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Biomedical subjects

D P Hallahan

Publications and source records attributed to D P Hallahan.

At least 19 recordsLinked to original sources
PubMed1989

Self-recording of attention versus productivity.

We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.

Achievement↗
PubMed1980

A comparison of the reliability and validity of the standard MFF and MFF 20 with learning-disabled children.

A direct comparison was made of the reliability and validity of the standard Matching Familiar Figures Test (MFF) to a recent longer version of the task (MFF20). Subjects comprised two samples of learning-disabled children, matched on age, sex, IQ, and SES. The Salkind and Wright (1977) formulation was used to generate continuous data, and IQ was statistically controlled. Internal reliability estimates showed the MFF20 to be more consistent that the standard version on both error and latency scores. Validity was addressed by comparing the two versions of the task in their ability to predict cognitive and behavioral skills of conceptual relevance to impulsivity. Results indicated that the MFF20 is a more sensitive predictor of academic achievement and attention as observed in a natural setting than is the standard version of the task.

Achievement↗
PubMed1980

The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled children.

A central-incidental task of selective attention was administered to 100 learning-disabled boys--48 younger children (8 1/2-10 1/2 years) and 52 older children (10 1/2-12 1/2 years). Subjects at both age levels were assigned to one of four conditions: (a) a standard condition; (b) a rehearsal condition, in which subjects were taught a verbal rehearsal strategy; (c) a reinforcement condition, in which correct responses were rewarded; and (d) a combined rehearsal-reinforcement condition. Older subjects recalled more central task but not more incidental task information than younger subjects. A measure of selective attention efficiency was also greater for older than for younger subjects. Central recall in the rehearsal-reinforcement condition was greater than in any other condition. Central recall was greater in the rehearsal condition than in the standard and reinforcement conditions. Selective attention efficiency was greater for both rehearsal conditions than for both nonrehearsal conditions. Incidental recall was higher for reinforcement subjects than for rehearsal subjects. Results suggest that induced verbal rehearsal improves central recall and selective attention in learning-disabled children. Reinforcement alone does not improve central recall but may when paired with rehearsal.

Attention↗
PubMed1977

Being imitated by an adult and the subsequent imitative behavior of retarded children.

Institutionalized retarded subjects (N=57) were assigned to one of three experimental conditions during a simple three-choice task in which the subjects and the experimenter took turns feeding colored plastic "Cookie Monster." In the imitation condition, the experimenter imitated the subject's choice, and in the ninimtation condition, the experimenter avoided imitating the subject. Following imitation or nonimitation, the subject was given opportunities to imitate the experimenter. In the modeling only condition, the subject's choice always followed the experimenter's so that the subject always had the opportunity to imitate. Analysis of variance revealed a significant difference among the three conditions (p less than .008) in the subjects' tendency to imitate the experimenter. Paired comparisons between conditions showed that subjects in the imitation condition imitated significantly more (p less than .05) than subjects in either the nonimitation or modeling only condition. The nonimitation and modeling only conditions did not differ significantly. Theoretical and practical implications of the findings were discussed.

Child↗
PubMed1976

Relationship between cognitive tempo and selective attention in learning disabled children.

The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.

Attention↗
PubMed1975

Parents' predictions of their children's perceptions of family relations.

Thirty children from 15 families were administered the Bene-Anthony Family Relations Test. Their parents then assigned test responses as they imagined their children had. With only two exceptions, both involving first born boys, parents predicted their children's responses beyond chance expectation. However, significant discrepancies were found between children's responses and their parents' predictions. Parents tended to overestimate their own centrality in the family perceptions of their children, particularly perceptions involving negative feelings, and to underestimate children's negative feelings involving their siblings.

Journal Article↗