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A cognitive strategy instruction to improve math calculation for children with ADHD and LD: a randomized controlled
Jackie S Iseman1, Jack A Naglieri
1Department of Psychology, George Mason University, Fairfax, VA 22030, USA. driseman@gmail.com
Journal of Learning Disabilities
|March 9, 2011
Summary
Cognitive strategy instruction using the PASS (Planning, Attention, Simultaneous, Successive) model significantly improved math skills for students with ADHD. These gains persisted for a year, demonstrating effective strategy generalization.
Area of Science:
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) often impacts mathematical abilities.
- Cognitive strategy instruction aims to improve executive functions crucial for learning.
Purpose of the Study:
- To evaluate the effectiveness of Planning, Attention, Simultaneous, Successive (PASS) cognitive strategy instruction for students with ADHD in mathematics.
- To assess the long-term impact and transferability of the learned strategies.
Main Methods:
- Randomized controlled trial with special education teachers delivering PASS instruction to an experimental group.
- Comparison group received standard math instruction.
- Pre- and post-intervention assessments included standardized math tests and math worksheets; 1-year follow-up for Math Fluency.
Main Results:
- Experimental group showed large effect sizes on math worksheets (0.85), Math Fluency (1.17), and Numerical Operations (0.40).
- Comparison group showed minimal gains.
- Experimental group maintained superior performance at 1-year follow-up.
Conclusions:
- PASS-based cognitive strategy instruction is effective for improving mathematical computation and fluency in students with ADHD.
- The instruction facilitates far transfer of learned strategies to standardized math tests.
- Benefits of PASS instruction are sustained over at least one year.
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