바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of School Psychology

Current Trends and Issues in Non-medication Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Abstract

One of the most common characteristics exhibited by children and adolescents with ADHD is academic impairment. This review examined non-medication intervention studies on the academic impairment of students with ADHD in the general categories including behavioral interventions, academic interventions, cognitive-behavioral therapy & self-regulation. The results showed that non-medication interventions appeared to be effective in enhancing academic functioning of students with ADHD. Behavioral interventions have demonstrated an impact on academic behavioral variables while academic interventions on academic performance variables. Efficacy of cognitive-behavioral therapy in improving academic outcomes is limited. Majority of studies conducted over preadolescent boys. Thus, the extent to which these results might generalized to girls and adolescents should be examined. Studies which used teacher, parents, peers & computers as mediators for interventions showed effective. The majority of studies that have been conducted are limited by methodological flaws. Recommendations for future research efforts are delineated.

keywords
ADHD, non-medication intervention, children, adolescents., ADHD, 비약물적 개입, 아동, 청소년

Reference

1.

강소영 (2008). 자극유형에 따른 ADHD 아동과 일반아동간 철자재인과제 수행 비교. 단국대학교 석사학위논문.

2.

고은주 (2010). 행동계약이 ADHD아동의 수업태도에 미치는 효과. 광주교육대학교 석사학위논문.

3.

권영락 (2002). 토큰강화기법이 ADHD아동의 부적응 행동 감소에 미치는 효과. 대구대학교 석사학위논문.

4.

김남희 (2007). 정서․행동 장애 학생의 학습지원 중재 고찰. 특수교육, 6, 87-104.

5.

김미숙 (2005). 인지행동 집단상담이 ADHD 경향 중학생의 학업성취도 및 행동변화에 미치는 효과. 건국대학교 석사학위논문.

6.

김미애, 홍창희 (1999). 약물 치료 중인 주의력 결핍 과잉행동 아동에 대한 인지-행동치료의 효과. 한국임상심리학회 하계학술대회.

7.

김순영 (2005). 독해, 내용정리전략이 주의력결핍/과잉행동장애아동의 읽기능력에 미치는 효과. 단국대학교 석사학위논문.

8.

김영미 (2005). 자기교시훈련 프로그램이 ADHD 아동의 자기통제력 및 수학 문장제 해결에 미치는 효과. 영남대학교 석사학위논문.

9.

김영희 (2005). 또래를 활용한 자기교시훈련이 ADHD 아동의 학습행동에 미치는 효과. 진주교육대학교 석사학위논문.

10.

김윤희 (2010). ADHD 청소년을 위한 목표추구성 중심의 학습코칭 프로그램의 개발. 서울대학교 박사학위 논문.

11.

김재은 (2008). 자기조절학습전략이 ADHD 아동의 수학문장제 성취도와 자기효능감에 미치는 효과. 부산대학교 석사학위논문.

12.

남궁선 (2005). 주의력결핍/과잉행동장애(ADHD) 아동에서의 학습동기증진 프로그램. 성균관대학교 석사학위논문.

13.

노승림 (2007). 이야기 도식을 통한 읽기 훈련이 ADHD 아동의 읽기 이해 및 읽기 태도에 미치는 영향. 단국대학교 석사학위논문.

14.

류미나 (2003). 자기교시훈련이 ADHD 아동의 수업중 행동에 미치는 영향. 진주교육대학교 석사학위논문.

15.

문광희 (2005). 혼합형 자기교수훈련 프로그램을 통한 ADHD 아동 사례연구. 전북대학교 석사학위논문.

16.

박미정 (2004). 토큰강화기법이 ADHD 아동의 학습준비행동에 미치는 효과. 진주교육대학교 석사학위논문.

17.

박영애 (2004). 아동중심 행동계약이 ADHD 아동의 문제행동에 미치는 효과. 진주교육대학교 석사학위논문.

18.

박현숙 (1996). 주의력 결핍-과잉행동 장애의 교육적 접근. 교육과학연구, 29, 113-138.

19.

박현숙 (2000). 주의력결핍-과잉행동장애 아동을 위한 교육중재 효과 연구의 동향과 과제. 특수교육학연구, 35, 167-200.

20.

변미원 (2003). 토큰강화기법이 주의력결핍 과잉행동장애 아동의 행동 변화에 미치는 효과. 동아대학교 석사학위논문.

21.

서득순 (2001). 토큰 강화 기법이 ADHD아동의 주의집중행동에 미치는 효과. 대구대학교 석사학위논문.

