Effects Of Peer Tutoring On The Reading Performance And Classroom Behavior Of Students With Attention Deficit Hyperactivity Disorder

Author : Robert J. Volpe
Publisher :
ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (55 download)

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Download or read book Effects of Two Academic Intervention Protocols on the Disruptive Classroom Behavior of Children with ADHD written by Robert J. Volpe and published by . This book was released on 2003 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there is a rich research literature concerning the treatment of attention deficit/hyperactivity disorder (ADHD), the majority of studies have involved interventions taking place outside naturalistic settings. Few studies have been conducted in school settings, and the vast majority of these have targeted the core symptoms of ADHD (inattention, disinhibition, and overactivity) directly. Only a handful has examined treatment programs that incorporate academic interventions, these being examinations of particular intervention strategies (e.g., peer tutoring, and computer aided instruction). One finding common to studies of academic interventions for youngsters with ADHD that include repeated measures of behavioral symptoms, whether or not these interventions improved academic performance, were positive effects on core symptoms of ADHD while the academic interventions (e.g., during a peer tutoring session) were in place. Such behavioral effects have been comparable in magnitude to those associated with behavioral interventions that have targeted disruptive behavior more directly. The current investigation examined the effects of two academic intervention protocols (Generic and Individualized) on the disruptive classroom behavior of students with ADHD. Participant response to intervention was measured with classroom observations and teacher-completed behavior rating scales completed at pretreatment and after four months of intervention. Three key questions were addressed in the current investigation: (a) Will children participating in two academic intervention protocols both experience behavioral improvements in the classroom? (b) Will behavioral effects of academic interventions be more pronounced for a group of children whose interventions were delivered through an individualized consultation model, compared to children whose interventions were selected on the basis diagnostic status and academic skill area via a generic consultation model? (c) Will more children respond behaviorally to one intervention protocol as compared to the other? Findings indicate that there were no broad behavioral effects of either academic intervention on the classroom behavior of participants with ADHD as measured by classroom observations and teacher ratings. These results speak to the need for programming for generalization of the behavioral effects by implementing environmental manipulations more broadly in the academic context.