Showing papers in "Canadian Journal of School Psychology in 1993"
TL;DR: In this article, the authors examined childrearing discussions in 14 couples with nonproblem children (NO), 14 couples having ADHD children with relatively little aggressive-defiant behavior (ADHD-LAD), and 14 couples who had more aggressivedefiant behaviour (AD ADHD-HAD) and found that both groups were less positive in discussions of all behaviors and more negative in discussion of conduct problems than NO couples.
Abstract: The authors examined childrearing discussions in 14 couples with nonproblem children (NO), 14 couples with ADHD children with relatively little aggressive-defiant behavior (ADHD-LAD), and 14 couples with ADHD children with more aggressive-defiant behavior (ADHD-HAD). DISCUSSIONs foucsed on attention deficit, oppositional, and conduct problem child behaviors. Couples' discussions were coded for the childrearing strategies suggested and the communication style. The groups did not differ in their suggested strategies, although more punishing responses were elicited by conduct problems and more proactive, preventive strategies by attention deficit behaviors. Couples in both ADHD groups were less positive in discussions of all behaviors and more negative in discussions of conduct problems than the NO couples. Couples with aggressize-defiant ADHD children were more negative than either the NO or ADHD-LAD group in disuccsions of ADHD behaviors. The implications for understanding interactions in families of ADHD children are discussed, as are suggestions for interventions designed to enhance couples' collaborative childrearing efforts. Language: en
25 citations
TL;DR: The attention-deficit hyperactivity disordered (ADHD) child's difficulties place an enormous burden on the child's relationships with family members (Cunningham et al. as mentioned in this paper ).
Abstract: The attention-deficit hyperactivity disordered (ADHD) child’s difficulties place an enormous burden on the child’s relationships with family members (Cunningham & Barkley, 1979; Mash & Johnston, 1982), peers (Cunningham, Siegel, & Offord, 1985, 199I; Cunningham & Siegel, 1987), and teachers (Whalen, Henker, & Dotemoto, 1980). With parents, ADHD children are more active, less compliant, and less likely to sustain their attention to tasks (Cunningham & Barkley, 1979; Mash & Johnston, 1982), difficulties that create problems in virtually all daily situations (Barkley & Edelbrock, 1987). The ADHD child’s active, inattentive, poorly regulated behavior elicits a more controlling, less positive parental response (Barkley & Cunningham, 1979; Cunningham & Barkley, 1979; Barkley, Karlsson, Pollard, & Murphy, 1985) that may compound the child’s difficulties (Patterson, 1982) and adversely influence longer term adjustment (Earls & Jung, 1987; Weiss & Hechtman, 1986). Parents of ADHD children report a limited sense of control over the child’s behavior (Sobol, Ashbourne, Earn, & Cunningham, 1989), low self esteem (Mash & Johnston, 1983), increased stress (Anastopoulos, Shelton, DuPaul, & Guevremont, 1992), greater social isolation (Cunningham, Benness, & Siegel, 1988), and higher depression scores (Cunningham et al., 1988). Given the severity of the ADHD child’s problems, the persistence of this disorder (Barkley, Fischer, Edlebrock, & Smallish, 1990) and the counterproductive pattern of interactions ADHD children elicit, parent training programs (Barkley, 1987; Cunningham, 1990) represent an important component in the management of this-population (Barkley, 1990; Dumas, 1989; Kazdin, 1987). Clinical trials confirm that parent training programs improve child management skills (Barkley, Guevremont, Anastopoulos, & Fletcher, 1992; Pisterman et al., 1989), reduce primary ADHD symptoms (Anastopoulos et al.,1992; Barkley et al.,1992; Dubey, O’Leary, & Kaufman, 1983; Freeman, Phillips, & Johnston, 1992) and improve secondary behavior problems (Anastopoulos et al., 1992; Freeman et al., 1992;
24 citations
TL;DR: In this paper, common myths about the nature of ADHD and what constitutes appropriate school-based assessment and intervention practice are generated and responded to with practical research-based information with regard to conceptual issues.
Abstract: Recent statistics show that children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) represent a significant number of school-based referrals for psychoeducational assessment and intervention. Despite the pervasiveness and salience of this disorder, educators continue to labor under a number of misconceptions about the nature of ADHD and what constitutes appropriate school-based assessment and intervention practice. In this article, common myths with regard to conceptual issues and assessment and intervention strategies are generated and responded to with practical research-based information.
