ATTENTION DEFICIT HYPERACTIVE DISORDER STUDENTS.   Term Paper ID:24135 Click to get this paper

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Paper Abstract: Examines effectiveness of modifications in classroom & teaching to help ADHD children. Paper Introduction: Introduction There are a number of modifications and accommodations that can be made by teachers and administrators to better serve the needs of children with attention deficit hyperactive disorder (ADHD). The purpose of this paper is to review educational studies implementing various modifications/accommodations and evaluating their effects. Effects of Teacher/Administrator Modifications And Accommodations For ADHD Children Unfortunately while there have been many articles advocating the use of teacher- and administrator-related educational modifications and accommodations ADHD students, there has been little evaluative research examining the success of such programs. However, Greenewald and Walsh (1996) did report on the Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Data analysis revealed several findings. References Bloomquist, M.L., August, G.J. Williams, K.G. However, it was concluded that because the experimentincluded multiple elements, further research would be needed to ascertainwhether a smaller array of environmental variables or perhaps a singlevariable could produce similarly significant reductions in problembehaviors as quickly. & Walsh, C. Prior to experimental intervention, a simple event recording wasconducted over nine class periods to determine the frequency of thesubject's impulsivity and inattentiveness. (1996). In this regard, Zentall and Stormont-Spurgin(1995) had 129 teachers complete the School Modifications AssessmentChecklist in order to assess their accommodation practices and preferencesfor working with students having attention deficit-hyperactivity disorder. Practicum, Nova SoutheasternUniversity. Elementaryprincipals (K-8) who were members of the Illinois Principals Associationwere targeted and proved to be representative of characteristics ofprincipals in the state of Illinois. & Ostrander, R. However, Greenewald and Walsh(1996) did report on the evaluation of instructionalaccommodations/modifications for an attention deficit hyperactivitydisorder student's impulsivity and inattentiveness, both of which wereinterfering with his learning and that of his classmates. (Microfilm Order No. An analysis of Illinois elementary principals'knowledge and perceptions of children with attention deficit disorders andeffective instructional practices. One point that needs to be made regarding the efficacy of teacher-and administrator-related modifications and accommodations is that existingresearch indicates that they are not independent of who is implementing themodifications/accommodations. Findings revealed that the multicomponent cognitive-behavioral training condition was significantly better than the otherconditions at improving observed off-task/disruptive behavior at posttest.Moreover, this improvement was maintained at follow-up, although treatmentcondition differences were no longer significant. AAD97-16565) Zentall, S.S. ED 395 254. (Paper presented at the Annual Meeting of theAmerican Educational Research Association (77th, New York, NY, April 8-12)ERIC Document Reproduction Service No. Principals also expressed the need for more professional developmentfor themselves and their faculties in the area of ADD//ADHD. It was also recommended that examination of holistic modifications ofclassroom environments be conducted over a longer time frame, as existingADHD research had indicated that behavioral problems may increase as lengthof exposure to a particular setting or task increases. Second, it can beconcluded that the few studies which have been conducted tend to showpositive findings for these modifications and accommodations.Finally, it can be concluded that the efficacy of any modification oraccommodation is associated with who is responsible for the implementationof said. ED 385 987. ERIC Document Reproduction Service No. Secondly, it was observed that female principals were moresensitive to the needs of children with ADD and with how to provideappropriate multiple and varied interventions and teaching strategies. Based on findings, it wasconcluded that the intervention had at least minimal short-term effects onstudents. Thisprofessional development, the study revealed, should mainly occur in theareas of effective and appropriate interventions and classroom strategiesand modifications (particularly during less structured times) and schoollaw as they related to ADD/ADHD children. The effect of environmentalaccommodations on attending behavior of an ADHD Chapter I student: Anaction research study. (Doctoral Dissertation, NorthernIllinois University) Dissertation Abstracts International, 57(12-A), p.5 14. Effects of Teacher/Administrator Modifications And Accommodations For ADHD Children Unfortunately while there have been many articles advocating the useof teacher- and administrator-related educational modifications andaccommodations ADHD students, there has been little evaluative researchexamining the success of such programs. Evaluation ofoutcome data occurred at pre-intervention, post-intervention, and at a six-week follow-up. In this regard, the existing research suggests thatmodifications/accommodations are more likely to be successful if teachersand/or administrators are themselves special educators or have somebackground in special education. Effects of aschool-based cognitive-behavioral intervention for ADHD children. Carpenter, T. Educator preferences ofaccommodations for students with attention deficit hyperactivity disorder.Teacher Education and Special Education, 18(2), 115-123.