eric.ed.gov har udgivet: Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task behaviors in the stimulation conditions than in baseline. Effects were very modest. Students chose stimulation conditions that were related to their behavior more than their accuracy. Link til kilde
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eric.ed.gov har udgivet: The study described in this report examined whether the use of “daily report cards” (“DRCs”) in elementary school classrooms improved behavior and academic achievement among students diagnosed with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD)/conduct disorder. Students with an Individualized Education Program (IEP) in grades 1-6 were recruited for the study and tested for ADHD to determine eligibility. Following an intake process that determined diagnosis and eligibility, a total of 63 students, each with a unique teacher, were randomly assigned either to the intervention condition (n = 33) or to the comparison condition (n = 30). The study assessed the effectiveness of “DRCs” by comparing behavioral and academic outcomes for the intervention and comparison groups at the conclusion of… Continue Reading →
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eric.ed.gov har udgivet: The current research aims at finding the relationship between hyperactivity and math learning among a child with deep deafness. The research sample was 40 children from four levels of primary education, ranging in age from (10) to (17) years, the research tools was two tests: a test was used for the evaluation of mathematics, and Teacher’s test of hyperactivity, and results found that deep deafness has led to the realization of the hypotheses established by the existence of a statistically significant inverse and intermediate correlation between hyperactivity and mathematical learning. Not also includes a relationship between each of the three symptoms of hyperactivity (Lack of attention, hyperactivity, and impulsivity) and learning mathematics despite the difference in degree of correlation that was in favor of the ADHD. Based… Continue Reading →
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