title: Enhancing academic achievement for children with Attention-Deficit Hyperactivity Disorder: evidence from school-based intervention research.
abstract: Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.
authors.affiliation: Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA. jiten001@umn.edu
authors.forename: Asha K
authors.initials: AK
authors.lastname: Jitendra
authors.forename: George J
authors.initials: GJ
authors.lastname: Dupaul
authors.forename: Fumio
authors.initials: F
authors.lastname: Someki
authors.forename: Katy E
authors.initials: KE
authors.lastname: Tresco
mesh_terms: D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology* / Q000628:therapy*; D002648:Child; D006801:Humans; D012572:School Health Services; D016896:Treatment Outcome