Week 4- Classroom interventions for ADHD

Question 1

Types of school interventions for ADHD

Answer 1

Neuropsychological interventions (particularly executive function
-Cognitive training
-Strategy training
-Mindfulness and physical activities

Behavioural interventions
-Antecedent-based
-Consequent based

Academic interventions

Question 2

Reinforcement

Answer 2

Increases certain behaviour

Question 3

Punishment

Answer 3

Decreases certain behaviour

Question 4

Adaptations in instructions for academic interventions for ADHD

Answer 4

-Teacher mediated eg. note taking intervention
-Computer mediated eg. computer-assisted instruction
Peer-mediated eg. peer tutoring

Question 5

Peer tutoring as an academic intervention for ADHD

Answer 5

-Students divided in pairs-Tutor and tutee
-Improves behaviour more if tutor with same gender with higher academic and behavioral skills
-Challenging materials but not too challenging
-Frequent teacher feedback
-20 mins per day is sufficient

Question 6

Executive functions

Answer 6

Brain functions that allow us to control our behaviour, emotions and attention and to be goal directed
-Inhibition
Working memory
-Flexibility/ shifting
Planning

Question 7

Principles of EF training

Answer 7

 Those who most need improvement benefit the most
 Transfer effects from EF training are narrow
 EFs should be challenged throughout training (i.e., demands must continue to increase to see effects)
 Repeated practice is key
 Whether EF gains are produced depends on how an activity is done
 Outcome measures must test the limits of the children’s EF abilities to see a benefit from training

Question 8

Computerised cognitive training for ADHD

Answer 8

EF training
-Targets working memory and/or attention
-Repeated practice and reinforcement in attempts to produce structural changes in the brain:
Increased or decreased activation
Functional reorganization: Redistribution

Question 9

Strategy training for ADHD

Answer 9

A student-centred approach that supplies them with tools to learn new skills, while allowing for direct and immediate application to practice

Question 10

Premises of strategy training for ADHD

Answer 10

-help the child to understand their weaknesses
-Give them the tools to repair those weaknesses themselves
-Targets cognitive processes in context
-Makes use of motivation and self-understanding in the child

Question 11

Mindfulness

Answer 11

Self-regulation of attention and adoption of a particular orientation toward one’s experiences in the present moment

Question 12

Self-regulation

Answer 12

-Monitor/evaluate own behavior at regular times (self-monitoring)
Likert scale (ranging from poor to excellent)
Dichotomous scale (eg. on a task: yes/no)
-Reward own behaviour when behaviour matches the required behaviour (self reinforcement)

Question 13

Classroom ADHD interventions results

Answer 13

Overall a large effect in group studies
In case studies self-regulation was most effective

Question 14

Best interventions for improving classroom behaviour

Answer 14

Consequence-based and self regulation

Question 15

Cognitive training results

Answer 15

 Improves WM performance (near transfer effect)
-Does not improve other cognitive functions
(inhibition / attentional control) or academic performance
 Effect on ADHD symptoms is limited, particularly when raters are blinded and not involved in the training (limited far transfer effects)
 Targeting multiple neuropsychological processes may optimize transfer effects from cognitive deficits to clinical symptoms

Question 16

conclusion strategy training

Answer 16

Improvement of the trained task
improvement of related tasks
prolonged effects

Question 17

Core deficit underlying ADHD

Answer 17

Impaired delayed responding to the environment

Question 18

Guidelines for reinforcement-based intervention

Answer 18

-Should be provided as frequently as possible
-Rewards should be individualised based on student preference
-Rewards should be varied so children don’t become bored
-Should be given as close as possible to time of behaviour

Question 19

Response cost

Answer 19

Consequent-based intervention
Token reinforcers are removed dependent on disruptive, off-task behaviour

Question 20

Principles to consider when designing and implementing school-based interventions

Answer 20

-Treatment plans should be balanced- Include both antecedent and consequent based
-Assessment data should be used to design, evaluate and modify interventions within and across school years
-Multiple mediators should be used to deliver treatment so all responsibility is not on teachers