22.

송재민 (2003). 색자극 단서조건에 따른 주의력 결핍 과잉행동장애 아동과 일반아동의 철자 기억과제 비교연구. 이화여자대학교 석사학위논문.

23.

송화진, 안동현, 김진미 (2009). 주의력결핍-과잉행동장애 아동의 학습동기증진프로그램 효과검증. 한국아동심리치료학회지, 4, 51-77.

24.

신선희 (2001). 자기조절학습전략 훈련이 ADHD 아동의 자기조절학습 및 수학문장제 해결에 미치는 효과. 대구대학교 석사학위논문.

25.

안재섭 (2007). 생각먼저하기 자기교시훈련이 ADHD 아동의 주의력 향상에 미치는 효과. 단국대학교 석사학위논문.

26.

안재영 (2006). 자기점검법이 ADHD 아동의 학습태도와 수학과제 수행에 미치는 영향. 인제대학교 석사학위논문.

27.

이귀옥 (2002). 주의력결핍 과잉행동아의 수업비 집중행동감소를 위한 무상토큰 반응대가의 효과. 경성대학교 석사학위논문.

28.

이명경 (2006). 주의력결핍 및 과잉행동장애 학생의 문제행동에 대한 학교상담 컨설테이션 효과 검증. 서울대학교 박사학위 논문.

29.

이영철, 안창식 (1999). 자기통제 훈련이 주의력 결핍 과잉 행동아의 부적응 행동에 미치는 효과. 정서․학습장애연구, 15, 67-82.

30.

임상호 (2009). 주의집중 훈련 프로그램이 주의력결핍 과잉행동장애 아동의 학습태도와 수학 학업성취도에 미치는 영향. 창원대학교 석사학위논문.

31.

장수정 (1998). 주의력 결핍 과잉행동 아동의 자기교시훈련 사례연구. 대구대학교 석사학위논문.

32.

장진 (2002). 자기점검에 따른 강화가 ADHD 아동의 수업중 부적응 행동에 미치는 효과. 대구대학교 석사학위논문.

33.

전혜윤 (2005). 청자극 유무 조건에 따른 주의력 결핍 과잉행동장애 아동의 철자인지 및 숫자배열확인 과제 수행. 단국대학교 석사학위논문.

34.

정애라 (2010). 자기질문 전략 훈련이 ADHD 아동의 읽기 이해력에 미치는 효과. 단국대학교 석사학위논문.

35.

조광순 (1998). Functional assessment and intervention for the problem behavior of a young child with attention deficit hyperactive disorder, 특수교육학연구, 33, 191-211.

36.

조남태 (2005). 행동계약을 통한 토큰강화가 ADHD 아동의 문제행동에 미치는 효과. 진주교육대학교 석사학위논문.

37.

조붕환 (2000). 인지행동 집단상담 프로그램이 ADHD 성향 아동의 학업 및 행동변화에 미치는 효과. 홍익대학교 박사학위논문.

38.

한인경 (2004). 자기교수훈련이 ADHD아동의 수업 중 부적응 행동에 미치는 효과. 공주대학교 석사학위논문.

39.

Abikoff, H., & Gittelman, R. (1985). Hyperactive children treated with stimulants: Is cognitive training a useful adjunct? Archieves of General Psychiatry, 42, 953-961.

40.

Abikoff, H., Courtney, M. E., Szeibel, P. J., & Koplewics, H. S. (1996). The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children. Journal of Learning Disabilities, 29, 238-246.

41.

Ajibola, O., & Clement, P. (1995). Differential effects of methylphenidate and selfreinforcement on attention-deficit hyperactivity disorder. Behavior modification, 19, 211-233.

42.

APA. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4-TR ed. Washington, DC: APA.

43.

Ayllon, T., Layman, D., & Kandel, H. J. (1975). A behavioral-educational alternative to drug control of hyperactive children. Journal of Applied Behavior Analysis, 8, 137-146.

44.

Baer, R. A., & Nietzel, M. T. (1991). Cognitive and behavioral treatment of impulsivity in children: A meta-analytic review of the outcome literature. Journal of Clinical Child Psychology, 20, 400-412.

45.

Barkley, R. (1998). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.

46.

Barkley, R. (2002). Major life activity and health outcomes assoiciated with attention- deficit/hyperactive disorder. Journal of Clinical Psychiatry, 63, 10-15.

47.

