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This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities and was delivered over a period of six weeks (24 sessions). One second-year middle school classroom (n = 29), including students with ADHD (n = 3), was recruited for the study. A mixed-methods, explanatory sequential design was adopted: Social Inclusion Survey data were collected before and after the intervention; and qualitative data were collected using semi-structured interviews and focus groups two weeks after the intervention. The findings suggest an increase in the acceptance levels (and a decrease in the rejection levels) of students with ADHD in line with the group as a whole. Furthermore, the findings suggest a positive drama influence on the students' social interactions, friendships, and sense of belonging. The findings highlight the need for schools to promote the social inclusion of all the students through embracing creative teaching strategies and recognising the importance of social development in inclusive settings. [ABSTRACT FROM AUTHOR]

This paper describes daily report cards and the evidence relating to their use in schools for children with attention-deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre-determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long-term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. [ABSTRACT FROM AUTHOR]

The need to give equal access to education and make the learning process fruitful for every student, regardless of his/her individual abilities, has resulted in an increased focus of attention by modern educators who have explored the impact of different teaching practices on students with Learning Differences (LDs). However, there is still lack of empirical evidence as regards the most efficient English as a Foreign Language (EFL) teaching methodology and pertinent material for students with such differences. This paper reports on a one-year study that aimed at investigating the development of young Attention Deficit Hyperactivity Disorder (ADHD) learners' reading competence within a Technology-Enhanced Learning Environment (TELE). A total of ten EFL students aged 9 to 12 years old participated in the research, all of which were officially diagnosed with ADHD syndrome. The study concludes by presenting explicit teaching and testing accommodations that could be adopted from primary to tertiary one. As such, the included suggestions aspire to yield practical guidance and insight to EFL instructors, material developers and curricula designers from primary to tertiary education in reference to specific computer-based features embedded in reading comprehension activities that might prove helpful to ADHD learners throughout their lives. [ABSTRACT FROM AUTHOR]

Children with attention deficit hyperactivity disorder ( ADHD) experience behavioural and learning problems at home and at school, as well as a lack of self-control in their lives. We can take advantage of the evolution of new technologies to develop applications with the aim of enhancing and stimulating the learning process of children with ADHD. In addition, these applications may help teachers and therapists to track the progress of the children. In this paper, we present a novel software system with new interaction mechanisms with the aim of improving memory and attention in children with ADHD. The system is based on a set of collaborative games developed in a novel multi-device environment applying the distributed user interface paradigm together with tangible user interfaces ( TUIs). The interaction with the system is very intuitive and simple as children interact directly with known physical objects used as TUIs instead of using the mouse and the keyboard. In this way, children can play while moving around the room and interact with the games that are projected on the wall. [ABSTRACT FROM AUTHOR]

In traditional learning, teachers can easily have an understanding of how their students work and learn. However, in e-Learning it is more difficult for teachers to monitor how their students behave and learn in the system. As well as to identify if they have any specific awkwardness in their educational process. In this paper, a student model to infer the presence of ADHD symptoms in a Computer-Based Educational System (also known as Learning Management Systems (LMS)) is presented. The student model takes into account two types of students' characteristics: generic and psychological. Each one is measured through a set of variables, which are correlated to obtain a final profile that can be useful to assist the teaching-learning process. In order to reach this purpose, three Web application tools that collect information about these characteristics have been developed, integrated into a LMS and validated in a case study composed of 30 students (5 suffering from ADHD, 5 that present similar characteristics to ADHD and 20 that supposed do not suffer from ADHD). This case study was carried out through a quantitative research approach and a descriptive scope. Results show that the implemented tools are useful to identify attention problems symptoms in students enrolled in e-learning courses. [ABSTRACT FROM AUTHOR]

In many western countries, attention deficit hyperactivity disorder (ADHD) has achieved celebrity status, such that it probably no longer requires introduction. The disorder is a global phenomenon, spreading rapidly as result of the increasing dominance internationally of US psychiatric models, the need for new markets for major pharmaceutical companies, increasing use of the internet by parents and professionals and changing approaches to schooling. There is a broad consensus among international experts and organisations that ADHD is a genuine neurodevelopmental disorder based on empirical research. However, many critics have questioned the legitimacy of ADHD. This paper reviews the arguments for and against the ADHD construct. First, the review examines the literature and research endorsing ADHD as a 'real' disorder. Second, the criticisms levelled against the ADHD construct are examined. [ABSTRACT FROM AUTHOR]

