Educational Interventions for Students with Attention Deficit Disorder

Abstract

This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

A Review of the Research on Interventions for Attention Deficit Hyperactivity Disorder: What Works Best?

“…Fiore, Becker, and Nero (1993) reviewed behavioral interventions and concluded that the three most common approaches-positive reinforcement, punishment, and response cost-can be effective in establishing behaviors conducive to classroom learning. There are many studies demonstrating that use of behavior management techniques in combination with stimulant medication can be even more effective than stimulant medication by itself (Gittelman- Klein, Abikoff, Pollack, Klein, Katz, & Mattes, 1980;Pelham, Carlson, Sams, & Vallano, 1993).…”

Increasing Active Student Responding and Improving Academic Performance Through Classwide Peer Tutoring

“…A number of studies demonstrated improvements in the oral reading rates and comprehension of students with learning disabilities and academic delays (Greenwood, Delquadri, & Hall, 1989;Mathes & Fuchs, 1993) and of students with mild retardation in integrated settings (Mortweet, 1995;Sideridis, 1994). Similarly, C W P T has been reported to be more effective than conventional instructional methods with secondary students with mild disabilities (Maheady, Sacca, & Harper, 1988); students with autism (Kamps, Barbetta, Leonard, & Delquadri, 1994); students with hearing impairments (Otis-Wilborn, 1984); and children with attention-deficit/hyperactivity disorder (ADHD) in regular classrooms (DePaul & Henningson, 1993;Fiore & Becker, 1994). For example, Greenwood, Dinwiddie, et al (1984) reported three experiments comparing C W P T in spelling, math, and vocabulary to teacherdeveloped instruction.…”

The ADHD Classroom Kit: A whole-classroom approach for managing disruptive behavior

“…Children diagnosed with ADHD typically perform best when immediate and frequent positive feedback is provided to them (Fiore, Becker, & Nero, 1993). Positive consequences are often effective in decreasing activity level, increasing amount of time spent on-task, and improving the academic performance of students with ADHD (Fiore et al, 1993).…”

“…Positive consequences are often effective in decreasing activity level, increasing amount of time spent on-task, and improving the academic performance of students with ADHD (Fiore et al, 1993). In addition, consequences such as praise and token reinforcement programs have proven useful in managing the behavior of children with a variety of challenging behaviors (O'Leary & O'Leary, 1977).…”