Reducing the effects of auditory and visual distraction on the math performances of students with Attention Deficit Hyperactivity Disorder

Abstract

Two exploratory studies assessed the effects of an intervention on the math problem solving of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first study, students were assessed on a visual task in a high stimulation classroom analog setting with and without the use of a fine motor activity. Results showed that the fine motor activity was associated with more math problems correct. In the second study, students were presented with a visual task with and without auditory distraction. Results showed that the auditory distraction impeded performance but that the fine motor activity mitigated the effects of the distraction. Although the results of these studies are modest, they suggest that fine motor activity may affect the performances of students with ADHD and future research is needed.

Acknowledgements

We would like to express our sincere gratitude and thanks to the administrators, counselors, teachers, parents and children from the Pleasant Hill and Lester B. Sommer Elementary Schools – North Montgomery School Corporation, IN, who made this study possible. We would also like to thank Katrina Pomart for her assistance with data analysis.