NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ879466
Record Type: Journal
Publication Date: 2009
Pages: 36
Abstractor: As Provided
Reference Count: 157
ISSN: ISSN-0034-6543
Interpreting the Evidence for Effective Interventions to Increase the Academic Performance of Students with ADHD: Relevance of the Statistical Significance Controversy
Harrison, Judith; Thompson, Bruce; Vannest, Kimberly J.
Review of Educational Research, v79 n2 p740-775 2009
This article reviews the literature on interventions targeting the academic performance of students with attention-deficit/hyperactivity disorder (ADHD) and does so within the context of the statistical significance testing controversy. Both the arguments for and against null hypothesis statistical significance tests are reviewed. Recent standards promulgated by both the American Psychological Association and more recently by the American Educational Research Association are discussed. The ADHD literature is reviewed with respect to reporting of statistical, practical, and clinical significance and to the reporting of explicit, direct comparisons of obtained effect sizes with those in the related prior literature. It is suggested that a greater emphasis on (a) effect size reporting and (b) replicability comparisons will better enable practitioners to select evidence-based educational interventions. (Contains 2 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A