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The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD

  • Author(s): Zheng, Ruiwen
  • Advisor(s): Johnson, Austin H
  • et al.
Abstract

Since children with ADHD are commonly faced with academic and classroom behavioral challenges (e.g., DuPaul et al., 2004), it is vital to provide effective interventions and support to these students. Peer-Assisted Learning Strategies (PALS) is a structured, class-wide peer-tutoring program that has been found to have a potentially positive effect on students’ reading performance (e.g., phonics; What Works Clearinghouse Report, 2012). Previous research results indicated that PALS Math had positive effects on children/adolescents’ performance across performance levels and educational needs (e.g., Fuchs, Fuchs, Phillips, Hamlett, & Karns, 1995). Due to limited evidence supporting the use of PALS Math on students with ADHD and none supporting its effect on classroom engagement, the current study will examine whether the implementation of PALS Math can result in an increase in on-task behavior, a decrease in off-task behavior, and an improvement of math performance among students with ADHD. Both an ABAB design and a multiple baseline design are proposed for the current study. Further information about procedures, measures, and data analysis plan are provided in this research proposal.

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