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ERIC Number: ED399729
Record Type: RIE
Publication Date: 1995
Pages: 11
Abstractor: N/A
ADHD--Building Academic Success. Policy Briefs.
Gregg, Soleil
This policy brief discusses students with attention deficit hyperactivity disorder (ADHD) and their school performance. Reasons are presented to explain why children with ADHD fail. The three main characteristics of ADHD (inattention, impulsivity, and hyperactivity) and their interference with academic performance are discussed. The brief describes the problems with traditional classroom practices that make schooling an ordeal for many children with ADHD, including school demands for self-control and self-direction. The belief that many school problems experienced by children with ADHD do not result solely from biological factors but from a mismatch between the child and the environment is reviewed. The report evaluates schools' responses to academic failure and school-child relationships. A multimodal treatment for ADHD is recommended that includes a combination of academic, behavior, and medical interventions to help children succeed. The brief describes the necessity of the participation of parents, health-care professionals, and school personnel for effective treatment. Types of interventions are explained, including: specific, individual accommodations; behavior management techniques; modification of test delivery; homework tailoring; reduction of class size; and comprehensive changes in the school environment. Questions for policymakers and educators to ask when evaluating an education program are provided. (Contains 43 references.) (CR)
Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348.
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV. State Policy Program.
Grant or Contract Numbers: N/A