Evaluating reading and metacognitive deficits in children and adolescents with attention deficit hyperactivity disorder

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.     

Differential priming effect for subliminal fear and disgust facial expressions

Compared to neutral or happy stimuli, subliminal fear stimuli are known to be well processed through the automatic pathway. We tried to examine whether fear stimuli could be processed more strongly than other negative emotional stimuli using a modified subliminal affective priming paradigm. Twenty-six healthy subjects participated in two separated sessions. Fear, disgust and neutral facial expressions were adopted as primes, and 50% happy facial stimuli were adopted as a target to let only stronger negative primes reveal a priming effect. Participants were asked to appraise the affect of target faces in the affect appraisal session and to appraise the genuineness of target faces in the genuineness appraisal session. The genuineness instruction was developed to help participants be sensitive to potential threats. In the affect appraisal, participants judged 50% happy target faces significantly more 'unpleasant' when they were primed by fear faces than primed by 50% happy control faces. In the genuineness appraisal, participants judged targets significantly more 'not genuine' when they were primed by fear and disgust faces than primed by controls. These findings suggest that there may be differential priming effects between subliminal fear and disgust expressions, which could be modulated by a sensitive context of potential threat.     

The Impact of First-Grade “Friendship Group” Experiences on Child Social Outcomes in the Fast Track Program

Many interventions for childrens behavior problems successfully utilize a group format for social skills training, providing opportunities for practice and performance feedback from peers. Recent studies however, suggest that grouping aggressive children together may reduce intervention effectiveness or even increase risk. The present study examined the relative impact of childrens own behavior and their experiences with peers in the first-grade friendship groups of Fast Track, a multi-component preventive intervention program. Two-hundred sixty-six children (56% minority, 29% female) participated in 55 friendship groups. Childrens own positive and negative behavior in friendship groups was related to relative improvements in social cognitive skills, prosocial behavior, and aggression, assessed through child interviews, teacher ratings, and peer sociometric nominations. Results from hierarchical linear models also revealed that the amount of peer escalation children received for their disruptive behavior during sessions impeded some intervention gains, whereas mere exposure to other childrens positive or negative behavior was rarely related to outcomes.Members of the Conduct Problems Prevention Research Group are, in alphabetical order, Karen L. Bierman, Pennsylvania State University; John D. Coie, Duke University; Kenneth A. Dodge, Duke University; E. Michael Foster, Pennsylvania State University; Mark T. Greenberg, Pennsylvania State University; John E. Lochman, University of Alabama; Robert J. McMahon, University of Washington; and Ellen E. Pinderhughes, Tufts University