Reading Interventions for Students with ADHD

Jennifer ThorneJune 2011

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

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

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

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.

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

Interventions must be data-driven

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

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

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

Interventions using narratives

Before readingSummarize with assistance

While readingNote-taking with assistanceReread with assistance

During/After ReadingGenerate & answer their own questions

Berthiaume, 2008

Interventions using narratives

Students with ADHD haveLOW motivation and HIGH frustration due to poor academic success.

So… It is important to have their cooperation when beginning intervention strategies

Berthiaume, 2008

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

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

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

ConclusionsInterventions should be:

• Supported by data and data-driven

• Executed with fidelity.

• Targeted (not broad scope)

ConclusionsInterventions are classroom practices that are: • Targeted to skills• Driven by data

Interventions Use: • Internet• Narratives

Interventions Target: • Literacy Skills & Fluency Concurrently• Skills, not behavior

ResourcesBerthiaume, 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%3DEJ788264%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%3DEJ788202%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%3DEJ788229%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