Relevant bibliographies by topics / Classroom effects of ADHD

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom effects of ADHD'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Classroom effects of ADHD"

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Harrison, Judith R., Denise A. Soares, Stephen Rudzinski, and Rachel Johnson. "Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research." Review of Educational Research 89, no. 4 (June 14, 2019): 569–611. http://dx.doi.org/10.3102/0034654319857038.

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Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.
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Veenman, Betty, Marjolein Luman, Jan Hoeksma, Karlijn Pieterse, and Jaap Oosterlaan. "A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms." Journal of Attention Disorders 23, no. 3 (July 11, 2016): 293–304. http://dx.doi.org/10.1177/1087054716658124.

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Objective: This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Method: Primary school children with ADHD symptoms ( N = 114) were randomly assigned to the PR program ( n = 58) or control group ( n = 56). Teacher and parent ratings were used to assess behavioral, social, and emotional functioning at baseline, during and after the intervention. Intervention effects were assessed using intention-to-treat multilevel analyses. Results: Teachers reported positive effects on ADHD symptoms and social skills (.01 < f2 > .36). Effects did not generalize to the home setting. Conclusion: The PR program holds promise for improving classroom behavior in children with ADHD symptoms and might prevent escalation of problem behavior
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Kojayan, Aleen, Aubrey L. C. Statti, and Kelly M. Torres. "The Effects of Technology Integration in the Classroom for Students With ADHD." International Journal of Curriculum Development and Learning Measurement 2, no. 1 (January 2021): 1–10. http://dx.doi.org/10.4018/ijcdlm.2021010101.

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This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.
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Mohammed, Feruz. "Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa." Journal of International Special Needs Education 21, no. 1 (April 1, 2018): 1–13. http://dx.doi.org/10.9782/15-00055r2.

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AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the present study, the effects of the IYTCM were examined on individual children with ADHD symptoms. Nine children identified with ADHD symptoms on the basis of teacher and parent reports of behaviour and nine normative comparison children were also selected from the same classrooms. Ten teachers received the tailored IYTCM-ADHD training for about 36 hours. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. In addition to visual analysis, a non-parametric test was used to examine the magnitude of effect in each child. The result of the study indicated that the on-task behaviour of participating children with ADHD increased by the conclusion of the study ranging from 46% to 100%. Visual analysis also indicated that the children's behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention on each child. In light of the findings, limitations and implications for future research are discussed.
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Mohammed, Feruz Abdurahman. "Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa." International Journal of Contemporary Education 2, no. 1 (February 26, 2019): 58. http://dx.doi.org/10.11114/ijce.v2i1.4102.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. Teaching children with ADHD is more stressful than teaching children without the disorder. This study examines teachers reaction towards a tailored Incredible Years Teacher Classroom Management programme aimed to enhance classroom management skills of a group of 10 teachers of children with ADHD symptoms in Addis Ababa, Ethiopia. This is the first study to evaluate the Incredible Years Teacher Classroom Management programme in African context. A one-group posttest-only experimental design was implemented. Ten teachers received the tailored Incredible Years Teacher training in a full-day session once a week for six weeks. The teachers drafted intervention plans at each session and implemented the strategies the following weeks in their classrooms. The teachers participated in an individual coaching sessions every week to help with implementation of the learned strategies and assess their level of performance. The teachers completed various structured and semi-structured questionnaires at the end of the intervention. The result of the study indicated that teachers were satisfied with the delivery of the programme; its content and practicality. Teachers reported that they were happy with the effects of the programme on children’s behaviour in the classroom. The teachers also indicated that they would recommend the programme to other colleagues. In light of the findings, teachers’ reaction, limitations and implications for future research were discussed.
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Schilling, Denise L. "ALTERNATIVE SEATING DEVICES FOR CHILDREN WITH ADHD: EFFECTS ON CLASSROOM BEHAVIOR." Pediatric Physical Therapy 18, no. 1 (2006): 81. http://dx.doi.org/10.1097/00001577-200601810-00023.

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Antrop, Inge, Herbert Roeyers, and Liesbet De Baecke. "Effects of Time of Day on Classroom Behaviour in Children with ADHD." School Psychology International 26, no. 1 (February 2005): 29–43. http://dx.doi.org/10.1177/0143034305050891.

