1 JOURNAL SUMMARY 2 Journal Summary [Insert Name] Lamar University Journal Summary Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom. Strengths and Weaknesses This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks. Instructional Implications The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.

1. 1
JOURNAL SUMMARY
2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij
and Lindaur (2013) conducted a study to determine the effects
of executive functioning and working memory interventions on
academic achievement and classroom behavior in students
diagnosed with Attention Deficit Hyperactivity Disorder

2. (ADHD). This study consisted of two randomly selected groups
of 175 students each between the ages of 8 and 12 that had a
single, prior diagnosis of ADHD. The students were either
assigned to a computer-based or a teacher instructed
intervention. Students were selected from various elementary
schools from two Dutch regions. The interventions were
implemented by developmental psychologists that underwent a
three-hour training course for their respective intervention.
Group monitoring by a licensed clinical staff, recording
observations of implementation, and reviewing student work
samples were methods used to authenticate intervention fidelity.
The computer-based intervention consisted of working memory
tasks that adapted to the students’ skill level in a game format.
The teacher instructed intervention consisted of several visual
and verbal tasks that addressed five executive functions that are
critical for success within a classroom setting. Both
interventions were implemented 5 times a week for 45 minutes
for a duration of 5 weeks. Various assessment methods
including standardized tests and checklists were administered at
baseline, at the conclusion of the intervention period, and six
months after the intervention period to measure academic
performance and classroom behavior. Results of the study
showed a notable increase in academic performance and a
statistically significant improvement in student behavior in the
classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength
of the study was the randomization of the test groups. Randomly
assigning subjects is the best practice to ensure efficacy. Each
group was comprised of 175 students which is an adequate
sample size to determine valid results. Measures were taken to
verify the fidelity of intervention implementation. One
limitation of this study was the content and applicability of the
test groups differed greatly making it difficult to compare the

3. efficacy of the interventions. Single tasks were used to assess
the effects of working memory training which made results
ambiguous as to whether academic and behavior improvement
was due to the changes in ability or due to assessed tasks
resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC)
reported that in 2016, 9.4% of children ages 4-17 were
diagnosed with ADHD in the United States. 62% of children
diagnosed with ADHD are taking some sort of medication.
These medications help alleviate behavior symptoms of the
disorder but are often associated with severe side effects (van
der Donk et al., 2013). Results of this study show that
classroom interventions can be just as effective as medications
when controlling ADHD symptoms. This study shows promising
results supporting the addition of working memory and
executive functioning training in the classroom to promote
academic performance and student behavior. Adding working
memory and executive functioning training as an intervention
accommodation for students with ADHD could positively
impact the academic performance and behavior of these
students.
Future Areas of Research
Future areas of research implicated by this study include
comparing intervention settings and implementation styles. This
study was performed in an isolated setting where students were
removed from their general education classrooms. A future
study should be done to compare the effects of working memory
and executive function training within the classroom versus a
pull-out method. The study included a computer-based
intervention and a teacher instructed intervention that vastly
differed making the comparison of data difficult. A future study
should be performed to include similar interventions
implemented using computer-based and teacher instructed

4. methods to determine the most effective mode of
implementation of the intervention.
Personal Reflection
With fifteen years of experience in the classroom, I have
seen the effects of students on ADHD medications. The side
effects that I have seen associated with these medications
include extreme drowsiness, lack of motivation, and manic
behaviors. This study includes promising data that working
memory and executive function training can result in an
increase in academic performance and alleviate symptom
behaviors without the use of medication. As a mother of two
sons diagnosed with ADHD I do not feel there are enough
beneficial accommodations available to ensure the success of
students with this disorder. I am compelled to speak with my
administration about conducting my own action research study
to determine the effects of implementing a pull-out intervention
session for fifth-grade students diagnosed with ADHD on our
campus. If the results show a positive correlation between
intervention and academic performance and classroom behavior,
I will request working memory and executive function training
is offered as an intervention method for students.
Journal Summary
Schrandt, Townsend, and Poulson (2009) conducted a study to
determine the effects of teaching empathic skills to children
with autism. This study consisted of four children from one
elementary school previously diagnosed as students with autism.
These students were identified for participation in the study
based on observations and reports from teachers. All students in
this study were reported as having limited or lack of empathetic
responses towards others. Each student received individual
empathic skills instruction in a small room with limited
distractions. The empathic skills lessons were implemented by
instructors that underwent training prior to the study. Empathy
instruction sessions were implemented 4-5 times a week for 20-
30 minutes. Lessons began when an instructor presented a skit

