Combined Intervention of Working Memory and Arithmetic Reasoning in Students with ADHD.
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...
| Publicado en: | International Journal of Disability, Development & Education Vol. 68; no. 4; pp. 566 - 583 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150191444&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150191444 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Jul2021 vid: 68 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 150191444 150191444 150191444 10.1080/1034912X.2019.1698717 150191444 ppf: 566 ppct: 17 formats: tig: atl: Combined Intervention of Working Memory and Arithmetic Reasoning in Students with ADHD. aug: au: Sperafico, Yasmini Lais Pisacco, Nelba Maria Corso, Luciana Rohde, Luís Augusto Dorneles, Beatriz affil: Education Department, Universidade Federal do Rio Grande do Sul Ringgold standard institution, Porto Alegre, Brazil sug: subj: Attention Deficit Hyperactivity Disorder Memory, Short Term Mathematics Problem Solving Academic Performance Task Performance and Analysis Human Schools, Elementary Descriptive Statistics Random Assignment Chi Square Test Outcomes of Education ab: 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 randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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