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Cho, Su-Je, and Kwang-Sun Cho Blair. "Using a Multicomponent Function-Based Intervention to Support Students With Attention Deficit Hyperactivity Disorder." Journal of Special Education 50, no. 4 (August 2, 2016): 227–38. http://dx.doi.org/10.1177/0022466916655186.

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The current study evaluated the effects of a multicomponent function-based intervention on students with other health impairment (OHI) for attention deficit hyperactivity disorder (ADHD) in a private special education school. The focus of the intervention was to prevent problem behaviors and to increase academic engagement by modifying classroom activities, teaching replacement skills, and changing behavior consequences. Data using a multiple-baseline design across academic subjects revealed that target problem behaviors decreased and academic engagement increased in reading, writing, and mathematical activities for students. Social validity with the classroom staff indicated that the intervention process and outcomes were highly acceptable and effective. In conclusion, this study provides strong evidence that a multicomponent function-based intervention can be successfully applied to students with both ADHD and problem behaviors.
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Lovett, Benjamin J., Lawrence J. Lewandowski, and Lindsey Carter. "Separate Room Testing Accommodations for Students With and Without ADHD." Journal of Psychoeducational Assessment 37, no. 7 (September 19, 2018): 852–62. http://dx.doi.org/10.1177/0734282918801420.

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Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.
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Goldman, Robert, Ann Childress, Sharon B. Wigal, Seth C. Hopkins, Kenneth S. Koblan, Kaushik Sarma, Jay Hsu, and Antony Loebel. "180 Efficacy of Dasotraline in Children With Attention Deficit Hyperactivity Disorder in a Laboratory Classroom Setting." CNS Spectrums 23, no. 1 (February 2018): 103. http://dx.doi.org/10.1017/s1092852918000627.

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AbstractObjectivesOnce-daily dosing with dasotraline, a novel dopamine and norepinephrine reuptake inhibitor, achieves stable plasma concentrations over 24 hours. This phase 3 study evaluated the efficacy and safety of dasotraline in children with attention deficithyperactivity disorder (ADHD) throughout the day, in a laboratory classroom setting (NCT02734693).MethodsChildren (6–12 years) meeting DSM-5 criteria for ADHD were randomized to 2 weeks of dasotraline or placebo (dosed daily at home at approximately 8 PM). Following an abbreviated practice day, laboratory classroom evaluations took place at baseline and on Day 15. The primary endpoint was mean change from baseline at Day 15 in ADHD symptoms, as measured by the Swanson, Kotkin, Agler, M-Flynn, and Pelham Combined Score (SKAMP-CS), obtained from the average of 7 assessments collected across the 12-hour laboratory classroom day (12–24 hours post-dose). Secondary endpoints included SKAMP scores obtained throughout the day at individual timepoints from 8 AM through 8 PM (12–24 hours post-dose), and measures of safety and tolerability.ResultsThe ITT population comprised 112 patients. Mean age was 9.5 years, 68.8% were male; 92% completed the study. Dasotraline 4 mg/day significantly improved mean SKAMP-CS versus placebo (p<0.0001, effect size 0.85) with significant effects persisting throughout the day. Mean SKAMP subscores improved significantly versus placebo (Attention p<0.0001, effect size 0.81; Deportment p<0.001, effect size 0.70). Treatment-emergent adverse events were generally mild or moderate in severity; most frequent (with dasotraline 4 mg/day; placebo) included: insomnia (19.6%; 3.6%, all terms combined), decreased appetite (10.7%; 3.6%), headache (10.7%; 8.9%), affect lability (8.9%; 7.1%), irritability (5.4%; 3.6%), postural orthostatic tachycardia syndrome (5.4%; 0%), and perceptual disturbances (5.4%; 0%).ConclusionsIn this 2-week, randomized, double-blind, laboratory classroom study in children with ADHD, once-daily dasotraline significantly improved ADHD symptoms (including deportment and attention), compared with placebo, and demonstrated sustained efficacyup to 24 hours post-dose. The most common adverse events were insomnia, decreased appetite, and headache.Funding AcknowledgementsStudy sponsored by Sunovion Pharmaceuticals Inc.
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Dissertations / Theses on the topic "Classroom effects of ADHD"

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Mohammed, Feruz. "Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9829.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.
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Paolucci, Caitlin. "Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3737.

