Promising Classroom Interventions for Students with Attention Deficit Disorders.

Autor/inn/en	Fiore, Thomas A.; Becker, Elizabeth A.
Institution	Research Triangle Inst., Research Triangle Park, NC. Center for Research in Education.
Titel	Promising Classroom Interventions for Students with Attention Deficit Disorders.
Quelle	(1994), (215 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Aggression; Attention Deficit Disorders; Career Education; Classroom Environment; Classroom Techniques; Cooperative Learning; Earth Science; Educational Practices; Elementary Secondary Education; Intervention; Literacy Education; Mainstreaming; Peer Teaching; Self Management; Study Skills; Teaching Methods; Tutorial Programs; Videodisks; Writing Strategies + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Arbeitslehre; Klassenklima; Unterrichtsklima; Klassenführung; Kooperatives Lernen; Earth sciences; Geowissenschaften; Bildungspraxis; Peer group teaching; Peer Group Teaching; Selbstmanagement; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schreibtechnik
Abstract	This report presents school-based interventions that teachers can employ in regular classrooms to educate students with attention deficit disorders (ADD). The report attempts to compensate for the limitations in the ADD research literature by extrapolating from research on other difficult-to-teach students to identify and describe academic and social skills interventions that are likely to be effective in regular classrooms with students who have ADD. The first chapter provides an overview of the interventions and explains procedures followed in selecting the interventions. Each of the remaining eight chapters focuses on a single intervention program. These include: (1) classwide peer tutoring, (2) early literacy program, (3) "Tribes," (4) self-regulated strategy development in writing, (5) earth science videodisc program, (6) skills for school success, (7) aggression replacement training, and (8) life-centered career education. Each of the eight chapters provides a description of the intervention's purpose, its content and activities, implementation requirements, impact on teachers, significant costs, testimonials of effectiveness, limitations, research support, contact point for more information, and a list of references. To a large extent, the program developers, as well as the teachers and administrators who are using the programs successfully, describe the interventions in their own words. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01