Approaches to Learning and Medicated Attention Deficit Hyperactivity Disorder: Implications for Special Educators

• In Event: 72.059 - Supporting Students With Emotional/Behavioral Disorders and Attention Deficit Hyperactivity Disorders

Abstract

The current study examines how approaches to learning differ among students with ADHD receiving medication versus typically developing students as related to mathematics and reading achievement. Results indicate that pharmacological interventions may be associated with a decrease in core symptoms of ADHD but items related to creativity, eagerness, and initiative may also experience an associated decrease as compared to their typically developing peers. In examining the association with achievement among children with ADHD receiving medication, results reveal a positive association with a decrease in ADHD-related ATL items with both reading and mathematics achievement. However, the relationship between non-ADHD-related ATL and achievement was more mixed among children with ADHD receiving medication.

Authors

• Feiya Xiao, Texas Tech University

• Lucy M. Barnard-Brak, Texas Tech University

• Steven Randall Chesnut, University of Southern Mississippi

• Tara Stevens, Texas Tech University