The Effects of Intervention for Self-Regulation and Planning on Executive Functions and Math among College Students with ADHD

ADHD is currently identified by diagnostic criteria that include difficulties of attention and hyperactive–impulsive behavior. The objectives of this study were to investigate the effects of a short-term intervention for planning and self-regulation within a dynamic assessment (DA) framework on executive functions and math performance. A sample of college students diagnosed with ADHD (Mean age = 23.24) were assigned randomly to experimental (n = 30) and control (n = 29) groups. Participants received the Seria-Think Instrument-Revised (STI-R) which is a DA measure aimed at assessing basic cognitive processes in the mathematics domain and a variety of arithmetic skills. The problems of the STI-R require cognitive functions such as planning, inhibition of impulsivity and systematic exploratory behavior. The STI-R includes a Transfer phase which contains different problems than the original problems. The teaching phase includes mediation for planning and self-regulation in a mathematical modality (60 min) using mediated learning experience and task-specific mediation strategies. The control group practiced the STI-R problems with no teaching. Participants were administered also the Seriations Math Problems Test and Metacognitive Awareness Scale. MANOVA of Treatment X Time (2 X 3) revealed significant Group X Time interactions indicating that the experimental group showed higher improvement than the control group in all measures of planning and self-regulation and on the math and the metacognitive awareness measures than the control group. The findings have theoretical and practical significance especially in view of the short intervention efforts for students with special needs.