Abstracts
Résumé
Le trouble déficit de l’attention avec ou sans hyperactivité (TDAH) est un problème chronique qui affecte plusieurs aspects du fonctionnement des jeunes, dont le rendement scolaire. Ces jeunes sont particulièrement à risque de vivre des difficultés importantes lors de leur passage au secondaire, notamment à cause des difficultés organisationnelles associées au TDAH. Or, peu d’interventions sont disponibles pour ces élèves et leur famille. Le Projet TRANSITION propose des interventions ciblant les stratégies d’études et les habiletés organisationnelles afin de soutenir les élèves ayant un TDAH et leurs parents. La présente étude vise à évaluer l’effet du Projet TRANSITION sur le rendement scolaire. L’échantillon est composé de 47 familles, réparties aléatoirement entre un groupe participant à l’intervention et un groupe contrôle recevant les services habituels de la communauté. À la fin du secondaire 1, les parents dont l’enfant a participé à l’intervention rapportent un meilleur rendement scolaire de leur enfant. Cependant, il n’y a pas de différences significatives entre les groupes pour ce qui est du rendement scolaire selon le bulletin ou du rendement scolaire rapporté par le jeune. Cette étude contribue à enrichir les connaissances sur l’efficacité d’interventions pour un groupe de jeunes sous-représenté dans la littérature.
Mots-clés :
- Trouble déficit de l’attention,
- transition primaire-secondaire,
- intervention multi-modale,
- rendement scolaire
Abstract
Attention deficit hyperactivity disorder (ADHD) is a chronic disorder that affects many aspects of the functioning of youth, including school performance. Students with ADHD are particularly at risk of experiencing significant difficulties in their transition to high school, particularly because of the organizational difficulties associated with ADHD. However, few interventions are available for these students and their families. The Transition Project proposes interventions targeting educational strategies and organizational skills to support students with ADHD and their parents. This study aims to evaluate the effect of the Transition Project on student achievement. The sample consisted of 47 families randomly assigned to a group participating in the intervention or a control group receiving the usual services of the community. At the end of the Grade 7, parents whose children participated in the intervention reported better academic achievement of their child. However, there are no significant differences between groups in terms of academic achievement according to the report card or academic achievement reported by young. This study enhances knowledge on the effectiveness of interventions for students with ADHD.
Keywords:
- Attention deficit hyperactivity disorder,
- school transition,
- multimodal intervention,
- academic achievement
Appendices
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