The presence of primitive (infant) reflexes in school-aged children as indicators of immaturity in neuromotor functioning has been associated with under-achievement in terms of reading, writing and mathematics, and been linked to conditions such as dyslexia, developmental coordination disorder (DCD) and attention deficit and hyperactivity disorder (ADHD). The research presented here explores the extent to which three such reflexes, previously linked to learning and behavioural difficulties in the classroom, were present in a sample of 120 children in the September that they started formal schooling (aged 4–5) in the United Kingdom (UK). Approximately half of these children then participated in a movement programme and 108 were then tested again towards the end of their first year at school. The data demonstrate that a high percentage of young children are, indeed, starting school with one or more of these reflexes present to some extent. Those children who received no additional input throughout the school year showed no improvements in their reflex status when compared to children who had participated in a developmental movement programme. Thus, recommendations are made for further research; particularly in relation to neuromotor screening, appropriate physical development provision prior to and during school; and developmental movement interventions for older children. [ABSTRACT FROM AUTHOR]

The Attention-Deficit Hyperactivity Disorder (hence ADHD▶2) is one of the commonest disorders among school children, affecting between 2 and 12 of every 100 students. Children affected by this disorder frequently display disruptive behaviors and may have slower cognitive processing speeds. If the disorder is not diagnosed in time, ADHD kids are at risk of falling behind their partners and this may result inschool failure. Given the fact that ADHD is often unabated due to lack of diagnosis, an early identification at school may be paramount in the life of students. This paper proposes a basic and easy neurolinguistic construct to help teachers to understand the disorder, together with an useful class game which may serve as a tool to identify ADHI) kids in the English (or foreign) language class. Some case studies are described and remedial strategies are proposed too. [ABSTRACT FROM AUTHOR]

Copyright of Proceedings of the Islamic Pedagogical Faculty of the University of Zenica / Zbornik Radova Islamskog Pedagoškog Fakulteta u Zenici is the property of University of Zenica, Islamic Pedagogical Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusion of children with special educational needs into mainstream schools needs effort and cooperation by all those involved. Both educators and medical professions need to be skilled in identifying and supporting neurodiversity. This study explores the cross‐professional understanding and support of four of the most prevalent neurodiversities: autism spectrum condition, attention deficit hyperactivity disorder, developmental coordination disorder and dyslexia, to evaluate the efficiency of the diagnostic pathway and the subsequent support. Questionnaires were distributed throughout a number of training events for medical and educational practitioners asking what a condition was, and how it could be supported. Using a thematic analysis, data from 189 responses were examined and cross‐referenced with diagnostic criteria, in addition to identifying the overarching themes of support. Results show a serious gap in awareness and knowledge of neurodiversity in both medical and educational sectors, followed by a cacophony of intervention, breaking the pathway for diagnosis before it begins and ultimately failing children and their families. [ABSTRACT FROM AUTHOR]

This study examined whether inattention and hyperactivity/impulsivity moderated the relationship between parent's personal and contextual motivators for involvement in their child's education (i.e., self-efficacy, role construction, time and energy, knowledge and skill) and involvement in their child's activities at home. Parents and teachers of 122 kindergarten students rated children's levels of inattention and hyperactivity/impulsivity. Parents reported on their motivators for involvement in their child's education as well as parent involvement behaviors at home. Inattention predicted home-based involvement in most models. Inattention also moderated the relationships between parents' perceived knowledge and skills, role construction, and time and energy and their involvement activities at home, such that parent's personal and contextual moderators were more strongly linked with their home-based involvement when children's levels of inattention were high. Hyperactivity/impulsivity was not a significant predictor of parent involvement at home and did not moderate the association between parent's personal and contextual motivators and their home-based involvement activities. These findings suggest that considering motivators for involvement may be particularly important when working with youth with high levels of inattentive symptoms. In particular, findings provide insight into which families are particularly at risk for low levels of involvement. Implications for research and practice are delineated. Highlights: Children's levels of inattentive symptoms predicted lower levels of parent involvement in education. In contrast, children's levels of hyperactivity/impulsivity did not relate parent's involvement in education. For children with high levels of inattention, how parents perceive their role as an educator and the time, energy, knowledge, and skills they have for this role are an important predictor of parent involvement. [ABSTRACT FROM AUTHOR]

