The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-31e

Bibliographic reference :
DuPaul, G.J., & Weyandt, L.L. (2006). School-based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on Academic, Social, and Behavioural Functioning, International Journal of Disability, Development and Education, 53(2), 161-176.

Abstract :

Students with attention deficit hyperactivity disorder (ADHD) go through a number of academic, behavioural and social difficulties. This literature review presents empirical findings regarding classroom strategies used with these students.

Behavioural Intervention Strategies
The behavioural approach is based on three types of strategies. Likely to be qualified as proactive, the first strategy consists of manipulating situations that immediately precede the occurrence of target behaviour to modify (e.g., allowing students to choose among two or more tasks to perform instead of asking them to perform only one). Likely to be qualified as reactive, the second strategy consists of manipulating situations that immediately follow target behaviour to modify (e.g., prudent verbal reprimand from the teacher and positive reinforcement using tokens or points). The third strategy consists of encouraging students to develop self-management capacities, such as self-control.

Academic Intervention Strategies
This type of strategy focuses on reducing behavioural problems in order to encourage students’ engagement in academic tasks. However, reducing behavioural problems alone does not necessarily result in improving students’ academic outcomes. Therefore, interventions should be applied directly to teaching methods (peer tutoring, diversification of teaching methods such as computer-assisted instruction, etc.).

Social Intervention Strategies
Students with ADHD experience social difficulties. They may have trouble maintaining a proper conversation with others (listening, not interrupting, etc.), joining an ongoing activity with peers correctly or dealing with situations of conflict, in which they tend to adopt agressive behaviour. However, the primary difficulty associated with implementing social intervention strategies is that students with ADHD do not appear to have deficits in social skills. Instead, the problem lies in their inability to use them correctly. Interventions that aim only at stimulating the acquisition of prosocial behaviour are more or less relevant, especially since they do not enable students to generalize these social assets. Therefore, interventions applied at a much greater level are to be preferred (e.g., social skills training given in small groups, in class as well as school-wide).

Implications for Practice
Too often, most ongoing interventions are limited to reducing behavioural problems. To ensure greater effectiveness, implemented strategies must focus on academic and social aspects to the same extent as behavioural aspects. This process involves the contribution of not only teachers, but also of educational specialists.

Based on the research reviewed, behavioural strategies are particularly effective in reducing behavioural problems associated with ADHD, especially in terms of proactive and reactive strategies.

Medication coupled with psychosocial interventions appears to optimize the improvement of behaviour for most children with ADHD. However, for this combined treatment to be as consistent and effective as possible, proper communication between schools and parents is essential.

The authors of this article also emphasized the importance of personalizing interventions by determining students’ strengths and weaknesses coupled with their learning context.

Key Words :
Behavioural Disorders, Attention Deficit Hyperactivity Disorder, ADHD, School Interventions, Behavioural Interventions, Social Skills Training, Interpersonal Relationships, Newsletter6

Monitored Countries :
United States