Rethinking Attention Deficit Disorders

by Cherkes-Julkowski, Miriam; Sharp, Susan; Stolzenberg, Jonathan

• ISBN13: 9781571290373
• ISBN10: 1571290370
• Format: Paperback
• Copyright: 1997-04-01
• Publisher: Brookline Books

Summary

Groundbreaking analysis of Attention Deficit/Hyperactivity Disorder (ADHD)

Table of Contents

1 Attention or Behavior?	1	(13)
The Children	3	(1)
ADDs: A Systems Perspective	4	(2)
The Broad Basis of Attention	6	(1)
Attention as Consciousness	7	(2)
Attention as Regulation	9	(1)
Attention Dysfunction	9	(2)
Attention Deficit Disorder	11	(1)
Summary and Forward Look	12	(2)
2 Attention Deficit: The Disorder	14	(17)
The Pre-DSM Era	14	(2)
Diagnostic and Statistical Manual (DSM)-II Era	16	(2)
The DSM-III Era	18	(2)
DSM-III-R	20	(2)
DSM-IV	22	(1)
The Doubters	23	(1)
ADHD as a Motivation Deficit Disorder	23	(1)
ADHD as a Cognitive Disorder	24	(3)
Summary of Nosology and Definitions	27	(1)
Etiology	27	(2)
Biological Bases for Attention Deficit Disorders	29	(2)
3 The Nature of Attention	31	(25)
The World of Attention is Round	32	(2)
Limited Capacity of the Attentional System	34	(1)
Selective Attention	34	(1)
The Attention/Working Memory System	35	(1)
Working Memory	36	(1)
Influences on Attention	37	(1)
Experience, Knowledge Structure, and Attention	37	(1)
Experience, Cell Assemblies, and the Coordination of Attention	38	(1)
Novelty and Habituation	39	(1)
Automaticity and Capacity Utilization	40	(1)
Allocation of Resources	41	(1)
Attention Deployment	42	(1)
The Role of Executive Function	43	(1)
Structural vs. Functional Limitations	44	(1)
Attentional Limitations and Language Functions	44	(1)
Multidirectional Influences among Component Processes	45	(1)
Manifestations in School	46	(1)
Distractibilty/Disinhibition	46	(6)
Working Memory and Conscious Awareness	52	(2)
Coping with Being Overwhelmed	54	(1)
Knowledge Comes From Knowledge	54	(1)
Coping "The Problem" Is Not the Problem	54	(1)
Summary	55	(1)
4 Attention as Self-Regulation	56	(25)
Biological Aspects of Attention Regulation	57	(1)
Arousal and Orientation	57	(1)
Dynamic Regulation of Effort, Arousal, and Attention	58	(2)
Activation and Controlled Focus	60	(1)
A Cognitive Parallel to Arousal/Activation: Implicit/Explicit Awareness	61	(1)
Models of Attention Dysfunction Based in Self-Regulation	62	(1)
Patterns of Attending	63	(1)
State Regulation in Infancy	64	(2)
External Regulation, Attachment, and Mastery Motivation	66	(1)
Cognitive Self-Regulation	67	(1)
The Need for Cognitive Regulation	67	(1)
Regulatory Role of Executive Function	68	(1)
Self-Control vs. Self-Regulation	69	(1)
Mental Governance: Democracy or Autocracy?	70	(1)
School Interventions: Problems with Cognitive-Behavioral Modification	71	(1)
The Question of Metacontrol and the Efficacy of CBM	72	(1)
Nonlinear, Dynamic Organization of Thought	73	(1)
Fail-Safe Approaches to Learning	74	(1)
Problems with Self-Talk: Capacity and Language Competence	75	(1)
Social Aspects of Verbal Mediation: Self-Talk, Other Talk	75	(1)
School Interventions	76	(2)
Supporting Efforts at Self-Regulation	78	(1)
The Apprentice Relationship	79	(2)
5 Motivation: An Emergent Property	81	(16)
Motivation as Arousal or Interest	82	(1)
