PEER-MEDIATED ACADEMIC INTERVENTION OF ADHD

同伴介导的多动症学术干预

• 批准号: 3331752
• 负责人: GEORGE J DUPAUL
• 金额: $ 9.51万
• 依托单位: LEHIGH UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 1994-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3331752
• 关键词: academic achievement; attention deficit disorder; behavior modification; behavior test; child behavior; data collection; education evaluation /planning; elementary school; human subject; middle childhood (6-11); peer group; questionnaires; self concept

This is a proposal for a 2-year project designed to evaluate the effects of two peer-mediated interventions on the academic achievement of children with Attention Deficit Hyperactivity Disorder (ADHD). Sixteen children with clinically diagnosed ADHD between the ages of 7 and 11 years old and a similar number of their classmates will participate in the investigation. Two interventions will be implemented in their regular education classrooms to enhance acquisition of academic skills and increase independent work productivity. During active intervention conditions, children with ADHD will receive daily tutoring in their weakest academic subject (i.e., reading, math, or spelling) from one of their classmates. In addition to peer tutoring, during two of the intervention conditions, a classmate will monitor each target child's attention to and completion of independent seatwork in the same academic subject area. A within-subject reversal design will be employed such that each participant's academic performance will be evaluated during both baseline control (e.g., traditional teacher-mediated instruction) and active intervention conditions. Several dependent measures will be collected on a daily basis including observations of ADHD-related behavior during instruction and classwork, curriculum-based measurement probes, and academic productivity measures. In addition, teacher and self-esteem ratings will be completed during each experimental phase. Performance on teacher-made tests of achievement will be evaluated weekly throughout the study. Consumer satisfaction ratings will be completed by the teacher, target student, and peer tutor at the conclusion of the study. The frequent collection of dependent measures over time will allow analysis of obtained results at both the single-subject (time series analysis) and group (multivariate analysis of variance) levels. It is hypothesized that peer tutoring will lead to clinically significant improvements in academic accuracy and achievement among children with ADHD. Further, the combination of peer tutoring and monitoring is hypothesized to significantly enhance the on-task behavior and academic productivity of target children during independent seatwork. Peer-mediated interventions could represent a cost- and time-effective method to improve the academic achievement of children with ADHD within regular education classrooms.

这是一个为期 2 年的项目提案，旨在评估效果 两种同伴介导的干预措施对学业成绩的影响 患有注意力缺陷多动障碍（ADHD）的儿童。 十六 7 至 11 岁之间经临床诊断患有 ADHD 的儿童 岁和类似数量的同学将参加 调查。 将实施两项干预措施 常规教育课堂，以提高学术技能的获得 并提高独立工作的生产力。 积极干预期间 在条件允许的情况下，多动症儿童将在他们的家中接受日常辅导 其中最弱的学术科目（即阅读、数学或拼写） 他们的同学。 除了同伴辅导之外，在其中两次 干预条件下，一名同学将监控每个目标孩子的情况 关注并完成同一学术中的独立座位作业 主题领域。 将采用受试者内逆转设计，例如 每个参与者的学业表现将在期间进行评估 基线控制（例如传统的教师介导的教学） 和积极干预的条件。 多项相关措施将 每天收集，包括 ADHD 相关的观察结果 教学和课堂作业期间的行为，基于课程的测量 调查和学术生产力衡量标准。 此外，老师和 自尊评级将在每个实验阶段完成。 每周都会评估教师组织的成绩测试的表现 整个研究过程中。 消费者满意度评级将由 老师、目标学生和同伴导师在课程结束时 学习。 随着时间的推移，频繁收集相关措施将 允许分析在单个受试者（时间 系列分析）和组（多元方差分析）水平。 据推测，同伴辅导将带来具有临床意义的结果 患有以下疾病的儿童的学业准确性和成绩的提高 多动症。 此外，同伴辅导和监督的结合 假设可以显着提高任务行为和学业成绩 目标儿童在独立座位工作期间的生产力。 同伴介导的干预措施可能具有成本效益和时间效益 提高多动症儿童学业成绩的方法 常规教育教室。