Is Reading Tests Aloud an Accommodation for Youth With or at Risk for ADHD?

被引：10

作者：

Spiel, Craig Freeman ^{[1
]}

Mixon, Clifton S. ^{[1
]}

Holdaway, Alex S. ^{[1
]}

Evans, Steven W. ^{[1
]}

Harrison, Judith R. ^{[2
]}

Zoromski, Allison K. ^{[1
]}

Yost, Joanna Sadler ^{[1
]}

机构：

[1] Ohio Univ, 200 Porter Hall, Athens, OH 45701 USA

[2] Rutgers State Univ, New Brunswick, NJ 08903 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2016年 / 37卷 / 02期

关键词：

ADHD; read aloud; accommodation; special education; DEFICIT HYPERACTIVITY DISORDER; PSYCHIATRIC SYNDROMES; CHILDRENS INTERVIEW; SUSTAINED ATTENTION; TEACHER RATINGS; STUDENTS; BEHAVIOR; PARENT; SYMPTOMS; VALIDITY;

D O I：

10.1177/0741932515619929

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In this study, we intend to determine if reading tests aloud provides a differential boost to youth with elevated symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) relative to same-aged peers. Participants were 36 youth, 44% with or at risk for ADHD, who participated in a week long summer camp. Over the course of the week, youth attended five 45-min classroom periods followed by 10-min tests. Participants were randomized into one of two conditions (i.e., read aloud and silent) that alternated across 5 days. Results indicate that reading tests aloud in small groups significantly improved the testing performance of youth with or at risk for ADHD and provided a differential boost relative to youth without ADHD. Implications for special education practice and future research are discussed.

引用

页码：101 / 112

页数：12

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