A cognitive instructional approach to improving math calculation of children with ADHD: Application of the PASS theory.

摘要

Previous research has revealed the academic performance deficits common among children with ADHD and the insufficiency and limitations of school-based interventions addressing academic difficulties among students with ADHD. Research also has identified an empirically supported theoretical perspective for identifying children with ADHD, known as the PASS theory, which is measured using the Cognitive Assessment System (CAS). In addition, individuals with ADHD commonly have Planning deficits as indicated by their performance on the CAS.; Participants in this study included 74 students in a school for students with learning needs including students with LD and comorbid ADHD and LD. All 74 students were administered the CAS and then were divided randomly into two groups. The first group received planning facilitation during the intervention phase, while the other group continued to receive their normal mathematical instruction. The intervention, known as planning facilitation, which was used with the first group, encouraged students to develop more effective planning strategies by allowing them to engage in group discussions without any direct cognitive instruction from the teacher. These plans were used to complete mathematics worksheets developed from the students' regular curriculum. Given that children with ADHD frequently have cognitive weaknesses in Planning, the intervention in this study attempted to address the deficit in this specific cognitive process.; More than forty percent of the students with ADHD in this study exhibited cognitive weaknesses in Planning or Planning and another cognitive process. This finding suggests that the PASS theory appears to assist in the identification of cognitive process deficits that are common among students with ADHD. This study supported the effectiveness of planning facilitation among all of the students in the study as well as among the students with ADHD. Students receiving the planning facilitation performed significantly better on all measures than students who received normal instruction. These results were evident on direct measures of the students' learning as well as measures of far transfer. In addition, on one measure of far transfer, individuals with a cognitive weakness in Planning, as measured by the CAS, demonstrated a significantly greater benefit from the planning facilitation intervention than individuals with other cognitive profiles. The remaining five measures of direct learning and far transfer showed trends suggesting a similar benefit of planning facilitation among individuals with Planning weaknesses that was not as prevalent among individuals with other cognitive profiles.; This study provides support for the link between aptitude (cognitive processes) and treatment (planning facilitation). The PASS profile seems to aid in determining what type of intervention may be effective among individuals with Planning cognitive weaknesses including among individuals with ADHD. It appears that planning facilitation appears to aid in the development of the Planning process, which is frequently deficient among individuals with ADHD.