District Administration - May 2008 - (Page 79)

tion.” Overall, consequence-based interventions, peer tutoring, and token reinforcement emerged as promising practices. Large positive eﬀects were noted for parent tutoring and strategy instruction, but available research was very limited. Comparisons of groups of students on and oﬀ medication indicate that medication combined with academic interventions “produces the most signiﬁcant eﬀects on students’ academic performance.” In 2007, Jitendra et al. published the results of a large-scale longitudinal study that compared the eﬀects of two schoolbased models on the academic achievement of elementary school children with ADHD. In both models, consultants collaborated with teachers to design and monitor evidence-based academic interventions focused on math and/or reading skills and used teacher-mediated, peer-mediated, computer-assisted, and self-mediated interventions. Individualized academic interventions, however, were featured in only one of the models. The researchers expected that this model would yield greater academic growth, but the results were equally positive for both groups over a 15-month period. Th is, they say, suggests that intensive, individual support may be needed by only a select group of children with ADHD. Jason Harlacher, Nicole Roberts and Kenneth Merrill have identiﬁed wholeclass behavioral and academic interventions that beneﬁt children with ADHD. These include contingency management (using positive reinforcements and making consequences contingent on speciﬁc behaviors), using therapy balls or gym balls as an alternative to regular seating, selfmonitoring (teaching students to monitor and rate their own behaviors), peer monitoring (training students to monitor one another’s behavior and reinforce positive behavior) and peer tutoring. DA Carla Thomas McClure is a staﬀ writer at Edvantia, a nonproﬁt education research and development organization (www.edvantia.org) For references used in this article, go to www .DistrictAdministration.com. www.DistrictAdministration.com Visit us at http://web.jhu.edu/CSOS/tdmg A Fast Track to a Traditional Ed.D. Seton Hall University’s nationally recognized, accelerated doctoral program will allow you to complete your studies in just 10 weekends and two, four-week sessions over two years. In fact, more than 175 K-12 administrators in 25 states have already successfully earned their degrees and achieved career advancement. Now accepting applications for the April 2009 cohort. Loans are available to cover the entire cost of the program regardless of financial need. “Seton Hall’s executive doctoral program was ideally designed to ensure that I could complete my degree in just two years.” C. Lauren Schoen, Ed.D. ’06 Superintendent Rochelle Park, NJ 400 South Orange Ave. • South Orange, NJ 07079 www.shu.edu College of Education and Human Services 1-800-313-9833 For more information e-mail execedd@shu.edu or go to education.shu.edu/execedd May 2008 79 http://web.jhu.edu/CSOS/tdmg http://web.jhu.edu/CSOS/tdmg http://www.shu.edu http://www.shu.edu http://www.edvantia.org http://www.DistrictAdministration.com http://education.shu.edu/execedd http://www.DistrictAdministration.com http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - May 2008

District Administration - May 2008
Contents
Editor’s Letter
Letters
News Update
Security Update
Curriculum Update
Inside the Law
District Profile
Administrator Profile
Book Excerpt
Addressing Food Allergies
Algebra: Changing the Equation
Stopping MRSA
Resources to Support Disabled Learners
Web Tools: The Second Generation
How Well Does This Web Site Work?
New Products
Speaking Out
Supervisor’s Opinion
Professional Opinion
Leadership Books
Research Center
Calendar of Events
Products Showcase
Understanding the Times

District Administration - May 2008