We tested the feasibility of an educational intervention for ADHD and social difficulties, with three boys, ages 8, 9, and 10. A novel approach was used: exploratory talk and deep learning educational techniques were combined in a three-part psychoeducation, collaborative group work, and homework intervention. These techniques have been shown to increase metacognition and self-regulation in academic learning for typically developing children, but have not been combined and tested with social skills learning or ADHD children. Engagement levels varied by case, and corresponded to socio-economic status (SES), interest in the homework activity, and Strengths and Difficulties Questionnaire (SDQ) scores. Key themes were 'just want to play', 'don't see problems', and 'stress and frustration of parents'. Socially problematic subthemes dominated the boys' talk, supporting literature on social difficulties, positive self-perception bias and pragmatic language difficulties in ADHD. Results suggest future research should take into account individual differences on SDQ scores and adopting a play-based format. [ABSTRACT FROM AUTHOR]

The article discusses inclusive strategies in early childhood education classrooms for students that exhibit signs of attention deficit hyperactivity disorder (ADHD). Topics include the characteristics of ADHD, such as inattention, impulsivity, and hyperactivity, the benefits of understanding the neurological aspects of ADHD, and improving reading comprehension in students with ADHD. Details related to a teacher's approach to assisting a student with ADHD are provided.

Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in the objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither policies nor empirical research provide sufficient guidance for educators to effectively select and implement accommodations. This study reviews the effectiveness of accommodations for students in the special education eligibility category of emotional disturbance and those with diagnoses of attention deficit hyperactivity disorder (ADHD). First, we propose definitions that delineate accommodations from modifications and interventions. Next, we identify strategies that could serve as potential accommodations for this population. Next, we conduct a systematic literature review and calculate effect sizes to evaluate the effectiveness of the included strategies. Finally, we review the evidence to determine whether each included strategy meets the proposed definition of an accommodation. Although several potential strategies are beneficial to youth with ADHD and/or emotional and behavioral disorders, this review indicates that very few purported accommodations actually meet all the criteria in the definition of accommodations, and there is very little evidence supporting the effectiveness of commonly recommended accommodations for youth with behavioral challenges. Our critique of the state of the science on accommodations highlights several important issues that can be used to inform current research and practice in schools. [ABSTRACT FROM PUBLISHER]

Copyright of Studia Universitatis Babes-Bolyai, Psychologia-Paedagogia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many students struggle to maintain the attention needed to comprehend while reading. One 4th-grade student and 5th-grade student, both with poor comprehension and attention-related disabilities, were taught to use a proven systematic reading comprehension strategy, TWA (Think Before Reading, Think While Reading, Think After Reading), when reading science passages. TWA consists of 9 strategies: State Author's Purpose, What I Know, What I Want to Learn, Adjust Reading Speed, Reread, Link Knowledge, Identify Main Idea, Summarize, and State What I Learned. Students received scaffolded support throughout the intervention and learned to self-monitor and self-reinforce their reading performance. Both students' reading comprehension improved during and after lessons when compared with performance before instruction. TWA appeared to help these students regulate their strategy use and sustain attention during reading. [ABSTRACT FROM AUTHOR]

Cooperative learning has broad support as an instructional strategy to improve achievement. If the social behavior of students at risk for ADHD could be documented, cooperative groups could also provide a context for intervention. To this purpose, we observed 22 same-gender triads, with or without a member at risk for ADHD during problem-solving performance. Findings were that at-risk students exhibited more negative verbal, off-task, and less cooperative behavior. Unexpected findings were that their groups were also more successful. Educational implications when planning group experiences were described in terms of (a) the identification of behavior to anticipate from students at risk, (b) how students' behavior can alter the behavior of their general education peers, and (c) the importance of interventions for all group members, especially boys. [ABSTRACT FROM AUTHOR]

Students with attention deficit hyperactivity disorder (ADHD) are at risk for academic underachievement. Children and youth with ADHD have been found to exhibit impairments on neuropsychological measures of executive functions, including working memory. Working memory is important to attentional control and learning. This article defines working memory, describes its importance to scholastic functioning, and highlights recent studies examining working memory functioning in students with ADHD. Finally, the authors discuss how educators can address working memory weaknesses in the classroom. [ABSTRACT FROM AUTHOR]

