Anne Fleur Kortekaas-Rijlaarsdam

129 EFFECTS OF MPH AND REWARD ON MATH PERFORMANCE 6 compared to 7 days MPH). As a result, we were not able to measure longer term effects of MPH and motivational strategies on math performance. This would be relevant in future research, as it may be expected that in the long(er) term, positive feedback may also result in increased self-perceptions of competence and increased motivation for learning (Hattie & Timperley, 2007; Shute, 2008). Finally, in our task we combined positive feedback with a small rewards (+1 point, resulting in a sticker), making it difficult to distinguish between the positive effects of corrective feedback and reward on math performance. Previous research revealed that children with ADHD may be more sensitive to reward than TD children, whereas they are equally sensitive to feedback (Dovis et al., 2012). Future research should distinguish between such motivational strategies to determine which aspects are most effective. In conclusion, it is promising that children in our ADHD group were able to profit in terms of improved math performance from this quick and easy type of rewarded feedback just as well as TD children, as this type of feedback is closely related to actual feedback within classrooms. In line with this, several studies show that increasing teacher feedback, has positive effects on performance in the classroom in children with ADHD (Greene et al., 2002; Imeraj et al., 2013). Our results emphasize the importance of motivational strategies such as the use of rewarding feedback to improve academic performance. Moreover, these results are promising with regard to the value of inclusive education, as they indicate that the same approach can be used for TD children and children with ADHD.