M.A. in Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
Attention-deficit disorder in adolescence; Methylphenidate
Special Education and Teaching
The purpose of this study was to see if a combined stimulant intervention/behavior improvement system facilitated greater gains on achievement tests and on a behavior improvement level system than a behavior improvement system alone with ADHD adolescents. The sample used consisted of 10 subjects classified with ADHD. Subjects were matched for IQ, age, educational classification and placement, socioeconomic status, and family type. Five subjects received stimulants and five received no medication, but all subjects were involved with the behavior improvement system at school. Pretest results were gathered using the KTEA (Kaufman Test of Educational Achievement, brief form) and the student's standing on the behavior improvement system. Post test scores from the same two instruments were then gathered for comparison. Although statistical tests were not significant, these results hold practical significance as demonstrated by the larger grade level gains made by the stimulant group in all areas tested (e.g. reading +1.80 grade levels for medicated vs. +0.52 for non-medicated). It is believed that further research needs to be conducted with larger samples who have less variability within each sample to get more accurate results.
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