A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth with ADHD

Autor/inn/en	Trout, Alexandra L.; Epstein, Michael H.
Titel	A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth with ADHD
Quelle	In: Remedial and Special Education, 28 (2007) 4, S.207-226 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	Research Methodology; Intervention; Academic Failure; Hyperactivity; Attention Deficit Disorders; Academic Achievement; High Risk Students; Program Evaluation; Student Characteristics; Classroom Environment; Children; Adolescents; Program Effectiveness + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Schulleistung; Problemschüler; Programme evaluation; Programmevaluation; Klassenklima; Unterrichtsklima; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing. Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization. Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10