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4 $%G 1.( /-D, 7:, :;!*, CD ".1( '7: /- =.( 3, > /7+ )", 2.9.D #+ ', +# 1 - ->; * / *.1( /1-D, ADHD A-> *.8 (DSM-IV,2000).%& :%W, < 31 C1D.( (JK :K%%W : 3 ) X> 4D ( ->+ 6#+ M( = ADHD A->+ A-1> /1-D,.1 4U1 3 1"!3 3. AY.(,* ADHD C14. /*. /*. ". 3..( 3 A7+ M "# CD /, (Daley, et al, 2010,455) + *,# X>.3. 3 '# 5 ADHD A->+.# ;* :2, 2% /1-S 6D /3., R * A3 + 3? 61D /3.(?48 AR, +8, +8. -( >!= /*. V4 - ADHD A->..(! )" -1,1,, ;4,.!.( 6D /3 1"!1!9 R, / R!- 1 ) / 6D /3. /- /31 1-1, Z / " M- ", ADHD A-> /-D, 0 :( 67+ 2/ [

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6 $J% :/) 2, =/ 1 - Z" A, ( 2.# Z 4.J :( 67+,. 3?.K!1 1 (J_)? 67+ ;, * A3 + 3? A->,,.K%JW `K%JK. A.( /D /3,!. " #.W *1!! N?._. 8 # 5 D M M3 A?.A A M3 :2, > :.1( 1 ( /3. # U 7#8 '( / ( 4.( 2A 2/ 2M- 2 2). 6D # 'U :6D /3 (W%T :K%%% :; '18 /3 9 <# a(. A+.,.. /#! :ADHD 21: 1-1!3.( : A-> " 1>.1( 91. ( AR :;4, X> 34* 2*1, /-D =+E" 9!> A- a (1>0 2+ +, =6*! A, ? :.( '> /, 2(+ 79 -* '+.(+ 79 -*

7 7869 /6(3 45 /2 $JJ :2, 2:, 1 -. D = M? 9 -.( ( Z". D 5.( ( -,. /-, 8 - /.?.1.18 E1 A CD " /, +.( 3? /,, -,, + " - 6D /3.ADHD A-> 179 -* /-D, (Barkley, ( / 6( /-D, 5? " 5 M( + + 6( P3?, 61,1? R 2- +.,? R 2", ) 6( 9# 2', 9#8.18 >1 E 2=-4D, 6(? 68 E 6 7* - " ADHD A->, (Schachar et al, ) * * =1 /;4, X> /, :.( /4, Z A->.#+.( X (Lee, S. S & Hinshaw, S. P, 2004, 705) *1".1,1 1-! 27; R 9 'U A3 + 3? 2(+ - -*, a1#+ 1?; 2 2/9.( 3 ( /1 b 26D 9#0 C4 /;4, ) X>.D?; =, # A-> (JTW :K%JK :#.-3 2c "8 :." C ; # 9 'U ADHD.(! 3 # 2*? ' 3 :+ V /14 4 -*D 9! '" 9.<* = 34* U 'Y* A #4!# +.8 / ' 3 :#$! %.: R 3 +!+!79

8 $JK 1, #1+.( b.8 / ' 3 :2&" '1 - /D /1 '8 /? 4O.8 /, ' 'U ADHD A-> (K%% :J\\_ :.* /-, /-D -*!9 (+ + 3./9.( * 5> ' # # 7 ADHD (WT& :K%J% :AR *") * =1*D / /-!?. 'U!1 * 2, =+ /? 4O.8 -*, /+."9#8 b8. A-> (Rapport,.D & Bolden, J, 2009, A-> 'U 79. -* A3 + 3? ( : /* M (Neurodevelopment) 1: 26D 9#0 +.( C4? /* - '8..(.D / A-1>, 1 X>1 2,1 34 /;4, 1:; :. > '> /;4, ', ADHD "1 * /;4, :. /9.( /-D.( C4 CD " A ( * / /;4,. -.( : /-D =+E 6D /3. 5 ADHD A-> /-D.1( 1 ->; * /,> ) A-1>+ 314* 1 (DSM-IV: 1994) 1 ' - C1D.(, + A->+ V4*. +( 2ADHD : :F (7) ) (6) > 2 C & 3 BA)!, + 3 CD, (J) 5 R ' R # /?D. * $.(-)

