FOR NJOSH ONLY

Sample Abstract

Name:______________________________ Date:________________________

Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit

hyperactivity disorder: Effects on reading performance at home and school. School

Psychology Review, 28, 60-75.

Abstract:

This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.

Results indicated that (a) reading performance in the home setting improved for all students, (b) reading performance in the school setting showed improvement, but data should be interpreted with some considerations; and (3) peer comparison data revealed that although two students reached average levels of performance at least one time during the study, students did not catch up to these levels of performance.

In addition, student’s attitudes toward reading remained stable or improved and favorable acceptability ratings were obtained from teachers, parents and students. Limitations and implications for practice and further research were discussed.

Reaction:

A number of implications can be generated from this study for educators attempting to implement a parent intervention program for students with ADHD. First, it appeared that the subjects, a very small sample, shared certain characteristics which may have assisted in the successful completion of the study. Students selected did not possess a high level of noncompliance and they had a good rapport with parents and teachers. Second, the parents involved in the study were proficient in the academic domain and, therefore, able to provide the additional support needed for student success.

In a diverse educational arena, all things not being equal, the implementation of this procedure with other populations (e.g., parents/teachers with minimum student rapport, lower academically inclined parents, etc.) may yield very dissimilar results.

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