ACADEMIC INTERVENTIONS FOR STUDENTS WITH ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER: A REVIEW OF THE LITERATURE

Abstract

Students with attention‐deficit hyperactivity disorder (ADHD) frequently underachieve academically and are at risk for poor scholastic outcome. This article reviews empirical studies that have reported the effects of academic interventions with this population. Intervention approaches are reviewed in the general categories of peer tutoring, computer‐assisted instruction, task and instructional modifications, and strategy training. Some of these strategies (e.g., peer tutoring, task modifications) appear to enhance both academic performance and attentional behavior. Strategies that directly address the academic difficulties experienced by students with ADHD must be part of the treatment package if educational success is to be achieved. Recommendations for practice and future research efforts are delineated.