Journal articles: '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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Mapou, Robert L. "They Don't Go Away When You Grow Up." Journal of the International Neuropsychological Society 6, no. 1 (January 2000): 103–5. http://dx.doi.org/10.1017/s135561770024112x.

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Attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD) are most frequently associated with childhood. This, of course, is because a child's job is to sit in a classroom, pay attention, and learn, and these are disorders that interfere with completing that job. Because these disorders are presumed due to brain dysfunction, it should be no surprise that both LD and ADHD continue to exert effects as children grow, go on to postsecondary education, and enter the job market. That is, developmental learning disorders, including LD and ADHD, do not “go away” when one becomes an adult. Several research groups have followed children with LD or ADHD into adulthood and have shown the persistence of symptoms and cognitive deficits, along with the toll that these difficulties take on psychosocial functioning, later academic performance, and vocational advancement.

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Sibley, Margaret H., Bradley H. Smith, Steven W. Evans, William E. Pelham, and Elizabeth M. Gnagy. "Treatment Response to an Intensive Summer Treatment Program for Adolescents With ADHD." Journal of Attention Disorders 16, no. 6 (February 17, 2012): 443–48. http://dx.doi.org/10.1177/1087054711433424.

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Objective: There are presently almost no empirically validated treatments for adolescents with ADHD. However, in childhood, behavioral treatments for ADHD typically include behavioral parent training, classroom interventions, and intensive child-directed interventions. Method: The present investigation examines treatment gains following an 8-week intensive summer day treatment program for adolescents with ADHD (STP-A). Baseline measures of functioning and parent improvement ratings were obtained for 34 STP-A participants. Results: Parent ratings indicated that adolescents who attended the STP-A improved across all target domains. Across domains, 63.0% to 90.9% of adolescents improved during the STP-A. There was no evidence of iatrogenic effects during the STP-A. Correlates of treatment response included adolescent effort, oppositional-defiant behavior, and cognitive/scholastic functioning. Conclusion: Findings are discussed with regard to effective treatment delivery for adolescents with ADHD.

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Pelham, William E., Mary Vodde-Hamilton, Debra A. Murphy, Jonathan Greenstein, and Gary Vallano. "The Effects of Methylphenidate on ADHD Adolescents in Recreational, Peer Group, and Classroom Settings." Journal of Clinical Child Psychology 20, no. 3 (September 1991): 293–300. http://dx.doi.org/10.1207/s15374424jccp2003_8.

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Iznardo, Michelle, Maria A. Rogers, Robert J. Volpe, Patrick R. Labelle, and Philippe Robaey. "The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis." Journal of Attention Disorders 24, no. 12 (November 14, 2017): 1623–36. http://dx.doi.org/10.1177/1087054717734646.

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Objective: This meta-analysis examined group-design studies investigating the effectiveness of Daily Behavior Report Cards (DBRC) as a school-based intervention to manage the classroom behavior of students with ADHD. Methods: A search of three article databases (PsycINFO, ERIC and Medline) identified seven group design evaluations of DBRC interventions. This meta-analysis included a total of 272 participants, with an average age of 7.9 years old. Three of the studies compared a control group to a treatment group with randomized group assignment, one study compared a control group to three treatment groups, two studies compared pre-and post-treatment scores in the same group, and one study compared pre-and post-treatment results of two intervention groups without random assignment. Dependent measures for these studies were teacher ratings (n = 5) and systematic direct observation of student academic and social behaviour (n = 2). Standardized mean differences ( Hedge’s g) were calculated to obtain a pooled effect size using fixed effects. Results: DBRCs were associated with reductions teacher-rated ADHD symptoms, with a Hedge’s g of 0.36 (95% CI: 0.12-0.60, z=2.93, p ≤ .005) with low heterogeneity (Q-value: 2.40, I2= 0.00). This result excluded two studies that used observational coding instead of standardized tests to evaluate the effects of the intervention. A moderator analysis indicated that the effect size for systematic direct observation was large ( Hedge’s G = 1.05[95% CI: 0.66-1.44, z=5.25, p ≤ .00]), with very high heterogeneity (Q-value: 46.34, I2: 93.53). A second moderator analysis found differences in the effects of DBRCs for comorbid externalizing symptoms with an overall effect size of 0.34 (95%CI: -0.04-0.72, z=1.76 p =0.08) with high heterogeneity (Q-value: 3.98, I2: 74.85). Conclusions: DBRCs effectively reduce the frequency and severity of ADHD symptoms in classroom settings. Additionally, they have a significant effect on co-occuring externalizing behaviors. It appears that systematic direct observation may be a more sensitive measure of treatment effects compared to teacher ratings of ADHD symptoms.