9 7869 /6(3 45 /2 $JW :!(0 C & (INATTENTION) : ((, # =-4 / 2/3 / =-8.( /* R.2.4 -* 2 /.. /.A -*.( +.( 3 '.3.!* '8 5 + 'U R.4 /1D 21 /1D =8.( /* R.5 21 )1 ) 5# +) / 34 # 2.( (.( /*.-*D 2 :.( 3 ', R.6 /) ;3 # A-..( -4+, A#.7.(9 /D # C1RD 2A ) -*D =D > =*D R.8.(D A ;?D :.#4 '" * /,.9. -*S,.:,1 (+ /- -* CD, (K) 1 R ' # /?D. * $!!.(-) 5 (HYPERACTIVITY) ((#$ (%. ) 2, 2, - ; : R. E1, 2/3.( ) R.A.? ( 1R /1 (D ) /* 9 #.Q 1. *.!3?,? 2* ".() 7;.(. O - (, 7..( ) f.

10 $J_ 2&" (IMPULSIVITY).7D /, /? #0.( 5( R.. :.( 3 '.A.(A.( /4) -,4g Z9.Q. + 3? (+ 79 -* C C,, :A5 1 /?D., /?!#, a9# A.*,,.( #, CD, Z 3 C :A55.(/9.( / "#. 9# #. > ; )",,.Y :A.. 6D 6#+ =D.( -1> 31( 67 = CD + :A,G Q9 A->) 4O. A-> D (34* A->.?*+ A->+ M (Zhang, K. D et al, 2005, 2320) 'U ADHD A-> (GT :K%%\ :c /, ),1 1# 91 2/1-D 34* > [1 1" 1 -,. CD 1,1 Q14 a. -*.( # 1 2!179 + /-D =+E" ; f, 2(+ =.> # 3,. Y( 2 > 9 X1> /1#.18.( (K% :K%J% :* =") * :." ADHD A-> 34 D CD

11 7869 /6(3 45 /2 $JT (J) /# ADHD A->+ D CD X> 2( ((5 C & 2((,, C & 6D /3 C114,,1 1 a(.( 3? 41.1( 1# 1.( ) :.. : # 91111? C >).( / # 3 (#+.( /4 >./.! C4 (( (((( INATTENTION (#$! ( % HYPERACTIVITY b9 ( :). 3 9.( 3? A7+ M11 -> ) -> ": ->. + :. E 2&" IMPULSIVITY. 2" C &.8 (Barkley,2005,33) :. * :.1" ADHD A-1>. :. D CD 6. 2=.( - 9# '# :, ADHD A-> /-. 2(%W\ :%G!=).( 3 26D /3 i 8 a(%kw :%JK > 2(%K$:%JK 7#).! 2.: R.: / M ( 3?! 2? 1 '1#. b0 9# 2=-4D /7> @ C1.8.( (Andera,et, al, 2002),4 * A-1>+ A31.1( 3,,. >(+ (+,9 ADHD A-> /-D,." ADHD

12 $J$,, a, 34 A. 3 /?.3 9#.( A->, P14 21.( 3 #.8 ) E 2[ 3,1 ADHD A-1> /-D 79. -* C 1 M7,. <# =.( 6 M7. [ # A 1 '18 1*.8 (T\ :K%%G :. C) * ) ADHD A->,,, /-D, (Barkely, 1995). - # /8 + 3?, +,, 2 /*..3 >,,.(.8 /, /? 7+ 8 /?D.,1,1 /-D =+E", % G% :$%,, 20..( ;* 134 CD.8 (JJG JJ$ :K%%G :.? #) * )1,1: U1 ADHD A-> /-S. =D 6D. 2.3 =D. 2!#.( A->.1 > #. /3 2%T$.( /* 2%K% ` %J%, - 2%W%!8.%WT`%J%,, Q4, ADHD A-> /-D, :.,. (J\\%:. "8) 6D /3.( C4, A-1> /1-D, 3. (" 3.( f: P>4 :. 79 -* Z * /-D,.A->+ ",, +,, /-D A-1>,3 ;, (G& :K%J% :. ) /;4.( -4+. =0 3 ;*,, ADHD /;4 ", ( 2;,! # /*

