Effect of Words Highlighting in School Tasks upon Typical ADHD Behaviors

Abstract

Behavioral interventions in classroom are relevant to the educational process of students with ADHD. It is in this context that typical disorder’s behaviors are especially problematic and contribute to high rates of school failure and dropout. The aim of the present study was to analyze the effect of word highlighting on inattention and hyperactivity/impulsivity of three elementary students with ADHD. A multiple baseline design combined with a reversal design was used. Reduction in the frequency of the behaviors of interest and higher frequency of correct answers in school tasks were observed when words were highlighted. The results replicate and extend data of previous studies. The application of the intervention with different contents and tasks is proposed.