title: Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.
abstract: OBJECTIVE
  Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined.
  
  
  METHODS
  Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data.
  
  
  RESULTS
  Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation.
  
  
  CONCLUSIONS
  Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found.
authors: Leiden University, Netherlands rstoutjesdijk@fsw.leidenuniv.nl.
authors: Regina
authors: R
authors: Stoutjesdijk
authors: Leiden University, Netherlands.
authors: Evert M
authors: EM
authors: Scholte
authors: Leiden University, Netherlands.
authors: Hanna
authors: H
authors: Swaab
mesh_terms: D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D002648:Child; D004519:Education, Special; D004522:Educational Status; D004644:Emotions; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D012574:Schools; D011795:Surveys and Questionnaires
keywords: ADHD; academic achievement; behavioral progress; inclusion; special education