Transcription of ADHD: Classroom Interventions - miOttawa
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ADHD: Classroom Interventions - miOttawa
ADHD: Classroom InterventionsBY STEPHEN E. BROCK, PHD, NCSP; BETHANY GROVE, EDS; & MELANIE SEARLS, EDS,California State University,SacramentoAttention deficit hyperactivity disorder (ADHD) is one of the most commonchildhood behavior 2006 National Health Interview Survey indicated that 7% of children ages 3 17 have at some pointbeen diagnosed with ADHD (Bloom & Cohen, 2007). Combined with this high prevalence is the fact thatADHD s core symptoms of inattention, hyperactivity, and impulsivity areassociated with a variety ofschool adjustment challenges. It is not surprising that these students are at risk for school failure andrequire behavioral Interventions to promote school APPROACHES TO BEHAVIOR INTERVENTIONB efore offering Interventions for specific ADHD challenges, it is important to acknowledge that, whilethese students do have a core set of common difficulties, this group is verydiverse.
The highest academic gains in peer tutoring situations are made when students are presented with challenging material and when teacher feedback is frequent. As little as 20 minutes per day of peer tutoring has been found to result in significant increases in on-task behavior. Class-Wide Peer Tutoring Students with ADHD who have participated in ...
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