Barkley, R. (2006). Treatments of ADHD in school settings. In R. Barkley (Eds.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp.547-589). New York: Academic Press.

48.

Barkley, R., Copeland, A., & Sivage, C. (1980). A self-control classroom for hyperactive children. Journal of Autism and Developmental Disorders, 10, 75-89.

49.

Barkley, R., DuPaul, G., & McMurray, M. (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775-789.

50.

Barkley, R., Fischer, M., Smallish, L., & Fletcher, K. (2004). Young adult follow-up of hyperactive children: Antisocial activities and drug use. Journal of Child Psychology and Psychiatry, 45, 195-211.

51.

Barrish, H., Saunders, M., & Wolf, M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.

52.

Barry, L., & Messer, J. (2003). A practical application of self-management for students diagnosed with attention-deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5, 238-248.

53.

Beck, A. (1995). Cognitive therapy: past, present and future. In M. Mahoney (Ed.), Cognitive and constructive psychotherapies: Theory, research, and practice (pp.29-41). New York: Springer.

54.

Belfiore, P., Grskovic, J., Murphy, A., & Zentall, S. (1996). The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/hyperactivity disorder. Journal of Learning Disabilites, 29(4), 432-438.

55.

Biederman, J., Faraone, S., Milberger, S., Guite, J., Mick, E., Chen, L., Marrs, A., Ouellette, C., Moore, P.. (1996). A prospective 4-year follow -up study of attention-deficit hyperactivity and related disorders. Archives of General Psychiatry, 53, 437-446.

56.

Bloomquist, M. L., August, G. J., & Ostrander, R. (1991). Effects of school-based cognitivebehavioral intervention for ADHD children. Journal of Abnormal Child Psychology, 19, 591-605.

57.

Braswell, L., August, G. J., Bloomquist, M. L., Realmuto, G. M., Skare, S. S., & Crosby, R. D. (1997). School-based secondary prevention for children with disruptive behavior. Journal of Abnormal Child Psychology, 25, 197-208.

58.

Brown, R. T., Wynne, M. E., Borden, K. A., Clingerman, S. R., Geniesse, R., & Spunt, A. L. (1986). Methyphenidate and cognitive therapy in children with attention deficit disorder: A double-blind trial. Journal of Developmental and Behavioral Pediatrics, 7, 163-170.

59.

Brown, R., & Borden, K. (1986). Hyperactivity at adolescence: some misconceptions and new directions. Journal of Clinical Child Psychology, 15, 194-209.

60.

Camp, B., & Bash, M. (1981). Think Aloud: Increasing social and cognitive skill-A problem solving program for children (Primary level). Champaign, IL: Research Press.

61.

Cantwell, D., & Satterfield, J. (1978). The prevalence of academic underachievement in hyperactive children. Journal of Pediatric Psychology, 3, 168-171.

62.

Chase, S. N., and Clement, P. W. (1985). Effects of self-reinforcedment and stimulants on academic performance in children with attention deficit disorder. Journal of Clinical Child Psychology, 14, 323-333.

63.

Chronis, A., Jones, H., & Raggi, V. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 26, 486-502.

64.

Codding, R., & Lewandowski, L. (2003). Academic Interventions for Children with ADHD: A Review of Current Options. The ADHD Report, 11, 8-16.

65.

Dubey, D. R., and O'Leary, S. G. (1975). Increasing reading comprehension of two hyperactive children: Preliminary investigation. Perceptual Motor Skills, 41, 691-694.

66.

DuPaul, G. J., & Henningson, P. N. (1993). Peer tutoring effects on the classroom performance of children with attention deficit hyperactivity disorder. School Psychology Review, 22, 134-143.

67.

DuPaul, G., & Eckert, T. (1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5-27.

68.

DuPaul, G., & Eckert, T. (1998). Academic Interventions for Students with Attention-Deficit/Hyperactivity Disorder: A Review of the Literature. Reading and Writing Quarterly, 14, 59-82.

69.

DuPaul, G., & Ervin, R. (1996). Childs with ADHD: Linking assessment to treatment. ADHD Report, 4, 9-11.

70.

DuPaul, G., & Power, T. (2008). Improving school outcomes for students with ADHD: using the right strategies in the context of the right relationships. Journal of Attention Disorders, 11, 519-521.

71.

DuPaul, G., & Stoner, G. (2003). ADHD in the schools. New York: Guilford Press.

72.

DuPaul, G., Ervin, R., Hook, C., & McGoey, K. (1998). Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-592.

