Impact of Group Size on Classroom On-Task Behavior and Work Productivity in Children With ADHD

Hart, Katie; Massetti, Greta M.; Fabiano, Gregory A.; Pariseau, Meaghan E.; Pelham, William E.

doi:10.1177/1063426609353762

Cited by 38 publications

(49 citation statements)

References 43 publications

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“…Students with ADHD can benefit from accommodations such as small group instruction (Hart et al 2011) and computer-based testing (Lee et al 2008). Also, given the considerable overlap between ADHD and learning disabilities and motor dysfunction, accommodations that are effective for these co-occurring conditions (e.g., reading tests aloud to children with reading disabilities; Tindal et al 1998) are likely to benefit many children with ADHD.…”

Section: Does Adhd Treatment Improve Outcomes?mentioning

confidence: 98%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

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The value of evidence-based services is now recognized both within clinical communities and by the public at large. Increasingly, neuropsychologists must justify the necessity of often costly and time-consuming neuropsychological assessments in the diagnosis and treatment of common childhood disorders, such as Attention-deficit/Hyperactivity Disorder (ADHD). Published medical guidelines and prominent researchers, however, have argued against the need for formal neuropsychological assessment of ADHD. The present review examines the literature on developmental outcomes in childhood ADHD, with emphasis on the utility of formal neuropsychological assessment among children diagnosed and treated in primary care settings. The review yields three central findings: 1) adherence to published diagnostic guidelines for ADHD is poor among pediatric and primary care physicians; 2) ADHD most often co-exists with other disorders, thus diagnoses made without formal psychometric assessment can be incomplete or incorrect, ultimately increasing treatment costs; and, 3) untreated children with ADHD, and those who have untreated comorbidities, are at greater risk for poor outcomes in social, academic, vocational, and practical settings. The available literature suggests that neuropsychological assessment provides information that can potentially reduce risks for poor outcomes and improve quality of life among children with ADHD. Controlled studies directly examining the impact of neuropsychological assessments in improving outcomes among children with ADHD are needed.

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Section: Does Adhd Treatment Improve Outcomes?mentioning

confidence: 98%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

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“…It should also be noted that little is known about which accommodations work in regular school settings for students with ADHD (i.e. not in special settings such as the laboratory) due to lack of data (Hart et al 2011). The interventional studies to date provide no firm basis for evidence-based practices for children with ADHD, whether in regular classes or in special classes, especially when long-term effects are in focus.…”

Section: Prior Researchmentioning

confidence: 99%

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

Malmqvist

Nilholm

2016

Emotional and Behavioural Difficulties

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The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalization of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes.A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD.Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence, and functioning of the ADHD classes is discussed in light of the notion of inclusive education.

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“…Among college students with ADHD, paced item presentation offered no performance benefits on computer-based testing (Lee, Osborne, Hayes, & Simoes, 2008). Hart and colleagues (2011) found that while small group instruction increased on-task behavior in the classroom among children with ADHD, small group testing actually reduced productivity for these children.…”

Section: Introductionmentioning

confidence: 94%

Academic Testing Accommodations for ADHD: Do They Help?

Pritchard

Koriakin²,

Carey³

et al. 2016

LDMJ

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This study investigated the effectiveness of five commonly administered academic testing accommodations on reading and math performance in children with attention deficit hyperactivity disorder (ADHD). A total of 96 parents of 3rd–8th grade students with ADHD participated. More than half of the sample also had parent-reported learning difficulties in reading and/or math. Individually administered cognitive and achievement test scores, types of testing accommodations received, and Maryland School Assessment (MSA) reading and math scores were obtained from these students’ school records. Taking into account grade level and co-occurring learning difficulties, none of the five accommodations investigated were associated with better MSA scores among students with ADHD who received the accommodations versus comparable students who did not. Additionally, individual variation in processing speed performance did not moderate the association between receipt of accommodations and reading or math performance. Common testing accommodations, as presently administered, may offer little benefit for students with ADHD, regardless of co-occurring learning difficulties.

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Impact of Group Size on Classroom On-Task Behavior and Work Productivity in Children With ADHD

Cited by 38 publications

References 43 publications

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

Academic Testing Accommodations for ADHD: Do They Help?

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