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Biomedical subjects

L A Rosén

Publications and source records attributed to L A Rosén.

10 recordsLinked to original sources
PubMed2004

Emotional reactivity in children with attention-deficit/hyperactivity disorder.

OBJECTIVE: This study examined Barkley's (1997b) theory regarding the emotional regulation of children with Attention-Deficit/Hyperactivity Disorder (ADHD). METHOD: Mothers of children with and without ADHD between the ages of 6 and 15 were asked to rate their child's emotional response on each of three measures. RESULTS: Children with ADHD were rated as significantly more emotionally reactive to both immediate and future events than were children without ADHD. Differences at both the immediate and future time periods were stronger in response to negative as opposed to positive emotional events. In response to the consequences of their behavior, however, children with ADHD were rated as less emotionally reactive than children without ADHD. DISCUSSION: Conclusions are made in reference to Barkley's theory and implications are explored.

Adolescent↗
PubMed1998

Diversity and attention deficit hyperactivity disorder.

Attention Deficit Hyperactivity Disorder (ADHD) is a debilitating disorder which affects children and adults in this country and around the world. Diversity variables such as ethnicity, age, gender, and socioeconomic status have been relatively neglected in ADHD research. Additionally, these variables have not traditionally been incorporated into clinical assessment, diagnosis, or intervention strategies. A review of the existing literature regarding diversity issues and ADHD was conducted, including a review of international findings. Implications for clinicians and researchers are incorporated.

Adolescent↗
PubMed1998

Self-care and deviance in elementary school-age children.

Fourth-, fifth- and sixth-grade students were surveyed to investigate whether self-care was related to self-reports of behavioral or attitudinal deviance, liking for school, or both. The Child Self-Care Measure (CSCM), a multiscale self-report instrument, measured self-care as a developmental task with four major dimensions: temporal, physical, structural, and psychological. Self-care in general was not linked to deviance. However, increases in psychological self-care were strongly correlated with reductions in children's liking for school. Additionally, children in self-care who cared for younger siblings for more than a year reported more deviant behaviors than those without responsibility for younger siblings; children in the care of older siblings less than 16 years old for more than 4 years reported more tolerance for deviance than peers in self-care without older sibling caregivers. Findings support earlier speculations that children in self-care may not be developmentally ready to take responsibility for elementary school-aged siblings. Results also indicated that although girls in self-care manifest problems earlier than boys, long term self-care may be more problematic for boys than girls.

Analysis of Variance↗
PubMed1996

Attention deficit hyperactivity disorder: an evolutionary perspective.

Attention deficit hyperactivity disorder (ADHD) affects a significant portion of the population--some 5% of all school-aged children--and approximately half of these individuals continue to show the full disorder in adulthood. Recent studies point to a strong genetic component in the etiology of this disorder. Questions have been raised as to the relatively high prevalence of this condition in the population, given its apparent maladaptive nature in present-day society. In this article, we review and discuss three theories regarding the possible adaptive function of ADHD: the hunter, fighter, and wader theories. Although no theory entirely explains the occurrence of ADHD, it is worthwhile to note that, at least historically, ADHD may have served an adaptive function and may have been selected by the environment for survival.

Attention Deficit Disorder with Hyperactivity↗
PubMed1988

Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity.

Many studies examining the effects of treatments for socially isolated/withdrawn children have used behavioral measures to assess children's peer relations. In an attempt to examine the concurrent validity of these measures, we observed 258 preschool children during free play and coded their interactions into the categories of positive, negative, and neutral behaviors. We also interviewed these children individually, using a sociometric nomination procedure, and asked them to indicate liked and disliked peers. Our examination of the results revealed that, consistent with other research, the correlation between the sociometric measures and the children's total rate of interaction with peers was low. In addition, measures of positive, negative, and neutral behaviors were also only weakly correlated with the children's sociometric scores. We agree with others in concluding that multiple methods of assessment are needed to properly assess the adequacy of children's peer relations.

Child↗
PubMed1987

Reducing off-task behavior in the classroom: a comparison of encouragement and reprimands.

Teachers report using both reprimands and encouragement as strategies to reduce off-task behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing off-task behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of off-task behavior and higher academic productivity than Encouragement.

Child↗
PubMed1987

A modified habit reversal procedure in a recalcitrant case of trichotillomania.

An 11-year-old girl with a severe and recalcitrant case of trichotillomania was successfully treated with a modified habit reversal procedure. Erosion estimates and serial photographic assessment methods were used to document client progress over a one-year period. Treatment effects were socially validated by attractiveness ratings of 20 same-aged children. Results extend the use of habit reversal procedures to a severe case and address the need for reliable and valid assessment procedures as well as extended follow-up.

Behavior Therapy↗
PubMed1985

The efficacy of an all-positive approach to classroom management.

This study addressed the question of whether an all-positive approach to classroom management can be effective. The on-task behavior and academic performance of eight, second- and third-grade children with behavior problems were examined. Results indicated that an all-positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on-task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.

Behavior Therapy↗
PubMed1984

The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students.

Teachers use both positive and negative consequences to influence classroom behaviors. Four experiments were conducted to examine the differential affects of these two types of consequences on the maintenance of appropriate behaviors of hyperactive children. Results of Experiment 1 showed that the use of both positive and negative consequences (combined) was associated with high levels of on-task behaviors. Withdrawal of negative consequences caused a significant and dramatic decrease in on-task performance. The withdrawal of positive consequences produced no change in the rate of on-task behaviors. In Experiments 2, 3, and 4, the on-task results of Experiment 1 were replicated using a different teacher, different children, a counterbalanced design, longer phases, and different types of negative consequences. The withdrawal of negative consequences led to decreases in productivity in Experiment 2. The results of Experiment 3 also suggested that a prudent (e.g., calm, concrete, and consistent) approach to discipline was more effective than an imprudent (e.g., loud, emotional, and inconsistent) approach. Some level of mild negative consequences for inappropriate behavior is an important ingredient in effective classroom management, and qualitatively different negative consequences may have drastically different effects on the behavior of hyperactive students.

Achievement↗