Motivation as Reward	83	(2)
Motivation as Effort	85	(2)
Motivation: The Drive Toward Homeostasis	87	(3)
Effort: A Point of Diminishing Returns	90	(1)
Motivation as Response to Contingent Reinforcement	90	(2)
Motivation as a Response to Novelty and Redundancy	92	(1)
The Importance of Active Involvement	93	(1)
Motivation as Volition	94	(2)
Summary	96	(1)
6 Medication Effects on the Regulation of Cognition	97	(12)
Determining a Medication Regimen	99	(1)
The Options	99	(3)
Co-occurring Conditions	102	(1)
Stimulants	103	(3)
Tricyclic Antidepressants (TCAs)	106	(1)
Selective Serotonin Reuptake Inhibitors	107	(1)
Concluding Thoughts	107	(2)
7 Social and Emotional Aspects of the Attentional Network	109	(16)
Distractibility and Neglect	111	(3)
Disinhibition	114	(3)
Impulsivity	117	(1)
Arousal Seeking	118	(1)
Tactile Defensiveness and Perceived Threat	119	(1)
Processing of Complex Social Information	120	(1)
Information Processing Load Deficits	120	(3)
Hyperactivity and Disorganization	123	(1)
Summary	124	(1)
8 Classrooms and Attention Deficit Disorders	125	(21)
Language Demands	127	(3)
Attending and Following Directions	130	(2)
Working within Groups	132	(1)
Independent Work	133	(2)
Organization	135	(6)
Conduct	141	(4)
Summary	145	(1)
9 Reading and Attention	146	(22)
The Demands of the Print System	147	(3)
Attention and Phonological Processes	150	(2)
Attention and Reading Comprehension	152	(1)
The Role of Automaticity	153	(3)
Working Memory and Controlled Attention	156	(4)
Teaching Reading: Instructional Approaches Helpful to the Student with ADD	160	(1)
Decoding	160	(2)
Comprehension	162	(3)
Medication and Reading	165	(1)
Case 1: Fifth-grade male	165	(1)
Case 2: 20-year-old female, college sophomore	166	(1)
Conclusion	167	(1)
10 Attention and Written Language	168	(32)
The Need for Controlled Attention	170	(1)
Prior Knowledge and Conceptual Connections	171	(6)
Facilitating the Process	177	(1)
Planning	178	(5)
Skilled Language Generation	183	(1)
Command of Lower-Order Elements	184	(3)
Text Cohesion and Working Memory	187	(3)
Motor Planning, Spatial Organization, & Production Demands	190	(2)
Revision and Controlled Attention to Detail	192	(2)
Spelling	194	(4)
Higher-Order Processes	198	(1)
Summary	198	(2)
11 Mathematics and Attention	200	(28)
Concepts Free for the Taking	200	(2)
Attention and Arbitrary Associations	202	(1)
Working Memory and Automaticity with Facts and Operations	203	(4)
Careless vs. Accidental Errors	207	(1)
Executive Functions: Tracking, Mental Flexibility, Self-Monitoring	207	(3)
Intuition vs Meta-awareness	210	(1)
The Perils of Purely Didactic Instruction	211	(2)
Gaps in Skill Acquisition	213	(1)
Invented Algorithms	214	(1)
Verbal Problem Solving	215	(5)
Language Processing Demands	220	(1)
Mental Flexibility and Inflexibility	221	(1)
The Special Case of ADD with Nonverbal Learning Disability	222	(5)
Conclusion	227	(1)
12 Summary and Directions for Intervention	228	(10)
Attention as a Self-Organizing System	228	(2)
The ADD Child as Learner	230	(1)
The Dynamics of Instruction	231	(1)
The Need For Assessment	232	(3)
Planning Interventions	235	(3)
References	238	(18)
Appendix A	256	(1)
Index	257	(16)
About the Authors	273