19 citations
TL;DR: In this paper, a behavior management approach is presented that is designed to enhance the active involvement of children with ADHD in managing their own behavior, where emphasis is placed on parents and teachers.
Abstract: A behavior management approach is presented that is designed to enhance the active involvement of children with ADHD in managing their own behavior. In this program emphasis is placed on parents pr...
11 citations
TL;DR: The Conners' Teachers Rating Scale-28 was used in this article to determine the best estimate of the prevalence of Attention Deficit Hyperactivity Disorder in children attending a midwestern urban Canadian school division.
Abstract: Previous studies have investigated the prevalence of hyperkinesis, hyperactivity, and attention disorders in groups of children. This study was designed to determine the best estimate of the prevalence of Attention Deficit Hyperactivity Disorder in children attending a midwestern urban Canadian school division. The Conners' Teachers Rating Scale-28 was chosen to allow for comparison of the results in this study to those found in previous studies. The ADHD Rnting Scale was clrosen to ensure that the results in this study more accurately reflect current diagnostic nosology of the disorder. Other instruments were chosen or designed to examine correlates of the disorder that have a negative effect on children's progress at school and that need to be considered when planning appropriate interventions for ADHD children. These correlates include academic and social/behavioral difficulties of ADHD children, teacher recognition of children for whom ADHD assessment would be appropriate, and teachers' feelings of di...
11 citations
TL;DR: In this article, preliminary findings of a multidisciplinary research project designed to explore the cognitive, social, behavioral, and academic correlates of Attention Deficit Hyperactivity (ADH) were presented.
Abstract: This article examines preliminary findings of a multidisciplinary research project designed to explore the cognitive, social, behavioral, and academic correlates of Attention Deficit Hyperactivity ...
10 citations
TL;DR: The Principles for Fair Student Assessment Practices for Education in Canada as discussed by the authors contains a set of principles and guidelines generally accepted by professional organisations as indicative of fair assessment practice within the Canadian educational context.
Abstract: Developed in response to examples of unacceptable assessment practices, the Principles for Fair Student Assessment Practices for Education in Canada contains a set of principles and guidelines generally accepted by professional organisations as indicative of fair assessment practice within the Canadian educational context. Assessments depend on professional judgment: the ’Principles’ identify the issues to consider in exercising this professional judgment and in striving for the fair and equitable assessment of all students.
10 citations
TL;DR: During the 1991 annual general meeting of the Educational and School Psychology Section of the Canadian Psychological Association, it was recommended that the Section develop a position paper that would deal with one of the major factors responsible for the concerns, namely, that the official instructional policy in a number of provinces as well as in anumber of local school districts in Canada is based on a textbooks based approach.
4 citations
TL;DR: In this article, the authors consider the scope and adequacy of current ethical guidelines as they relate to the provision of school psychological consultation and discuss the issue of informal consent when the school psychologist is an active member of the school problem solving team.
Abstract: Over the past two decades, there has been a shift in the practice of school psychologists from a unidimensional, direct service delivery model to a multidimensional role that includes indirect methods of service delivery such as consultation. This article considers the scope and adequacy of current ethical guidelines as they relate to the provision of school psychological consultation. Of particular concern is the issue of informal consent when the school psychologist is an active member of the school problem solving team. Following a delineation of the issues, severnl school practice dilemmas are examined and suggestions are offered for dealing with consultation on individual practitioner, school-based, and professional association levels.
3 citations
TL;DR: The relationship between the Third Factor of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and selective attention subtests from the Das-Naglieri Cognitive Assessment System (CAS) was examined in this article.
Abstract: The relationship between the Third Factor of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and selective attention subtests from the Das-Naglieri Cognitive Assessment System (CAS) were examined. Thirty-three children, ages 8 to 10, from resource classes participated in the study. Results of correlations between the Third Factor and CAS were as follows: With expressive attention tasks, r=-41, p <.01, with the number of correct responses in both visual and auditory selective attention tasks r=.45, p <.01. As expected, positive correlations were obtained between similar CAS subtests. Specific feedback provided by CAS regarding children's attention was regarded by both parents and teachers to be helpful. These findings have important implications relating to the diagnostic value of objective tests of attention.
2 citations