5. where a doll experienced pain or sadness. The student’s initial
response to the stimulus was recorded as a baseline. A score of
zero was given if the student did not respond with the correct
empathetic response while a score of one was given if the
student did respond empathetically. Students then received
feedback and further empathy-related instruction. At the end of
the study, students were again presented with skits where a doll
experienced pain or sadness, and their responses were scored
accordingly. Results of the study showed an increase in
empathic responses across participants as compared to baseline
data where infrequent or null response was recorded.
Strengths and Weaknesses
This study had several strengths and limitations. Procedural
integrity and result validity are crucial aspects of this study. For
each trial, an observer was assigned to monitor for procedural
integrity by certifying fidelity of lesson delivery. To ensure
result validity, 19 teachers unrelated to the study watched
videotaped segments of each trial and recorded whether they
observed the student demonstrating empathy. Data from the
teachers and instructors were compared and a 99.9% validity
score was reported. One limitation of this study was the use of
dolls instead of actual people. Using dolls does not give an
accurate conclusion as to how the students would respond in
real settings and only depicts their response in a pretend setting.
Another limitation of the study was the nature of the raters in
the result validity evaluation. The teachers chosen were not
involved in the study but were all instructors in a behavioral
intervention facility and had extensive experience with
individuals with autism. Their prior experience with individuals
with autism could have resulted in biased ratings. Another
limitation of this study was the small sample size. It is difficult
to generalize the impact of empathic skills training on a large
population when only four students were included in the study.
Instructional Implications
Empathy is a skill necessary for the social health of
students. Individuals with autism often lack empathy and

6. therefore do not show appropriate levels of concern or interest
towards others (Rheingold & Hay, 1980). Results of this study
show that isolated lessons that teach empathy can be an
effective method to prompt appropriate social responses.
Offering empathic skills training to students with autism would
be beneficial to students transitioning from a special education
setting to a general education setting or students in an inclusion
classroom. A lot of energy is expended towards the academic
performance of students. The results of this study imply that
there is also a need to address the social aspect of students as
these are also abilities that can be learned.
Future Areas of Research
Future areas of research implicated in this study include
separate vocal and motor elements and utilizing actual people
instead of dolls. This study included both vocal and motor
elements within each trial. A future study should be done
separating these two elements in order to determine whether an
empathic response is triggered by one or both elements
combined (Schrandt, Townsend, & Poulson, 2009). The study
included trials where lessons and assessments were derived
using dolls as the stimulus. A future study should be performed
to include actual people in the empathic lesson and assessments
to determine how students would respond in real-world
situations versus pretend settings.
Personal Reflection
My son was diagnosed as a student with autism at the age
of six-years-old. One of the first indications that he may have
autism was his lack of empathy. When someone was hurt he
responded by laughing because he could not feel the pain
himself and therefore couldn’t understand the pain of the other
person. I have seen the effects on my son year after year as a
social outcast. Making and keeping friends is very difficult for
him as he gives no affirmation to the interests of others. There
are limited resources within the school system to address
teaching social skills to students with autism. I have had to seek
outside resources and even that has been met with inadequacy.

7. This study includes promising results that social skills such as
empathy can be learned by individuals with autism that may
have previously lacked these abilities. I would like to share this
study with the district my son attends and discuss the possible
implementation of social skills training within their special
education program.
References
Centers for Disease Control and Prevention. (2018). Attention
deficit/hyperactivity disorder:
Data and statistics. Retrieved from
https://www.cdc.gov/ncbddd/adhd/data.html
Rheingold, H.L. & Hay, M.J. (1980). Prosocial of the very
young. Berkeley: University of
California Press.
Schrandt, J.A., Townsend, D., & Poulson, C. (2009). Teaching
empathy skills to children with
autism. Journal of Applied Behavior Analysis. 42(1), 17-32.
Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2649842/
Van der Donk, M., Hiernstra-Beernink, A., Tjeenk-Kalff, A.C.,
van der Leij, A.V., & Lindaur, R.
(2013). Interventions to improve executive functioning and
working memory in school-
aged children with ad(h)d: A randomized controlled trial and
stepped-care approach. BMC Psychiatry. 13(23), 1-7. Retrieved
from http://www.biomedcentral.com/1471-244x/13/23