13 7869 /6(3 45 /2 $J& A-1>,31 1;,! # )", f *..( 3,, AD\HD H#(G.18 '1.( (J% :K%JW :* ) * %( 2 2 > 1 C14,1,1 /-D, # U :#$! 21 2!=1) 1!.( 3 5?, / (> =;0 27# 2A ( 24 A + +! 2(+ + 3? 79 -* / V734 C.4?0,, + H#G.( (T%\ T%G :K%%& :.*4 ) %( 2 2 >,, /-D,,8 /?,.( #$! -* /?,.( ADHD A->, Z M"8 2A>Y, Q9 6(! Y, 4 /-D, : P# 3? +,9.( V, (3,U!,3 ; Y 6( ;* " 6( 6(,, P> ;*.=?4 C1 6(, + /-D =+E",,?.,,#4 /-D 1 :, 6( ADHD A-> ":.8 > * ;* U 2, 6( /-D =+E" ;* 9!D /- /4 9 # ' / 2/9 6( : 6( /-.# ) =0! 6( P 1 b8.! *,, /-D =+E", /18 = 3 /9 6( = =1,?D,,4g C(,,. 6 /D 6( 2? R #+ Q.

14 $JG ;*, +8 2+, #+ -. D,1 % T%.18 % W%,, :(Barkely,2003,88). * 1 J%.18 &, " < 7+.( /-D? ( * + 3? C,,., A 4 C ) C,1 %G%, 1.( (TJ% :K%%& :.*4 ) > =D.1( M140 ;* : ADHD A-> ; 6D., /3 A+ X1> :.18 (1". (K%%G :. C) A7+ 6 /3, / ADHD A->,?; 27,!3 ) 2.#+.34* '.34*.D, ; 3-0.1D 1#.,1#, 2 :( # ADHD A-> /-D, f WW? :# 1 (\:J%), < A->, + :-> /31,1 /.( > >4 :Z7 : 179 -* A7+.., /-D (Daley,D & 1* +,1 /1 1 Z71 : ADHD A-1>,1 1?; )", Birchwood, J,2010,455) 1D C1D /;14, ) : 6D =D C4 1 1.( 9#.( X> ADHD A->+.ADHD A-> D?0 /*1(. /."+, / Z7 :? (Lahey et al, 1998 & Dupaul et al & Barkely. 1979& A-> /-D,. Spira & Fischel.2005), (1 $ :_),1 " <,, /-D ADHD

15 7869 /6(3 45 /2 $J\ /+1+!.( ;*,, ADHD A-> /-D A1 1 1(!1.0 D.!= /? >.8 (". (Paniagua, et al,1992) # Z7 : 1+!19.1(.: Y A /.: A /1-14 1? 1. ADHD A-> /-S, Z7 : (J% :$), " < ADHD A-> 1? : 4+ + : /- :!3.: R A 4 /.: A Z = Z.( %W%) < C1 C14.1(.#; Z (. ) / (%J%% *1 + 3?.( /. ADHD A->,1 /;14, =., ) / (+.!#.( 6#8 /* 6D / (Paniagua, et al,2000) # Z7 : 1+ 7+! $K%?!= 31? C1 : ; %&$ ) 2! 1Y 1 ),, CD :, + %\K > :, A;- =,N(.1 1 1"? 2-> #,, ;,,1 /1-D + > A# Q; /4!> 1". 2, > " C : ",D ADHD A-> C,,, /-D 6( 9.6D 3 M48 D 3 " 6." CD A-1> 1 6D /3.( ) 1" 1" 1 * 7+.( ADHD. > '> /;4, ADHD A-> :. + 1;4,1. ( * 2+ 3? / 1 +!1 <* =.( 9 /- 5-

