Suneeta Kercood

The Effects of Highlighting on the Math Computation Performance and Off-task Behavior of Students with Attention Problems

This study evaluated the effects of color highlighting during a math computation task on performance accuracy and behavior of students with attention problems. Using a multiple baseline across participants design, three students solved math computation problems on worksheets with and without highlighting. Off-task behavior recorded from videotape and number of problems correct were measured. Results suggest highlighting increased math computation accuracy and reduced off-task behavior for students with attention problems.

Decreasing Disruptive Vocalizations of a Student With High-Functioning Autism Across Three General Education Classrooms

The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by attention from the teachers. To reduce the disruptive vocalizations, the teachers implemented noncontingent attention, which was tracked across 3 content areas with 3 different teachers in 3 settings using an AB design. Results showed decreased disruptive vocalizations across all 3 environments. Results and implications for practice and research are discussed.

The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

Two studies addressed how young adult college students with attention deficit hyperactivity disorder (ADHD) (nu2009=u200944) compare to their nonaffected peers (nu2009=u200942) on tests of auditory and visual–spatial working memory (WM), are vulnerable to auditory and visual distractions, and are affected by a simple intervention. Students with ADHD demonstrated worse auditory WM than did controls. A near significant trend indicated that auditory distractions interfered with the visual WM of both groups and that, whereas controls were also vulnerable to visual distractions, visual distractions improved visual WM in the ADHD group. The intervention was ineffective. Limited correlations emerged between self-reported ADHD symptoms and objective test performances; students with ADHD who perceived themselves as more symptomatic often had better WM and were less vulnerable to distractions than their ADHD peers.

Reducing the effects of auditory and visual distraction on the math performances of students with Attention Deficit Hyperactivity Disorder

Two exploratory studies assessed the effects of an intervention on the math problem solving of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first study, students were assessed on a visual task in a high stimulation classroom analog setting with and without the use of a fine motor activity. Results showed that the fine motor activity was associated with more math problems correct. In the second study, students were presented with a visual task with and without auditory distraction. Results showed that the auditory distraction impeded performance but that the fine motor activity mitigated the effects of the distraction. Although the results of these studies are modest, they suggest that fine motor activity may affect the performances of students with ADHD and future research is needed.