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A Review of Functioning of Attentional Components in Children With Attention-Deficit/Hyperactivity Disorder and Learning Disabilities

Published online by Cambridge University Press:  21 February 2012

Cheryl A. Soo  and
Jeff G. Bailey
Cheryl A. Soo*
Affiliation:
Children's Hospital Education Research Institute, Children's Hospital at Westmead, Sydney, Australia. c.soo@usyd.edu.au
Jeff G. Bailey
Affiliation:
Children's Hospital Education Research Institute, Children's Hospital at Westmead, Sydney, Australia.
*
1Address for correspondence: Dr Cheryl Soo, Rehabilitation Studies Unit, University of Sydney, PO Box 6, Ryde NSW 1680, Australia.
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Abstract

Attention is considered to be the foundation of most cognitive and neuropsychological processes and it is often the subject of study in the common childhood disorder, attention-deficit/hyperactivity disorder (ADHD). This article reviews studies on the attentional functioning of children with subtypes of ADHD and children with learning disabilities (LD). First, an overview of ADHD including current conceptualisation and cognitive theories of the disorder are outlined. Second, attention is described as a multidimensional construct consisting of a number of components. This model of attention will be used as a framework for reviewing studies in the ADHD literature. In particular, the following comparisons of children will be examined: (1) ADHD compared with non-disordered controls, (2) ADHD compared with LD, and (3) hyperactivity/impulsive forms of ADHD compared with inattentive ADHD. Finally, the implications of a multi-modal framework of attention will be discussed within the context of theory and treatment of ADHD.

Type
Articles
Information
Brain Impairment , Volume 7 , Issue 2 , 01 September 2006 , pp. 133 - 147
Copyright
Copyright © Cambridge University Press 2006

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