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Article
Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research
Developmental Disabilities Research Reviews
  • A. K. Jitendra
  • George J. Dupaul
  • F. Someki
  • Katy E. Tresco, Philadelphia College of Osteopathic Medicine
Document Type
Article
Publication Date
1-1-2008
Disciplines
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. © 2008 Wiley-Liss, Inc.
Comments

This article was published in Developmental Disabilities Research Reviews, Volume 14, Issue 4, Pages 325-330.

The published version is available at http://dx.doi.org/10.1002/ddrr.39.

Copyright © 2008 Wiley.

Citation Information
A. K. Jitendra, George J. Dupaul, F. Someki and Katy E. Tresco. "Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research" Developmental Disabilities Research Reviews Vol. 14 Iss. 4 (2008) p. 325 - 330
Available at: http://works.bepress.com/katy_tresco/12/