DOI: 10.36344/ccijhss.2019.v05i04.004

Pages: 87-98

At the international level, the majority of intervention strategies have concentrated on medical and behavioural approaches with very little attention being given to the impact of educational and/or academic interventions. Because children with ADHD are at two to three time’s greater risk of school failure than their peers without ADHD, it is essential that research focuses on educational approaches within school and classroom environments to address this problem. The purpose of the present research was to investigate the effects of educational intervention strategies which are environmental, instructional and behavioural modifications on the academic performance of pupils with Attention Deficit Hyperactivity Disorder (ADHD) in Uyo Local Government Area of Akwa Ibom State. The study was a quasi experimental design, the sample size of 44 ADHD pupils were purposively selected from three public primary schools. The instruments used for this study were adapted diagnostic checklist, pupils’ performance tests (pretest and posttest), environmental modification intervention strategies (EMIS), and Instructional modification intervention strategies (IMIS), Behvioural modification intervention strategies (BMIS). Descriptive statistics such as analysis of co-variance (ANCOVA) was used to test the hypotheses at .05 level of significance. The findings of this study, have indicated that environmental, instructional and behavioural modification intervention strategies significantly improved the Mathematics performance scores of pupils with ADHD than the conventional method of instruction (CMI) in Uyo Local Government Area of Akwa Ibom State. It is therefore suggested that, teachers should be encouraged in developing more confidence in managing ADHD pupils’ challenging behaviours, implementing positive strategies in the classroom that lead to more time learning and less time managing behaviours, and improving their relationships with pupils in the classroom.