Harrison Judith R, Evans Steven W, Zatz Jenna, Mehta Paulomi, Patel Aayushi, Syed Muzzammil, Soares Denise A, Swistack Nicole, Griffith Molly, Custer Beth A
Rutgers, The State University of New Jersey, New Brunswick, USA.
Ohio University, Athens, USA.
J Atten Disord. 2022 Sep;26(11):1507-1519. doi: 10.1177/10870547221081108. Epub 2022 Mar 3.
Middle school students with ADHD often experience negative academic outcomes. To intervene, schools frequently provide services through special education or section 504. These services include strategies, such as breaks, prompting, and sensory proprioception to remove the impact of construct-irrelevant variance. Student plans rarely include strategies, such as selfmanagement, designed to teach students skills to increase independent functioning. The purpose of this study was to compare the effectiveness of four strategies on engagement, disruptive behavior, and time to initiate tasks. Fifteen sixth and seventh grade students were randomized daily to one of four conditions. Results indicated large statistically significant differences. Social validity data indicated that students found prompting and self-management helpful, but preferred breaks and sensory proprioception. This study builds on a growing empirical base that supports the prioritization of strategies to teach skills over strategies to remove the impact of ADHD on performance.
患有注意力缺陷多动障碍（ADHD）的中学生往往学业成绩不佳。为了进行干预，学校通常通过特殊教育或第504条提供服务。这些服务包括一些策略，如休息、提示和感觉统合训练，以消除与结构无关的差异的影响。学生计划很少包括旨在教授学生提高独立功能技能的策略，如自我管理。本研究的目的是比较四种策略在参与度、破坏性行为和开始任务时间方面的有效性。15名六年级和七年级学生每天被随机分配到四种条件之一。结果显示出统计学上的显著差异。社会效度数据表明，学生们发现提示和自我管理很有帮助，但更喜欢休息和感觉统合训练。这项研究建立在一个不断增长的实证基础上，该基础支持将教授技能的策略置于消除ADHD对表现影响的策略之上的优先地位。
