An Investigation of the effects of behavioral and pharmacological interventions on the academic performance of students with ADHD

Abstract

ADHD is a potentially life-long condition that is first diagnosed in childhood and has no known cure. In addition to having behavior problems such as inattention and hyperactivity, the disorder impacts other areas of the child's functioning, including academic performance. Treatments for ADHD have commonly focused on improving the behavioral manifestations of the disorder with very few studies examining the impact of these treatments on other areas of functioning. Academic performance and homework completion are common concerns cited by the parents of children with ADHD. The present study examined the impact of medication and behavior therapy on the homework performance of children with ADHD. Six children attending 4th or 5th grade participated in this study. Data were collected on the child's homework completion and accuracy and classroom behavior during medication, behavioral therapy, and no-treatment conditions. Both treatments improved homework performance and classroom behavior for all six participants. Behavior management resulted in a more consistent performance on homework compared to the medication condition. Limitations and considerations for future research are discussed.