Transcript Slide 1

Inclusion for Students with ADHD
Alicia Keegan
November 24, 2008
Inclusion for Students with ADHD
 3%-7% of school-age
students have ADHD.
 Inclusion for these
students involves a high
degree of classroom
structure.
 Teacher directed activities
work best.
 Functional behavioral
assessments should be
used to find out what
triggers inappropriate
behavior in students with
ADHD.
 Contingency-based self-
management is vital for
students to learn, so they
can record their own
behavior and make
corrections as needed.
 Students should be
praised, given points, and
tangible rewards to help
with self-management
skills.
 (Hallahan, Kauffman,
Pullen, 2009, pp. 257-258)
Pros
 Teachers can be encouraged to teach
with structure for everyone
including those with ADHD
because all students can benefit
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from a clear, predictable routine.
By adding modifications to
traditional instructional routines,
needs can be addressed without
disrupting instruction for others.
(Hallahan et al, 2009, pp. 242-244)
Instructional strategies like Direct
Instruction can benefit all students.
Using Direct Instruction in the
classroom specifically addresses
positive reinforcement and lesson
design that help students to focus
and teachers to be intentional.
(Dell’Olio & Donk, 2007, p. 95)
 Students with hyperactivity have the
ability to multi-task. They can
spend hours working on a variety of
projects at the same time.
 Students with the inability to
organize are natural “out of the box”
type of creative thinkers. Their
characteristics of high energy and
spontaneity mean that they will
never get bored in the classroom.
 The emotional immaturity that is
consistent in students with ADHD
makes it natural for them to prefer
short and exciting relationships
with others. They can be fun
conversationalists and grab
attention easily.
 (Pros and Cons of ADHD, 2008, p.
2)
Cons
 Students with ADHD may
have behavioral inhibitions.
They may not wait their turn,
be aware of inappropriate
responses, or ignore
distractions.
 Students struggle with their
working memory.
 Students have a deficit in
time awareness. They do not
see themselves in a
continuum of time and find it
hard to manage their own
actions.
 Students find it difficult to
engage in goal-directed
activities.
 Students may have troubles
with adaptive behavior.
 Problems socializing with
peers is consistent with
students with ADHD.
Students may be socially
rejected and have fewer
friends than others leading to
social isolation that can have
an effect on the classroom.
 (Hallahan et al, 2009, pp. 235240)
Pros and Cons Analyzed
 ADHD is a broad category that covers
many things including attention,
activity, impulsivity, and behavior. It
shows up differently in different people.
Some signs to watch for in the classroom
are:
 Difficulty staying focused
 Problems finishing tasks and
following through
 Losing papers and forgetting
 Being distracted easily
 Trouble organizing
 Impatient
 Interrupting
 Restlessness
 Talking excessively
 Teachers can help students in a variety of
ways to deal with ADHD positively.
Teachers can encourage:
 Students to sit in the front to limit
distractions
 A quiet environment to focus
thoughts
 Talking about ADHD with the
student to find what best works for
his/her learning
 Smaller class size and/or tutoring
sessions
 More time for test-taking
 Using tools for organization like a
daily planner
 Exercise breaks to help students stay
focused and concentrate
 Breathing and relaxation techniques
 (Symptoms and Signs of ADHD,
2008, p. 1)
Research Findings
 The best placement for students with
ADHD should be determined
individually. Full-inclusion is the most
popular placement.
 Over half of students with ADHD do not
receive special education services.
Because of this, general education
teachers should be sensitive to
establishing positive behavioral changes
in the regular classroom. Studies have
shown that these changes are more likely
to happen in special education classes
that students with ADHD are not being
enrolled in consistently (DuPaul &
Eckert, 1997).
 When students can monitor their own
behavior and performance positively,
they may be encouraged to uphold
appropriate behavior at school.
 After examining a management program
where students were responsible for
managing their own behavior with a
contingency established for the whole
group, there was a decrease in talking
out of turn for students with ADHD.
