Comparison of the Information from 3 Article - Assignment Example

REFERENCES I. Corkum, P., McGonnell, M., & Schachar, R. . Factors affecting academic achievement in children with ADHD. Journal of applied research on learning . II. Clarfield, J., & Stoner, G. (2005). The effects of Computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review , 246-54. III. Shalev, L., Tsal, Y., & Mevorach, C. (2007). Computerized progressive attentional training (CPAT) program: effective direct intervention for children with ADHD. Child Neuropsychology , 382-8. Summary I. Association between Attention deficit hyperactivity disorder (ADHD) and academic underperformance is incompletely understood. Short term use of stimulants known to be an effective intervention strategy, Corkum and associates (2010) investigate the long term impacts of methylphenidate (MPH). 85 children with ADHD were initially assessed with Wide range achievement test-revised (WRAT-R), parent and teacher rating, estimated intellectual ability, OCHS academic and psychosocial ratings, duration of medication and academic support. Children were randomly assigned to MPH treatment and placebo group in a double blind trial, with former administered a gradually rising dose of 5mg/administration to reach a target dose of 0.7mg/Kg body weight. 12 months later baseline assessments were repeated and using regression analysis academic performance was estimated, one for each subset of WRAT-R and for parent and teacher ratings with baseline covariates, and total treatments as variables. The results indicated that both medication and academic interventions were insignificant in academic improvement. II. Clarfield and Stoner (2005), explored the efficacy of computer-assisted instruction (CAI) on ADHD. The study specifically explored the role of headsprout reading basics; an internet based reading program as a CAI tool in improving the reading and task engagement. 3 children, selected using BASC (behavior assessment system for children), ADHD ratings; and parent, teacher & psychologist interview; received Reading Recovery instruction as part of their curriculum, along with two of them receiving stimulants and one consulting psychologist as part of prior interventions. The frequency of sessions (20-30 minute) was thrice a week with participants completing 27, 24 and 21 sessions. They were assessed using DIEBELS (Dynamic indicators of Basic Early Literacy Skills) oral reading fluency (DORF) and BOSS (Behaviour observation of students in schools). An improvement in reading fluency was observed in all three students, along with reduction in off task behaviour. III. Shalev et al (2007) tested that a systematic individualized computerized progressive attentional training (CPAT) can at least partially overcome the lack of attention characteristic of ADHD. CPAT was designed to train each of the four attentional networks, i.e. sustained, selective, orienting, and executive attentions. A double blind randomized control trial (RCT) involving 20 children in treatment and 16 in control group, with baseline similarities in age and intelligence and meeting the DSM-IV criteria for ADHD was conducted. The training schedule was two one hour sessions per week continuing for eight weeks. Pre and post assessments tests relevant to the grade of the child assessing reading, writing, mathematical skills and parental ratings were used for evaluating results. The results specifically showed improvements in all the above fields within two weeks of initiation of CPAT. Critical Evaluation I. 1. What claims are being made? Lack of long term and cumulative impact of MPH on ADHD related academic underperformance. 2. What evidence has been provided to support the claims (research study, expert opinion...) The evidences include research study with exhaustive assessments and naturalistic trials. 3. Is the evidence credible (are the tests relevant, can they be repeated, examine validity and reliability)? Assessments are subjective as well as objective enabling repeatability, reliability and validity. Multiple regression analysis helps overcome lack of control on certain variables due to naturalistic design. 4. Did the author provide good examples and define terms well enough to make the point clear? Both WISC-R and Ontario Child Health Scale (OCHS) are established clinical tools, (well referenced in the study); for IQ assessment in learning disabilities. 5. What contemporary theoretical perspective in psychology best explains the claims being made?   Though MPH has been established to show improvement in core symptoms of ADHD, its impact on academic performance has been known to be limited. II. 1. What claims are being made? Clarfield and Stoner claim that CAI is a promising intervention strategy for improving learning ability in students with ADHD. 2. What evidence has been provided to support the claims (research study, expert opinion...)? The evidences are presented in form of research study however; the design of the experiments has several limitations. 3. Is the evidence credible (are the tests relevant, can they be repeated, examine validity and reliability)? The small sample size and the location of the study in a graduate lab, i.e. outside students’ classrooms; question the generalizability of the results. Interobserver agreement formed the basis of assessment criteria; however the first author being the primary observer and the study not being blind renders the results susceptible to biases 4. Did the author provide good examples and define terms well enough to make the point clear? DORF and BOSS are established methods of assessment and well explained. 5. What contemporary theoretical perspective in psychology best explains the claims being made?   Low working memory (WM) and inattention are major hurdles for individuals with ADHD; CAI strategies can lead to improvement in their academic performance. III. 1. What claims are being made? CPAT is effective direct intervention program for children with ADHD. 2. What evidence has been provided to support the claims (research study, expert opinion...)? An RCT was conducted by authors to provide evidence. 3. Is the evidence credible (are the tests relevant, can they be repeated, examine validity and reliability)? The double blind RCT ensured the credibility and generalizability of the evidence. Lack of objectivity in assessment criteria that are open to individual conceptions renders the repeatability and validity of results questionable. 4. Did the author provide good examples and define terms well enough to make the point clear? With appropriate examples the study is able to prove the initial hypothesis that stimulation of attentional networks improves academic performance, but due to lack of follow ups, the length of the impact remains unassessed. 5. What contemporary theoretical perspective in psychology best explains the claims being made?   Intensive computerized training of WM can gradually increase the amount of information that the children with ADHD can keep in their WM. Response Parents and teachers worldwide are living with the stress of coping with ADHD like a friend of mine. A vivacious and happy mother eight years before, she’s now reduced to a mere shadow of herself. Her son though physically normal grew up to be a unique individual. Soon diagnosed with ADHD, with interventions the situation is much under control now, yet the stress is evident on the life of the couple. Besides academic improvements are a major concern for ADHD affected children. Improvements in the field might ensure that these children will in due course be able to lead a reasonably normal life. We as mainstream students have found CAI to be successful in classrooms in aiding the teaching process. The basis of CAI is the stimulation of alertness, orientation and executive functions of brain in order to achieve targeted results. A selection of training strategy aiming to suitably promote the three forms of attention and sufficiently stimulate the associated neuronal networks can help improve academic performance of children with ADHD. However, caution should be exercised in “sufficiency of the level of stimulation. A higher than optimum levels of stimulation, as arising due to use of colourful graphics, animation may add to distractions. Training strategies should involve meticulous planning and thorough evaluation ensuring gradual progress in the levels of CAI along with comprehensible instructions and easily achievable goals, so as to keep the children from getting demotivated or distracted. Read More