... Page 2. 274 Review Essay effectiveness ... level. ADRIE J. VISSCHER Department of Educational... more ... Page 2. 274 Review Essay effectiveness ... level. ADRIE J. VISSCHER Department of Educational Organization & Management, Faculty of Educational Science & Technology, University of Twente, The Netherlands
For children with high levels of ADHD symptoms, to investigate the impact of early school-based i... more For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. A 6-year follow-up of 4- to 5-year-olds (N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. The provision of evidence-based information about helping children with ADHD at school ma...
ABSTRACT This is a conference paper. Recent years have seen increased application of Computer Ass... more ABSTRACT This is a conference paper. Recent years have seen increased application of Computer Assisted Assessment (CAA) in education at various levels, and a variety of computer software systems have been developed for use in computer-based testing and analysis. However, many existing system are primarily designed to provide objective assessment of students and analysis of test items. The present study presents the development of a Computer Assisted Design, Analysis and Testing System (CADATS) that can be used by primary and secondary schools and other test organisations to undertake computer assisted assessment. The system incorporates an Item Response Theory (IRT) model – the Rasch model to facilitate the administration of IRT – based tests on computers and the analysis of test items and students’ performance using modern test theories. Specifically, the system has been created to design and undertake computer-based tests (CBTs), including the Computer Adaptive Tests (CATs), and to undertake diagnostic analysis on students’ performance at both individual and school levels in order to identify curriculum areas where students are under performing.
Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties... more Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties. This longitudinal study investigates barriers to and predictors of specialist health service use. This is a 5-year follow-up study of children who participated in a cluster randomised controlled trial, which investigated school-level interventions (provision of books with evidence-based information and/or feedback of names of children) for children at risk of ADHD. 162 children who had high levels of ADHD symptoms at age 5 (baseline) were followed up at age 10 years. Using baseline data and follow-up information collected from parents and teachers, children who had and had not used specialist health services over the follow-up period were compared and predictors (symptom severity, comorbid problems, parental perception of burden, parental mental health, and socio-demographic factors) of specialist service use investigated. The most common parent-reported barrier reflected lack of information about who could help. Amongst children using specialist health services who met criteria for ADHD at follow-up, 36 % had been prescribed stimulant medication. Specialist health service use was associated with each one-point increase in teacher-rated symptoms at baseline [inattention symptoms (adjusted OR = 1.40; 95 % CI 1.12-1.76) and hyperactivity/impulsivity symptoms (adjusted OR = 1.23; 95 % CI 1.05-1.44)]. Parental mental health problems were also independently associated with service use (for each one-point increase in symptoms, adjusted OR = 1.41; 95 % CI 1.04-1.91). Severity of teacher-rated ADHD symptoms in early school years is a determinant of subsequent service use. Clinicians and teachers should be aware that parental mental health problems are independently associated with service use for children at risk of ADHD.
... Page 2. 274 Review Essay effectiveness ... level. ADRIE J. VISSCHER Department of Educational... more ... Page 2. 274 Review Essay effectiveness ... level. ADRIE J. VISSCHER Department of Educational Organization & Management, Faculty of Educational Science & Technology, University of Twente, The Netherlands
For children with high levels of ADHD symptoms, to investigate the impact of early school-based i... more For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. A 6-year follow-up of 4- to 5-year-olds (N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. The provision of evidence-based information about helping children with ADHD at school ma...
ABSTRACT This is a conference paper. Recent years have seen increased application of Computer Ass... more ABSTRACT This is a conference paper. Recent years have seen increased application of Computer Assisted Assessment (CAA) in education at various levels, and a variety of computer software systems have been developed for use in computer-based testing and analysis. However, many existing system are primarily designed to provide objective assessment of students and analysis of test items. The present study presents the development of a Computer Assisted Design, Analysis and Testing System (CADATS) that can be used by primary and secondary schools and other test organisations to undertake computer assisted assessment. The system incorporates an Item Response Theory (IRT) model – the Rasch model to facilitate the administration of IRT – based tests on computers and the analysis of test items and students’ performance using modern test theories. Specifically, the system has been created to design and undertake computer-based tests (CBTs), including the Computer Adaptive Tests (CATs), and to undertake diagnostic analysis on students’ performance at both individual and school levels in order to identify curriculum areas where students are under performing.
Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties... more Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties. This longitudinal study investigates barriers to and predictors of specialist health service use. This is a 5-year follow-up study of children who participated in a cluster randomised controlled trial, which investigated school-level interventions (provision of books with evidence-based information and/or feedback of names of children) for children at risk of ADHD. 162 children who had high levels of ADHD symptoms at age 5 (baseline) were followed up at age 10 years. Using baseline data and follow-up information collected from parents and teachers, children who had and had not used specialist health services over the follow-up period were compared and predictors (symptom severity, comorbid problems, parental perception of burden, parental mental health, and socio-demographic factors) of specialist service use investigated. The most common parent-reported barrier reflected lack of information about who could help. Amongst children using specialist health services who met criteria for ADHD at follow-up, 36 % had been prescribed stimulant medication. Specialist health service use was associated with each one-point increase in teacher-rated symptoms at baseline [inattention symptoms (adjusted OR = 1.40; 95 % CI 1.12-1.76) and hyperactivity/impulsivity symptoms (adjusted OR = 1.23; 95 % CI 1.05-1.44)]. Parental mental health problems were also independently associated with service use (for each one-point increase in symptoms, adjusted OR = 1.41; 95 % CI 1.04-1.91). Severity of teacher-rated ADHD symptoms in early school years is a determinant of subsequent service use. Clinicians and teachers should be aware that parental mental health problems are independently associated with service use for children at risk of ADHD.
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