Also, there were no threats from peers or
negative comments (Davies & Witte,
2000). Students successfully monitored
their behavior with dots on a chart. If a
majority of the dots from the group were
in the favorable side of the chart after the
intervention period, the group received a
reinforcement reward. Teachers can use
this model by targeting an undesirable
behavior, creating a chart for selfmonitoring, communicating the
procedures, then connecting the selfmonitoring procedures with a group
contingency. Reinforcements are then
given based on the collective results of
the group and each member’s behavior.
Research Findings Continued
 Using functional behavioral
assessment and contingency-based
self-management strategies has
proven to be successful by
increasing appropriate behavior in
students with ADHD. In one study,
a student was interviewed and
observed by the teacher to
determine that his poor behavior
was due to gaining peer attention
negatively. The student started to
evaluate his on-task behavior each
class period on a 0-5 rating scale.
He would compare his evaluation
with the teacher’s identical
evaluation. Reward points were
given for positive behavior. Positive
behavior was increased (Ervin,
DuPaul, Kern, & Friman, 1998).
These are samples of self-management
recordings, by students with ADHD, from
my personal 5th grade classroom in 2008.
Research Findings Continued
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Direct Instruction is a teaching technique that
can be used as an effective intervention for
students with ADHD. It promotes positive
self-esteem and social skills.
Students with anxiety also benefit from a
Direct Instruction model.
General education teachers who participate in
inclusion programs or modify instruction
should be interested in the effectiveness of
Direct Instruction. When paired with
cooperative learning, and other experiential
learning methods, it has positive effects on
students.
Teachers respond immediately to correct
answers of questions which promotes positive
participation by students. Lessons are fastpaced allowing for few distractions and more
time on-task.
Routines and procedures are reoccurring, so
students become fluent and comfortable with
learning in a safe environment.
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Relating to the information process theory,
Direct Instruction maximizes the use of
students’ short term memory and allows them
to repeat information immediately with
feedback. Students are able to focus on the
task at hand and have many opportunities for
practice.
When compared with behaviorism, Direct
Instruction fits students with ADHD perfectly.
(Dell’Olio & Donk, 2007, pp. 95-96)
Behaviorism
Direct Instruction
Information given in
small chunks
Task analysis,
Content presentation
Immediate, positive
feedback
Checking for
understanding
Question and answer
format
Checking for
understanding
Student responses
required
Checking for
understanding
Varying difficulty of
questions
Task analysis,
Content presentation
Possible Accommodations
 Testing accommodations can include
small-group or individual administration
of a test in a quiet setting.
 Extended time can be given to students
to complete tasks, homework, and
assignments.
 Frequent breaks may be given to
students to reenergize themselves,
exercise their muscles, and refocus their
thoughts.
 (Hallahan et al, 2009, p. 258)
 Teachers can shorten the amount of
required reading and teach previewing
strategies for better comprehension.
 Typed reports can replace hand written
work if writing is weak.
 Teachers can change the delivery of
instruction by using colorful charts to
focus attention and a timeline for daily
activities.
 Students can be given a different type of
performance task such as an oral test
instead of a written test, or to make a
model of the solar system instead of a
poster about the planets.
 Reading text independently can be
replaced with reading aloud with
students to ensure their focus on a
selection.
 Answers to questions can be completed
with a multiple choice format instead of
a written, short answer format.
 (Parker, 2008, p. 2)
Possible Modifications
 Structuring the environment for a
student with ADHD can make a
difference that counts.
 Establish rules, routines, and
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schedules.
Give positive and negative
consequences for acceptable and
inacceptable behavior consistently.
Organize the room with ease for
locating supplies, using materials,
and cleaning up.
Seat students with ADHD front and
center in the classroom away from
distractions.
Modifications in instruction and
assessments can also be made.
Teachers can provide a written
schedule with check boxes.
 A “study buddy” can be assigned to
help with needing one-on-one
attention and completing
assignments.
 An additional set of textbooks can
be stored at a student’s home.
 Appointing an instructional aid may
help students to keep organized and
on top of traveling from class to
class with a variety of materials.
 Medication for ADHD is another
way to help students regain their
focus while attending school. “This
medical strategy, coupled with
environmental controls and solid
teaching practices, often yields
compelling results (Fowler, 2000-
2008).”
