The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD.
The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.
Mautone
Jennifer A
JA
Lehigh University, PA 18015, USA.
DuPaul
George J
GJ
Jitendra
Asha K
AK
D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology* / Q000628:therapy*; D002648:Child; D003194:Computer-Assisted Instruction / Q000379:methods*; D006801:Humans; D008433:Mathematics; D015588:Observer Variation; D012919:Social Behavior; D012984:Software; D013663:Teaching / Q000379:methods