Date of Award
Certificate of Advanced Study
Dr. Charles Britton
The core purpose of this study was to provide insight to the staff at Orchard Hill Elementary School in South Windsor, Connecticut into effective ways to address the challenges that students with ADHD face in the math classroom. By first identifying which research-based instructional strategies and behavior interventions are being used, as well as the perceived efficacy of the strategies and interventions by those implementing them day-to-day, the school community could begin to understand the efficacy of Tier I intervention for students with ADHD and identify potential needs for further research or professional development or capitalize on successful strategies and share them with the school or district-wide communities.
While there is a considerable amount of research around the causes of and interventions for mathematics academic underachievement in students with ADHD, very little research has been dedicated to the role of teachers’ perceptions of the efficacy of tier I interventions in improving the achievement of children with ADHD. This study will examine this topic and contribute knowledge toward a vein of research that is missing from the existing body of research on the subject of underachievement in students with ADHD.
Campbell, D. (2018). The perceived efficacy of Tier I intervention strategies as a precursor to Tier II pull-out mathematics intervention for students with ADD/ADHD by elementary classroom teachers. Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT. Retrieved from http://digitalcommons.sacredheart.edu/edl/21
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.