Enhancing academic achievement for children with Attention‐Deficit Hyperactivity Disorder: Evidence from school‐based intervention research

Abstract

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.

Childhood attention-deficit/hyperactivity disorder (ADHD) and growth in adolescent alcohol use: The roles of functional impairments, ADHD symptom persistence, and parental knowledge.

“…Thus, interventions are needed that either result in sustained medication treatment that results in benefits throughout adolescence and/or that employ psychoeducational and psychosocial techniques that directly target GPA-related skills (e.g., study and organizational skills, homework completion). Such efforts might specifically include methods appropriate for attention-challenged teens (Evans, Schultz, DeMars, & Davis, in press; Jitendra, DuPaul, Someki, & Tresco, 2008; Sibley, Pelham, Evans et al, 2011). …”

School-based interventions for students with attention-deficit/hyperactivity disorder

“…Folding-in provides frequent positive feedback to students, which serves to reduce the frustration that can occur when students have diffi culty learning. Other interventions for promoting academic skills acquisition, such as reading previewing, repeated reading, and cover-copycompare, include similar learning principles and also can be effective with children who have ADHD [22].…”

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

“…The effectiveness of peer tutoring (Young & Amarasinghe, 2010), modification of assignments and material (Ulke-Kurkcuoglu & Kircaali-Iftar, 2010), computer-assisted instruction in maths (Mautone et al, 2005) and reading (Clarfield & Stoner, 2005), and extended time on tests have been reported. Research on ICTs for students with ADHD in school has demonstrated that computer and Internet use provide immediate feedback, multimodal and high stimulation (Weiss et al, 2011), and they promote increased motivation for learning (Jitendra et al, 2008), active responding and attention (Rabiner et al, 2010), and prevent off-task behaviour during educational activities (DuPaul & Weyandt, 2006;Shaw & Lewis, 2005). Thus, ICT use presents a promising tool to support educational activities in school of students with neuropsychiatric disabilities, however more knowledge is needed to establish its use by this group of students.…”