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Discussion

Discussion. Naomi Steiner, MD Developmental-Behavioral Pediatrics nsteiner@tuftsmedicalcenter.org Institute of Educational Science June 29, 2010. Conflicts of Interests. Naomi Steiner Has NO relevant financial relationships to disclose or Conflicts Of Interests to resolve. Attention .

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Discussion

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  1. Discussion Naomi Steiner, MD Developmental-Behavioral Pediatrics nsteiner@tuftsmedicalcenter.org Institute of Educational Science June 29, 2010

  2. Conflicts of Interests • Naomi SteinerHas NO relevant financial relationships to disclose or Conflicts Of Interests to resolve.

  3. Attention • Attention skills are complex • Different areas of the brain affect other areas • Attention affects learning • Early attention problems in kindergarten  poor reading outcomes • Attention is a developmental process • Brain plasticity

  4. Target Population

  5. Attention training to preschool-aged children • ALL child-parent dyads in Head Start • harmless, cost-effective intervention • Specifically in this generation (fast-paced information processing) • Affecting attention in ways we do not yet fully understand • Affecting future ability to attend to lengthy academic assignments

  6. Attention deficit as a spectrum? • Attention spectrum disorder • Enrolled children with attention symptoms as per Conners’ Teacher Ratings Inattentive Scale • Children who scored at least 1.0 standard deviation above the sample mean • Subgroup analysis in children with 6 or more symptoms

  7. Executive Function in 2nd graders • Executive function affects in the complex process of writing. • Support interventions: students with writing difficulties and executive function deficits issues will react differently

  8. Support services • Should we be thinking of attention issues for all students with academic difficulties? • The role of assessments • Break down learning into smallest steps to identify the true deficit

  9. Age

  10. Age • Attention development starts in infancy • Is there a minimal age to start to train attention functions in children?

  11. What is going on developmentally? • Children with SLI have deficiencies in selective auditory attention • Gestalt: A deficit in one area associated with a deficit in another • Plasticity: with improvement in speech and language do the auditory channels of attention also improve?

  12. Work using different angles • Courtney Stevens: Indirect • Teach the parents how to support their children’s development • Teacher mediated interventions to support positive classroom behavior and learning • Desiree Murray: CAT and CAI • Steve Hooper: support services

  13. Shortcomings of medication therapies for ADHD • Short term • Helps students get their work done in the moment • does not help learn how to focus long term or develop executive functions/ organization • Need for other techniques to teach children with attention issues

  14. Conclusion: ADHD affects learning • ADHD is not a trivial diagnosis • The presentation is complicated • Multiple co-morbidities • Affects academic learning • Students with ADHD may struggle in regular education activities • Positive interventions early on and throughout their school carriers

  15. Take home message • Importance of research on how students with ADHD learn • General education classroom: how to help students with ADHD adapt • Individualized interventions: identify what kind of specific and individualized interventions work best for students with ADHD

  16. The end

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