73.

DuPaul, G., Jitendra, A., Volpe, R., Tresco, K., Lutz, J., Junod, R., et al. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34, 633-646.

74.

Dush, D. E., Hirt, M. L., & Schroeder, H. E. (1989). Self-statement modification in the treatment of child behavior disorders: A meta-analysis. Psychological Bulletin, 106, 97-106.

75.

Edwards, G., Barkley, R., Laneri, M., Fletcher, K., & Metevia, L. (2001). Parent adolescent conflict in teenagers with ADHD and ODD. Journal of Abnormal Child Psychology, 29, 557-572.

76.

Ervin, R. A., Bankert, C. L., & DuPaul, G. J. (1996). Treatment of attention-deficit/hyperactivity disorder. In M. A. Reinecke & F. M. Dattilio (Eds.), Cognitive therapy with children and adolescents: A casebook for clinical practice (pp.38-61). New York: Guilford Press.

77.

Ervin, R., DuPaul, G., Kern, L., & Friman, P. (1998). Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for adolescents with attention-deficit/hyperactivity disorder. Journal of Applied Behavior Analysis, 31, 65-78.

78.

Evans, S. W., Axelrod, J. & Langberg. J. M. (2004). Efficacy of a school-based treatment program for middle school youth with ADHD: Pilot data. Behavior Modification, 28, 528-547.

79.

Evans, S. W., Pelham, W. E., Smith, B. H., Bukstein, O., Gnagy, E. M., and Greiner, A. R. (2001). Dose-response effects of methyphenidate on ecologically valid measures of academic performance and classroom behavior in adolescents with ADHD. Experimental and Clinical Pscyhopharmacology, 9, 163-175.

80.

Evans, S., Langberg, J., Raggi, V., Allen, J., & Buvinger, E. (2005). Development of a school-based treatment program for middle school youth with ADHD. Journal of Attention Disorders, 9, 343-353.

81.

Evans, S., Pelham, W., & Grudberg, M. (1995). The efficacy of notetaking to improve behavior and comprehension of adolescents with attention deficit hyperactivity disorder. Exceptionality, 5, 1-17.

82.

Evans, S.W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A. (2007). Cumulative benefits of secondary school-based treatment of students with attention deficit hyperactivity disorder. School Psychology Review, 36, 256-273.

83.

Fabiano, G., & Pelham, W. (2003). Improving the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11, 122-129.

84.

Flick, G. (2000). How to reach and teach teenagers with ADHD: A step-by step guide to overcome difficult behaviors at school and at home. San Francisco: Jossey-Bass.

85.

Ford, M. J., Poe, V., & Cox, J. (1993). Attending behaviors of ADHD children in math and reading using various types of software. Journal of Computing in Childhood Education, 4, 183-196.

86.

Greenwood, C., Maheady, L., & Carta, J. (1991). Peer tutoring programs in the regular education classroom. In G. Stoner, M. Shinn and H. Walker. (Eds.), Interventions for achievement and behavior problems (pp.179-200). Silver Spring, MD: National Association of School Psychologists.

87.

Gureasko-Moore, S., DuPaul, G. J., & White, G. P. (2007). Self-management of classroom preparedness and homework: Effects on school functioning of adolescents with attention deficit hyperactivity disorder. School Psychology Review, 36, 647-664

88.

Gureasko-Moore, S., Dupaul, G., & White, G. (2006). The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD. Behavior modification, 30, 159-183.

89.

Habboushe, D., Daniel-Crotty, S., Karustis, J., Leff, S., Costigan, T., Goldstein, S., et al. (2001). A family-school homework intervention program for children with attention-deficit/hyperactivity disorder. Cognitive and Behavioral Practice, 8, 123-136.

90.

Hart, E., Lahey, B., Loeber, R., Applegate, B., & Frick, P. (1995). Developmental change in attention-deficit hyperactivity disorder in boys: A four-year longitudinal study. Journal of Abnormal Child Psychology, 23, 729-749.

91.

Hinshaw, S. P. (2000). Attention-Deficit/Hyperactivity Disorder: The Search for Viable Treatments. In Kendall, P. C. (Eds.), Child and Adolescent Therapy Cognitive-Behavioral Procedures. (pp.88-128). New York:The Guilford Press.

92.

Hoff, K., & DuPaul, G. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27, 290-303.

93.