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This study investigated the effects of a standing desk on academically engaged time during instruction. The study was conducted with two male students with a diagnosis of Attention Deficit Hyperactivity Disorder. The first participant was in first grade and the second was in eighth grade. The target behaviors for these participants were on-task engagement with academic content during instructional periods in the classroom. The intervention took place in the students’ general education classrooms by introducing a standing desk into the classroom. A traditional ABAB reversal intervention design was used for the first grader, while the eighth grade participant had an alternating treatments design. The results of the study show the standing desk had a mild effect for the first grade student while it had a more positive effect on the eight grade student. Social Validity indicates that the intervention was well received by teachers but slightly less by students
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Parker, Martha. "Verve Variations: The Effect of Class Structure on Racialized Difference in Perceptions of ADHD." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1108.

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Black youth are diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) at a higher rate than their White peers. The process of diagnosing young students with ADHD relies heavily on teacher recommendations that are frequently based on perceptions of behavior, to which the assessment of may be influenced by racial bias. A child’s ethnicity has been shown to have an impact on teacher descriptions of ADHD-related behavior (Epstein, Willoughby, Valencia, Tonev, Abikoff, Arnold, Hinshaw, 2005) such that in this study African American students were perceived by their teachers as more likely to have ADHD than their Caucasian peers. Research has also shown that the typical fifth-grade classroom is a low verve setting that is restrictive to communal learning (Johnson, 1982), while high verve settings have been shown to improve the academic functioning for many Black students (Bailey & Boykin, 2001; Carter, Hawkins, & Natesan, 2008; Young, 2017). By measuring the difference in teachers’ likelihood to recommend a described student for ADHD in both a traditional and high-verve classrooms, this study aims to investigate the role of verve in how teachers perceive Black students in relation to ADHD characteristics. The primary aim is to examine how increased task variability and a high verve classroom can shift teacher ratings of Black students’ abilities and lessen the degree of racialized difference of behavior-dependent diagnoses of ADHD. It is predicted that in the high verve setting these recommendations for Black students will drop significantly so that they will be equal to that of White students, reflecting the accurate prevalence of this learning disability.
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Horgen, Kathryn M. "Utilization of an exercise ball in the classroom its effect on off-task behavior of a student with ADHD /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009horgenk.pdf.

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Cooper, Brittney M. "The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1456.

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The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.
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Montgomery, D. J., and Lori J. Marks. "ADHD: Strategies to Improve Classroom Integration." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3570.

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Vacheresse, Ann. "A comparison of classroom interventions for ADHD children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23772.pdf.

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Stroud, Noelle. "Expectancy effects in ADHD treatment research." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors162384793492502.

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Stevens, Troy A. "Classroom management techniques for ADHD students a teaching guide for secondary teachers /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:159.

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Stewart, Tracey-Jane. "Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1055.

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Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Books on the topic "Classroom effects of ADHD"

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Pierangelo, Roger. Classroom management techniques for students with ADHD. Thousand Oaks, CA: Corwin Press, 2008.

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1938-, Stevens Suzanne H., ed. Classroom success for the LD and ADHD child. Winston-Salem, N.C: J.F. Blair, 1997.

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All about ADHD: The complete practical guide for classroom teachers. New York: Scholastic Professional Books, 1996.

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Flick, Grad L. Managing ADHD in the K-8 classroom: A teacher's guide. Thousand Oaks, Calif: Corwin Press, 2010.

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Jacobelli, Frank. ADD/ADHD Drug Free. New York: AMACOM Books, 2009.

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Team, AGI Creative, ed. Adobe After Effects CS5 digital classroom. Indianapolis, IN: Wiley Pub., 2009.

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Joseph, Johnson, ed. Teacher's guide to ADHD. New York: Guilford Press, 2012.

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DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas. San Francisco, Calif: Jossey-Bass, 2009.

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ADHD medication abuse: Ritalin, Adderall, & other addictive stimulants. Broomall. PA: Mason Crest, 2015.

