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Introduction:

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects children and adolescents worldwide. Individuals with ADHD often struggle with inattention, hyperactivity, and impulsivity, which can have a significant impact on their academic performance and social relationships. Peer-mediated interventions have emerged as a promising approach to supporting students with ADHD in the classroom, as peers can serve as natural social agents of change. However, the effectiveness of peer-mediated interventions for students with ADHD is still relatively under-researched.

This thesis aims to explore the effectiveness of peer-mediated interventions for students with ADHD, with a focus on academic outcomes, social functioning, and behavioral improvement. By examining existing research and conducting primary research, this study seeks to contribute to the existing body of knowledge on interventions for students with ADHD and provide practical recommendations for educators, parents, and policymakers.

Table of Contents:

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of ADHD and peer-mediated interventions
2.2 Theoretical framework
2.3 Previous research on peer-mediated interventions for students with ADHD
2.4 Academic outcomes of peer-mediated interventions
2.5 Social functioning outcomes of peer-mediated interventions
2.6 Behavioral improvement outcomes of peer-mediated interventions
2.7 Factors influencing the effectiveness of peer-mediated interventions
2.8 Best practices for implementing peer-mediated interventions
2.9 Gaps in the literature
2.10 Summary of literature review

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Measures
3.4 Procedure
3.5 Data analysis
3.6 Ethical considerations
3.7 Validity and reliability
3.8 Limitations of methodology

Chapter 4: Discussion of Findings
4.1 Overview of study findings
4.2 Academic outcomes
4.3 Social functioning outcomes
4.4 Behavioral improvement outcomes
4.5 Comparison with existing literature
4.6 Implications for practice
4.7 Recommendations for future research
4.8 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Practical implications
5.4 Limitations of the study
5.5 Future research directions
5.6 Conclusion

Thesis Overview:

The effectiveness of peer-mediated interventions for students with ADHD is a topic of increasing interest in the field of special education. This thesis aims to address the gap in the literature by systematically reviewing existing research and conducting a primary study to evaluate the outcomes of peer-mediated interventions for students with ADHD.

In the literature review, the theoretical framework underpinning peer-mediated interventions will be explored, along with a comprehensive overview of previous research on the topic. The review will also examine the academic, social, and behavioral outcomes of peer-mediated interventions, as well as the factors that influence their effectiveness.

The research methodology chapter will outline the design of the primary study, including participant selection, measures used, data collection procedure, and analysis plan. Ethical considerations, validity, and reliability of the study will also be discussed.

The discussion of findings chapter will present the results of the primary study, comparing them to existing literature and offering practical implications for educators and other stakeholders. Recommendations for future research will be provided, along with a conclusion summarizing the key findings of the thesis.

Overall, this thesis seeks to contribute to the field of special education by providing evidence-based recommendations for the implementation of peer-mediated interventions for students with ADHD. By building on the existing body of knowledge and conducting new research in this area, this study aims to improve outcomes for students with ADHD and support their academic success and social well-being.

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