Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2006
Thesis Director
Assege HaileMariam
Thesis Committee Member
J. Michael Havey
Thesis Committee Member
Gary Cates
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.
Recommended Citation
Girten, Monica Fischer, "Explicit timing as an intervention for children with ADHD" (2006). Masters Theses. 882.
https://thekeep.eiu.edu/theses/882
