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A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHDCenter for At-Risk Children's Services at the University of Nebraska-Lincoln, atorkelsontrout2{at}unl.edu
Center for At-Risk Children's Services
University of Nebraska-Lincoln
Center for At-Risk Children's Services Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing. Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization. Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.
Remedial and Special Education, Vol. 28, No. 4,
207-226 (2007) |
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