Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/164939 |
Resumo: | Storage and/or automatic retrieval of the basic facts of addition from the long-term memory seems to be impaired in children with ADHD presenting arithmetical difficulties. The present study was carried out to evaluate the effectiveness of an educational intervention model designed to teach basic facts of addition as a means of advancing from counting procedures to memory-based processes in 7 children with ADHD, divided into two groups (control and intervention). The main hypothesis was that the explicit teaching of decomposition strategies would lead to an advanced use of a memory-based procedure. It is an experimental study involving the use of a blind, parallel, randomized, controlled clinical trial. The intervention group participated in 10 one-hour sessions over a 10-week period, while the control group received the same quantity and distribution of teaching time. They carried out the kind of activities generally carried out in the classroom. Although there was no apparent statistical difference between the groups, our findings suggest that the tested educational intervention model is effective at promoting the retrieval of memory-based facts, since the intervention group came to predominantly adopt a memory-based strategy. A carefully designed educational program enhances memory-based processes in students with ADHD. These findings have important implications for further research considering interventions for both students with ADHD and those who perform poorly in arithmetic. |
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Costa, Adriana CorrêaRohde, Luis Augusto PaimDorneles, Beatriz Vargas2017-08-09T02:34:34Z20151990-3839http://hdl.handle.net/10183/164939001026723Storage and/or automatic retrieval of the basic facts of addition from the long-term memory seems to be impaired in children with ADHD presenting arithmetical difficulties. The present study was carried out to evaluate the effectiveness of an educational intervention model designed to teach basic facts of addition as a means of advancing from counting procedures to memory-based processes in 7 children with ADHD, divided into two groups (control and intervention). The main hypothesis was that the explicit teaching of decomposition strategies would lead to an advanced use of a memory-based procedure. It is an experimental study involving the use of a blind, parallel, randomized, controlled clinical trial. The intervention group participated in 10 one-hour sessions over a 10-week period, while the control group received the same quantity and distribution of teaching time. They carried out the kind of activities generally carried out in the classroom. Although there was no apparent statistical difference between the groups, our findings suggest that the tested educational intervention model is effective at promoting the retrieval of memory-based facts, since the intervention group came to predominantly adopt a memory-based strategy. A carefully designed educational program enhances memory-based processes in students with ADHD. These findings have important implications for further research considering interventions for both students with ADHD and those who perform poorly in arithmetic.application/pdfengEducational Research and Reviews. 2015. Vol. 10, n. 6 (mar. 2015), p. 751-760Transtorno de déficit de atençãoEducação especialMatemáticaSpecial educationAttention-deficit/hyperactivity disorder (ADHD)Educational modelArithmetical difficultiesEducational interventionTeaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorderEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL001026723.pdf001026723.pdfTexto completo (inglês)application/pdf225694http://www.lume.ufrgs.br/bitstream/10183/164939/1/001026723.pdfa419bbd56cdb13da35df6be12d77c28cMD51TEXT001026723.pdf.txt001026723.pdf.txtExtracted Texttext/plain51881http://www.lume.ufrgs.br/bitstream/10183/164939/2/001026723.pdf.txtebde548fbc910a67aa21d0d18dda444eMD52THUMBNAIL001026723.pdf.jpg001026723.pdf.jpgGenerated Thumbnailimage/jpeg2450http://www.lume.ufrgs.br/bitstream/10183/164939/3/001026723.pdf.jpge947de4e557f1b4b49a7b01d9ad89d84MD5310183/1649392021-09-18 04:37:59.690322oai:www.lume.ufrgs.br:10183/164939Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2021-09-18T07:37:59Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
title |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
spellingShingle |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder Costa, Adriana Corrêa Transtorno de déficit de atenção Educação especial Matemática Special education Attention-deficit/hyperactivity disorder (ADHD) Educational model Arithmetical difficulties Educational intervention |
title_short |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
title_full |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
title_fullStr |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
title_full_unstemmed |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
title_sort |
Teaching facts of addition to Brazilian children with attention-deficit/hyperactivity disorder |
author |
Costa, Adriana Corrêa |
author_facet |
Costa, Adriana Corrêa Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
author_role |
author |
author2 |
Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa, Adriana Corrêa Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
dc.subject.por.fl_str_mv |
Transtorno de déficit de atenção Educação especial Matemática |
topic |
Transtorno de déficit de atenção Educação especial Matemática Special education Attention-deficit/hyperactivity disorder (ADHD) Educational model Arithmetical difficulties Educational intervention |
dc.subject.eng.fl_str_mv |
Special education Attention-deficit/hyperactivity disorder (ADHD) Educational model Arithmetical difficulties Educational intervention |
description |
Storage and/or automatic retrieval of the basic facts of addition from the long-term memory seems to be impaired in children with ADHD presenting arithmetical difficulties. The present study was carried out to evaluate the effectiveness of an educational intervention model designed to teach basic facts of addition as a means of advancing from counting procedures to memory-based processes in 7 children with ADHD, divided into two groups (control and intervention). The main hypothesis was that the explicit teaching of decomposition strategies would lead to an advanced use of a memory-based procedure. It is an experimental study involving the use of a blind, parallel, randomized, controlled clinical trial. The intervention group participated in 10 one-hour sessions over a 10-week period, while the control group received the same quantity and distribution of teaching time. They carried out the kind of activities generally carried out in the classroom. Although there was no apparent statistical difference between the groups, our findings suggest that the tested educational intervention model is effective at promoting the retrieval of memory-based facts, since the intervention group came to predominantly adopt a memory-based strategy. A carefully designed educational program enhances memory-based processes in students with ADHD. These findings have important implications for further research considering interventions for both students with ADHD and those who perform poorly in arithmetic. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015 |
dc.date.accessioned.fl_str_mv |
2017-08-09T02:34:34Z |
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Estrangeiro info:eu-repo/semantics/article |
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1990-3839 |
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001026723 |
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eng |
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eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
Educational Research and Reviews. 2015. Vol. 10, n. 6 (mar. 2015), p. 751-760 |
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openAccess |
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