Hoff, K., Ervin, R., & Friman, P. (2005). Refining Functional Behavioral Assessment: Analyzing the Separate and Combined Effects of Hypothesized Controlling Variables during Ongoing Classroom Routines. School Psychology Review, 34, 45-58.

94.

Hook, C., & DuPaul, G. (1999). Parent tutoring for students with attention-deficit/hyperactivity disorder: Effects on reading performance at home and school. School Psychology Review, 28, 60-75.

95.

Ingersoll, B., & Goldstein, S. (1993). Attention deficit disorder and learning disabilities: Realities, myths, and controversial treatments. Main Street Books.

96.

Jitendra, A., DuPaul, G., Volpe, R., Tresco, K., Junod, R., Lutz, J., et al. (2007). Consultation -based academic intervention for children with attention deficit hyperactivity disorder: School functioning outcomes. School Psychology Review, 36, 217-236.

97.

Jurbergs, N., Palcis, J., & Kelley, M. (2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22(3), 358-379.

98.

Kavale, K. (1982). The efficacy of stimulant drug treatment for hyperactivity: A meta-analysis. Journal of Learning Disabilities, 15, 280-289.

99.

Kelley, M. (1990). School-home notes: Promoting children's classroom success. Guilford Publications.

100.

Kelley, M., & McCain, A. P. (1995). Promoting academic performance in attentive children: The relative efficacy of school-home notes with and without response cost, Behavior Modification, 19(3), 357-375.

101.

Kendall, P. (1989). Stop and Think Workbook. Ardmore, PA: Workbook Publishing.

102.

Kleiman, G., Humphrey, M., & Lindsay, P. (1981). Microcomputers and hyperactivity children. Creative Computing, 7, 93-94.

103.

Langberg, J., Epstein, J., Urbanowicz, C., Simon, J., & Graham, A. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 23, 407-417.

104.

Langberg, J., Smith, B. H., Bogle, K. E., Schmidt, J. D., Cole, W. R., & Pender, C. (2006). A pilot evaluation of Small Group Challenging Horizons Program: A randomized trial. Journal of Applied School Psychology, 23, 31-58.

105.

Lonigan, C. J., Elbert, J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27, 138-145.

106.

Mannuzza, S., Klein, R. G., Bessler, A., Malloy, P., & LaPadula, M. (1998). Adult psychiatric status of hyperactive boys grown up. American Journal of Psychiatry, 155, 493-498.

107.

Mash, E., & Barkley, R. (2003). Child psychopathology. New York: Guilford Press.

108.

Mautone, J., DuPaul, G., & Jitendra, A. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9, 301-312.

109.

McCain, A., & Kelley, M. (1993). Managing the classroom behavior of an ADHD preschooler: The efficacy of a school-home note intervention. Child and Family Behavior Therapy, 15, 33-44.

110.

McConaughy, S., Achenbach, T., & Gent, C. (1988). Multiaxial empirically based assessment: parent, teacher, observational, cognitive, and personality correlates of child behavior profile types for 6- to 11-year-old boys. Journal of Abnormal Child Psychology, 16, 485-509.

111.

Meichenbaum, D., & Goodman, J. (1971). Training impulsive children to talk to themselves: A mean of developing self-control. Journal of Abnormal Psychology, 77, 115-126.

112.

MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit hyperacvitiy disorder. Archieves of General Psychiatry, 56, 1073-1086.

113.

Northup, J., Broussard, C., Jones, K., George, T., Vollmer, T. R., Herring, M., (1995). The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 28, 227-228.

114.

Ota, K., & DuPaul, G. (2002). Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17, 242-257.

115.

Paniagua, F., & Black, S. (1992). Correspondence Training and Observational Learning in the Management of Hyperactive Children. Child & Family Behavior Therapy, 14, 1-19.

116.

Pelham, W. E., and Murphy, H. A. (1986). Attention deficit and conduct disorders. In Hersen M. (Ed.), Pharmacological and behavioral treatment: An integrative approach (pp.108-148). New York: Wiley.

117.

Pelham, W., Carlson, C., Sams, S., Vallano, G., Dixon, M., & Hoza, B. (1993). Separate and combined effects of methyphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in the classroom. Journal of Consulting and Clinical Psychology, 61(3), 506-515.

118.

Pelham, W. E., Wheeler, T., & Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactive disorder. Journal of Clinical Child Psychology, 27, 190-205.

119.

Pfiffner, L. (1996). All about ADHD: The complete practical guide for classroom teachers. New York: Scholastic Professional Books.

120.