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Tannock, Rosemary, Jan C. Frijters, Rhonda Martinussen, Erin Jacquelyn White, Abel Ickowicz, Nancy J. Benson, and Maureen W. Lovett. "Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study." Journal of Learning Disabilities 51, no. 1 (December 8, 2016): 55–72. http://dx.doi.org/10.1177/0022219416678409.

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To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.

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Granger, D. A., C. K. Whalen, B. Henker, C. Cantwell, Douglas A. Granger, Carol K. Whalen, Barbara Henker, and Coleen Cantwell. "ADHD boys' behavior during structured classroom social activities: Effects of social demands, teacher proximity, and methylphenidate." Journal of Attention Disorders 1, no. 1 (April 1996): 16–30. http://dx.doi.org/10.1177/108705479600100102.

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PELHAM, WILLIAM E., JAMES M. SWANSON, MARY BENDER FURMAN, and HEIDI SCHWINDT. "Pemoline Effects on Children with ADHD: A Time-Response by Dose-Response Analysis on Classroom Measures." Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 11 (November 1995): 1504–13. http://dx.doi.org/10.1097/00004583-199511000-00018.

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Mautone, Jennifer A., George J. DuPaul, and Asha K. Jitendra. "The Effects of Computer-Assisted Instruction on the Mathematics Performance and Classroom Behavior of Children With ADHD." Journal of Attention Disorders 9, no. 1 (August 2005): 301–12. http://dx.doi.org/10.1177/1087054705278832.

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Cooper, Justin T., Todd Whitney, and Amy S. Lingo. "Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom." Rural Special Education Quarterly 37, no. 1 (December 10, 2017): 52–60. http://dx.doi.org/10.1177/8756870517747121.

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The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In addition, the study investigated if raising the rate of OTR would increase the teacher’s positive feedback while decreasing negative feedback. Using an ABA single-subject design, results indicated that student academic engagement increased as the intervention was introduced and continued to stay at elevated levels during a maintenance phase. Results on teacher feedback were mixed, with both positive and negative feedback increasing when OTR was increased. Implications for using immediate feedback to increase OTR for rural educators are discussed.

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Evans, Steven W., and William E. Pelham. "Psychostimulant effects on academic and behavioral measures for ADHD junior high school students in a lecture format classroom." Journal of Abnormal Child Psychology 19, no. 5 (October 1991): 537–52. http://dx.doi.org/10.1007/bf00925819.

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NAGEL, Merav. "Novel Approach in Treating Children with Attention Deficit Hyperactivity Disorder." Asian Journal of Physical Education & Recreation 11, no. 2 (December 1, 2005): 35–49. http://dx.doi.org/10.24112/ajper.111126.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The study addressed drug dependence and reliance in treating Attention Deficit Hyperactivity Disorders (ADHD). It offered alternative, which was natural (no chemicals were involved), cost effective, substituting the conventional/traditional medical prescription with exercise program and sequential processing intervention. The effect of the study on the method was moving from a quick short-term fix, touching the surface of the symptoms and ignoring the long-term abuse, to a healthier approach, allowing better outcomes at the behavioral, cognitive, and physical levels, with no side effects. The conceptual framework of this study served two main objectives: (a) minimizing medication intake, abuse/addiction, and (b) maximizing the child active role in managing classroom/home functioning. Students with ADHD from Israel, Mexico, and the United States, ages 11-13 (N=103) were assessed on the ADHD checklist (Reif, 1997) 4 times during 3 months. Analysis of the teachers' assessments revealed that incidents of behavioral misconduct decreased and academic achievements increased.本文嘗試以另一角度去處理和治療兒童專注力失調及過度活躍症，構思目的以少用藥物，多讓兒童主動參與為主，結果顯示了正面的治療作用。

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Evans, Steven W., William E. Pelham, Bradley H. Smith, Oscar Bukstein, Elizabeth M. Gnagy, Andrew R. Greiner, Lori Altenderfer, and Carrie Baron-Myak. "Dose–response effects of methylphenidate on ecologically valid measures of academic performance and classroom behavior in adolescents with ADHD." Experimental and Clinical Psychopharmacology 9, no. 2 (2001): 163–75. http://dx.doi.org/10.1037/1064-1297.9.2.163.