16 $K% =# ", 2 >! ' :. A# /3 * / ;4,. 7? Z / /;4, #; D /3 -., " / ) ( A 2/ 2M- 2 2) /. 4 =#8 /;4, 61D /31 -. " ,8 ADHD A-> ;!1 1 1 C A;- A.' =D," 5>.. /3 / 2 (W%$ :K%%% 2; <;3).. Z.( / '!-1-1 /;14, ^ V4 Z * ^ =9#, / M / R,1 1 / 6.(?- / #8 A-1> 1;, 6D /3.. A-1> 1 D, M* " 2ADHD.ADHD :/% 2, =#,1 1# 61D (" Z 5> ADHD A->,, 67+ ; 1; =, R!- - /;4, ^. 7? a1!1 /;14, 6D /3.( ADHD A-> # #, /;4,, =>.( " C( 4;..? :. /D C V : -0 6( # # ; # A -, M( # +.J.6D /3.8 6, :4? C " 3, M

17 7869 /6(3 45 /2 $KJ Wilcoxon Signed Ranks,-,, 4 # # ( A 6-, M + A ) Test 61 6( # A - 6( :6 /# Z7 ( /-D 6D /3 (K) /# 6( # # ( # A 6-, M + /-D., 6( 6D /3, 2 0,001 2 (Z) 3, , (I J3, J3, 68M K,M , f738 M( # :6 (K) /#, X> 6., 6( # # ( # A 1( # A 6-, A # + ' 6D /3 /3 6., 6(.D # #.C 3 M + " /-D 6D : 5 Z7 " M (". (Paniagua.1992) # Z7 1+!9.(.: R A /.: A. 7? Z : /-, Z7 : ADHD A-> /-S A1 41 1? : 4+ + <1 1 :!3.: R A 4 /.: (%J%%.8 9 Z = Z.( %W%) ADHD A-> C C4.(.#; Z (. ) / ) / ( * + 3?.( /. 1 6D /3, /;4, =.,.!#.( 6#8 /*

18 $KK (Brand.S et al,,1 /1 Z71 5 Z7 M. # ADHD A-> /-D, :. 2002), >!=, /.( 6D /3 4.(. - /4. 7? Z /;4 +,1 /1 1 Z7 '8 * 5,1 1?; )",.8 (Daley,D & Birchwood,J,2010,455) * /;14,1 ) : 6D =D C4 ADHD A->.1( 91#.( X> ADHD A->+ D CD 1 1" ADHD A-1> D?0 /1? M1 X> ^ M- /? ':.6D /3,. Z.1 (K%%G :. C) 5 Z7 >. /3, / ADHD A->,?; X> :.8 ("!13 )1 2.#+.34* A7+ ; ,, :(.D, 5 /1-D, f WW? :#.D #.,# A->, + :-> # ADHD A-> 1+ 1> 1>4 :Z7 : (\:J%), A17+.1 /31, /.( 738 1, /-D ADHD 1 1, A. C , (Barkley, 2005, 33). '8 * 5 M.1 1:.1 D CD.. 2(" C & :." ADHD A->.1( - 9# '# :,. ADHD A-> /-, 1!=).( 3 26D /3. 2= :%JK 1 1> 2(%K$:%JK 1 7#) 2(%W\ :%G

19 7869 /6(3 45 /2 $KW 1R.: / M ( 3?! 2? i 8 a(%kw b10 9# 2=-4D /7> ! 2.:.@ '#. "18) 1 '1: 5 Z7, (". (J\\%:..1( 1f: P>4 :. 79 -* A-> /-D.1 -* /-D, 3 1",1,1 +,1,1 /1-D Z7 79.A->+ :!&!5 C H 1# (, ; # A -, M( # +.K.6D /3.8., 6( # :4? C " 3, M Wilcoxon Signed,-1,1 1, 4 # ( A 6-, M + A ) Ranks Test 6( # A - 6(.D # /# Z7 ( /-D 6D /3 6. :6 (W) /# 6( # # ( # A 6-, M + /-D., 6( 6D /3, 2 0,001 (Z) 2 N,N88 J3 68M 23 2, (I, K,M 69 J3 8, , f738 M( # :6 (W) /#, X>.1, 6(.D # # ( # A A1 6-1, A # + ' 6D /3 6

