with higher go response rates showed higher high-attention and lower low-attention network strength. These results suggest that methylphenidate acts by modulating functional brain networks related to sustained attention, and that changing whole-brain connectivity patterns may help improve attention. SIGNIFICANCE STATEMENT Recent work identified a promising neuromarker of sustained attention based on whole

  7. Orbitofrontal Cortex Biases Attention to Emotional Events

    PubMed Central

    Hartikainen, K.M.; Ogawa, K.H.; Knight, R.T.

    2012-01-01

    We examined the role of orbitofrontal (OF) cortex in regulating emotion-attention interaction and the balance between involuntary and voluntary attention allocation. We studied patients with OF lesion applying reaction time (RT) and event-related potential (ERP) measures in a lateralized visual discrimination task with novel task-irrelevant affective pictures (unpleasant, pleasant or neutral) preceding a neutral target. This allowed for comparing the effects of automatic attention allocation to emotional vs neutral stimuli on subsequent voluntary attention allocation to target stimuli. N2-P3a and N2-P3b ERP components served as measures of involuntary and voluntary attention allocation correspondingly. Enhanced N2-P3a amplitudes to emotional distractors and reduced N2-P3b amplitudes to targets preceded by emotional distractors were observed in healthy subjects, suggesting automatic emotional orienting interfered with subsequent voluntary orienting. OF patients showed an opposite pattern with tendency towards reduced N2-P3a responses to emotional distractors, suggesting impaired automatic orienting to emotional stimuli due to orbitofrontal damage. Enhanced N2-P3b responses to targets preceded by any affective distractor was observed in OF patients, suggesting bias towards voluntary target-related attention allocation due to orbitofrontal lesion. Behavioral evidence indicated that LVF attention performance was modulated by emotional stimuli. Specifically, OF patients responded faster to LVF targets subsequent to pleasant emotional distractors. We suggest damage to the orbitofrontal circuitry leads to dysbalance between voluntary and involuntary attention allocation in the context of affective distracters with predisposition to posterior target related processing over frontal novelty and affect related processing. Furthermore, we suggest orbitofrontal influence on emotion- attention interaction is valence and hemisphere dependent. PMID:22413757

  8. Visual Attention during Spatial Language Comprehension

    PubMed Central

    Burigo, Michele; Knoeferle, Pia

    2015-01-01

    Spatial terms such as “above”, “in front of”, and “on the left of” are all essential for describing the location of one object relative to another object in everyday communication. Apprehending such spatial relations involves relating linguistic to object representations by means of attention. This requires at least one attentional shift, and models such as the Attentional Vector Sum (AVS) predict the direction of that attention shift, from the sausage to the box for spatial utterances such as “The box is above the sausage”. To the extent that this prediction generalizes to overt gaze shifts, a listener’s visual attention should shift from the sausage to the box. However, listeners tend to rapidly look at referents in their order of mention and even anticipate them based on linguistic cues, a behavior that predicts a converse attentional shift from the box to the sausage. Four eye-tracking experiments assessed the role of overt attention in spatial language comprehension by examining to which extent visual attention is guided by words in the utterance and to which extent it also shifts “against the grain” of the unfolding sentence. The outcome suggests that comprehenders’ visual attention is predominantly guided by their interpretation of the spatial description. Visual shifts against the grain occurred only when comprehenders had some extra time, and their absence did not affect comprehension accuracy. However, the timing of this reverse gaze shift on a trial correlated with that trial’s verification time. Thus, while the timing of these gaze shifts is subtly related to the verification time, their presence is not necessary for successful verification of spatial relations. PMID:25607540

  9. Attention rivalry under irrelevant audiovisual stimulation.

    PubMed

    Feng, Ting; Qiu, Yihong; Zhu, Yisheng; Tong, Shanbao

    2008-06-13

    Audiovisual integration has been known to enhance perception; nevertheless, another fundamental audiovisual interaction, i.e. attention rivalry, has not been well investigated. This paper studied the attention rivalry under irrelevant audiovisual stimulation using event-related potential (ERP) and behavioral analysis, and tested the existence of a vision dominated rivalry model. Participants need respond to the target in a bi- or unimodal audiovisual stimulation paradigm. The enhanced amplitude of central P300 under visual target bimodal stimulus indicated that vision demanded more cognitive resources, and the significant amplitude of frontal P200 under bimodal stimulus with non-target auditory stimulus implied that the brain mostly restrained the process of the non-target auditory information. ERP results, together with the analysis of the behavioral data and the subtraction waves, indicated a vision dominated attention rivalry model involved in audiovisual interaction. Furthermore, the latencies of P200 and P300 components implied that audiovisual attention rivalry occurred within the first 300ms after stimulus onset, i.e. significant differences were found in P200 latencies among three target bimodal stimuli, while no difference existed in P300 latencies. Attention shifting and re-directing might be the cause of such early audiovisual rivalry.

