Combined Intervention of Working Memory and Arithmetic Reasoning in Students with ADHD

Autor/inn/en	Sperafico, Yasmini Lais; Pisacco, Nelba Maria; Corso, Luciana; Rohde, Luís Augusto; Dorneles, Beatriz
Titel	Combined Intervention of Working Memory and Arithmetic Reasoning in Students with ADHD
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 4, S.566-582 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1698717
Schlagwörter	Students with Disabilities; Attention Deficit Hyperactivity Disorder; Short Term Memory; Arithmetic; Mathematical Logic; Mathematics Instruction; Intervention; Program Effectiveness; Grade 3; Grade 4; Elementary School Students; Foreign Countries; Severity (of Disability); Computer Games; Brazil + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kurzzeitgedächtnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Schweregrad; Computer game; Computerspiel; Computerspiele; Brasilien
Abstract	This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (WaldX[superscript 2] = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (WaldX[superscript 2] = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01