Action Research Project:
Creating Effective Programs For Students With ADHD
Introduction:
Students with ADHD can be disruptive in the classroom, which affects other students’ learning as well as classroom management. I chose to investigate how to assist teachers with managing a classroom with a student with ADHD because I am interested in learning about different options to trial with these students. How can teachers create more effective classroom programs for students with ADHD?
I am concerned because I have observed that these students do not often receive the extra care that they need and deserve in a classroom setting. Teachers may find it difficult to give enough individual attention to students with ADHD without neglecting the rest of the class. Students with ADHD often fall behind their peers in school, and this has the potential to affect their success throughout the rest of their lives. I also have noted that cases of ADHD tend to be on the rise. Whether this is because parents/professionals are becoming more knowledgeable about how to identify the symptoms, or whether there are other factors at play, it seems to be a condition that teachers will have to address on a fairly regular basis.
I first came to be concerned about this issue when I was a young teenager helping out in my Mother’s grade 1 classroom. There was one student “Nickolas” who gave my Mother a particularly hard time. She was constantly trying to find new ways to engage him and help him to become part of the classroom community. Nickolas had ADHD and had a lot of trouble staying on task. He would also be quite disruptive to the other students.
Research Literature:
Teachers must be made aware of the importance of implementing accommodations and modifications in order to fully benefit and engage every type of learner. This is essential when creating effective programs for students with ADHD. Inservice Education , regardless of its focus, has proven to be beneficial in building teachers’ confidence and knowledge about ADHD, as well as teachers’ empathy for these students if they develop a deeper understanding of the function of the ADHD behaviour (Zentall & Javorsky, 2007). Zentall and Javorsky (2007) provided teachers with either 1) simple information about ADHD or 2) complex research about ADHD, management , 3), details about using behavioural analysis. All three programs led to real changes in teaching practices and observations of student behaviour (Zentall & Javorsky, 2007). After these inservices, teachers were more willing to make instructional changes. When teachers are willing to make changes and accommodations within their programs, students with ADHD will be more likely to succeed.
In order to create a positive relationship between teachers and parents of students with ADHD, Fabiano et al., (2010) recommend Daily Report Cards (DRPs). This can create a positive environment where mutual sharing can take place. It can also foster better child and family attitudes towards school (Fabiano et al, 2010).
DRPs are used to target a child’s behaviour (e.g. interrupting, noncompliance, inappropriate behaviour in unstructured environments such as the hallways or at recess.) The teacher should then provide immediate feedback regarding the behaviour outlined on the DRP (Fabiano, et al, 2010). Teachers are recommended to give out liberal praise for meeting the goals of the DRP (Fabiano, et al, 2010). It is important for parents to be as equally involved as the teacher so that they can reward a good DRP at home.
Reflections on Practicum Observations
I believe that all teachers, including myself, would have benefitted from an inservice providing information about ways to manage ADHD, to build our confidence and empathy towards these students. In my 1st practicum, Mrs. Ward (Grade one teacher) kept a DRP for a student with ADHD. The DRP consisted of a checklist that was specifically made for the child and their learning and behaviour issues. (e.g. shouted out during a lesson, completed task on time, interactions with other children, ect). The DRP essentially opened up a regular form of communication between Mrs. Ward and the parents of the child with ADHD. They were able to work together and support each other on a daily basis. Mrs. Ward was able to share her program plans and receive feedback from the parents. It also helped to serve as a reminder of the needs of this particular child. This seemed to be a lot of work. Through this experience I learned the importance of evaluating each student’s individual needs and creating a program plan that is suitable for them. Through the research and from classroom experience I have come to understand how much work it is to provide a successful learning environment for a child with ADHD. However, if the child is has a better chance of succeeding in school and life then it is worthwhile to put in the extra effort.
One assumption I had before researching ADHD was that all students with ADHD would be hyperactive. However, I have learned that there are 3 subtypes of ADHD: predominantly inattentive, predominantly hyperactive, and mixed (Zentall & Javorsky, 2007). I will be better able to identify ADHD, knowing that it may present itself in different subtypes. I still have some questions remaining about whether there are more simple and less time-consuming ways to manage a classroom with a student with ADHD, so I will continue to research the topic.
References
Fabiano, G.A., Vujnovic, R.K., Pelham, W.E., Waschbusch, D.A., Masseti, G.M., Pariseau, W.E., Naylor, J., Yu J., Robins, M., Carnefix, T., Greiner, A.R., & Voker, M. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39 (2), 219-239.
Zentall, S.Z. & Javorsky, J. (2007). Professional development for teachers of students with ADHD and characteristics of ADHD. Behavioural Disorders; 32 (2), 78-93.
