Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction.

Abstract

This study examined the effects of using software with a game format (as a supplement to teacher instruction) to improve math performance of 3 fourth-to sixth-grade students with attention-deficit hyperactivity disorder. Following baseline (observation under normal classroom conditions), the math software was introduced sequentially using a multiple baseline design across participants. Observational data were collected during the baseline and experimental conditions along with a set of curriculum-based math probes, which were used throughout the study. The hypothesis that math software with a game format would improve the academic performance and increase attention of all participants was partially supported. Implications for practice and further research are discussed.Attention-deficit hyperactivity disorder (ADHD) is considered one of the most common childhood behavior problems, affecting between 3% to 5% of schoolaged children (American Psychiatric Association, 1994;Barkley, 1998). Children with this disorder exhibit developmentally deviant levels of inattention or hyperactivity-impulsivity that significantly impair functioning in a variety of areas. Specifically, children with ADHD experience higher than average difficulties with academic achievement and approximately 25% to 30% may also have one or more learning disabilities (Barkley, 1998;DuPaul & Stoner, 1994). Because the academic and behavioral difficulties associated with this disorder can be severe and chronic, various school-based interventions addressing ADHD symptoms have been investigated (Pfiffner & Barkley, 1998).The two primary interventions for ADHD are psychostimulant medication 242

What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with ADHD in children and young people? A systematic review

“…Other technologies have been developed to self-manage ADHD-related difficulties in children and YP that can be used independently of a therapist which, therefore, reduces the reliance on services. These include a handheld organisation device [30], a device to self-monitor ADHD symptoms [31], computer software to improve reading speed [32], and computer games that focus on mathematical ability [33] and the promotion of behavoural learning and organisation [34]. Although these studies report that technology has the potential to self-manage ADHD-related difficulties in children and YP, little is known about the level of evidence for these technologies.…”

Computer use in educational activities by students with ADHD

“…Computer use in school provides a novel alternative to traditional instruction that may capture the attention of students with ADHD. In addition, computer use can also lead to significant improvement in active engagement time, on-task behaviour, improvement in attention (5,(14)(15)(16) and educational performance in reading (17)(18) and maths (19)(20), thus making these findings critical for students with ADHD.…”

“…Being able to use computers for educational activities have all been linked to more favourable educational performance for students with ADHD in multiple areas of performance such as mathematics (19)(20), science (16), oral reading fluency (17) and writing.…”

“…It has been clearly suggested that computer use in school by students with ADHD can support oral reading fluency (17) and increase in periods of sustained reading and decrease in distractions (18). In addition, computer use may also support educational performance in mathematics achievement for students with ADHD, compared with written seatwork conditions, both in general educational settings (19) and special educational settings (20).…”

Applying a Conceptual Mini Game for Supporting Simple Mathematical Calculation Skills: Students’ Perceptions and Considerations

“…In their study, Ota and DuPaul (2002) examined the effects of using software with a digital game format to improve the maths performance of young students with attention-deficit hyperactivity disorder. The results of their research showed that, to a certain extent, users' performance was improved, while their attention was increased.…”