Attentional problems in hyperactive children: performance testing and remediation of attentional deficits

Abstract

This thesis deals with the concept of sustained attention and impulsivity in relation to children with attentional problems. The research comprised three studies. The aim of the first study was to investigate the relation between a modified version of the continuous Performance Task (CPT), the Delay Task, teachers’ ratings on the Conners Teachers’ Rating Scale (CTRS) and the progressive Achievement Test (PAT). The behavioural analysis of Signal Detection Theory was applied to the CPT data. Poor performance on the CPT was found to be associated to poor performance on the PAT. Children who were rated high on the hyperactivity factor of the CTRS also performed worse on the CPT and Delay Task. An interaction effect between block of trials and groups (hyperactive and non-hyperactive children) was found for performance on CPT but not on the Delay Task. The implications of the results with reference to remediation of sustained attention are discussed. In Study 2, an alternating-treatments design incorporating a multiple baseline across tasks was used to evaluate the treatment efficacy of a remedial programme. The remedial programme was aimed at improving sustained attention and behavioural inhibition. Two subjects were trained on the CPT and Delay Task using feedback and rewards. Limited treatment gains were found for both tasks. Study 3 was an extension of Study 2. Four subjects participated in the study which had an alternating-treatments design incorporated into a multiple baseline across subjects. Unlike Study 2, training was given only for the CPT. Some treatment gains were found but there was no generalization to the Delay Task and PAT. Environmental factors or familiarity effects were ruled as a possible reason for the improvement on CPT. In general, reliability and empirical validity was found for the computer based version of the Delay Task and a two-response key version of the CPT. The results also showed that feedback and rewards could improve performance on the CPT but this was not generalized to academic performance.