Structured Abstract
Setting
Participating students attend five public elementary schools in a large southern city.
Sample
Participants are 128 grade 2 students identified as displaying high levels of inattentive behavior by their teacher. Based on information obtained in a prior study in the same school system, it is expected that approximately 65 percent of participants will be male, and that the approximate racial composition will be 20 percent White, 75 percent African American, and 5 percent Hispanic. Approximately 75 percent of the sample qualifies for free and reduced-priced lunch, and a majority are achieving below grade level in reading or math.
Computerized attention training and computer-assisted instruction will be examined in this study. Both have shown promise in preliminary studies with inattentive students. The computerized attention training software being used for this project is Captain's Log, which is designed to train multiple components of attention. The computer-assisted instruction software being used is Destination Reading and Math by Riverdeep, courses I and II. The interventions are being delivered in four 30-minute sessions per week over a 15-week period.
Research design and methods
Students are randomly assigned to one of four experimental conditions: computerized attention training, computer-assisted instruction, computerized attention training and computer assisted instruction, or a wait list control group.
Control condition
Students in the wait list control group do not receive any intervention during the time period of the experiment. The interventions are made available to these students during the following year provided they have yielded promising results and the child's parent wishes for their child to receive the intervention.
Key measures
A measures of academic achievement, academic productivity, student attention, and student behavior are being collected before, immediately after, and 6-7 months following intervention completion.
Data analytic strategy
A series of planned comparisons in analyses of covariance (ANCOVA) are being carried out to test the relative effectiveness of each software program alone and in combination. Multilevel modeling techniques are also being used to examine the main and moderating effects of classroom on intervention outcomes.
People and institutions involved
IES program contact(s)
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications
Journal articles
Murray, D.W., Rabiner, D.L., and Hardy, K. (2011). Teacher Management Practices for First Graders With Attention Problems. Journal of Attention Disorders, 15(8): 638-645.
Rabiner, D.L., Murray, D.W., Rosen, L., Hardy, K., Skinner, A., and Underwood, M. (2010). Instability in Teacher Ratings of Children's Inattentive Symptoms: Implications for the Assessment of ADHD. Journal of Developmental and Behavioral Pediatrics, 31(3): 175-180.
Rabiner, D.L., Murray, D.W., Skinner, A.T., and Malone, P.S. (2010). A Randomized Trial of Two Promising Computer-Based Interventions for Students With Attention Difficulties. Journal of Abnormal Child Psychology, 38(1): 131-142.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
