ADHD and Motivation

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dc.contributor.authorBarnes, Amanda
dc.contributor.programMasters of Educationen
dc.date.accessioned2016-03-10T21:49:16Z
dc.date.available2016-03-10T21:49:16Z
dc.date.issued2010-05
dc.descriptionTo see paper in its entirety contact archives@goucher.edu or call (410)337-6075.en
dc.description.abstractThe purpose of this study was to determine whether an arts integrated enrichment curriculum would have a greater increase on achievement over a direct instruction curriculum for students with ADHD. The findings showed higher achievement when using the enrichment curriculum than when the direct method was utilized. This indicates that for students with ADHD providing them with the opportunity to interact more the subject matter produced higher achievement. Research in the area of attention and achievement in ADHD students should continue given that there are more students diagnosed with ADHD each year and that classroom teachers are faced with the task of engaging each student and helping him/her reach his/her full academic potential.en
dc.format.extent29 p.en
dc.genreaction research papersen
dc.identifierdoi:10.13016/M2BT82
dc.identifier.urihttp://hdl.handle.net/11603/2565
dc.language.isoenen
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshAttention-deficit hyperactivity disorder
dc.subject.lcshMotivation in education
dc.titleADHD and Motivationen
dc.typeTexten

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