----------------------- 7 The authors reported that findings indicated that full-time specialeducators tried and succeeded with more accommodations than general,resource, or itinerant teachers. The six researchquestions were designed to assess perceptions and knowledge of attentiondeficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD)as discernible disorders, legal entitlements, the existence of systematicand comprehensive planning, professional development issues with regard toprincipals and teachers, and effective interventions and instructionalpractices. An ABAB reversal design was used to study the effects of regularinstructional procedures (baseline) and instructional proceduresrecommended for ADHD children (intervention) on the subject's non-attendingbehavior. According to Greenewald and Walsh (1996), the results of the studyindicated that the intervention did positively influence the subject'sability to attend. It was also observed that secondaryteachers felt more successful than elementary teachers with techniquesrelated to student independence. Baseline and intervention differed in terms of physical design,management, and curriculum and lesson presentation. (1991). First, it can be concluded that there is insufficient research in the areaof evaluating the effectiveness of teacher- and/or administrator-relatedmodifications and accommodations for ADHD students. The evaluation consisted of a pretest-posttest designinvolving the administration of an ADHD measure prior to and following theintervention; administration of a learning strategies inventory;development of a list of classroom modifications which students discussedwith their teachers; development of goal attainment sheets; selection ofinstructional materials; and interviews with individual students, parents,and 16 teachers. Bloomquist, August and Ostrander (1991) compared two variations ofschool-based cognitive-behavioral training programs with each other andwith a waiting-list control condition in the treatment of first throughfourth grade students with attention-deficit hyperactivity disorder.Interventions included: (1) a multicomponent condition that providedcoordinated training programs for parents, teachers, and children and (2) ateacher-only condition that offered training for classroom teachers only incognitive-behavioral modifications for classroom use. In this regard,Williams (1996) attempted to determine the knowledge and perceptions ofelementary principals in Illinois with regard to children with attentiondeficit disorders and effective instructional practices. The design used in this study was that of a descriptive survey whichwas divided into two parts: (a) a listing of 1 demographic characteristicsand (b) 5 survey items related to six research questions. Journalof Abnormal Child Psychology, 19(5), 591-6 5. (1995). Greenewald, M.J. (1996). (1995). The most significant differences among the demographic variablesanalyzed revealed that principals with special education certification weremore knowledgeable in all areas with regard to ADD/ADHD, and were morelikely to desire to implement modifications and accommodations for thechildren. Introduction There are a number of modifications and accommodations that can bemade by teachers and administrators to better serve the needs of childrenwith attention deficit hyperactive disorder (ADHD). & Stormont-Spurgin, M. Conclusions Based on the foregoing review, several conclusions can be formulated. Carpenter (1995) evaluated the effects of a practicum which provideda 12-week group instruction program designed to enable eight high schoolstudents with attention deficit hyperactivity disorder to gain knowledgeabout ADHD, implement strategies for coping with the disorder, and employself-advocacy skills. The purpose of thispaper is to review educational studies implementing variousmodifications/accommodations and evaluating their effects. Regarding administrators, it has been suggested thataccommodations/modifications will be successfully implemented dependingupon their background knowledge and attitudes toward ADHD. It was concluded, however, that high schoollevel ADHD students need more than a 12-week group program to learn self-advocacy skills and strategies for coping with the disorder. Finally, it wasconcluded that the findings of the study should serve to encourage teachersfaced with the challenge of ADHD children to learn more about this disorderand to experiment with instructional strategies with the potential tocreate a workable match between the ADHD child's needs and the classroomenvironment. For ease of observation the mostfrequently occurring behavior was targeted for study which was impulsivityand inattentiveness. Findings revealed that, while the majority of principals perceivedADD/ADHD as discernible disorders, they were not in full agreement as towhat legal entitlements ADD/ADHD children and their parents were entitled.Further, though the majority of principals agreed that they had asystematic and comprehensive process by which children and parents wereensured their legal rights, those processes would have to be questioned forappropriateness because of the lack of legal knowledge principalspossessed. Specifically, observedresults indicated that students: (1) increased understanding of their ADHD;(2) increased understanding of individual learning styles; (3) gainedstrategies to self-advocacy; and (4) selected modifications to addressindividual learning styles. Teaching high school students with attentiondeficit hyperactivity disorder self advocacy skills and strategies forcoping with their disability in school. 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