Screening For Attention Problems. Since Disruptive Behaviors

Screening for Attention Problems. Since disruptive behaviors are easy to observe in the classroom, traditional behavior screening methods utilized in schools are often able to identify children with eternalizing problems, such as aggression and hyperactivity (McIntosh, Ty, Miller, 2014). However, since children with internalizing behavior problems are less likely to cause classroom disruptions, it is less probable that this group of children will be identified by their teachers as needing extra behavioral supports (Kalberg, Lane, Driscoll, Wehby, 2011). Although attention problems are not typically a specific focus of universal screening, research indicates that is may be necessary to screen for attention problems. Attention is†¦show more content†¦A study of 13,087 children from Sweden, Denmark, and Finland, indicated that elevated inattention and hyperactivity may forecast reduced academic achievement. In this group of children, elevated inattention appeared to have a greater influence on academic impairment compared to elevated hyperactivity (Rodriguez et al., 2007). Another study revealed that children with elevated inattentive symptoms from ages 6 to 11 also displayed declining academic achievement at ages 11 and 17 (Breslau et al., 2010). Additionally, a study of 204 preschool children suggested that elevated inattention at the preschool age can impair emergent reading skills (Sims Lonigan, 2012). Therefore, these studies propose a correlation between early elevated inattention and poor reading outcomes. Teacher rated attention problems in early childhood are shown to be a useful predictor in later reading outcomes (McGee et al., 2002). It is estimated that kindergarteners’ levels of inattention as rated by the teacher significantly correlated with lower scores on phonemic awareness and rapid naming assessments during first grade (Walcott, Sheemaker, Bielski, 2010). Rabiner et al. (2004) studied the effect of tutoring first graders with below benchmark reading scores and elevated inattention rates. The tutoring sessions occurred three times a week for 30 minutes. Although the tutoring sessionsShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1442 Words   |  6 PagesThe Attention Deficit Hyperactivity Disorder (ADHD) psychoeducational-based support group is focused on helping children at risk for or diagnosed with ADD/ADHD. The demographics will include students between the ages of 8 and 12, who struggle with attention and impulsivity, both at home and in sch ool. Group members will learn to improve their ability to develop habits of constructive focus and attention, and to apply healthy coping skills both in school and at home. 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