Standardized Testing Students With ADHD Article Review

Excerpt from Article Review :

Standardized Testing -- Students with ADHD

The first study in an article in the Journal of Learning Disabilities by Frazier, et al. (2007) looks at the published literature (studies) since 1990 in order to produce a meta-analysis that will show the "…magnitude of achievement problems" that confront individuals with attention deficit hyperactive disorder (ADHD). In other words, the purpose was to find out exactly what problems ADHD sufferers encounter when trying to achieve knowledge. In order to ascertain the difficulties -- and to help ADHD students become more academically competent -- that present roadblocks for those individuals, the first study looks at existing literature and uses "…quantitative, meta-analytic procedures" as a research design in order to thoroughly interpret the results in previous work (Frazier). The first research section examined 72 studies (the ones that fulfilled all appropriate criteria); 54 studies involved children; 7 involved adolescents; 4 looked at college students and 7 evaluated adults (Frazier). The research showed that children with ADHD scored lower than adolescents and adolescents in turn scored lower than adults with ADHD (Frazier).

The second study examined the ADHD problems 380 first-year college students with ADHD encounter through their studies; the students were from 18 colleges / universities on the East Coast of the U.S. Confidential questionnaires were given to these students and parents of the students; logical regression was used as a research design. The outcome showed what might be surmised by researchers and that is, ADHD symptoms are "…significantly associated with problems in academic functioning" for college students (Frazier). The outcome shows Frazier and colleagues that "routine screening of college students for ADHD" might be helpful in terms of avoiding "academic failure" that is associated with ADHD. The results showed that students with ADHD can more readily check errors in their work if math and spelling are involved; but when reading and writing skills are challenged, students with ADHD are not as quick to be aware of their errors.

Analysis of the Article

In the meta-analysis study there were a number of different sizes of investigative research projects;…

Sources Used in Document:

Works Cited

Frazier, T.W., Youngstrom, E.A., Glutting, J.J., and Watkins, M.W. (2007). Journal of Learning Disabilities, 40(1), 49-65.

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