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Therefore, having open discussion about their use is essential, particularly in the current technology driven era. For instance, academic and study skills are supported using ATs. Importantly, many of the interventions and supports provided to students with ADHD that do not explicitly call for an AT can be supported by ATs and vice versa. On the other hand, academic and study skills training involves learning and practicing strategies that promote academic success in specific areas such as, reading or writing. Skills training and self-management involves facilitating motivational beliefs (e.g., the notion that working hard and putting forth effort will lead to academic success) 8. (2015) reviewed non-pharmacological interventions for students with ADHD and identified two domains of interventions: reward and punishment (e.g., contingency management) and skills training and self-management. (2016) and Evans, Langberg, Egan & Molitor (2014) highlight common accommodations and supports for students with ADHD, these include allowing for movement in the classroom, facilitating methods to ensure students are kept busy, limiting distractions, using reminders, re-formatting tasks perceived to be difficult, extending time allotted for tests and assignments, reducing the length of assignments, and providing teacher or peer prepared notes 6, 7. 1-2).ĪTs do not replace accommodations or interventions implemented to support students with ADHD, rather they compliment them.
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ATs is defined as “any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” 5 (pp. Interventions that may promote academic achievement among students with ADHD include assistive technologies (ATs).
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The symptoms include inattention and/or hyperactivity/impulsivity which may result in academic underachievement or failure 2, 3, 4. Attention Deficit Hyperactivity Disorder (ADHD) is a persistent and pervasive neurological disorder affecting approximately 5% of students 1.