Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled...

Area of Science:

• Educational Psychology
• Special Education
• Neurodevelopmental Disorders

Background:

• Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic challenges.
• Current interventions frequently focus on accommodations (e.g., breaks, prompting) rather than skill-building.
• There is a need to evaluate strategies that promote independent functioning in students with ADHD.

Purpose of the Study:

• To compare the effectiveness of four intervention strategies on student engagement, disruptive behavior, and task initiation.
• To investigate the impact of skill-building versus accommodation-based strategies for middle schoolers with ADHD.

Main Methods:

• Fifteen sixth and seventh-grade students diagnosed with ADHD participated.
• A randomized daily design was used, assigning students to one of four conditions.
• Outcomes measured included engagement, disruptive behavior, and time to initiate tasks.

Main Results:

• Significant differences were found across the four conditions.
• Students reported that prompting and self-management strategies were helpful.
• Students expressed a preference for breaks and sensory proprioception strategies.

Conclusions:

• Strategies focused on teaching skills, such as self-management, may be more effective than those solely aimed at removing ADHD's impact.
• Findings support prioritizing skill development to enhance independent functioning in students with ADHD.
• Further research is warranted to optimize interventions for this population.