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Brock, Cynthia A. The effects of referential questions on ESL classroom discourse. [Honolulu]: Department ofEnglish as a Second Language, University o f Hawaii at Manoa, 1985.

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Book chapters on the topic "Classroom effects of ADHD"

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Cooley, Jane. "Classroom Peer Effects." In The New Palgrave Dictionary of Economics, 1664–70. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2907.

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Cooley, Jane. "Classroom Peer Effects." In The New Palgrave Dictionary of Economics, 1–7. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/978-1-349-95121-5_2907-1.

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Cabaroğlu, Neşe, and Merve Tohma. "English Language Teacher Educators’ Knowledge and Classroom Practices of ADHD." In International Perspectives on Diversity in ELT, 283–300. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74981-1_16.

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Stipek, Deborah J. "Classroom Context Effects on Young Children’s Motivation." In Student Motivation, 273–92. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_13.

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Tonin, Graziela Simone, Alfredo Goldman, Carolyn Seaman, and Diogo Pina. "Effects of Technical Debt Awareness: A Classroom Study." In Lecture Notes in Business Information Processing, 84–100. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57633-6_6.

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do Rosário, Carmen Ferreira Gomes. "Strategies to Engage Attention-Deficit Hyperactivity Disorder (ADHD) and Mainstream Students in the Classroom." In The Challenge of Teaching, 189–93. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_26.

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Nikula, Tarja. "Effects of CLIL on a teacher’s classroom language use." In AILA Applied Linguistics Series, 105–24. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/aals.7.06nik.

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Munday, Ian. "The Classroom Space: A Problem or a Mystery?" In Educational Research: The Importance and Effects of Institutional Spaces, 153–66. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6247-3_11.

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Ozenbas, Deniz, Michael S. Pagano, Robert A. Schwartz, and Bruce W. Weber. "Liquidity and the Impact of Information Shocks: A Macroeconomics Course Application." In Classroom Companion: Business, 51–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74817-3_3.

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AbstractThis chapter explains how “information shocks” can affect the liquidity of financial markets and stock prices. The focus is on unexpected macroeconomic news as a key type of information shock. The final portion of the chapter discusses some realworld events that demonstrate the effects of these shocks on financial markets and how investors react to unexpected macroeconomic news items.
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Xu, Qian, and Jun Liu. "Classroom Practice and the Washback of TEM." In A Study on the Washback Effects of the Test for English Majors (TEM), 157–78. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_6.

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Conference papers on the topic "Classroom effects of ADHD"

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Rojas-Barahona, Cristian A., Carla E. Förster Marín, Francisco Aboitiz, and Jorge Gaete. "ARE THERE DIFFERENCES IN THE DEVELOPMENT OF THE EXECUTIVE FUNCTIONS OF CHILDREN WITH A TYPICAL AND ATYPICAL DEVELOPMENT STIMULATED BY A GAME ON A TABLET?" In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact072.

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"Introduction: Executive functions (EF) are developed early, building a fundamental basis of higher cognitive processes in adulthood (Garon et al., 2008). There are studies with children of typical development (Passolunghi et al., 2006; Welsh et al., 2010) that have demonstrated the key role of EF, such as working memory, inhibitory control, planning and attentional flexibility, in initial literacy and precalculus. What is still unclear is whether these EF can be stimulated early and if it has any effect on their development. At the same time, it is known that children with atypical development, such as ADHD, have deficiencies in the development of EF (Barkley, 1997). Early stimulation of EF in this type of population will have the same effects as in a typical development population? The objective of the study is to evaluate the effect of a stimulation program of the EF (working memory, inhibitory control, planning and attentional flexibility), by means of a tablet digital game, in the development of the EF of preschool children with and without symptoms of ADHD, of socioeconomically disadvantaged sectors. Method: Two groups, control (CG) and intervention (IG) were selected at random, both were evaluated twice (before and after). In total there were 408 participants, 212 with typical development and 196 with atypical development. The IG was exposed to a digital game of EF through a tablet during 12 sessions (in the classroom). Results: The main results show differences in favor of IG in the different EF evaluated, both for children with and without ADHD symptoms, with the exception of attentional variable for which no differences were observed. There are differences in the effect of EF among children evaluated. Discussion: These differences and their possible implications in the educational and social environment are discussed."
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Bego, Campbell R., Keith B. Lyle, Patricia A. Ralston, and Jeffrey L. Hieb. "Retrieval practice and spacing in an engineering mathematics classroom: Do the effects add up?" In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190463.