  10. From genes to brain development to phenotypic behavior: "dorsal-stream vulnerability" in relation to spatial cognition, attention, and planning of actions in Williams syndrome (WS) and other developmental disorders.

    PubMed

    Atkinson, Janette; Braddick, Oliver

    2011-01-01

    Visual information is believed to be processed through two distinct, yet interacting cortical streams. The ventral stream performs the computations needed for recognition of objects and faces ("what" and "who"?) and the dorsal stream the computations for registering spatial relationships and for controlling visually guided actions ("where" and "how"?). We initially proposed a model of spatial deficits in Williams syndrome (WS) in which visual abilities subserved by the ventral stream, such as face recognition, are relatively well developed (although not necessarily in exactly the same way as in typical development), whereas dorsal-stream functions, such as visuospatial actions, are markedly impaired. Since these initial findings in WS, deficits of motion coherence sensitivity, a dorsal-stream function has been found in other genetic disorders such as Fragile X and autism, and as a consequence of perinatal events (in hemiplegia, perinatal brain anomalies following very premature birth), leading to the proposal of a general "dorsal-stream vulnerability" in many different conditions of abnormal human development. In addition, dorsal-stream systems provide information used in tasks of visuospatial memory and locomotor planning, and these systems are closely coupled to networks for attentional control. We and several other research groups have previously shown deficits of frontal and parietal lobe function in WS individuals for specific attention tasks [e.g., Atkinson, J., Braddick, O., Anker, S., Curran, W., & Andrew, R. (2003). Neurobiological models of visuospatial cognition in children with Williams Syndrome: Measures of dorsal-stream and frontal function. Developmental Neuropsychology, 23(1/2), 141-174.]. We have used the Test of Everyday Attention for Children (TEA-Ch) which aims to attempt to separate components of attention with distinct brain networks (selective attention, sustained attention, and attention control-executive function) testing a group of older

  11. Attention-Seeking Displays

    PubMed Central

    Számadó, Szabolcs

    2015-01-01

    Animal communication abounds with extravagant displays. These signals are usually interpreted as costly signals of quality. However, there is another important function for these signals: to call the attention of the receiver to the signaller. While there is abundant empirical evidence to show the importance of this stage, it is not yet incorporated into standard signalling theory. Here I investigate a general model of signalling - based on a basic action-response game - that incorporates this searching stage. I show that giving attention-seeking displays and searching for them can be an ESS. This is a very general result and holds regardless whether only the high quality signallers or both high and low types give them. These signals need not be costly at the equilibrium and they need not be honest signals of any quality, as their function is not to signal quality but simply to call the attention of the potential receivers. These kind of displays are probably more common than their current weight in the literature would suggest. PMID:26287489

  12. Attentional selection by distractor suppression.

    PubMed

    Caputo, G; Guerra, S

    1998-03-01

    Selective attention was studied in displays containing singletons popping out for their odd form or color. The target was defined as the form-singleton, the distractor as the color-singleton. The task was to discriminate the length of a longer line inside the target. Target-distractor similarity was controlled using a threshold measurement as dependent variable in experiments in which distractor presence vs absence, bottom-up vs top-down selection (through knowledge of target features), and target-distractor distance were manipulated. The results in the bottom-up condition showed that length threshold was elevated when a distractor was present and that this elevation progressively increased as the number of distractors was increased from one to two. This set-size effect was not accounted by the hypothesis that selective attention intervenes only at the stage of decision before response. Selective attention produced a suppressive surround in which discriminability of neighboring objects was strongly reduced, and a larger surround in which discriminability was reduced by an approximately constant amount. Different results were found in the top-down condition in which target discriminability was unaffected by distractor presence and no effect of target-distractor distance was found. On the other hand, response times in both bottom-up and top-down conditions were slower the shorter the target-distractor distance was. On the basis of the experimental results, selective attention is a parallel process of spatial filtering at an intermediate processing level operating after objects have been segmented. This filtering stage explores high level interactions between objects taking control on combinatorial explosion by operating over only a limited spatial extent: it picks out a selected object and inhibits the neighboring objects; then, non-selected objects are suppressed across the overall image. When no feature-based selection is available in the current behavior, this

  13. Les troubles de l'attention avec hyperactivite: une Synthese des connaissances a l'intention des enseignants (Attention Deficit Difficulties with Hyperactivity: A Synthesis of Knowledge for Teachers).

