Explicit timing as an intervention for children with ADHD

Abstract

Explicit timing is a procedure that alerts students of their time limits when completing academic tasks. Research on this procedure first emerged in the mid 1970's, and has focused on the effectiveness of this technique for increasing academic response rate. Empirical studies have demonstrated that the explicit timing procedure can increase response rate for a variety of academic skills including mathematics performance, writing composition and reading. However, few studies have focused on the effectiveness of this procedure on special populations, such as students with Attention Deficit Hyperactivity Disorder (ADHD). The purpose of the current study was to determine whether explicit timing would affect mathematics problem response rate and accuracy among children with ADHD. An ABAB design was implemented, during which six second and third grade students with ADHD completed math packets. Overall, explicit timing did increase participants' mathematics response rate without decreasing accuracy. However, statistically significant results were not found for all participants.

Date of Award	2006
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Assege HaileMariam (Supervisor)