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Journal of Attention Disorders
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The Effects of Computer-Assisted Instruction on the Mathematics Performance and Classroom Behavior of Children With ADHD

Jennifer A. Mautone

Lehigh University

George J. DuPaul

Lehigh University, gjd3{at}lehigh.edu

Asha K. Jitendra

Lehigh University

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants’ mathematics performance and on-task behavior. Participants’ mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

Key Words: ADHD • academic intervention • computer-assisted instruction

Journal of Attention Disorders, Vol. 9, No. 1, 301-312 (2005)
DOI: 10.1177/1087054705278832
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Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
J. Harrison, B. Thompson, and K. J. Vannest
Interpreting the Evidence for Effective Interventions to Increase the Academic Performance of Students With ADHD: Relevance of the Statistical Significance Controversy
Review of Educational Research, June 1, 2009; 79(2): 740 - 775.
[Abstract] [Full Text] [PDF]


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