The importance of ADHD subtype classification for educational applications of DSM-V.

OBJECTIVE: An examination of the academic achievement of children with ADHD by stimulant treatment status must consider this heterogeneity of the disorder. With the dissemination of the final wave of data, the Special Education Elementary Longitudinal Study presents an opportunity to examine the academic achievement of students with ADHD using a large, community-based, and nationally representative sample over 4 years. METHOD: In Study 1, the association between stimulant treatment and academic achievement is examined over 4 years. In Study 2, the association between stimulant treatment and academic achievement is examined acknowledging the influence of subtype symptoms of ADHD using growth mixture modeling. RESULTS: Results indicate significant differences in academic achievement according to long-term stimulant treatment status within each subtype symptom class. CONCLUSION: Research should acknowledge the influence of subtype symptoms when examining outcomes such as academic achievement. The upcoming DSM-V should consider the results as indicating the educational relevance of ADHD subtype classification.

Current attitudes toward voice studio teaching technology: a bicoastal survey of classical singing pedagogues.

In recent years, the availability of studio teaching technology tools for the classical singing studio has developed exponentially. Nevertheless, the integration of voice analysis technology and other computer-based technology into a traditional classical singing studio can be a daunting task for many teachers, despite fine instructional texts such as those of Garyth Nair (1999) and Scott McCoy (2004). For this reason, The Texas Tech Voice Alliance developed and assessed a bicoastal online survey of classical singing pedagogues in the United States about their perceptions of, and attitudes toward, the use of studio teaching technology. The purpose of this study was to investigate the current use of this technology and to assess the readiness of these teachers to explore further its possible benefits. Subjects were asked to rank relevant factors associated with voice studio teaching technology in the classical singing studio and respond to questions using calibrated judgment scales. Discussion focuses on descriptive survey results and analyses, including agreement and disagreement between classical singing pedagogues regarding real or perceived uses and future benefits of voice studio teaching technology in their studio programs. Results of this survey provide data on which to base future studies. Building on the record of existing software and related literature, and through ongoing research, this team ultimately intends to expand the survey group and use the results to guide us in further development of user-friendly computer-based technology.

Pedagogical efficiency of melodic contour mapping technology as it relates to vocal timbre in singers of classical music repertoire.

The purpose of this investigation was to ascertain the pedagogical viability of computer-generated melodic contour mapping systems in the classical singing studio, as perceived by their resulting effect (if any) on vocal timbre when a singer's head and neck remained in a normal singing posture. The evaluation of data gathered during the course of the study indicates that the development of consistent vocal timbre produced by the classical singing student may be enhanced through visual/kinesthetic response to melodic contour inversion mapping, as it balances the singer's perception of melodic intervals in standard musical notation. Unexpectedly, it was discovered that the system, in its natural melodic contour mode, may also be useful for teaching a student to sing a consistent legato line. The results of the study also suggest that the continued development of this new technology for the general teaching studio, designed to address standard musical notation and a singer's visual/kinesthetic response to it, may indeed be useful.