Pfiffner, L. J., and Barkley, R. A. (1998). Educational placement and classroom management. In Barkley, R. A. (Ed.), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp.498-539). New York: Guilford Press.

121.

Pfiffner, L., & O'Leary, S. (1987). The efficacy of all-positive management as a function of the prior use of negative consequences. Journal of Applied Behavior Analysis, 20, 265-271.

122.

Powell, S., and Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30, 181-183.

123.

Raggi, V., & Chronis, A. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9, 85-111.

124.

Rapport, M. D., Murphy, H. A., & Bailey, J. S. (1980). The effects of a response cost treatment tactic on hyperactive children. Journal of School Psychology, 18, 98-111.

125.

Rapport, M., Denney, C., DuPaul, G., & Gardner, M. (1994). Attention deficit disorder and methylphenidate: normalization rates, clinical effectiveness, and response prediction in 76 children. Journal of Amer Academy of Child & Adolescent Psychiatry, 33, 882-893.

126.

Ratey, N. (2008). The Disorganized Mind: Coaching Your ADHD Brain to Take Control of Your Time, Tasks, and Talents. New York: St Martins Press.

127.

Reid, R., Trout, A. L., Schartz, M. (2005). Self-regulation Interventions for Children with Attention Deficit/Hyperactivity Disorder, Exceptional Children, 71, 361-377.

128.

Robin, A. (2006). Training families with adolescents with ADHD. In R. Barkley (Eds.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. (pp.499-546). New York: Academic Press.

129.

Robinson, P., Newby, T., & Ganzell, S. (1981). A token system for a class of underachieving hyperactive children. Journal of Applied Behavior Analysis, 14, 307-315.

130.

Sagvolden, T., Aase, H., Zeiner, P., & Berger, D. (1998). Altered reinforcement mechanisms in attention-deficit/hyperactivity disorder. Behavioural Brain Research, 94, 61-71.

131.

Schumaker, J., Hovell, M., & Sherman, J. (1977). An analysis of daily report cards and parent-managed privileges in the improvement of adolescents' classroom performance. Journal of Applied Behavior Analysis, 10, 449-464.

132.

Smith, B., Waschbusch, D., Willoughby, M., & Evans, S. (2000). The efficacy, safety, and practicality of treatments for adolescents with attention-deficit/hyperactivity disorder (ADHD). Clinical Child and Family Psychology Review, 3, 243-267.

133.

Swanson, J. M., McBurnett, K., Christian, D. L., and Wigal, T. (1995). Stimulant medication and treatment of children with ADHD. In Ollendick, T. H., and Prinz, R. J. (Eds.), Advances in clinical child psychology (Vol. 17: pp.265-322). New York: Plenum.

134.

Trout, A., Lienemann, T., Reid, R., Epstein, M. (2007). A review of non-medications to improve the academic performance of children and youth with ADHD. Remedial and Special Education, 28, 207-226.

135.

Umbreit, J. (1995). Functional assessment and intervention in a regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20, 267-278.

136.

Weiss, G., & Hechtman, L. (1986). Hyperactive children grown up: Empirical findings and theoretical considerations. New York: Guilford Press.

137.

Weiss, G., & Hechtman, L. (1993). Hyperactive children grown up: ADHD in children, adolescents, and adults. New York: Guilford Press.

138.

Wicks-Nelson, R., & Israel, A. (2003). Behavior Disorders of Childhood. 5th ed. Prentice Hall.

139.

Zentall, S. S. & Meyer, M. J. (1987). Self-regulation of stimulation for add-h children during reading and vigilance task performance. Journal of Abnormal Child Psychology, 15, 519-536.

140.

Zentall, S. S. (1975). Optimal stimulation as theoretical basis of hyperactivity. American Journal of Orthopsychiatry 45, 549-563.

141.

Zentall, S. S. (1985). Stimulus-control factors in search performance of hyperactive children. Journal of Learning Disabilities, 18, 480-485.

142.

Zentall, S. S. (1986). Effects of color stimulation on performance and activity of hyperactive and nonhyperactive children. Journal of Educational Psychology, 78, 159-165.

143.

Zentall, S. S., and Leib, S. L. (1985). Structured tasks: Effects on activity and performance of hyperactive and comparison children. Journal of Educational Research, 79, 91-95.

144.

Ziegler Dendy. (2000). Teaching teens with ADD and ADHD. Bethesda: Woodbine House.

145.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.

Korean Journal of School Psychology