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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

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Related Experiment Video

Updated: Jun 20, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

School-based interventions for students with attention-deficit/hyperactivity disorder.

Thomas J Power1, Katy E Tresco, Michael C Cassano

  • 1The Children's Hospital of Philadelphia, CHOP North, Room 1471, 34th Street and Civic Center Boulevard, Philadelphia, PA 19104, USA. power@email.chop.edu

Current Psychiatry Reports
|September 30, 2009
PubMed
Summary

Interventions for attention-deficit/hyperactivity disorder (ADHD) in children aim to improve behavior and academic skills. Research is expanding beyond elementary students to include preschoolers and adolescents.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Interventions

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) commonly causes impairments across various settings.
  • School-related difficulties are a primary reason for seeking professional help for children with ADHD.

Purpose of the Study:

  • To review intervention strategies for children with ADHD.
  • To highlight the development of interventions targeting academic and social competence.
  • To note the emerging evidence for preschool and adolescent populations.

Main Methods:

  • Review of existing research on nonpharmacologic interventions for ADHD.
  • Focus on strategies improving attention, behavior, academic competence, and social competence.
  • Analysis of intervention research across different age groups.

Main Results:

  • Most research has concentrated on improving attention and behavior in elementary-aged children.
  • Newer strategies are emerging to enhance academic and social skills.
  • Evidence-based interventions for preschoolers and adolescents are beginning to be developed.

Conclusions:

  • A range of interventions exist for ADHD, with a historical focus on attention and behavior.
  • There is a growing need and development of strategies for academic and social competence.
  • Future research and intervention development should encompass a wider age range, including preschoolers and adolescents.