EFFECTS OF MULTIMODAL INTERVENTION ON

ACADEMIC & BEHAVIOURAL PERFORMANCE OF CHILDREN

WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Investigator
PARUL SAXENA

Guide : Dr. G. Victoria Naomi

DEPARTMENT OF PSYCHOLOGY
AVINASHILINGAM INSTITUTE FOR HOME SCIENCE AND HIGHER EDUCATION FOR WOMEN
COIMBATORE

February 18, 2013

 20 CRITERIA
BEHAVIOR ACADEMICS

Teacher Rated Performance : Grades (% of Marks)

1 Inattention 9 English Reading
10 English Writing
2 Deportment
11 English Spelling
(obidience/impulsivity)
12 Math Calculation
Parent Rated 13 Math Application
3 Inattention
4 Peer Interaction Skill Learning (WIAT – II )
5 Aggression 14 Decoding Skills
15 Word Reading
16 Reading Comprehension
Researcher Rated 17 Math Calculation
6 Inattention 18 Math Reasoning
7 Hyperactivity 19 Spelling
8 Impulsivity 20 Written Expression
 Hypotheses
1. There is a significant difference between the
pre and post intervention mean scores of
experimental group, control group 1 and
control group 2;
and among the three groups in the mean
scores at pre and post intervention on
teacher rated measure Attention and
Deportment.
 Hypotheses
2. There is a significant difference between
the pre and post intervention mean
scores of experimental group, control
group 1 and control group 2; and
among the three groups in the mean
scores at pre and post intervention on
parent rated measure Inattention,
Aggression and Peer Interaction.
 Hypotheses

3. There is a significant difference between

the pre and post intervention mean
scores of experimental group, control
group 1 and control group 2; and
among the three groups in the mean
scores at pre and post intervention on
researcher rated measure Inattention,
Impulsivity and Hyperactivity.
 Hypotheses
4. There is a significant difference
between the pre and post intervention
mean scores of experimental group,
control group 1 and control group 2; and
among the three groups in the mean
scores at pre and post intervention on
the class-based-grades (percent of
marks) in English Reading, English
Writing, English Spelling, Math
Calculation and Math Application.
 Hypotheses

5. There is a significant difference between

the pre and post intervention mean
scores of experimental group, control
group 1 and control group 2; and
among the three groups in the mean
scores at pre and post intervention on
the achievement test WIAT- II in Word
Reading, Reading Comprehension,
Decoding Skills, Spelling, Written
Expression, Math Calculation and Math
Reasoning.
 Hypotheses

6. There is a significant effect of

intervention on post intervention
scores, on all criteria (individually)
considering the respective pre
intervention scores as covariates.
 Method
Sample Details : Selection Procedure
• Information from the teachers
• Parental Consent for screening
• Use of exclusion and inclusion criteria
• Classroom Observation by the researcher
• Use of parent and teacher rating scores
• Use of DSM- IV criteria
• Use of exclusion and inclusion criteria
• Parental consent about participation
• Parental readiness to provide the transportation
 DELIMITAITONS
• The following were the limitations of the study:

The study was carried out on a very narrow sample

of children between the age range of 7-11 yrs.

The study has not considered the children with

below average intelligence level nor has taken the
children with associated problems, such as
oppositional defiant disorder or conduct disorder
(two highly co-morbid disorders).
 DELIMITAITONS
• The following were the limitations of the study:

The study is not extended for a follow-up on the student

behaviour and student academic performance.

Although the study addresses the executive functions

indirectly, no assessment was made to study the role-
of or effect-on executive functions.

Emotional Functioning of the students was not targeted

and not assessed.