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Ibrahim, M., P. W. C. Prasad, Abeer Alsadoon, and L. Pham. "Synchronous virtual classroom for student with ADHD disorder." In 2016 13th International Joint Conference on Computer Science and Software Engineering (JCSSE). IEEE, 2016. http://dx.doi.org/10.1109/jcsse.2016.7748860.

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Tan, Yunchuan, Daqian Zhu, Hongyun Gao, Ting-Wei Lin, Hsiao-Kuang Wu, Shih-Ching Yeh, and Tzu-Yu Hsu. "Virtual Classroom: An ADHD Assessment and Diagnosis System Based on Virtual Reality." In 2019 IEEE International Conference on Industrial Cyber Physical Systems (ICPS). IEEE, 2019. http://dx.doi.org/10.1109/icphys.2019.8780300.

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Pinnelli, Stefania, and Clarissa Sorrentino. "AN ADHD STUDENT IN A DIFFICULT CLASSROOM: WHEN THE CONTEXT MAKES A DIFFERENCE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2217.

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Phillips, Zephaniah, Seung-ho Paik, Shin-Young Kang, Youngwoon Choi, Bung-Nyun Kim, and Beop Min Kim. "Monitoring cognitive effects of childhood ADHD using diffuse optical tomography (Conference Presentation)." In Clinical and Translational Neurophotonics 2020, edited by Steen J. Madsen, Victor X. D. Yang, and Nitish V. Thakor. SPIE, 2020. http://dx.doi.org/10.1117/12.2545534.

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Ahkami, Bahareh, and Farnaz Ghassemi. "Studying the Effects of Different Inter-Stimulus-Intervals in ADHD Adults While Performing CPT." In 2018 25th National and 3rd International Iranian Conference on Biomedical Engineering (ICBME). IEEE, 2018. http://dx.doi.org/10.1109/icbme.2018.8703503.

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Zube, Paul, Alcides Velasquez, Elif Ozkaya, Cliff Lampe, and Jonathan Obar. "Classroom Wikipedia participation effects on future intentions to contribute." In the ACM 2012 conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2145204.2145267.

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Sodsri, Chukiet. "Effects of classroom reverberation and listeners' locations to speech intelligibility." In 2012 9th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON 2012). IEEE, 2012. http://dx.doi.org/10.1109/ecticon.2012.6254178.

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Yang, Liangbing, Ying Shao, and Haikuan Wang. "Thoughts about Improving the Effects of Massage Manipulation Classroom Teaching." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.118.

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Reports on the topic "Classroom effects of ADHD"

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Fletcher, Jason. The Effects of Childhood ADHD on Adult Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, January 2013. http://dx.doi.org/10.3386/w18689.

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Persson, Petra, Xinyao Qiu, and Maya Rossin-Slater. Family Spillover Effects of Marginal Diagnoses: The Case of ADHD. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28334.

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Hoxby, Caroline. Peer Effects in the Classroom: Learning from Gender and Race Variation. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7867.

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Angrist, Joshua David, and Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. W.E. Upjohn Institute, October 2002. http://dx.doi.org/10.17848/wp02-85.

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Angrist, Joshua, and Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. Cambridge, MA: National Bureau of Economic Research, October 2002. http://dx.doi.org/10.3386/w9263.

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Maruyama, Mika. Humane education : the effects of animals in the classroom on children's empathy in Japanese elementary schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5444.

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Gazze, Ludovica, Claudia Persico, and Sandra Spirovska. The Long-Run Spillover Effects of Pollution: How Exposure to Lead Affects Everyone in the Classroom. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28782.

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Lyu, huimin, cuixiang Dong, chunyan Zha, and qiuying Yang. Effects of classroom active breaks interventions on cognitive function and academic achievement of children and adolescents：a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0020.

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Lavy, Victor, M. Daniele Paserman, and Analia Schlosser. Inside the Black of Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom. Cambridge, MA: National Bureau of Economic Research, October 2008. http://dx.doi.org/10.3386/w14415.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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