    ERIC Educational Resources Information Center

    Desrosiers, Karen; Royer, Egide

    1995-01-01

    This document presents a brief synthesis of recent literature on attention deficit difficulties with hyperactivity, particularly literature concerning classroom interventions. It describes diagnostic criteria for attention deficit hyperactivity disorder, its incidence, behavioral characteristics of students who exhibit attention difficulties and…

  14. Efficient attentional selection predicts distractor devaluation: event-related potential evidence for a direct link between attention and emotion.

    PubMed

    Kiss, Monika; Goolsby, Brian A; Raymond, Jane E; Shapiro, Kimron L; Silvert, Laetitia; Nobre, Anna C; Fragopanagos, Nickolaos; Taylor, John G; Eimer, Martin

    2007-08-01

    Links between attention and emotion were investigated by obtaining electrophysiological measures of attentional selectivity together with behavioral measures of affective evaluation. Participants were asked to rate faces that had just been presented as targets or distractors in a visual search task. Distractors were rated as less trustworthy than targets. To study the association between the efficiency of selective attention during visual search and subsequent emotional responses, the N2pc component was quantified as a function of evaluative judgments. Evaluation of distractor faces (but not target faces) covaried with selective attention. On trials where distractors were later judged negatively, the N2pc emerged earlier, demonstrating that attention was strongly biased toward target events, and distractors were effectively inhibited. When previous distractors were judged positively, the N2pc was delayed, indicating unfocused attention to the target and less distractor suppression. Variations in attentional selectivity across trials can predict subsequent emotional responses, strongly suggesting that attention is closely associated with subsequent affective evaluation.

  15. Attentional bias toward infant faces - Review of the adaptive and clinical relevance.

    PubMed

    Lucion, Marta Knijnik; Oliveira, Vanessa; Bizarro, Lisiane; Bischoff, Adrianne Rahde; Silveira, Patricia Pelufo; Kauer-Sant'Anna, Marcia

    2017-04-01

    Human survival depends on care received early in life. Infants need to capture adults' attention to have their basic needs met. Therefore, infant stimuli are prioritized by the attention system in adults, resulting in an attentional bias toward infant faces. We conducted a systematic review of the literature on behavioral measures of attentional bias toward infant faces. PubMed, PsycINFO, and ISI Web of Knowledge databases were used. The review suggests the existence of a measurable attentional bias toward infant faces and a positive correlation between attentional bias toward infant distress and the quality of mother-infant relationship. Depressive symptoms and breastfeeding modulate this behavior in women. Parental status and sex also influence the attentional prioritization of infant faces. Evidence indicates that differences in attentional bias are associated with clinical symptoms and variations in maternal behavior, reinforcing the potential use of attentional bias as a behavioral marker of clinical outcomes.

  16. Temporal dynamics of divided spatial attention.

    PubMed

    Itthipuripat, Sirawaj; Garcia, Javier O; Serences, John T

    2013-05-01

    In naturalistic settings, observers often have to monitor multiple objects dispersed throughout the visual scene. However, the degree to which spatial attention can be divided across spatially noncontiguous objects has long been debated, particularly when those objects are in close proximity. Moreover, the temporal dynamics of divided attention are unclear: is the process of dividing spatial attention gradual and continuous, or does it onset in a discrete manner? To address these issues, we recorded steady-state visual evoked potentials (SSVEPs) as subjects covertly monitored two flickering targets while ignoring an intervening distractor that flickered at a different frequency. All three stimuli were clustered within either the lower left or the lower right quadrant, and our dependent measure was SSVEP power at the target and distractor frequencies measured over time. In two experiments, we observed a temporally discrete increase in power for target- vs. distractor-evoked SSVEPs extending from ∼350 to 150 ms prior to correct (but not incorrect) responses. The divergence in SSVEP power immediately prior to a correct response suggests that spatial attention can be divided across noncontiguous locations, even when the targets are closely spaced within a single quadrant. In addition, the division of spatial attention appears to be relatively discrete, as opposed to slow and continuous. Finally, the predictive relationship between SSVEP power and behavior demonstrates that these neurophysiological measures of divided attention are meaningfully related to cognitive function.

  17. The effects of stress on attentional resources

    NASA Technical Reports Server (NTRS)

    Hancock, P. A.; Chignell, M. H.

