To date, research on direct attention training (DAT) has focused primarily on adult populations with considerable gaps regarding DAT for children with attention-deficit/hyperactivity disorder (ADHD). The purpose of this study was to examine the effects of a DAT program, namely the Pay Attention! program, with a school-aged student with ADHD. The principle investigator hypothesized that this program would improve attention abilities on trained attention tasks, psychometric measures of attention, functional measures of attention, as well as improve reading comprehension abilities. A pre- and post-test single case study design was used to compare performance on impairment and participation-levels of attention, as well as measures of reading comprehension. Post-test results demonstrated improvement in accuracy or completion time on all impairment-level attention testing with some improvements noted on reading comprehension and measures at the participation level. These results contribute to existing research on DAT for children, as well as suggest that some generalization to participation-level activities and reading comprehension may be achieved.
|Commitee:||Garcia, Edward, Ngo, Bryanne L.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/02M(E), Masters Abstracts International|
|Subjects:||Speech therapy, Health sciences, Cognitive psychology|
|Keywords:||Attention process training, Attention-deficit/hyperactivity disorder, Direct attention training, Pay Attention!, Reading comprehension|
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