Academic problems are common among students with attention deficit hyperactivity disorder (ADHD). One reason for academic problems is the difficulties in executive functions (EF) that are necessary for complex goal-oriented behaviors. Students with ADHD often exhibit EF deficits and as a result have difficulties with tasks that require planning, organizing, maintaining effort, and monitoring activities. This article outlines how teachers can help students with ADHD overcome EF difficulties and improve their academic performance. [ABSTRACT FROM AUTHOR]

The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents' mediation characteristics and children's early literacy skills. Each of 62 parent-child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem-solving tasks, and general measures of interactions). Children's early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing-specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children's early literacy. More emotional mediation measures correlated significantly with children's early literacy in the ADHD than in the non-ADHD group. Discussion focused on parent-child writing interactions as a context of early literacy development among young children with ADHD. [ABSTRACT FROM AUTHOR]

Students with attention deficit hyperactivity disorder (ADHD) often experience serious academic deficits. One area that is particularly problematic is written expression. This study assesses the effectiveness of a persuasive essay-writing strategy taught by using the self-regulated strategy development model on the writing skills of 3 high school students with ADHD. Results indicate a marked improvement in the number of essay elements, length, and holistic quality of students' essays. Planning time also increased. The students maintained gains at 3-week follow-up. The article also discusses implications for future research and practice. [ABSTRACT FROM AUTHOR]

The article focuses on effective education for students with attention-deficit hyperactivity disorder (ADHD). It explains that students with ADHD are at an increased risk for school failure and offers the School Supports Checklist (SSC) to help educators identify potential problems. The items discussed in the article include the legal support for students with ADHD through a section of the U.S. Rehabilitation Act of 1973. Information about the development of the SSC is provided and its implementation is examined.

Focuses on the importance of classroom arrangement considering students with attention deficit/hyperactivity disorder (ADHD) in the United States. Difficulties of students with ADHD; Strategies for coping with hyperactivity; Benefits of group-rewards. INSET: What Does the Literature Say About ADHD and Classroom Design?.

Presents tips to support students with attention and learning weakness. Includes the provision of a structured learning environment; Repetition of instructions about in-class and homework assignments; Use of behavioral management techniques.

Presents a study of children clinically diagnosed as having attention deficit-hyperactivity disorder (ADHD) among a group of students in a public school district. Demographic information; Disability category; Placement; Academic achievement; Educational treatment; Areas to be addressed in future research.

Discusses the preparations of students with attention deficit hyperactivity disorder (ADHD) for entry into the workplace and secondary education in the United States. Definition of ADHD; Characteristics of children and adolescents with ADHD; Issues associated with postsecondary education.

Discusses the impact of attention deficit hyperactivity disorder (ADHD) on the special education profession. Eligibility of children with ADHD for special education services; Consideration of ADHD as a disability category based on the assumption that it is a valid psychiatric disorder and is characterized by academic difficulties.

Explains the organizational problems of students, methods for assessing the disorders and write objectives to address the deficit of students with attention deficit/hyperactivity disorder (ADHD). Profile of organization deficits and children with ADHD; Assessment of organization; Strategies for improving organization; Conclusion.

Discusses home and school collaborations for students with attention-deficit disorder (ADD). Models of communication and collaboration; Sources of data for the evaluation process; Student involvement in educational and behavioral planning; Best intervention strategies; Monitoring behavioral and academic success.

Discusses intervention strategies for students with attention-deficit/hyperactivity disorder (ADHD). Teachers' three-tiered responsibility; Unstructured interventions; Response cost strategies; Multiteacher behavioral contract; Assertive discipline.

Discusses the instruction of children with attention disorders. Descriptors for translating assessment data; Intervention planning; Modification of traditional lesson plans; Behavioral and academic interventions.

Discusses a multimodal approach for the education of children with attention-deficit disorders (ADD). Collaborations between parents, students, professionals and educators; Need for parents to provide information to other team members; Participation of students in their education; Lifetime benefits of collaboration.

Discusses an approach for teaching children with attention-deficit disorders (ADD). Elements of the T-G-I-F process; Application; How to handle a student who is disruptive during instruction; Suggestions in dealing with students who do not begin or complete practice/seatwork activities.