PEER-MEDIATED ACADEMIC INTERVENTION OF ADHD

这是一个为期两年的项目的提案，旨在评估效果 两种同伴干预对学生学习成绩的影响 注意缺陷多动障碍(ADHD)儿童。十六 临床诊断为多动症的7至11岁儿童 和他们相同数量的同学将参加 这项调查。两项干预措施将在其 正规教育课室，提高学生的学习能力 并提高独立工作效率。在积极干预期间 条件，患有ADHD的儿童将在他们的 最差的学术科目(例如，阅读、数学或拼写) 他们的同学。除了同伴辅导，在两个 干预条件下，一名同学将监测每个目标儿童的 注意并完成同一学院的独立座位工作 主题区。将采用受试者内部的反转设计 每个参与者的学习成绩将在 两种基线控制(例如，传统的教师授课) 和积极干预的条件。几项从属措施将是 每天收集，包括与ADHD相关的观察 在教学和课堂作业中的行为，基于课程的测量 调查，和学术生产力的衡量。此外，老师和 自尊评分将在每个实验阶段完成。 每周将对教师考试的成绩进行评估。 在整个研究过程中。消费者满意度评分将在以下时间完成 教师、目标学生和同伴导师在课程结束时 学习。随着时间的推移，频繁收集依赖的衡量标准将 允许分析在两个单一对象(时间)上获得的结果 系列分析)和组(多变量方差分析)水平。 假设同伴辅导将导致临床上有意义的 儿童学习准确性和学习成绩的提高 多动症。此外，同行辅导和监督的组合是 假设显著提高任务中的行为和学习能力 目标儿童在独立座位工作时的生产力。 同行调解的干预可能代表着一种成本效益和时间效益 提高ADHD儿童学习成绩的方法 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.