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Hoza, Betsy, William E. Pelham, Susan E. Sams, and Caryn Carlson. "An Examination of the "Dosage" Effects of Both Behavior Therapy and Methylphenidate on the Classroom Performance of Two ADHD Children." Behavior Modification 16, no. 2 (April 1992): 164–92. http://dx.doi.org/10.1177/01454455920162002.

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Pelham, William E., Daniel A. Waschbusch, Betsy Hoza, Elizabeth M. Gnagy, Andrew R. Greiner, Susan E. Sams, Gary Vallano, Antara Majumdar, and Randy L. Carter. "Music and Video as Distractors for Boys with ADHD in the Classroom: Comparison with Controls, Individual Differences, and Medication Effects." Journal of Abnormal Child Psychology 39, no. 8 (June 22, 2011): 1085–98. http://dx.doi.org/10.1007/s10802-011-9529-z.

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Richardson, Michelle, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear, et al. "Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research." Health Technology Assessment 19, no. 45 (June 2015): 1–470. http://dx.doi.org/10.3310/hta19450.

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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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 2018): 1–13. http://dx.doi.org/10.9782/2159-4341-21.1.1.

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Abikoff, Howard, and Rachel Gittelman. "The normalizing effects of methylphenidate on the classroom behavior of ADDH children." Journal of Abnormal Child Psychology 13, no. 1 (March 1985): 33–44. http://dx.doi.org/10.1007/bf00918370.

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Pelham, William E., Betsy Hoza, David R. Pillow, Elizabeth M. Gnagy, Heidi L. Kipp, Andrew R. Greiner, Daniel A. Waschbusch, et al. "Effects of methyphenidate and expectancy on children with ADHD: Behavior, academic performance, and attributions in a summer treatment program and regular classroom settings." Journal of Consulting and Clinical Psychology 70, no. 2 (2002): 320–35. http://dx.doi.org/10.1037/0022-006x.70.2.320.

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Forness, Steven R., James M. Swanson, Dennis P. Cantwell, Donald Guthrie, and Rhonda Sena. "Response to Stimulant Medication across Six Measures of School-Related Performance in Children with ADHD and Disruptive Behavior." Behavioral Disorders 18, no. 1 (November 1992): 42–53. http://dx.doi.org/10.1177/019874299201800105.

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Children with attention deficit hyperactivity disorder display disruptive behavioral disorders that tend to interfere with academic and social progress and that may respond only partially to classroom management and motivational approaches. Although stimulant medication is seen as a necessary adjunct to treatment in many cases, measurement of response to such treatment is often quite problematic. The present study provides findings on response to treatment with methylphenidate (Ritalin) across six measures of cognitive, academic, and social functioning in 71 boys, ages 7 to 11 years, with attention deficit hyperactivity disorder. Optimal response to this drug was determined in double-blind, placebo, crossover trials, and measurement of response focused on procedures similar to those in actual practice. Response ranged from approximately 18 to 71% across the six measures, suggesting that whether a child can be considered a responder to methylphenidate depends greatly on choice of outcome measure. A clinically therapeutic dosage level for each subject was also used to examine dose effects, and factor analytic results suggest that three of the six measures appeared to tap child behaviors quite different from those measured by traditional means.

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SWANSON, JAMES M., SUNEEL GUPTA, LILLIE WILLIAMS, DAVE AGLER, MARC LERNER, and SHARON WIGAL. "Efficacy of a New Pattern of Delivery of Methylphenidate for the Treatment of ADHD: Effects on Activity Level in the Classroom and on the Playground." Journal of the American Academy of Child & Adolescent Psychiatry 41, no. 11 (November 2002): 1306–14. http://dx.doi.org/10.1097/00004583-200211000-00011.

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Gureasko-Moore, Sammi, George J. Dupaul, and George P. White. "The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD." Behavior Modification 30, no. 2 (March 2006): 159–83. http://dx.doi.org/10.1177/0145445503259387.

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Kusuma Wijayanti, Puspita Adhi, and Surya Cahyadi. "Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 232–48. http://dx.doi.org/10.21009/jpud.132.03.

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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deﬁcit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21152355%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2998237 U.S. Department of Health and Human Services. (2014). US Department of Health and Human Services. The Health and Well-Being of Children: A Portrait of States and the Nation, 2011-2012. (June), 1–109. Weiss, Gabrielle ; Hechtman, L. T. (1993). Hyperactive Children Grown Up. New York: Guildford Press.

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Freeman, Garry. "ADHD: Classroom tips." SecEd 2019, no. 16 (November 2, 2019): 16. http://dx.doi.org/10.12968/sece.2019.16.16.

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Hudson, Alan. "Classroom Instruction for Children with ADHD." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 24–28. http://dx.doi.org/10.1177/183693919702200405.

