The Effect of Computer-Assisted Instruction on Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and Students with Symptoms of ADHD in a Third-Grade Inclusion Class

Abstract

The purpose of this study was to determine whether the use of computer-assisted instruction would positively affect the reading comprehension achievement of students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and students who consistently exhibit ADHD symptoms, in a selected inclusion third-grade class. The OARS quarterly benchmark assessments were the measurements for this study. To examine the effectiveness of the Study Island supplemental instruction computer program on reading comprehension, this study utilized the pre-test/post-test quasi-experimental design. Specifically, the second and third quarter OARS benchmark assessments were used. The treatment, use of the Study Island supplemental instruction computer program took place for one quarter, approximately 2.5 months. Significant improvement was observed based on the pre- and post-test results; therefore, the hypothesis was accepted. Future research is recommended comparing this instructional approach with a sample of students not diagnosed with ADHD or students who consistently exhibit ADHD symptoms.