The purpose of this study is to evaluate the effectiveness of some of the standard educational accommodations commonly used as intervention treatments with ADHD
students. The hypotheses will determine if there are significant differences between Stanford 9 standardized pre- and post-test scores each group and if there is a significant difference between Stanford 9 standardized post-test scores comparing Group 1 to Group 2. Subjects for this study will be 30 ADHD students chosen from a conveniently located elementary school. All students will be pre- and post-tested with the Stanford 9 standardized test. The experimental group will receive standard educational accommodations commonly used as intervention treatments with ADHD. Findings will be compared with controls. ANOVA will be used to analyze data.
Attention Deficit Hyperactivity Disorder (ADHD) is the name given to a neuropsychological disorder that results in social and academic problematic behaviors for an estimated 5 percent of all school age children (range: 2 to 9 percent), with a ratio of
3 to 1 boys to girls (Taylor, 1998). Characteristics include activity levels far in excess of those for the individual's appropriate age group, the inability to sustain interest, attention, or persistence to their activities as well as their peers, and impulse control and self-regulation abilities that lag far behind the expected level of development (Barkley 1996). Onset of the disorder is most commonly diagnosed in the first few years of grade school, and although researchers previously believed that ADHD remitted before or during adolescence, it has now been established that symptoms often persist well into adulthood (Goldman, Genel, Bezman, and Slanetz, 1998).
Research suggests that approximately 50% of ADHD children should qualify for special education services, and be given an Individualized Education Plan (IEP). The majority of these cases fall under th...