Sydney S. Zentall

Professor
Special Education & Psychological Sciences
Department of Educational Studies 

Research

Sydney Zentall has been examining the conditions that occasion differences between students with ADHD and comparison populations. Most of her empirical work is derived from a theory first published in 1975 (i.e., the optimal stimulation theory). She proposed that the purpose of the active/impulsive behavior demonstrated by students with ADHD was to increase stimulation (arousal). Professor Zentall and her reserach teams of students and colleagues have also examined the responses of students with ADHD to added stimulation in social tasks across a number of academic areas (e.g., math spelling, language), and documented that novelty added to relevent parts of tasks can improve performance to levels higher than that of matched average peers.

Education

Ph.D.	University of Pittsburgh, 1974,  Specialization in Learning Disabilities
M.Ed.	University of Pittsburgh, 1971,  Specialization in Learning Disabilities
B.A.	University of California, Berkeley, 1965, Mojor in Psychology

Selected Publications

• Zentall, S. S. (2007). Math performance of students with ADHD: Cognitive and behavioral contributors and interventions. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities (pp. 219-243).  Baltimore: Paul H. Brookes Publishing Co.
  
  
• Bennett, D.E., Zentall, S.S., Giorgetti-Borucki, K., & French, B.F. (2006).  The effects of computer-administered choice on students with and without characteristics of Attention Deficit Hyperactivity Disorder.  Behavioral Disorders, 31, 187-201.
  
  
• Lee, D.L., & Zentall, S.S. (2006).  The effects of continuous and partial reward on the vigilance task performance of adults with attentional deficit:  A pilot investigation. Journal of Behavior Therapy and Experimental Psychiatry, 37, 94-112.
  
  
• Zentall, S.S. (2006). ADHD and education:  Foundations, characteristics, methods, and collaboration.  Upper Saddle River, N.J., Pearson Merrill Prentice Hall.
  
  
• Zentall, S.S. (2005).  Theory-and evidence-based strategies for children with attentional problems.  Psychology in the Schools, 42, 821-836.
  
  
• Zentall, S.S. (2005).  Contributors to the Social Goals and Outcomes of Students with ADHD with and without LD.  International Journal of Educational Research, 43, 290-307.
  
  
• Kercood, S., Zentall, S.S., & Lee, D.L. (2004).  Focusing attention to deep structure in math problems:  Effects on elementary education students with and without attentional deficits.  Learning and Individual Differences, 14, 91-105.
  
  
• Gskovic, J.A., Hall, A.M., Montgomery, D.J., Vargas, A.U., Zentall, S.S., & Belfiore, P.J. (2004).  Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom:  Class-wide implications.  Journal of Behavioral Education, 13, 25-36.

Courses Taught

EDPS 270	Characteristics of Individuals with Mild Disabilities
EDPS 470	Collaboration with Colleagues and Families
EDPS 591A	Mild Characteristics
EDPS 575	Advanced Methods for Teaching Children with Social, Behavioral, and Attentional Disabilities
EDPS 664	Seminar in Special Education

Professional Experience

1986-present

Professor Special Education & Psychological Services College of Education, Purdue University, West Lafayette, IN