1. Jennifer Thorne June 2011

2. Students with ADHD Have inappropriate levels of attention Uninhibited responses Activity that interferes with daily routines Academic underachievement Low academic performance Social interactions Impedes task engagement Low motivation Volpe, DuPaul, DiPerna, Jitendra, Tresco, Lutz & Junod, 2008

3. How does ADHD impact achievement? Volpe, DuPaul, DiPerna, Jitendra, Tresco, Lutz & Junod, 2008 In class, students lack engagement and have study skills ADHD impacts motivation Poor performance & achievement. ADHD negatively impacts social skills

4. What do reading interventions look like? Targeted interventions Data driven. Focus on literacy skills Not just focused on ADHD behaviors Focus on relationships within & between texts Classroom teaching strategies Volpe, DuPaul, DiPerna, Jitendra, Tresco, Lutz & Junod, 2008

5. Targeting Skills Volpe, DuPaul, DiPerna, Jitendra, Tresco, Lutz & Junod, 2008 Interventions should target motivation, study skills, interpersonal skills, and engagement Address specific behaviors of ADHD students reach their full potential.

6. Interventions must be long-lasting & data driven Interventions and behavior modifications such as: class-wide tutoring computer instruction self-regulation homework support did not have a profound long term impact on achievement. Volpe, DuPaul, DiPerna, Jitendra, Tresco, Lutz & Junod, 2008

7. Interventions must be data-driven Intensive, data-based interventions had a more profound impact on student achievement than class-wide interventions. Interventions should be determined by assessment Volpe, DuPaul, Jitendra, & Tresco, 2008

8. Interventions must be data-driven Students who received interventions: showed improvement with reading fluency reading comprehension did not improve. Interventions must address fluency and comprehension concurrently. Volpe, DuPaul, Jitendra, & Tresco, 2008

9. Interventions using narratives Narratives/Stories require: Comprehension Attention to the selection Decoding Interpretation Connecting Accessing prior knowledge Generating inferences Analyzing These skills can be applied to other areas of learning, not just stories Berthiaume, 2008

10. Interventions using narratives Before reading Summarize with assistance While reading Note-taking with assistance Reread with assistance During/After Reading Generate & answer their own questions Berthiaume, 2008

11. Interventions using narratives Students with ADHD have LOW motivation and HIGH frustration due to poor academic success. So… It is important to have their cooperation when beginning intervention strategies Berthiaume, 2008

12. Computer-based Interventions Why Use Computer-Based Interventions? Poor academic success Behavioral problems Engaging Individualized Address literacy needs as well as engaging the student. Clarfield, & Stoner, 2008

13. Computer-based Intervention: “Headsprout” Internet-based program that addresses: phonics letters sounds reading fluency blending sight word vocabularies Students work for approximately twenty minutes Forty animated lessons to complete. Interactive Promotes self-correction Positive feedback for correct answers Clarfield, & Stoner, 2008

14. Computer-Based Interventions vs. Teacher-Led Interventions Less costly More effective Can be highly engaging Help students stay on task Increase literacy skills Adjusted for differentiation Maintain growth * Few students were enrolled in this study Clarfield, & Stoner, 2008

15. Conclusions Interventions should be: Supported by data and data-driven Executed with fidelity. Targeted (not broad scope)

16. Conclusions Interventions are classroom practices that are: Targeted to skills Driven by data Interventions Use: Internet Narratives Interventions Target: Literacy Skills & Fluency Concurrently Skills, not behavior

17. Resources Berthiaume, Kristen S. (2008). Story comprehension and academic deficits in children with attention deficit hyperactivity disorder: what is the connection? School Psychology Review, 35(2), Retrieved from https://lilac.une.edu/patroninfo~S0?/0/redirect=/validate?url=http%3A%2F%2F0- search.ebscohost.com.lilac.une.edu%3A80%2Flogin.aspx%3Fdirect%3Dtrue%26db%3Deric%26AN%3 DEJ788264%26site%3Dehost-live Clarfield, Julie, & Stoner, Gary. (2008). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34(2), Retrieved from https://lilac.une.edu/patroninfo~S0?/0/redirect=/validate?url=http%3A%2F%2F0- search.ebscohost.com.lilac.une.edu%3A80%2Flogin.aspx%3Fdirect%3Dtrue%26db%3Deric%26AN%3 DEJ788202%26site%3Dehost-live Volpe, Robert J., DuPaul, George J., DiPerna, James C., Jitendra, Asha K., Tresco, Katy, Lutz, Gary & Junod, Rosemary Vile. (2008). Attention deficit hyperactivity disorder and scholastic achievement: a model of mediation via academic enablers. School Psychology Review, 35(1), Retrieved from https://lilac.une.edu/patroninfo~S0?/0/redirect=/validate?url=http%3A%2F%2F0- search.ebscohost.com.lilac.une.edu%3A80%2Flogin.aspx%3Fdirect%3Dtrue%26db%3Deric%26AN%3 DEJ788229%26site%3Dehost-live Volpe, Robert J., DuPaul, George J., Jitendra, Asha K., & Tresco, Katy E. (2008). Consultation-based academic interventions for children with attention deficit hyperactivity disorder: effects on reading and mathematics outcomes at 1-year follow-up. School Psychology Review, 38(1), Retrieved from https://lilac.une.edu/patroninfo~S0?/0/redirect=/validate?url=http%3A%2F%2F0- search.ebscohost.com.lilac.une.edu%3A80%2Flogin.aspx%3Fdirect%3Dtrue%26db%3Deric%26AN% 3DEJ833821%26site%3Dehost-live