Academic Skill Interventions for Students with ADHD

Students with ADHD often struggle with core academic skills like reading, writing, and mathematics (Reid, 2012). Providing explicit, structured instruction in these areas can be very beneficial (Reid, 2012). Some evidence-based practices for academic skill interventions include multi-sensory structured language programs for reading and writing, as well as direct instruction in mathematics skills and problem-solving strategies (Reid, 2012). Additionally, the use of a response to intervention (RTI) framework within the general education curriculum can help identify students’ skill deficits early and provide targeted, intensive interventions (Copeland & Cosbey, 2008).
Social/Behavioral Supports for Students with ADHD
(Reid, 2012) Students with ADHD commonly display behavioral challenges related to hyperactivity, impulsivity, and difficulties with self-regulation. Effective behavioral support strategies may include the use of a token economy system, self-monitoring techniques, and the incorporation of the student’s special interests into learning activities (Stuart, 2018). Peer-mediated interventions, such as peer tutoring and cooperative learning, can also be helpful for developing social skills and improving classroom behavior (Stuart, 2018) (Copeland & Cosbey, 2008).
Inclusion Strategies for Students with ADHD
(Copeland & Cosbey, 2008) Inclusion in the general education setting is an important goal for students with ADHD, as it provides access to the same curriculum and learning opportunities as their peers. Some effective inclusion strategies include the use of visual schedules, task analysis, and the implementation of evidence-based instructional practices that benefit all students, such as explicit instruction, scaffolding, and the use of graphic organizers.
(Reid, 2012) Additionally, close collaboration between general education and special education teachers, as well as the provision of professional development on ADHD and inclusive practices, can help ensure that students with ADHD are successfully included in the general education setting.
Assistive Technology Supports for Students with ADHD
Students with ADHD may benefit from the use of various assistive technology tools to support their academic and organizational needs (Murkett et al., 2014) (Duhaney, 2003) (Milley & Machalicek, 2012). These may include text-to-speech software, note-taking apps, and tools for task planning and time management. Assistive technology can help compensate for executive function weaknesses, such as poor working memory and planning skills, and improve overall academic achievement. (Milley & Machalicek, 2012) Additionally, the use of technology-based accommodations, such as the use of a computer for writing assignments, can help students with ADHD demonstrate their knowledge and skills more effectively.
In summary, providing a multi-faceted approach that incorporates evidence-based academic interventions, behavioral supports, inclusive practices, and assistive technology can help students with ADHD succeed in both general education and special education settings.

References
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Harpin, V. (2005, February 1). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. BMJ, 90(suppl_1), i2-i7. https://doi.org/10.1136/adc.2004.059006
Milley, A., & Machalicek, W. (2012, June 28). Decreasing Students’ Reliance on Adults. SAGE Publishing, 48(2), 67-75. https://doi.org/10.1177/1053451212449739
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Schnoes, C J., Reid, R., Wagner, M., & Marder, C. (2006, July 1). ADHD among Students Receiving Special Education Services: A National Survey. SAGE Publishing, 72(4), 483-496. https://doi.org/10.1177/001440290607200406
Schwartz, D M. (2014, July 1). Breaking Through Barriers: Using Technology to Address Executive Function Weaknesses and Improve Student Achievement. Taylor & Francis, 3(3), 173-181. https://doi.org/10.1080/21622965.2013.875296
Stuart, S. (2018, May 3). Chapter 6 Interventions for Students with Autism. Emerald Publishing Limited, 127-142. https://doi.org/10.1108/s0270-401320180000033012