The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)

We examined the effects of the Seria-Think Program (STP) on planning, self-regulation, and math performance among third grade children with attention deficit hyperactivity disorder (ADHD). The STP aims at developing cognitive functions of self-regulation, planning, simultaneous consideration of several sources of information, prediction, comparison, and mathematical estimation and computing. Eighty-seven third grade students with ADHD were randomly assigned into experimental (. n=44) and control (. n=43) groups. The experimental group received three 45-minute lessons of intervention with STP, whereas the control group received three lessons of practice in math (addition and subtraction in the range 0-21). Planning, self-regulation, and math measures were administered before and after the intervention. The results indicate significantly higher improvement in most variables in the experimental group compared to the control group. We conclude that the STP improves executive functioning of students with ADHD, and contributes to understanding of interventions required to develop cognitive functions and to designing math curriculum.