of assessing impulsivity, i.e. self-report measures and behavioral tasks, are shortly presented and critically discussed. As self-report measures the Barratt Impulsiveness Scale and the Behavioural Inhibition/Activation System Scale are presented. As behavioral measures I introduce the Stop-Signal Test and the Matching Familiar Figures Test. Generally it can be said that self-report measures assess impulsivity in terms of traits and behavioural measures in terms of states. Former measures can be applied
biological functioning. Assessment of ADHD An evaluation of a child with ADHD includes multiple assessment techniques. The main goals of the assessment are:- 1. to gather information about the developmental deviance of ADHD symptoms or other behavioural problems. 2. to rule out other psychiatric, learning or emotional problems that may be causing inattention, impulsivity, and/or overactivity. 3. to determine the degree of consistency between the sources and across situations with respect
planning- and self-discipline problems (Miller, Flory, Lynam & Leukefeld, 2003) as well as compromised risk assessment, immediate reward seeking and difficulty controlling strong impulses (Perales, Verdejo-Gracia, Moya, Lozano & Perez-Garcia, 2009). Impulsivity includes functional and dysfunctional (Dickman 1990) states and traits and involves cognitive, behavioral and motor impulsivity (Perales et al., 2009). Broad and conflicting definitions of this single construct make it difficult to compare different
the mother. Findings Research showed that by the time the child reaches preschool and are still exposed to violence, these children have difficulties with school. The research shows that the children had difficulties concentrating, completing schoolwork and comprehension. Not only do these children have difficulties with schoolwork they also have difficulties with social interactions. One of the kids that were admitted to the domestic violence shelter (that I worked at) was actually banned from
ELSE 6023?? Arkansas State University Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent disorders among school aged children. ADHD affects the child’s ability function in everyday situations which can lead to difficulties in the school setting. By knowing the characteristics of ADHD, one can assist the child in learning the appropriate coping skills to be a successful learner. One must consider the educational implication of ADHD on school aged children, and what
The research and literature on the topic of social, emotional and behavioural difficulties (SEBD) is broad and extensive. Within this field, the literature covers many areas of study and incorporates wide-ranging interpretations of SEBD. As explained by Cole and Visser (2005), SEBD is an imprecise umbrella term that describes a myriad of difficulties; this has led to vast amounts of research and literature in different areas of the field. After a brief analysis of the key documents that have led
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects individuals whose brain development is outside of the norm. ASD is a complex disorder and each individual that suffers from has a unique set of conditions. The symptoms of individuals with ASD vary in severity. That is, the disorder is characterized, in varying degrees, based on how difficult social interactions and communicating are for the person. Before, all types of autism were considered as distinct and subtypes of
the best predictor of that behaviour is one 's intention. o IMAGE TPB states behavioural intention is guided by three factors: • Behavioural attitudes produce a favourable or unfavourable belief towards behaviour and guide considerations of positive and negative outcomes. • Normative beliefs refer to beliefs that are results of perceived social peer group pressure or subjective norms. • Perceived behavioural control is the perceived beliefs about the presence of factors that may facilitate
Introduction Autism is a group of neurodevelopment disorders, collectively called autism spectrum disorder (ASD). Autism is characterized by a variety of behavioural deficits such as impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. The ASD’s include Asperger’s syndrome, Rett’s syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred
for introducing the model arose from the incremental evidence that at least three forms of behavioural treatment were effective in reducing psychological problems, notably phobias. Common difficulties challenged during exposure therapy for PTSD, including under engagement and over engagement, are made known in the context of emotional processing theory and suggestions for how to contrive these difficulties are presented. Exposure treatment has the greatest evidence base and strongest empiric support