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Attention Deficit Disorder Research

ADHD – ADD Research Resources – Natural

  • Zentall, S. S., Grskovic, J., Javorsky, J., & Hall, A. M. Effects of noninformational color on reading test performance of students with attention deficit hyperactivity disorder (ADHD) Diagnostique.
  • Stormont, M., & Zentall, S. S. (1999)   Assessment of setting in the behavioral ratings  of preschoolers with and without high levels of activity.  Psychology in the Schools, 36, 109-115.
  • Zentall, S. S., Hall, A. M., & Lee, D. L. (1998) Attentional focus of students with hyperactivity during a word-search task.  Journal of Abnormal Child Psychology, 26, 335-343.
  • Zentall, S. S., & Javorsky, J.  (1997) Attention Deficit/Hyperactivity Disorder  research-to-practice through distance education.  Teacher Education and Special Education, 20, 146-155.
  • Beyda, S. D., & Zentall, S. S. (1998)   Adminstrative responses to AD/HD.  Reaching Today?s Youth, 2, 31-36.Beyda, S. D., & Zentall, S. S. (1998)   Adminstrative responses to AD/HD.  Reaching Today?s Youth, 2, 31-36.
  • Belfiore, P. J., Grskovic, J., Murphy, A. M., & Zentall, S. S. (1996)   The effects of antecedent color on reading for students with learning disabilities and co-occurring attention deficit hyperactivity disorders.  Journal of Learning Disabilities, 29, 432-438.
  • Stormont-Spurgin, M., & Zentall, S. S. (1996)   Child-rearing practices associated with aggression in youth with and without ADHD:  An exploratory study.  International Journal of Disability, Development, and Education, 43, 135-146.
  • Stevens, L. J., Zentall, S. S., Deck, J. L., Abate, M. L., Lipp, S. R., & Burgess, J. R. (1996)   Omega-3 fatty acids in boys with behavior, learning, and health problems.  Physiology and Behavior, 59, 915-920.
  • Zentall, S. S., & Javorsky, J.  (1997) Attention Deficit/Hyperactivity Disorder  research-to-practice through distance education.  Teacher Education and Special Education, 20, 146-155.
  • Zentall, S. S., & Stormont-Spurgin, M. (1996) Educator preferences of accommodations for students with attention deficit hyperactivity disorder. Teacher Education and Special Education, 18, 115-123.
  • Stevens, L.T., Zentall, S. S., Abate, M.L., Kuczek, T., & Burgess, J.R. (1996) Omega-3 Fatty acid in boys with behavior, learning, and health problems. Physiolosy and Behavior.
  • Stevens, L. J., Zentall, S. S., Deck, J. L., Abate, M. L., Watkins, B. A., Lipp, S. R., & Burgess, J. R. (1995) Essential fatty acid metabolism in boys with attention-deficit hyperactivity disorder. American Journal of Clinical Nutrition, 62, 761-768.
  • Meyer, M. J., & Zentall, S. S. (1995) Influence of loud behavioral consequences on attention deficit hyperactivity disorder. Behavior Therapy , 26. 351- 370.
  • Stormont-Spurgin, M., & Zentall, S. S. (1995) Contributing factors in the manifestation of aggression in preschoolers with hyperactivity. Journal of Child Psychology and Psychiatry, 36, 491-509.
  • Grskovic, J. A., Zentall, S. S., & Stormont-Spurgin, M. (1995) Time estimation and planning abilities: Students with and without mild disabilities. Behavioral Disorders, 20, 197-203.
  • Zentall, S. S., & Javorsky, J. (1995) Functional and clinical assessment of ADHD: Implications of DSM- IV in the schools. Journal of Psychoeducational Assessment: ADHD Special Monograph, 22-41.
  • Zentall, S. S., Smith, Y. N., Lee, Y. B., & Wieczorek, C. (1994) Mathematical outcomes of attention-deficit hyperactivity disorder. Journal of Learning Disabilities, 27, 510-519.
  • Zentall, S. S., & Goetze, H. (1994) Kinder mit aufmerksamkeits- und huperaktivitats- problemen (ADHD)- neuere experimentelle befunde und anwendungen fur den unterricht. Sonderpadagogik, 24, 82-91.
  • Zentall, S. S. (1993) Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143-153.
  • Zentall, S. S., & Ferkis, M. A. (1993) Mathematical problem-solving for ADHD children with and without learning disabilities. Learning Disability Quarterly, 16, 6-18.
  • Zentall, S. S. , & Smith, Y. N. (1993) Mathematical performance and behavior of children with hyperactivity, with and without coexisting aggression. Behavior Research and Therapy, 31, 701-710.
  • Zentall, S. S., Harper, G. , & Stormont-Spurgin, M. (1993) Children with hyperactivity and their organizational abilities. Journal of Educational Research, 87, 112-117.
  • Zentall, S. S., & Smith, Y. N. (1992) Assessment and validation of the learning and behavioral style preferences of hyperactive and comparison children. Learning and Individual Differences, 4, 25-41.
  • Madan-Swain, A., & Zentall, S. S. (1990) Behavioral comparisons of liked and disliked hyperactive children in play contexts and the behavioral accommodations by their classmates. Journal of Consulting and Clinical Psychology, 58, 197-209.
