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Journal article
Rule-Governed Behavior and Self-Control in Children with ADHD: A Theoretical Interpretation
Journal of early and intensive behavior intervention, Vol.3(3), pp.239-254
01/01/2006
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Abstract
Three theoretical models of ADHD are reviewed and interpreted in light of educational and behavioral research findings specifically in respect to interventions using self-management to address a deficit in rule-governed behavior. The perspectives considered in this paper are (a) the unified theory of behavioral inhibition, sustained attention, and EF (Barkley, 1997), (b) the cognitive-energetic model (Sergeant, Oosterlaan, & van der Meere, 1999), and (c) the dynamic developmental theory (Sagvolden, Johansen, Aase, & Russell, 2005). The perspectives are discussed in terms of the continued development of increasingly comprehensive models and the need to pursue theoretically driven behavioral and educational interventions in the future.
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Details
- Title
- Rule-Governed Behavior and Self-Control in Children with ADHD
- Publication Details
- Journal of early and intensive behavior intervention, Vol.3(3), pp.239-254
- Resource Type
- Journal article
- Copyright
- © APA
- Identifiers
- 99380178092806600
- Academic Unit
- School of Education
- Language
- English