Instructie en feedback in relatie tot taakgerichtheid bij kinderen met leerproblemen en gedragsproblemen: casus Twan.
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Abstract Background: Several studies have investigated the co-morbidity between learning disabilities, Autism and ADHD. Children with these diagnoses often have attention problems. Teachers can influence attention of children with instruction and feedback. Aim: This study examines the relationship between instruction, feedback and task-directed attention. Method: The interaction between Twan, an eleven year old boy diagnosed with ADHD, PDD-NOS en dyslexia, and an educational psychologist is observed during spelling tasks. Seven treatment sessions are recorded, coded and analysed. Results: Results showed a positive relationship between informative instruction and task-directed attention. A positive relationship was also found between feedback about self-regulation and attention on task. Conclusion: Twan showed more task-directed attention during spelling tasks after informative instruction and after feedback about self-regulation. More research is needed to understand the relationship between instruction, feedback and task-directed attention with children who suffer from learning disabilities and are diagnosed with PDD-NOS.