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      The Efficacy of Notetaking to Improve Behavior and Comprehension of Adolescents With Attention Deficit Hyperactivity Disorder

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      Exceptionality
      Informa UK Limited

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          The instruction of reading comprehension

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            The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status.

            One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence. Younger (12-14 years) and older (15-20 years) groups were tested on measures of academic skills, attention and impulse control, and select frontal lobe functions. At follow-up, hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss. The limited set of frontal lobe measures did not differentiate the groups. Age did not interact with group membership. However, several measures showed age-related declines in both groups. It is concluded that hyperactive children may remain chronically impaired in academic achievement, inattention, and behavioral disinhibition well into their late adolescent years.
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              Replications of a dual failure model for boys' depressed mood.

              A structural equation model for depressed mood was examined for three samples of boys (N = 317) from at-risk families. It was assumed that rejection by normal peers and academic failure were significant covariates for preadolescent boys' depressed mood. The model accounted for from 51% to 68% of the variance in the criterion construct. The confirmatory factor analyses showed an adequate fit of the measurement model to the data sets for each of the three samples. The hypothesized negative path coefficients from the good peer relations construct to the child depressed mood construct were significant for all three samples. The path from the academic skills construct to the child depressed mood construct, however, was highly variable and significant for only two of the samples. Multigroup comparisons were carried out to determine the degree to which the factor loadings and the structural relations between constructs were invariant across the three samples.
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                Author and article information

                Journal
                Exceptionality
                Exceptionality
                Informa UK Limited
                0936-2835
                1532-7035
                March 1994
                March 1994
                : 5
                : 1
                : 1-17
                Article
                10.1207/s15327035ex0501_1
                e4f49462-e448-48ce-ad20-d8fa5f216d4c
                © 1994
                History

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