  • Zentall, S. S. (1990) Fact-retrieval automatization and math problem solving by learning disabled, attention disordered, and normal adolescents. Journal of Educational Psychology, 82, 856-865.
  • Zentall, S. S. (1989) Attentional cuing in spelling tasks for hyperactive and comparison regular classroom children. Journal of Special Education, 23, 83-93.
  • Zentall, S. S. (1988) Production deficiencies in elicited language but not in the spontaneous verbalizations of hyperactive children. Journal of Abnormal Child Psychology, 16, 657-673.
  • Zentall, S. S., & Dwyer, A. M. (1988) Color effects on the impulsivity and activity of hyperactive children. Journal of School Psychology, 27, 165-174.
  • Zentall, S. S., & Kruczek, T. (1988) The attraction of color for active attention-problem children. Exceptional Children, 54, 357-362.
  • Zentall, S. S., & Meyer, M. J. (1987) Self-regulation of stimulation for ADD-H children during reading and vigilance task performance. Journal of Abnormal Child Psychology, 15, 519-536.
  • Zentall, S. S., & Leib, S. L. (1985) Structured tasks: Effects on activity and performance of hyperactive and comparison children. Journal of Educational Research, 79, 91-95.
  • Zentall, S. S. (1986) Assessment of emotionally disturbed preschoolers. Diagnostique, 11, 154-179.
  • Zentall, S. S. (1986) Effects of color stimulation on performance and activity of hyperactive and nonhyperactive children. Journal of Educational Psychology, 78,159-165.
  • Zentall, S. S., & Zentall, T. R. (1986) Hyperactivity ratings: Statistical regression provides an insufficient explanation of practice effects. Journal of Pediatric Psychology, 11, 393-396.
  • Shroyer, C., & Zentall, S. S. (1986) Effects of rate, nonrelevant information, and repetition on the listening comprehension of hyperactive children. Journal of Special Education, 20, 231-239.
  • Zentall, S. S. (1985) Stimulus-control factors in search performance of hyperactive children. Journal of Learning Disabilities, 18, 480-485.
  • Zentall, S. S., Falkenberg, S. D., & Smith, L. D. (1985) Effects of color stimulation and information on the copying performance of attention-problem adolescents. Journal of Abnormal Child Psychology, 13, 501-511.
  • Zentall, S. S. (1984) Context effects in the behavioral ratings of hyperactivity. Journal of Abnormal Child Psychology, 12, 345-352.
  • Zentall, S. S., & Gohs, D. E. (1984) Hyperactive and comparison children’s response to detailed vs. global cues in communication tasks. Learning Disability Quarterly, 7, 77-87.
  • Zentall, S. S. (1983) Effects of psychotropic drugs on the behavior of pre-academic children: A review. Topics in Early Childhood Special Education, 3, 29-39.
  • Zentall, S. S. (1983) Learning environments: A review of physical and temporal factors. Exceptional Education Quarterly, 4, 90-115.
  • Zentall, S. S., Gohs, D. E. , & Culatta, B. (1983) Language and activity of hyperactive and comparison children during listening tasks. Exceptional Children, 50, 255-266.
  • Zentall, S. S., & Zentall, T. R. (1983) Optimal stimulation: A model of disordered activity and performance in normal and deviant children. Psychological Bulletin, 94, 446-471.
  • Zentall, S. S. (1980) Behavioral comparisons of hyperactive and control children in natural settings. Journal of Abnormal Child Psychology, 8, 93-109.
  • Zentall, S. S., & Shaw, J. H. (1980) Effects of classroom noise on performance and activity of second- grade hyperactive and control children. Journal of Educational Psychology, 8, 830-840.
  • Zentall, S. S. (1979) Effects of environmental stimulation on behavior as a function of type of behavior disorder. Behavior Disorders, 5, 19-29.
  • Zentall, S. S., & Barack, R. S. (1979) Rating scales for hyperactivity: Concurrent validity, reliability, and decisions to label for the Conners and Davids abbreviated scales. Journal of Abnormal Child Psychology, 7, 179-190.
  • Zentall, S. S., Zentall, T. R., & Barack, R. S. (1978) Distraction as a function of within-task stimulation for hyperactive and normal children. Journal of Learning Disabilities, 11, 540-548.
  • Zentall, S. S., Zentall, T. R., & Booth, M. E. (1978) Within-task stimulation: Effects on activity and spelling performance in hyperactive and normal children. Journal of Educational Research, 71, 223- 230.
  • Zentall, S. S. (1977) An environmental stimulation model. Exceptional Children, 43, 502-410.
  • Zentall, S. S., & Zentall, T. R. (1976) Amphetamine’s paradoxical effects may be predictable. Journal of Learning Disabilities, 9, 1988-1989.
  • Zentall, S. S., & Zentall, T. R. (1976) Activity and task performance of hyperactive children as a function of environmental stimulation. Journal of Consulting and Clinical Psychology, 44, 693-697.
  • Zentall, S. S. (1975) Optimal stimulation as theoretical basis of hyperactivity. American Journal of Orthopsychiatry, 45, 549-563.
Source: Natural Health and Longevity Resource Center