The Efficacy of Notetaking to Improve Behavior and Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder Article

Evans, SW, Pelham, W, Grudberg, MV. (1994). The Efficacy of Notetaking to Improve Behavior and Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder . 5(1), 1-17. 10.1207/s15327035ex0501_1

cited authors

  • Evans, SW; Pelham, W; Grudberg, MV

authors

abstract

  • We assessed a notetaking intervention targeting the passive learning style and disruptive behaviors exhibited by adolescents with attention deficit hyperactivity disorder (ADHD) in school. Teens with ADHD were able to learn the notetaking strategies through the use of a modification of the Directed Notetaking Activity (Spires & Stone, 1989). Furthermore, measures of comprehension and disruptive behavior improved as a function of both the product and process of the notetaking procedures. We discuss individual differences as well as implications for integrating psychoeducational, behavioral, and pharmacological interventions for adolescents with ADHD. © 1994, Taylor & Francis Group, LLC. All rights reserved.

publication date

  • March 1, 1994

Digital Object Identifier (DOI)

start page

  • 1

end page

  • 17

volume

  • 5

issue

  • 1