Compare, contrast and summarize the information from 3 article Essay

Compare, contrast and summarize the information from 3 article together - Essay ExampleShort call use of stimulants known to be an effective intervention strategy, Corkum and associates (2010) investigate the long term impacts of methylphenidate (MPH). 85 children with attention deficit hyperactivity disorder were initially assessed with Wide range accomplishment test-revised (WRAT-R), parent and teacher rating, estimated intellectual ability, OCHS academic and psychosocial ratings, duration of medication and academic support. Children were randomly assigned to MPH treatment and placebo group in a paradigm blind trial, with former administered a gradually rising dose of 5mg/administration to reach a target dose of 0.7mg/Kg body weight. 12 months afterward baseline assessments were repeated and using regression analysis academic performance was estimated, one for each subset of WRAT-R and for parent and teacher ratings with baseline covariates, and total treatments as variables. The results indicated that some(prenominal) medication and academic interventions were insignificant in academic improvement. II. Clarfield and Stoner (2005), explored the efficacy of computer-assisted instruction (CAI) on ADHD. The study specifically explored the role of headsprout reading basics an profits based reading program as a CAI tool in improving the reading and task engagement. 3 children, selected using BASC (behavior assessment system for children), ADHD ratings and parent, teacher & psychologist interview received Reading Recovery instruction as part of their curriculum, along with ii of them receiving stimulants and one consulting psychologist as part of prior interventions. The frequence of sessions (20-30 minute) was thrice a week with participants completing 27, 24 and 21 sessions. They were assessed using DIEBELS (Dynamic indicators of Basic Early Literacy Skills) oral reading fluency (DORF) and BOSS (Behaviour observation of students in schools). An improveme nt in reading fluency was observed in all three students, along with reduction in off task behaviour. III. Shalev et al (2007) time-tested that a systematic individualized computerized progressive attentional training (CPAT) can at least partially overcome the lack of attention characteristic of ADHD. CPAT was intentional to train each of the four attentional networks, i.e. sustained, selective, orienting, and executive attentions. A double blind randomized control trial (RCT) involving 20 children in treatment and 16 in control group, with baseline similarities in age and intelligence and meeting the DSM-IV criteria for ADHD was conducted. The training schedule was two one hour sessions per week chronic for eight weeks. Pre and post assessments tests relevant to the grade of the child assessing reading, writing, mathematical skills and parental ratings were used for evaluating results. The results specifically showed improvements in all the above fields within two weeks of initia tion of CPAT. Critical Evaluation I. 1. What claims are being made? Lack of long term and cumulative impact of MPH on ADHD associate academic underperformance. 2. What evidence has been provided to support the claims (research study, expert opinion...) The evidences include research study with exhaustive assessments and naturalistic trials. 3. Is the evidence credible (are the tests relevant, can they be repeated, examine daring and reliability)? Assessments are subjective as well as objective enabling repeatability, reliability and validity.