Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 38, 2018 - Issue 7
1,870
Views
11
CrossRef citations to date
0
Altmetric
Articles

Group-based intervention on attention and executive functions in the school context

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 859-876 | Received 29 Dec 2016, Accepted 16 Nov 2017, Published online: 22 Nov 2017

References

  • Aase, H., & Sagvolden, T. (2006). Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD). Journal of Child Psychology and Psychiatry, 47(5), 457–471. doi:10.1111/j.1469-7610.2005.01468.x
  • Abikoff, H. (2009). ADHD psychosocial treatments: Generalization reconsidered. Journal of Attention Disorders, 13(3), 207–210. doi:10.1177/1087054709333385
  • Abikoff, H., Nissley-Tsiopinis, J., Gallagher, R., Zambenedetti, M., Seyffert, M., Boorady, R., & McCarthy, J. (2009). Effects of MPH-OROS on the organizational, time management, and planning behaviors of children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 48(2), 166–175.10.1097/CHI.0b013e3181930626
  • Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. doi:10.1037/a0029648
  • ADHD (online). 2017. Current Care Guidelines. Working group set up by the Finnish Medical Society Duodecim, Finnish Association of Pediatric Neurology, Finnish Association of Youth Psychiatry, and Finnish Association of Child Psychiatry, 2013 (referred November 21, 2016). Retrieved from www.kaypahoito.fi
  • Aunola, K, & Räsänen, P. (2007). The 3-minutes Basic Arithmetic Test. Unpublished test material. Jyväskylä: Niilo Mäki Instituutti.
  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65. doi:10.1037/0033-2909.121.1.65
  • Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. doi:10.1016/j.lindif.2011.01.007
  • Björn, P. M., Aro, M. T., Koponen, T. K., Fuchs, L. S., & Fuchs, D. H. (2015). The many faces of special education within RTI frameworks in the United States and Finland. Learning Disability Quartely, 1–9. Advance online. doi:10.1177/0731948715594787
  • Das, J. P., Parrila, R. K., & Papadopoulos, T. C. (2000). Cognitive education and reading disability. Experience of mediated learning: An impact of Feuerstein’s theory in education and psychology, 274–291.
  • Deaño, M. D., Alfonso, S., & Das, J. P. (2015). Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs. Research in Developmental Disabilities, 38, 352–361. doi:10.1016/j.ridd.2014.12.032
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.10.1146/annurev-psych-113011-143750
  • DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996–2010. School Psychology Review, 41(4), 387–412. doi:10.1037/e622412010-001
  • Evans, S. W., Owens, J., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 43(4), 527–551. doi:10.1080/15374416.2013.850700
  • Gordon, M., Antshel, K., Faraone, S., Barkley, R., Lewandowski, L., Hudziak, J. J., … Cunningham, C. (2006). Symptoms versus impairment: The case for respecting DSM-IV’s Criterion D. Journal of Attention Disorders, 9(3), 465–475. doi:10.1177/1087054705283881
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Publications. doi:10.1111/jedm.12050
  • Hinshaw, S. P., & Arnold, L. E. (2015). Attention-deficit hyperactivity disorder, multimodal treatment, and longitudinal outcome: Evidence, paradox, and challenge. Wiley Interdisciplinary Reviews: Cognitive Science, 6(1), 39–52. doi:10.1002/wcs.1324
  • Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512–552. doi:10.3102/0034654314561338
  • Kearns, D. M., & Fuchs, D. (2013). Does cognitively focused instruction improve the academic performance of low-achieving students? Exceptional Children, 79(3), 263.
  • Klenberg, L., Jämsä, S., Häyrinen, T., Lahti-Knuuttila, P., & Korkman, M. (2010). The Attention and Executive Function Rating Inventory (ATTEX): Psychometric properties and clinical utility in diagnosing ADHD subtypes. Scandinavian Journal of Psychology, 51(5), 439–448. doi:10.1111/j.1467-9450.2010.00812.x
  • Koponen, T., & Mononen, R. (2010a). The 2-minutes addition fluency test. Unpublished test material. Jyväskylä: Niilo Mäki Instituutti.
  • Koponen, T., & Mononen, R. (2010b). The 2-minutes subtraction fluency test. Unpublished test material. Jyväskylä: Niilo Mäki Instituutti.
  • Langberg, J. M., Arnold, L. E., Flowers, A. M., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Molina, B. S. G. (2010). Parent-reported homework problems in the MTA study: Evidence for sustained improvement with behavioral treatment. Journal of Clinical Child & Adolescent Psychology, 39(2), 220–233. doi:10.1080/15374410903532700
  • Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review, 41(3), 342–364.
  • Langberg, J. M., Becker, S. P., Epstein, J. N., Vaughn, A. J., & Girio-Herrera, E. (2013). Predictors of response and mechanisms of change in an organizational skills intervention for students with ADHD. Journal of Child and Family Studies, 22(7), 1000–1012. doi:10.1007/s10826-012-9662-5
  • Leppanen, U., Aunola, K., & Nurmi, J. E. (2005). Beginning readers’ reading performance and reading habits. Journal of Research in Reading, 28(4), 383–399. doi:10.1111/j.1467-9817.2005.00281.x
  • Lindeman, J. (1998). Allu – Ala-asteen lukutesti [Reading test for primary school]. Turku: University of Turku.
  • Linnakylä, P., Välijärvi, J., & Arffman, I. (2011). Finnish basic education: When equity and excellence meet. Equity and excellence in education. In K. Van den Branden, P. Van Avermaet, & M. Van Houtte (Eds.), Equity and excellence in education: Towards maximal learning opportunities for all students (pp. 190–214). New York, NY: Routledge.
  • Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654. doi:10.1093/jpepsy/jsl054
  • Milch-Reich, S., Campbell, S. B., Pelham, W. E., Jr, Connelly, L. M., & Geva, D. (1999). Developmental and individual differences in children’s on-line representations of dynamic social events. Child Development, 70(2), 413–431. doi:10.1111/1467-8624.00030
  • Miller, M., & Hinshaw, S. P. (2012). Attention-deficit/hyperactivity disorder. In P. C. Kendall (Ed.), Child and adolescent therapy (pp. 61–91). New York, NY: The Guilford Press.
  • Murphy, K. R., Barkley, R. A., & Bush, T. (2002). Young adults with attention deficit hyperactivity disorder: subtype differences in comorbidity, educational, and clinical history. The Journal of Nervous and Mental Disease, 190(3), 147–157. doi:10.1097/00005053-200203000-00003
  • Owens, E. B., Hinshaw, S. P., Kraemer, H. C., Arnold, L. E., Abikoff, H. B., Cantwell, D. P., … Wigal, T. (2003). Which treatment for whom for ADHD? Moderators of treatment response in the MTA. Journal of Consulting and Clinical Psychology, 71(3), 540. doi:10.1037/0022-006x.71.3.540
  • Paananen, M., Heinonen J., Knoll J., Leppänen U., & Närhi V. (2011). Kummi 8. Malttitarkkaavuuden ja toiminnanohjauksen ryhmäkuntoutus [Maltti – Group based intervention of deficits in attention and executive functions]. Jyväskylä: NMI.
  • Pelham, W. E., Jr & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184–214. doi:10.1080/15374410701818681
  • Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis. American Journal of Psychiatry, 164(6), 942–948. doi:10.1176/ajp.2007.164.6.942
  • Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). 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. Clinical Psychology Review, 33(8), 1237–1252. doi:10.1016/j.cpr.2013.08.005
  • Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development, 24(4), 450–472. doi:10.1016/j.cogdev.2009.09.003
  • Salmi, P., Eklund, K., Järvisalo, E., & Aro, M. (2011). LukiMat – Oppimisen arviointi: Lukemisen ja kirjoittamisen tuen tarpeen tunnistamisen välineet 2. luokalle. Käyttäjän opas [Assessment of learning: Reading and writing assessment materials. Users guide]. Retrieved from http://www.lukimat.fi/lukimat-oppimisen-arviointi/materiaalit/tuen-tarpeen-tunnistaminen/2lk/lukeminen/kayttajan-opas).
  • Schultz, B. K., Storer, J., Watabe, Y., Sadler, J., & Evans, S. W. (2011). School-based treatment of attention-deficit/hyperactivity disorder. Psychology in the Schools, 48(3), 254–262. doi:10.1002/pits.20553
  • Sonuga-Barke, E. J. (2002). Psychological heterogeneity in AD/HD – a dual pathway model of behaviour and cognition. Behavioural Brain Research, 130(1-2), 29–36. doi:10.1016/s0166-4328(01)00432-6
  • Sonuga-Barke, E. J., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., … Dittmann, R. W. (2013). Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170(3), 275–289.10.1176/appi.ajp.2012.12070991
  • Toplak, M. E., Connors, L., Shuster, J., Knezevic, B., & Parks, S. (2008). Review of cognitive, cognitive-behavioral, and neural-based interventions for Attention-Deficit/Hyperactivity Disorder (ADHD). Clinical Psychology Review, 28, 801–823. doi:10.1016/j.cpr.2007.10.008

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.