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Attention Deficit Hyperactivity Disorder Affecting Arkansas Males’ Reading, Mathematics, and Science Achievement
Get PDFThe purpose of this dissertation was to determine the effects between sixth-grade male students from eight Arkansas school districts educationally identified with a 504 plan for attention deficit hyperactivity disorder (ADHD) versus all other males on reading, mathematics, and science achievement, as measured by the ACT Aspire Summative Assessment. Barkley’s framework for understanding ADHD theory was used as the theoretical lens to examine the research. Each hypothesis stated that no significant difference would exist between the two groups. Three one-way ANOVAs were used to analyze the data. The independent variable for each hypothesis was ADHD educational identification as determined by a 504 plan. The dependent variables were reading, mathematics, and science achievement on the ACT Aspire Summative Assessment. The sample included 64 male students’ scores: 32 males with a 504 plan for ADHD and 32 males without a 504 plan. The results indicated a statistical significance between the two groups of all three hypotheses. Recommendations for further research included expanding the study to include female students who are underdiagnosed. The implementation of a tracking system at the state level to determine the reason students have a 504 plan should be explored to determine if accommodations and modifications are adequate
P803A
No full textDr. Benson\u27s birthday celebration, September 26, 1978.https://scholarworks.harding.edu/hu-1970-campus/1003/thumbnail.jp
