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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