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Children diagnosed as having ADHD are likely to have difficulty meeting the demands of the classroom, and hence present a problem for the teacher. An examination of the research literature shows that behavioural and cognitive behavioural intervention procedures have been the most researched interventions for ADHD. There is strong empirical support for the efficacy of the behavioural interventions, but stronger than usual consequences are typically required to motivate children with ADHD. The results for the cognitive behavioural interventions have been less than expected. The literature also suggests that children with ADHD are better suited to being placed in highly structured, teacher centred, and well managed classrooms. The reluctance of some teachers to implement behavioural interventions and suggestions for overcoming this reluctance are discussed.

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Gignac, Martin, and Diane Sacks. "ADHD: Measuring Outcomes Beyond The Classroom." Paediatrics & Child Health 14, suppl_B (September 2009): 9–11. http://dx.doi.org/10.1093/pch/14.suppl_b.9.

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Barkley, Russell A. "Classroom Accommodations for Children with ADHD." ADHD Report 16, no. 4 (August 2008): 7–10. http://dx.doi.org/10.1521/adhd.2008.16.4.7.

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Tegtmejer, Thyge. "ADHD as a classroom diagnosis. An exploratory study of teachers’ strategies for addressing ‘ADHD classroom behaviour’." Emotional and Behavioural Difficulties 24, no. 3 (June 9, 2019): 239–53. http://dx.doi.org/10.1080/13632752.2019.1609271.

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Clayton, Deborah, Jessica Leigh Green, Nicole Rinehart, and Emma Sciberras. "Association Between Teacher-Reported Symptoms of Autism Spectrum Disorder and Child Functioning in Children With ADHD." Journal of Attention Disorders 24, no. 12 (September 14, 2016): 1727–34. http://dx.doi.org/10.1177/1087054716669227.

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Objective: This study examined the association between autism spectrum disorder (ASD) symptom severity and academic outcomes and classroom functioning in a community-based sample of children with and without ADHD. Method: Participants included children with ADHD ( n =179) and a non-ADHD group ( n =212). ASD symptom severity, academic and learning skills, and classroom functioning were assessed via teacher report using the Social Skills Improvement System (SSIS; ASD and Academic Competence subscales) and the Strengths and Difficulties Questionnaire (SDQ; all subscales). Results: Children with ADHD had higher teacher-reported ASD symptoms than children without ADHD (β= .62, p< .001). Greater teacher-reported ASD symptoms were associated with more behavioral difficulties in the classroom for children with ADHD (β= .50, p< .001). There was little evidence of an association between academic competence and ASD symptom severity in children with ADHD (β= −.11, p = .15). Conclusion: ASD symptoms are associated with elevated classroom behavioral difficulties for children with ADHD.

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Graczyk, Patricia A., Marc S. Atkins, Maudette M. Jackson, Joan A. Letendre, Julia Kim-Cohen, Barbara L. Baumann, and Jon Mccoy. "Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation." Behavioral Disorders 30, no. 2 (February 2005): 95–104. http://dx.doi.org/10.1177/019874290503000203.

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This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

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Zeenat, Khan. "A study of attention deficit hyper disorder (ADHD) problem of dyslexic children." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 197–204. http://dx.doi.org/10.18844/prosoc.v6i7.4528.

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Attention deficit hyper disorder (ADHD) and dyslexia both hamper the learning ability of children in the classroom. An estimated 15.99% of dyslexic children are found in every classroom, and 5.60% of the children have ADHD. The study was undertaken to investigate the correlation between dyslexia and ADHD in school-going children. A survey method was used, and 963 students were selected through random sampling technique. The screening and diagnostic test of Dyslexia (SDTD-J) test by Dr. Khan Zeenat and S. B. Dandegaonkar was used for identifying the percentage of dyslexic children in the classroom, and James E. Gilliam test was used for identifying the percentage of ADHD children in the classroom. The findings also showed that 35.06% of dyslexic children also have ADHD problems. Keywords: Dyslexia, attention deficit hyper disorder.

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Bender, William N., and Mickie Y. Mathes. "Students with ADHD in the Inclusive Classroom." Intervention in School and Clinic 30, no. 4 (March 1995): 226–34. http://dx.doi.org/10.1177/105345129503000406.

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DuPaul, George J., Lisa L. Weyandt, and Grace M. Janusis. "ADHD in the Classroom: Effective Intervention Strategies." Theory Into Practice 50, no. 1 (January 3, 2011): 35–42. http://dx.doi.org/10.1080/00405841.2011.534935.

