Academic Interventions for Students With Attention‐deficit/Hyperactivity Disorder: A Review of the Literature

DuPaul, George J.; Eckert, Tanya L.

doi:10.1080/1057356980140104

Cited by 84 publications

(65 citation statements)

References 25 publications

(27 reference statements)

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“…Corrective strategies are behavioral management strategies which are frequently used to increase appropriate behavior as well as to decrease inappropriate behavior (DuPaul & Eckert, 1998). Reinforcements include praising and rewarding the student for being good and doing the right thing.…”

Section: Not To Give Up On Students With Adhd But Rather To Be Prepamentioning

confidence: 99%

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Lee¹,

Witruk²

2016

Current Issues in Personality Psychology

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backgroundThe purpose of this study was to investigate Korean and German teachers' intentions of using classroom management strategies (CMS) for students with attention-deficit/ hyperactivity disorder (ADHD) based on the theory of reasoned action (TRA) and the theory of planned behavior (TPB). participants and procedureParticipants were 639 Korean and 317 German teachers. Disproportional stratified sampling was used. As a result, 264 Korean and 264 German matched teachers were obtained. Kos's questionnaire was slightly modified. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 was used to analyze the data. resultsKorean teachers were more influenced by norms of colleagues and parents than German teachers were. Teachers in both countries have more favorable attitudes towards positive-oriented CMS compared to negative-oriented CMS, and perceived themselves as being able to control all CMS in the classroom. The TRA proved to better predict both Korean and German teachers' intentions of using CMS compared to the TPB. conclusionsThis study is an important step towards understanding teachers' CMS in the cultural context of Korea and Germany. The findings of this study will be an essential resource to develop an ADHD management manual based on theoretical and cultural perspectives, so that teachers in both countries are prepared for students with ADHD in their classroom, rather than give up on them.

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Section: Not To Give Up On Students With Adhd But Rather To Be Prepamentioning

confidence: 99%

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Lee¹,

Witruk²

2016

Current Issues in Personality Psychology

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“…These symptoms are associated with academic problems such as lower grades, grade repetition and increased school drop-out [2][3][4][5]. Academic improvement is a common treatment target for children with ADHD with stimulant medication being the most commonly prescribed treatment [6].…”

Section: Introductionmentioning

confidence: 99%

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Kortekaas-Rijlaarsdam

Luman

Sonuga‐Barke

et al. 2018

Eur Child Adolesc Psychiatry

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Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design-and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.

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“…Students can sometimes be perceived as inattentive and 'forgetful' since they may find it difficult to follow instructions and acquire strategies if not enough help and advice is given, and as a result fail to complete tasks adequately (Alloway et al, 2009a). They will probably avoid situations that they consider to be unpleasant, which could be negative for knowledge development, peer relationships and their future lives (DuPaul, Eckert, & McGoey, 1997) (see Figure 5). …”

Section: Succeeding In Learning Situationsmentioning

confidence: 99%

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Dahlin¹

2013

PsycEXTRA Dataset

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This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study.In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group.In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests.In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group.The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4).The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.

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Academic Interventions for Students With Attention‐deficit/Hyperactivity Disorder: A Review of the Literature

Cited by 84 publications

References 25 publications

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

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