Academic Performance Intervention for Individuals with ADHD: Perspectives from Behavioral, Educational and Family Interventions
Bibliographic record
Abstract
This study reviews non-pharmacological interventions for ADHD across childhood, adolescence, and adulthood, with a focus on how different settings support learning and behavioral control. In school contexts, behavioral programs—most notably Contingency Management, Peer Tutoring, Organization, Time Management, and Planning Skills Training (OTMP), and selected sensory-based tools—are commonly used to improve classroom engagement and day-to-day regulation. Academic-oriented approaches, including the Challenging Horizons Program (CHP) and self-monitoring strategies, place greater emphasis on structured coaching and the gradual build-up of self-regulatory routines. At home, family-centered interventions such as Parent Training in Behavior Management (PTBM) and the Daily Behavior Report Card (DBRC) strengthen parental involvement and help align expectations between families and schools. Overall, the evidence suggests that interventions combining clear goals, regular feedback, and coordinated support from students, educators, and parents are the most reliably linked to gains in academic outcomes, organization, and self-management.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".