    1986-01-01

    A new perspective is presented from which to view the action of stress on human behavior. At a behavioral level, the action of stress is related to notions of human attention and an indication of an isomorphic relationship between modes of control at a physiological and behavioral level is presented. Examples of this phenomenon are extracted from performance under heat stress, since this is one of the most simple stress circumstances. It is suggested that stress sufficient to overcome adaptive capability, that is efficient homeostasis, acts to drain attentional resources. The manner in which such resources fail approximates that function typical of a positive feedback system, which also characterizes the breakdown of physiological response under severe environmental stress. The end point of this draining sequence is the absence of all attentional resources, which is taken to be unconsciousness, to be rapidly followed by the failure of physiological adaptability upon which life sustaining functions depend. This overall picture preserves the inverted-U shaped relationship between stress and performance, yet is in distinct contrast to the traditional arousal account of such behavior. The theoretical and practical ramifications of these observations are explored.

  18. A relational structure of voluntary visual-attention abilities

    PubMed Central

    Skogsberg, KatieAnn; Grabowecky, Marcia; Wilt, Joshua; Revelle, William; Iordanescu, Lucica; Suzuki, Satoru

    2015-01-01

    Many studies have examined attention mechanisms involved in specific behavioral tasks (e.g., search, tracking, distractor inhibition). However, relatively little is known about the relationships among those attention mechanisms. Is there a fundamental attention faculty that makes a person superior or inferior at most types of attention tasks, or do relatively independent processes mediate different attention skills? We focused on individual differences in voluntary visual-attention abilities using a battery of eleven representative tasks. An application of parallel analysis, hierarchical-cluster analysis, and multidimensional scaling to the inter-task correlation matrix revealed four functional clusters, representing spatiotemporal attention, global attention, transient attention, and sustained attention, organized along two dimensions, one contrasting spatiotemporal and global attention and the other contrasting transient and sustained attention. Comparison with the neuroscience literature suggests that the spatiotemporal-global dimension corresponds to the dorsal frontoparietal circuit and the transient-sustained dimension corresponds to the ventral frontoparietal circuit, with distinct sub-regions mediating the separate clusters within each dimension. We also obtained highly specific patterns of gender difference, and of deficits for college students with elevated ADHD traits. These group differences suggest that different mechanisms of voluntary visual attention can be selectively strengthened or weakened based on genetic, experiential, and/or pathological factors. PMID:25867505

  19. Attentional Bias and Training in Social Anxiety Disorder

    PubMed Central

    FISTIKCI, Nurhan; SAATCİOĞLU, Ömer; KEYVAN, Ali; KALKAN, Murat; TOPÇUOĞLU, Volkan

    2015-01-01

    Cognitive behavioral therapy (CBT) is one of the most effective treatment modalities for social anxiety disorder (SAD), showing a high level of clinical evidence supporting its effectiveness. On the other hand, lack of the desired benefit from this treatment in some patients causes continuation of the search for new techniques. Recent research studies have focused on attentional bias and attention training in SAD. Attention processes in SAD have been a major target of interest and investigation since the introduction of the first cognitive models explaining SAD. In the first model, it was highlighted that attention was self-focused. The relationship between threatening stimuli and attention was considered in the subsequent models. Attentional bias towards threat may take place in several ways, such as facilitated processing of threat, difficulty in disengaging attention from the threat and avoidance of attention from the threat. After these descriptions regarding the phenomenology of the disorder, treatments to modify attention, processes were developed. In spite of conflicting results, investigations on attentional training are promising. Attention processes, attentional bias and attentional training in SAD are discussed in this review.

  20. Attention Moderates the Processing of Inhibitory Information in Primary Psychopathy

    PubMed Central

    Zeier, Joshua D.; Maxwell, Jeffrey S.; Newman, Joseph P.

    2009-01-01

    Primary psychopathic individuals are less apt to re-evaluate or change their behavior in response to stimuli outside of their current focus of attention. According to the response modulation hypothesis, this tendency reflects a lack of responsivity to important peripheral information and undermines adaptive self-regulation. To evaluate this hypothesis, we administered a response competition (flanker-type) task and manipulated focus of visual attention. We predicted that psychopathic individuals would display significantly less interference to response incongruent information than non-psychopathic participants when attention was cued to the target location but display normal interference when there was no pre-potent focus of attention. The results confirmed this hypothesis and are consistent with the contention that attention moderates psychopathic individuals’ responsivity to inhibitory cues. Finally, we discuss the implications of this attentional anomaly for psychopathic traits and behavior. PMID:19685952