20 $K_ 61., 6(.D # # ( # 13 M + " /-D. X3 6D /3.C (Brand.S et al, 2002), / Z7 5 Z7.1(.1 # ADHD A-> /-D, :.,1 >!=, /.( 6D /3 - /4. 7? Z /;4, Z71 1: 1 -U 34 61D /3.( j, : ADHD A-> /-D.!#.( 7.( (Preston,A.S, et al,, 5 Z7 ADHD /-D /-S!.8 (". 2009), " f;- _T? 6D 9#0 + A-1> -1 Z7 : ADHD A-> (JT :&) 1: 261D =D =.( )*. (!3 ADHD 2> 2!=).( 6D 9#0 f- +.( / 21+ / , - # 2(=;0 1 1 [1 : (, #; Z "+ 3 /1-D 1 1D # V3 M. /* 6D /3. ADHD A-> (J\\_ :/1.1 1) 5 1 )1 / Z. :.8 (". 1) ^1-1.:1 /14,1 1# 3 ' /-S,,> (#( :, / /.( Q =>.( ) :.( ( (J.( b(+).( AD 23.

21 7869 /6(3 45 /2 $KT 1 M * :.( + (K /1 2# # #) #( *E C.( M :.( (W.?.( 2 / 1;,! f (J$)?. # Z1 '( :Z7 : 3, ^1. Q,, 3 :.( 4.Holistic Model of Brain Function (Gevensleben,,# Z7 5 Z7 M 1Y 0 :.8 (". H et al. 2009).1 ) ADHD /-D ( /) 3 # "1 - f;- \_. # , A " (JK :G), < Y. A M-..D # M :Z7 : #, 23 #.( #.( ) -( + 8 A.(.D # M 26D /3-2(1 ) ^ # A 3 # Y R!* 1(,, 34 Z7 : ADHD A-1> C1 /1.( 3 # Y :2 : 2 > Z" /.J.# 6D /3 /;4, ;. ) 3 /-S ^. 7? # 5> "+.K.1( /*1.1 /3 3. AY D

22 $K$ 2/ ) / 7.(?48 D.(A /1-D,1 61D /31, ^ 4.W.(ADD) -( + 3? A-> U1 1 <*1 V ; 7 7._./- ", /- [!8 b AD.1 /*! M-.! 3? /.( ADHD A-> ; 7 "+.$.' /3 V4 /(

23 7869 /6(3 45 /2 $K& O(3 :2 O3 BA) -( /-D 3. + :(J\\%). "8 /1-1 1 E1. 2-* *,1 # 2. # ; -* A3 + A-> :(K%%G). C 1.D 2.D, 5,3./D 2K_ # 2M* # # 234*.!" 2/-D ;* :(J\\_).* *1 > A->,?; :(K%%&).*4 3 /U1 51?, 34 E A 2 3 # / # MD!1 C4.(..( Z ( :(K%JW) '* 1+ A-1> A3 3 /-D 13.1( V34.. E 279 -* 2 2Q; -* -( / + * A->.KK`K 2( K '1- '. :(K%%%) ;, <;3!" 2. 2!3 '#.1 -*1 A3 + V A-> :(K%%G).? # 3 #+ 2Q;? V4* *1 A3 + A-> :(K%J%). *1 =31 2 (JK`\), /-D 79..D -, ) / Z ' ( :(J\\_) /..#1(.^ -.: /4, #.-- #..