Recommendations
 Cruickshank recommends
reducing irrelevant stimuli
and enhancing relevant
learning materials in a
structured environment with
strong teacher direction.
Activities should be
scheduled for each child for
the entire day (Cruickshank,
1961).
 Planning for students with
ADHD can be done with
Responsive Instruction
(Hallahan et al, 2009, p. 244).
 Praise students often.
 Reward students regularly.
 Provide structure in a
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predictable environment.
Modify the curriculum.
Give ADHD students a job to
do instead of waiting. Jobs
like paper passer, board
eraser, or pencil sharpener are
encouraged.
Use games in the learning
environment.
(Fowler, 2000-2008, p. 1)
Recommendations Continued
 Simplify complex directions
and avoid multiple
commands. One word
directions can be helpful.
“Stop, look, listen” is one
example that works well with
primary elementary students.
“Read, write, review” is an
example that can work with
intermediate elementary
students.
 To avoid distraction, teachers
can write tests using large
type on clean paper with no
pictures or other ink marks.
 Use timers to help students
monitor their time on-task
and daily schedule.
 To help with organization,
provide graph paper, lattice
charts, circle maps, and other
diagram templates for
students to finish math
assignments easily. This will
also allow for ease in studying
later.
 Supervise students during
transitions to reinforce
positive behavior and keep
focus.
 (Parker, 2008)
Recommendations Continued
 Provide organization rules.
 Provide a folder for
 Set short-term goals with
homework assignments and a
daily planner.
 Supervise the use of a daily
planner and check it for
completion.
 Send progress reports home
frequently.
 Regularly check a student’s
desk, locker, and folder for
neatness. Reward neatness
immediately.
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students.
Give assignments one at a
time and allow time for using
a tape recorder, computer
device, or typing program.
Compliment positive
behavior and strong work
ethic.
Overall, provide reassurance
and encouragement.
(Parker, 2008)
Summary
 Inclusion for students with ADHD can
be successful for both students and
teachers with minor modifications made
to the classroom environment,
instructional strategies, and behavior
management system.
 Although students with ADHD may not
be able to follow through, organize, or
focus on tasks as well as others, they can
learn when distractions are limited.
Students with ADHD need constant
reminders as they struggle with their
working memory. Socializing and
adapting behaviorally to situations can
be difficult. An effective, intentional
teacher can make a true difference.
 The five most integral tips for teachers to
remember are:
 Keep the classroom structured and
organized.
 Maintain a clear, predictable routine.
 Make adjustments to the curriculum as
needed.
 Reinforce consequences while students
monitor their own behavior frequently.
 Reward positive behavior.
 Overall, students with ADHD are lovable
kids who have difficulties learning
because they cannot focus as well as
others. A full-inclusion model can work
if students are given the proper
conditions for success. Teachers should
remember to praise students for progress
both academically and behaviorally.
Encouraging positive behavior can lead a
student down the path less traveled as
they embark on their journey of success.
Resources
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Cruickshank, W.M., Bentzen, F.A., Ratzeburg, F.H., & Tannhauser, M.T. (1961). A
teaching method of brain-injured and hyperactive children. Syracuse, NY:
Syracuse University Press.
Davies, S., & Witte, R. (2000). Self-management and peer-monitoring within a group
contingency to decrease uncontrolled verbalizations of children with attentiondeficit/hyperactivity disorder. Psychology in the Schools, 37, 135-147.
Dell’Olio, Jeanine M., & Donk, Tony (2007). Models of Teaching: Connecting Student Learning
With Standards. California: Sage Publications, Inc.
DuPaul, G.J., & Eckert, T.L. (1997). The effects of school-based interventions for attention
deficit hyperactivity disorder: A meta-analysis, School Psychology Review, 26, 5-27.
Ervin, R.A., DuPaul, G.J., Kern, L., & Friman, P.C. (1998). Classroom-based functional and
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Parker, Harvey C. (2008). ADAPT: Accommodations for Students with ADHD. Retrieved
November 25, 2008, from NACE National Association for Continuing Education Web site:
http://www.naceonline.com/article-accommodations-for-adhd.php
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site: http://kidshealth.org/teen/school_jobs/school/adhd.html