Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research

Asha Jitendra, George J. DuPaul, Fumio Someki, Katy E. Tresco

Research output: Contribution to journalReview articlepeer-review

25 Scopus citations

Abstract

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.

Original languageEnglish (US)
Pages (from-to)325-330
Number of pages6
JournalDevelopmental Disabilities Research Reviews
Volume14
Issue number4
DOIs
StatePublished - Jan 1 2008

Keywords

  • Academic interventions
  • Attention-Deficit Hyperactivity Disorder
  • Evidence-based practices

Fingerprint Dive into the research topics of 'Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research'. Together they form a unique fingerprint.

Cite this