Classroom Management Strategies for Students with ADHD Mary Johnson Seattle Pacific University 2016 1
Classroom Management Strategies for Students with ADHD Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed disorder for children with 9.5% of children being diagnosed. Boy are two to three times more often diagnosed than girls. According to the CDC children with ADHD commonly have trouble paying attention, impulsive behavior, are overly active, have trouble focusing, and have difficulty getting along with others (2016). More symptoms of ADHD are children daydreaming, forgetting or losing things, talking too much, making careless mistakes, trouble taking turns, and having a hard time resisting temptation. All of these behaviors will affect students in a classroom. The cause of ADHD is unknown however, research shows that genetics play a major role and possible risk factors are brain injury, environmental exposure, alcohol or tobacco use during pregnancy, premature delivery, and low birth weight (CDC 2016). Currently there is no one test to diagnose ADHD. After many tests and filing out a checklist for rating ADHD symptoms a doctor will ask for the history of the child from parents and teachers. Medication is prescribed to manage brain functions and symptoms and therapy focuses on thoughts, behaviors, and gives coping strategies. Without being diagnosed and receiving both medication and therapy children with ADHD might have serious problems succeeding in school among other things. Because of the relevance of students with ADHD in our classroom, I researched classroom strategies for students with ADHD. According to M. Cathleen Gardill, George DuPaul, and Kara Kyle, students with ADHD tend to be inattentive, impulsive, overactive, have difficulties paying attention, following directions, staying seated, and working independently (Classroom Strategies for Managing 2
Students with ADHD, 1996). These behaviors affect their learning as well as peer relationships. Gardil, DuPaul, and Kyle give six strategies for classroom teachers to use with students with ADHD. The first suggestion is quite common for classroom management, establishing structure or routine and giving students with ADHD a daily schedule including classroom rules. The second strategy is to consider the arrangement of the environment of the classroom. For example, seating students with ADHD near the teacher. They suggest that proximity to the teacher can maintain student attention and facilitate smooth transitions. The third suggestion is to vary presentation formats and task materials. This is a good strategy for all students because it will aide in maintaining students interests. The fourth strategy is to make academic tasks brief and give immediate feedback. They also suggest to give feedback while students are working on the assignment rather than waiting for completion. The fifth suggestion is to use short verbal cues, subtle nonverbal prompts, attention checks, and timers to assist students with ADHD to focus their attention on assignments. The sixth and last strategy is to use peer tutoring. They suggest that allowing students to work with a partner will increase accuracy and time-on-task for students with ADHD (Gardil, DuPaul, and Kyle. 1996). The article Classroom Strategies for Managing Students with ADHD gave a variety of great strategies for teachers to use with students with ADHD. According to Gardil, DuPaul, and Kyle, When used in combinations, these strategies can assist in encouraging and facilitating increased success for students with ADHD (1996). I completely agree with these authors; I think that all of these strategies are beneficial in aiding students with ADHD academic success. 3
However, I also think these are just great classroom management strategies and can benefit all students. The second article I read is ADHD in the Classroom: Effective Intervention Strategies by George J. DuPual, Lisa L. Weyandt, and Grace M. Janusis (2011). In the article the authors suggest that both antecedent and consequence based strategies will benefit student with ADHD. According to DuPual, Weyandt and Janusis, antecedent strategies involve modifications to the classroom and prevent inattentive and disruptive behaviors (2011). Some strategies they suggest are to post classroom rules, reduce task demands by modifying length of assignment, and giving students choices between assignments. When students were provided with assignment choices, they showed higher rates of task engagement and lower frequency of disruptive behavior relative to class sessions when teacher chose the specific assignments (DuPual, Weyandt, Janusis. 2011). I have never thought of this strategy and think it is a great idea for increasing student engagement. According to DuPual, Weyandt and Janusis, consequence based strategies involve positive reinforcement such as teacher praise or token reinforcement. Token reinforcement motivates students to display expected behavior and rewards students behavior. Time out from the classroom is another positive reinforcement strategy used to reduce problem behaviors. However, I think this should rarely be used and only in extreme situations. Teaching in middle school I want my students to learn intrinsic motivation and not require a token reward system for managing their behavior. However, in some extreme cases this might be necessary. I love the idea of allowing for students to choose their assignments, as 4
long as all of them have the same learning outcomes. And I plan to always use positive reinforcement, in the form of teacher praise. Overall the article ADHD in the Classroom: Effective Intervention Strategies was thought provoking however I do not think it offered many practical strategies for 7 th and 8 th grade students I think their strategies were more fitting for elementary age students. 5
References: DuPaul, George J., Weyandt, Lisa L., Janusis, Grace M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice. Vol. 50. Issue 1. Facts About ADHD. Centers for Disease Control and Prevention. (April 2016). Centers for Disease Control and Prevention. Web. June 20116. Gardil, M. Cathleen, DuPaul, George J., and Kyle, Kara E. (1996). Classroom Strategies for Managing Students with Attention-Deficit/Hyperactivity Disorder. Intervention in School & Clinic. Vol. 32. Issue 2. 6