24 $KG 1-1( A;1-1 /4 :(K%%\) c,.!" 259 *, * 2+ -> C 1 '?; -* -( + 9# A-> : (K%%W) 3 1 # 234* (# Y.T$`JJ, K 2. # 2.(.1( -*1-1( + 3? A-> :(K%%T) / 3.( 7+, ;* '?;.* 5 2. *0 # 2 < *8 Z :(K%J%) AR *" # 2 3,, /- + V * W_T,1 $K 2* 5 # 2 /._KK A1 /-D E :(K%JK) #.-3 2c "8 *".J&\ `JT% #+ /-D [ # - :(K%J%) * "8 =" * A3 + 3? A->. b( ` 0 # 2# :23 O3 BP5 American Psychiatric Association (2000): Diagnostic and Statistical Manual of Mental Disorders, 4th (Ed), Text Revision, Washington, DC Andera,M & Elizabet,M (2002): Comprehensive, Sustained behavioral and Pharmacological Treatment for attention deficit hyperactivity disorder: A case study. Cognitive and Behavioral Practice. Vol,8 Issue4, PP Barkley,R.(1990):Attention deficit hyperactivity disorder:a hand book for diagnosis and treatment Guilford Press, N. Y Barkley,R.(1997). Sense of Time in Children with ADHD, Journal of the International Neuropsychology Society, Barkley,R: (2003). ADHD and the Nature of Self- Control, Feb

25 7869 /6(3 45 /2 $K\ Barkely,R (2005): Taking charge of ADHD: the complete authoritative guide for parents, New York, The Guilford Press. Brand.S; Dunn,R (2002): Learning Style of Student with ADHD: Who Are They and How Can We Teach Them? Daley,D & Birchwood,J (2010): ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom, publishing L.td, child: care, health and development, Vol, 36 No, 4 pp DuPaul, G. J., Ervin, R. A., Hook, C. L., & McGoey, K. E. (2001). Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, Gevensleben,H ; Holl,B & Vogel,C (2009): Is neurofeedback an efficacious treatment for ADHD? A randomized controlled clinical trial,): journal of Child Psychology and Psychiatry. Vol, 50 No, 7, Lahey,B ; Pelham,W; Stein,M(1998): Validity DSM-IV Attention deficit hyperactivity disorder for younger children, Journal of American Academy of children and adolescent Psychiatry, Vol,37 PP, Lee, S. S., & Hinshaw, S. P. (2004). Severity of adolescent delinquency among boys with and without attention-deficit/ hyperactivity disorder: Predictions from early antisocial behavior and peer status, Journal of Clinical Child and Adolescent Psychology, Vol. 33,PP

26 $W% Liesveld, J (2007): Teachers Knowledge, Beliefs, and Values about Children with ADHD, The University o f New Mexico Albuquerque, New Mexico, PHD Paniagua,F.A (1992): Verbal nonverbal Correspondence Training With ADHD children, Behavior Modification, Vol. 16, No,2 PP, Paniagua,F.A ; Peters,K (2000): Liffects Classroom Cognitive Behavioral Training with Elementary School ADHD Students, A Pilot Study, Diss, Abs, Int. Rapport,.D & Bolden,J (2009): Hyperactivity in Boys with Attention-Deficit/Hyperactivity Disorder (ADHD): A Ubiquitous Core Symptom or Manifestation of Working Memory Deficits, Journal of Abnormal Child Psychology, v37 n4 p Preston, A; Heaton,S; McCann,S; Watson,W & Selke,G (2009): The Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD, Journal of Learning Disability, May/June vol. 42, 3: pp , Schachar,R; Mota,V; Logan,G; Tannock, R (2000): Confirmation of an Inhibitory control deficit in Attention-Deficit/Hyperactivity Disorder, Journal of Abnormal Child Psychology. Vol.28, PP Spira,E.G & Fischel,J.E (2005): The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: areview, Journal of Children Psychology and Psychiatry and Allied Description, Vol, 45 PP, Zhang, K. D.; Baldessarini, R.J.; Tarazi, F.; Schetz, J. A. (2005): Neurological and Psychiatric Disorders from Bench To Bedside, 2nd (Ed),U. S. A., Library of Congress.

EFFECTS OF ADHD ON EARLY LEARNING AND ACDEMIC PERFORMANCE 1

EFFECTS OF ADHD ON EARLY LEARNING AND ACDEMIC PERFORMANCE 1 The Effects of ADHD on Learning and Academic Performance in the Pre- and Elementary School Years. Christopher Kalogeropoulos November 19, 2012