8. Journal Articles - 1
Lamar University
College of Education
Counseling and Special Populations Department
Journal Articles Review
Overview
In this course, you learn about the various aspects of assessment
as related to the field of
special education. This review of two journal articles related to
research in the field of
assessment or special education will help you synthesize your
learning and demonstrate your
knowledge of trends in special education as affected by
research-based data, practices, and
conclusions.
Learner Outcomes
1. Identify journal articles relevant to the field of assessment or
special education.
2. Summarize important information concerning research.
3. Critique strengths and weaknesses of research.
4. Analyze the roles and responsibilities for assessment or
special education personnel.

9. 5. Analyze and justify trends in assessment or special education
as related to research.
6. Generate implications for future practice in assessment or
special education.
7. Identify future areas of research.
Directions
Select two journal articles related to research in the field of
assessment or special education to
review. Use the template (Word document) to take notes on the
journal articles. The template
can be copied as needed. The review should be written in APA
format and address all the areas
included in the template. You will not turn in the template for
this assignment. Refer to the
grading rubric for additional information.
Journal Articles - 2
Journal Articles Review Template
This template can be used to take notes and does not need to be
submitted. Copy the
template as needed.
Write a brief summary of the article clearly presenting and
summarizing the article’s relevance
to assessment or the field of special education, nature of the
research, methods, and

10. conclusions.
Write about major strengths of the article.
Write about major weaknesses or gaps in the article.
Write about two instructional implications of the article.
Write about two future areas of research.
Write about personal observations, insights, or applications of
the concerns or issues reported
in the article.

11. In your references, identify the author, publication date, article
title, journal information (title,
volume, and issue), and page numbers in APA format.
Journal Articles - 3
Journal Articles Re vie w Rubric
Skill Area Developing
0-6
Competent
8
Proficient
10
Score
Nature of Research The nature of the research
was not presented,
summarized, nor related to
the field of assessment or
special education
The nature of the research

12. was vaguely presented,
summarized, and related to
the field of assessment or
special education
The nature of the
research was clearly
presented, summarized,
and related to the field of
assessment or special
education
Methods The research methods
were not explained nor
summarized
The research methods
were vaguely explained
and summarized
The research methods
were clearly expla ined
and summarized
Conclus ions The conclusions were not
expla ined nor summarized
The conclusions were
vaguely expla ined and

13. summarized
The conclusions were
clearly explained and
summarized
Strengths Strengths of the article
were not presented nor
supported
Two strengths of the
article were vaguely
presented and supported
At least two strengths of
the article were clearly
presented and supported
Weaknesses Weaknesses or gaps of the
article were not presented
nor supported
Two weaknesses or gaps
of the article were vaguely
presented and supported
At least two weaknesses

14. or gaps of the article
were clearly presented
and supported
Instructional
Implications
Instructional implications
were not presented nor
supported
Two instructiona l
implications were vaguely
presented and supported
At least two instructiona l
implications of research
were clearly presented
and supported
Future Research Future areas of research
were not presented nor
supported
Two future areas of
research were vaguely
presented and supported

15. At least two future areas
of research were clearly
presented and supported
Personal
Observations,
Insights, or
Applications
Personal observations,
ins ights, or applications
were not presented nor
supported
Personal observations,
ins ights, or applications
are vaguely presented and
supported
Personal observations,
ins ights, or applications
are clearly presented and
supported
MUGS Numerous errors (six or
more) in mechanics,
usage, grammar, and
spelling

16. Few errors (two to five) in
mechanics, usage,
grammar, and spelling
Minima l errors (zero or
one) in mechanics, usage,
grammar, and spelling
APA Format Numerous errors (four or
more) in APA format of
title page, running head,
margins, spacing,
citations, and references
Few errors (two or three)
in APA format of title
page, running head,
margins, spacing, citations,
and references
Minima l error (zero or
one) in APA format of
title page, running head,
margins, spacing,
citations, and references
Total points out of 100 possible points