A computer-assisted instruction (CAI) module on enhancing numeracy skills of preschoolers with attention-deficit hyperactivity disorder (ADHD)

• Main Author: Alontaga, Jasper Vincent Q.
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: Attention-deficit hyperactivity disorder; Attention Deficit Disorder with Hyperactivity; Computer-Assisted Instruction; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3703; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10541/viewcontent/CDTG004419_P.pdf
• Institution: De La Salle University

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) experience significant academic problems attributed to their symptoms of inattention, impulsivity and hyperactivity (National Institute of Mental Health, 2005). In the field of mathematics where focus and accuracy are essential, this problem is further complicated. Mathematics in nature is sequential as it builds on previously acquired knowledge, with numeracy skills honed during childhood being the most basic. The use of Computer Assisted Instruction (CAI) for numeracy instruction benefits children due to its presentation and interactivity features (Clements, 2002). There exists alignment in the motivational factors of CAI and the symptoms of children with ADHD (Lerner, 2000). This research aimed to develop a CAI Module on Enhancing Numeracy Skills of Preschoolers with ADHD following the ADDIE Model of Instructional Design by McArdle (1991) and the ARCS Model of Motivational Design by Keller and Keller (1994). The CAI Module covered topics under forward and backward number sequencing as identified by eleven (11) teachers of preschoolers with ADHD. Design considerations under the Motivating Interactivity in Multimedia (MIM) Checklist by Keller and Keller in terms of Management Interactivity (Pacing, Override and Selection) and Motivation Interactivity (Stimulus characteristics, Learner responses and Consequences) were also deemed important by the participant teachers. These were further rated as appropriately handled in the CAI Module by three (3) Special Education (SPED) experts. Pilot testing of the CAI Module to three (3) preschoolers with ADHD has proven its impact in terms of following, focusing on and accomplishing tasks. It is recommended that the integration of the CAI Module in the curriculum be planned and implemented. Evaluation and further development of the CAI Module are on-going processes that are also recommended.