A review of non-medication interventions to improve the academic performance of children and youth with ADHD
Alexandra L. Trout, Torri Ortiz Lienemann, Robert Reid, Michael H. Epstein
Special Education and Communication Disorders
Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing, Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization, Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.
Remedial and Special Education
https://doi.org/10.1177/07419325070280040201
10.1177/07419325070280040201
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Academic Performance Medicine & Life Sciences
ADHD Social Sciences
Attention Deficit Disorder with Hyperactivity Medicine & Life Sciences
performance Social Sciences
Academic Failure Medicine & Life Sciences
indication Social Sciences
Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A review of non-medication interventions to improve the academic performance of children and youth with ADHD. Remedial and Special Education, 28(4), 207-226. https://doi.org/10.1177/07419325070280040201
A review of non-medication interventions to improve the academic performance of children and youth with ADHD. / Trout, Alexandra L.; Lienemann, Torri Ortiz; Reid, Robert; Epstein, Michael H.
In: Remedial and Special Education, Vol. 28, No. 4, 07.2007, p. 207-226.
Trout, AL, Lienemann, TO, Reid, R & Epstein, MH 2007, 'A review of non-medication interventions to improve the academic performance of children and youth with ADHD', Remedial and Special Education, vol. 28, no. 4, pp. 207-226. https://doi.org/10.1177/07419325070280040201
Trout AL, Lienemann TO, Reid R, Epstein MH. A review of non-medication interventions to improve the academic performance of children and youth with ADHD. Remedial and Special Education. 2007 Jul;28(4):207-226. https://doi.org/10.1177/07419325070280040201
Trout, Alexandra L. ; Lienemann, Torri Ortiz ; Reid, Robert ; Epstein, Michael H. / A review of non-medication interventions to improve the academic performance of children and youth with ADHD. In: Remedial and Special Education. 2007 ; Vol. 28, No. 4. pp. 207-226.
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title = "A review of non-medication interventions to improve the academic performance of children and youth with ADHD",
abstract = "Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing, Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization, Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.",
author = "Trout, {Alexandra L.} and Lienemann, {Torri Ortiz} and Robert Reid and Epstein, {Michael H.}",
doi = "10.1177/07419325070280040201",
journal = "Remedial and Special Education",
publisher = "SAGE Publications Inc.",
T1 - A review of non-medication interventions to improve the academic performance of children and youth with ADHD
AU - Trout, Alexandra L.
AU - Lienemann, Torri Ortiz
AU - Reid, Robert
AU - Epstein, Michael H.
N2 - Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing, Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization, Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.
AB - Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing, Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization, Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.
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DO - 10.1177/07419325070280040201
JO - Remedial and Special Education
JF - Remedial and Special Education