Acquisition and Retention of Math Facts in Students with ADHD Introduction Overview of ADHD Common childhood disorder impairing children across behavioral, academic, and social domains (Barkley, 2006; DuPaul & Stoner, 2003) Rates of inattention, hyperactivity, and/or impulsivity at rates well above nondisabled peers (American Psychological Association, 2000) Neuropsychological Impairments in Students with ADHD Dual Pathway Hypothesis Executive Functioning Deficits (EFD) Planning ability, organizational skills, behavioral inhibition, verbal and nonverbal working memory EFD independently related to hyperactive impulsive symptoms Delay Aversion (DEL) Tendency to prefer immediate gratification through smaller items than from larger items removed in time DEL independently related to inattentive symptoms Biederman et al. (2004) EFD is a significant predictor of worsening academic achievement in students with ADHD Students with ADHD and EFD are twice as likely to be retained than students with ADHD and no EFD Effective Interventions for ADHD Effective treatments of ADHD symptoms Pharmacological and Behavioral (MTA Cooperative Group, 1999, 2004) However, these treatments do not remediate underlying skills deficits Academic Interventions for individuals with ADHD Computer Assisted Instruction ( Clarfield & Stoner, 2005; Mautone, DuPaul, & Jitendra, 2005; Ota & DuPaul, 2002) Class-wide peer tutoring ( Greenwood, Delquadri, & Carta, 1988; Plumer & Stoner, 2005) State of the Field in Drill Instruction Incremental Rehearsal (IR; Tucker, 1989) Shown to be more effective than other drill techniques on both acquisition and retention of material (MacQuarrie et al., 2002) Nist and Joeseph (2008) Acknowledges the importance of considering effectiveness, efficiency, and generalizability Compared IR, an interspersal method with a more challenging drill ratio, and traditional flash card administration (TA) IR was found to be the most effective drill instruction technique TA was found to be most efficient Summary Math fact fluency is essential for continued academic success Effective and feasible to implement interventions for students with ADHD are needed IR is an effective intervention that employs CBA-ID principles to address skill building IRs fast-paced, reinforcing format addresses difficulties with EFD and DEL IR contains frequent OTR, which has the added benefit of decreasing disruptive behavior and increasing time on-task Learning rates may differ with a shorter, consistent session length Sean M. ODell and George J. DuPaul Continued Data Collection Recruit 1-3 more participants Continue data collection for participants who are already enrolled Obtain and report generalizability data for all subjects For reprints, references, or additional information, please contact: Sean ODell- Facts Acquired Session Research Questions and Hypotheses 1.Is IR a more effective technique than TA in the acquisition of math facts for 2 nd grade students with ADHD? IR will be effective in teaching math facts to students with ADHD 2.Is IR a more effective technique than TA for the retention of facts acquired for students with ADHD? IR will lead to high rates of retention of math facts in students with ADHD 3.Do arithmetic combinations acquired during IR generalize to existing course content better than combinations learned during TA? IR will lead to higher accuracy of responding on AIMSweb concepts and applications CBM probes Method Participants and Setting Two 2 nd grade students with ADHD Bill Rich Both 7 year old students enrolled in 2 nd grade public school classrooms Screening for ADHD and Selection of Participants 1.Informed consent for screening 2.Parent ratings of ADHD symptoms (ADHD-IV; DuPaul et al., 1998) 3.Teacher ratings of ADHD symptoms (ADHD-IV; DuPaul et al., 1998) 4.Parent diagnostic interview for ADHD and commonly comorbid disorders (C- DISC; Shaffer et al., 2000) 5.Informed consent for participation Experimental Procedure Overview Assessment of Knowns and Unknowns Alternating treatments single subject design 7 sessions IR, 7 sessions TA Intervention consists of 2-3 sessions every week for 10 weeks 10 minute sessions Early termination of session will occur with 3 or more minutes of consecutive off-task behavior within a session Follow-up measures of retention rates of math facts 7, 14, 30 days after end of each intervention Treatment acceptability will be assessed at the end of follow-up for each participant Modified Childrens Intervention Rating Profile Data Analyses Visual inspection of graphed data for IR and TA Percentage of non-overlapping data points Slope and Variability of data points Number of math facts acquired during intervention Number of math facts retained at each follow-up point Comparison of modified CIRP data for IR and TA Preliminary Results Bill After 4 sessions for each condition, Bill has acquired 7 facts in the IR condition and 6 facts in the TA condition IR Steadily increasing slope, with Bill learning at a rate of 1.75 facts per session Percentage of nonoverlapping data 100% TA Less consistent slope, with Bill learning at a rate of 1.5 facts per session Percentage of nonoverlapping data 75% Rich After 2 sessions for each condition, Rich has acquired 5 facts in the IR condition and 4 facts in the TA condition IR Steadily increasing slope, with Rich learning at a rate of 2.5 facts per session Percentage of nonoverlapping data 100% TA Steadily increasing slope, with Bill learning at a rate of 2 facts per session Percentage of nonoverlapping data 100% Rich