Strategies to Improve Academic Functioning of Secondary Students With ADHD

2003 ◽  
Author(s):  
Steven Evans
2020 ◽  
Vol 8 (10) ◽  
pp. 22
Author(s):  
Catherine S. Fichten ◽  
Alice Havel ◽  
Mary Jorgensen ◽  
Rosie Arcuri ◽  
Christine Vo

We compiled a comprehensive list of apps related to coping with academic work by post-secondary students with attention deficit hyperactivity disorder (ADHD) by examining 23 recent sources. Most of these were based on the opinion of single individuals, including persons with ADHD and experts. To discover relatively common apps, we summed the number of sources that mentioned each app and then checked with the Apple App Store and the Google Play Store to ensure availability in the summer of 2020. In the process it became apparent that while most apps directly supported schoolwork (e.g., calendars, timers, reminders) there were a variety of apps that, while not directly related to schoolwork, were apps that can support academic achievement by dealing with daily life demands (not ADHD therapy or assessment). We categorized apps related to both schoolwork as well as to aspects of daily life demands that can make academic work easier. Here we present the 20 most frequently mentioned schoolwork related apps and the eight most frequently mentioned daily life demands apps. Our findings suggest that if access coordinators, campus disability service providers, ADHD coaches and students with ADHD focus solely on schoolwork related apps, they will be missing an important part of the equation. They need to broaden their scope to ensure that students also have the help they need to structure and manage their daily life responsibilities, rather than simply focusing on doing schoolwork.


2005 ◽  
Vol 30 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Joseph B. Ryan ◽  
Robert Reid ◽  
Michael H. Epstein ◽  
Cynthia Ellis ◽  
Joseph H. Evans

This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.


2008 ◽  
Author(s):  
Cari M. Leibel ◽  
Janette E. Herbers ◽  
Ann S. Masten

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