Related Experiment Videos
Developing fluency and endurance in a child diagnosed with attention deficit hyperactivity disorder
1School of Psychology, Communication, and Education, University of Ulster, Coleraine, County Londonderry, Northern Ireland.
Journal of Applied Behavior Analysis
|October 27, 2001
Summary
This study shows that teaching for fluency improves skill performance and focus in children with attention deficit hyperactivity disorder (ADHD). Reaching fluency goals helps maintain on-task behavior.
Area of Science:
- Behavioral Psychology
- Educational Psychology
- Child Psychology
Background:
- Attention deficit hyperactivity disorder (ADHD) often impacts academic skill fluency and on-task endurance.
- Targeting skill fluency is a potential intervention strategy for children with ADHD.
Observation:
- A 9-year-old boy diagnosed with ADHD was assessed using a specific teaching method.
- The academic task initially showed low fluency during baseline sessions.
Findings:
- Teaching the academic task to fluency resulted in increased response rates and sustained on-task behavior.
- Reversals to baseline conditions showed decreased responding and reduced on-task time when fluency was not yet established.
- Once fluency goals were met, performance remained high and on-task behavior was maintained even after task reversals.
Implications:
- Teaching for fluency may be an effective strategy to improve academic performance and attention in children with ADHD.
- Establishing fluency can lead to more resilient academic skills and better on-task endurance.
- This approach highlights the importance of fluency-based instruction in special education settings.