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Showing 1 to 15 of 31 results Save | Export
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Roberts, Garrett J.; Cote, Brooke; Mehmedovic, Senaida; Lerner, Jessica; McCreadie, Kayla; Strain, Phil – Journal of Behavioral Education, 2023
Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…
Descriptors: Positive Behavior Supports, Reading Difficulties, Intervention, Attention Deficit Hyperactivity Disorder
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Uzuner, Fatma Gül; Sahin, Mustafa – Journal of Educational Leadership and Policy Studies, 2021
In addition to medical treatment, games, sports or exercises can be used to reduce the symptoms of children diagnosed with ADHD. In this study, the effect of orienteering on the development of attention, metacognitive awareness, and perceptions of problem-solving skills of primary school students diagnosed with ADHD was examined. In the study,…
Descriptors: Athletics, Navigation, Metacognition, Problem Solving
Roberts, Garrett J.; Cote, Brooke; Mehmedovic, Senaida; Lerner, Jessica; McCreadie, Kayla; Strain, Phil – Grantee Submission, 2021
Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…
Descriptors: Positive Behavior Supports, Reading Difficulties, Intervention, Attention Deficit Hyperactivity Disorder
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Su, Yi-Wen; Swank, Jacqueline M. – Professional School Counseling, 2018
The researchers examined the effectiveness of a mindfulness-based attention group with elementary school students struggling with attention problems. The results revealed that students in the intervention group were more likely to improve their on-task behavior and decrease their attention problems during the group compared to students in the…
Descriptors: Metacognition, Attention Span, Elementary School Students, Intervention
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Colmar, Susan; Double, Kit; Davis, Nash; Sheldon, Linda; Phillips, Natalie; Cheng, Matthew; Briddon, Sophie – Journal of Psychologists and Counsellors in Schools, 2020
This applied experimental research tested the effectiveness of a universal, student-focused intervention ('Memory Mates'), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the…
Descriptors: Short Term Memory, Intervention, Program Effectiveness, Attention
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Datchuk, Shawn M.; Poch, Apryl L.; Panos, Kristin – Insights into Learning Disabilities, 2020
The skill of sentence writing -- the composition of connected text into sentence types understandable to readers -- is foundational to written expression. Unfortunately, many students with learning disabilities -- particularly those with attention deficit hyperactivity disorder (ADHD) and speech and/or language impairment (S/LI) -- struggle to…
Descriptors: Writing Skills, Sentences, Attention Deficit Hyperactivity Disorder, Speech Impairments
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Yousef Dehghani; Faride Sadat Hoseini; Fateme Jamshidi – International Journal of Disability, Development and Education, 2024
The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly…
Descriptors: Learning Disabilities, Foreign Countries, Short Term Memory, Mathematics Instruction
Hendricks, Emma Lu – ProQuest LLC, 2019
This study's primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., "growth" versus "final status") and measures (e.g., "near-transfer"…
Descriptors: Predictor Variables, Reading Programs, Program Effectiveness, Intervention
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Jenelle Nissley-Tsiopinis; Thomas J. Power; Phylicia F. Fleming; Katie L. Tremont; Bridget Poznanski; Shannon Ryan; Jaclyn Cacia; Theresa Egan; Cristin Montalbano; Alex Holdaway; Ami Patel; Richard Gallagher; Howard Abikoff; A. Russell Localio; Jennifer A. Mautone – Grantee Submission, 2024
Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners…
Descriptors: Elementary School Students, Homework, Academic Achievement, Intervention
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Sperafico, Yasmini Lais; Pisacco, Nelba Maria; Corso, Luciana; Rohde, Luís Augusto; Dorneles, Beatriz – International Journal of Disability, Development and Education, 2021
This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were…
Descriptors: Students with Disabilities, Attention Deficit Hyperactivity Disorder, Short Term Memory, Arithmetic
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Catherine Darrow; Daniel Litwok; Feliciano Chimbutane; Marius Meijerink; Jillian Ouellette; Amy Power; Megan Bogia – Society for Research on Educational Effectiveness, 2022
Background/Context: Mozambique has made progress over the past decade in improving both the nutrition and literacy of its population. Nevertheless, rates of illiteracy and malnutrition remain high, particularly in rural areas and among women. In most provinces in Mozambique, schools are overcrowded, student/teacher ratios are high, and reading and…
Descriptors: Foreign Countries, Literacy Education, Nutrition, Lunch Programs
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Smith, Gregory W.; Classen, Audra I. – Journal of Ethnographic & Qualitative Research, 2018
Since the early part of the 20th century, researchers in the fields of cognitive psychology and education have studied the ill-effect of noise on the social, physiological, and psychological aspects of the human psyche. In order for academic progress to take place, it is important for all teachers to select instructional methods and accommodations…
Descriptors: Acoustics, Classroom Environment, Auditory Stimuli, Students with Disabilities
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Dahlin, Karin I. E. – Journal of Education and Learning, 2013
Working Memory (WM) has a central role in learning. It is suggested to be malleable and is considered necessary for several aspects of mathematical functioning. This study investigated whether work with an interactive computerised working memory training programme at school could affect the mathematical performance of young children. Fifty-seven…
Descriptors: Short Term Memory, Mathematics Achievement, Attention Deficit Hyperactivity Disorder, Computer Assisted Instruction
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Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele – Developmental Psychology, 2015
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th…
Descriptors: Cognitive Development, Social Development, Emotional Development, Elementary School Students
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Vilardo, Brigid A.; DuPaul, George J.; Kern, Lee; Hojnoski, Robin L. – Child & Family Behavior Therapy, 2013
Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria…
Descriptors: Social Behavior, Attention Deficit Hyperactivity Disorder, Coaching (Performance), Grade 1
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