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Angelopoulou, Effrosyni, Zoi Karabatzaki, and Athanasios Drigas. "Assessing working memory in general education students for ADHD detection." Research, Society and Development 10, no. 10 (August 7, 2021): e138101018766. http://dx.doi.org/10.33448/rsd-v10i10.18766.

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The involvement of deficient working memory in ADHD symptomatology has attracted intense research interest and has been scientifically substantiated. This fact provided an impetus for this study, which aims to investigate the role of working memory assessment in detecting ADHD elements in general education students in classroom settings. Therefore, 67 classroom teachers rated 130 Greek general education primary school students on the Greek-WMRS. The research findings indicated statistically significant differences in the overall score of the Greek-WMRS and in the separate score of its 20 descriptions of classroom behaviors between children clinically diagnosed with ADHD and those without. In conclusion, students’ working memory assessment in classroom settings can significantly contribute to detection of ADHD behaviors so that such classroom behaviors to be extensively assessed for an effective diagnosis.

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Brennan, Nicole, and Jim Parsons. "Teaching Children with ADHD." Journal of Childhood Studies 39, no. 2 (April 30, 2014): 37–38. http://dx.doi.org/10.18357/jcs.v39i2.15223.

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This article describes some symptoms of attention deficit hyperactivity disorder (ADHD), discusses classroom implications, and suggests practical strategies teachers can use to meet the needs of this diverse population.

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Curtis, David F., Richard J. Hamilton, Dennis W. Moore, and Stewart Pisecco. "Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand." Australasian Journal of Special Education 38, no. 2 (September 9, 2014): 128–49. http://dx.doi.org/10.1017/jse.2014.12.

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This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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Bioulac, Stéphanie, Jean-Arthur Micoulaud-Franchi, Jenna Maire, Manuel P. Bouvard, Albert A. Rizzo, Patricia Sagaspe, and Pierre Philip. "Virtual Remediation Versus Methylphenidate to Improve Distractibility in Children With ADHD: A Controlled Randomized Clinical Trial Study." Journal of Attention Disorders 24, no. 2 (March 22, 2018): 326–35. http://dx.doi.org/10.1177/1087054718759751.

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Objective: Virtual environments have been used to assess children with ADHD but have never been tested as therapeutic tools. We tested a new virtual classroom cognitive remediation program to improve symptoms in children with ADHD. Method: In this randomized clinical trial, 51 children with ADHD (7-11 years) were assigned to a virtual cognitive remediation group, a methylphenidate group, or a psychotherapy group. All children were evaluated before and after therapy with an ADHD Rating Scale, a Continuous Performance Test (CPT), and a virtual classroom task. Results: After therapy by virtual remediation, children exhibited significantly higher numbers of correct hits on the virtual classroom and CPT. These improvements were equivalent to those observed with methylphenidate treatment. Conclusion: Our study demonstrates for the first time that a cognitive remediation program delivered in a virtual classroom reduces distractibility in children with ADHD and could replace methylphenidate treatment in specific cases.

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Bussing, Regina, Faye A. Gary, Christina E. Leon, Cynthia Wilson Garvan, and Robert Reid. "General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder." Behavioral Disorders 27, no. 4 (August 2002): 327–39. http://dx.doi.org/10.1177/019874290202700402.

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The authors used survey methods to examine three sources of teachers’ ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.

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Alabd, Asmaa Mohammed Ali, Soha Kamel Mesbah, and Mohammad Alboliteeh. "Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder." International Journal of Studies in Nursing 3, no. 3 (July 30, 2018): 159. http://dx.doi.org/10.20849/ijsn.v3i3.528.

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Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females & 2 males elementary school) during the period from March 2018 to May 2018. Subjects: A sample of convenience of 95 teachers working in the previously elementary school. Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques. Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique. Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique. Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

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Anhalt, Karla, Cheryl B. McNeil, and Alisa B. Bahl. "The ADHD Classroom Kit: A whole-classroom approach for managing disruptive behavior." Psychology in the Schools 35, no. 1 (January 1998): 67–79. http://dx.doi.org/10.1002/(sici)1520-6807(199801)35:1<67::aid-pits6>3.0.co;2-r.

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McCain, Alyson P., and Mary L. Kelley. "Managing the Classroom Behavior of an ADHD Preschooler." Child & Family Behavior Therapy 15, no. 3 (September 9, 1993): 33–44. http://dx.doi.org/10.1300/j019v15n03_03.

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Journal articles on the topic 'Classroom effects of ADHD'

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