A multi-dimensional intervention for students with attention-deficit/hyperactivity symptomatology and low math performance: Targeting motivation and math skill development

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to develop an aversive, academic motivational style and commonly demonstrate weaknesses in math fact fluency resulting in lower math performance than the general population. To date, the most commonly-studied math interventions for this student population have included the use of stimulating educational environments and materials to increase student engagement. The current study examined the effectiveness of a multi-dimensional intervention, which combined the implementation of an evidence-based academic intervention, cover, copy, and compare (CCC), with motivation coaching (CCC+MC) that focused on increasing positive self-efficacy beliefs and the use of self-regulated learning strategies associated with strengthening academic motivation. Four male students in the third grade, who met research criteria for ADHD, participated in the study. This study examined the effects of the multi-dimensional intervention on participants' math fact fluency, motivation, and positive student engagement during math independent seatwork in the classroom in comparison to implementing the academic intervention without motivation coaching (CCC alone) and to baseline conditions without intervention. Results using a single-subject, multiple-baseline design (MBD) demonstrated replication across all four participants regarding increased performance in math fact fluency when motivation coaching was added to the CCC intervention relative to their performance during CCC alone. However, only one participant demonstrated reliable results beyond the chance level. Changes in participants' self-rated motivation during the multi-dimensional intervention relative to CCC alone were inconclusive. Participant progress in total student engagement (active and passive engagement) was inconclusive regarding whether the benefits from the multi-dimensional intervention generalized to the classroom by improving student engagement during math independent seatwork compared to CCC alone. The two participants who were observed during the study both demonstrated greater improvement in active engagement when motivation coaching was added to CCC relative to CCC alone.