PEER-MEDIATED ACADEMIC INTERVENTION OF ADHD

这是一个为期2年的项目，旨在评估影响的建议， 两个同行中介干预的学术成就， 注意力缺陷多动障碍（ADHD） 十六 7至11岁的临床诊断为ADHD的儿童 年龄和类似数量的同学将参加 调查 两个干预措施将在其 正规教育教室，以提高学习技能 提高独立工作的生产力。 积极干预期间 在这种情况下，患有ADHD的儿童将接受日常辅导， 最弱的学科（即，阅读，数学，或拼写）从一个 他们的同学 除了同侪辅导，在两个 干预条件，一个同学将监测每个目标儿童的 注意和完成独立的座位在同一学术 主题领域。 将采用受试者内逆转设计， 每个参与者的学习成绩将在 基线控制（例如，传统的以教师为中介的教学） 积极干预的条件。 将采取若干相关措施， 每天收集，包括ADHD相关的观察结果 在教学和课堂作业中的行为，基于问卷的测量 探索和学术生产力测量。 此外，教师和 在每个实验阶段将完成自尊等级评定。 每周将对教师制定的成绩测试的表现进行评估 在整个研究中。 消费者满意度评级将由 教师、目标学生和同伴导师在结束时， study. 随着时间的推移，频繁收集相关度量将 允许分析单个受试者（时间）和 系列分析）和组（多变量方差分析）水平。 据推测，同侪辅导将导致临床显着 提高儿童的学习准确性和成绩， 多动症。 此外，同伴辅导和监测的结合是 假设，以显着提高对任务的行为和学术 目标儿童在独立座位工作期间的生产力。 同侪调解的干预措施可能是一种具有成本效益和时间效益的 方法，以提高儿童多动症的学习成绩， 正规教育教室。

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.