ADHD, the Classroom and Music: A Case Study

A Thesis Submitted to the College of Graduate Studies and Research

in Partial Fulfillment of the Requirements

for the Degree of Master of Education

in the Department of Educational Psychology and Special Education

University of Saskatchewan

Saskatoon

By

Joni Erin Wiebe

Copyright Joni Erin Wiebe, September, 2007. All Rights Reserved

University of Saskatchewan

Permission to Use

In presenting this thesis in partial fulfillment of the requirements for a Graduate degree

from the University of Saskatchewan, I agree that the Libraries of this University may make it

freely available for inspection. I further agree that permission for copying of this thesis in any

manner, in whole or in part, for scholarly purposes may be granted by the professor or professors

who supervised my thesis work or, in their absence, by the Head of the Department or the Dean

of the College in which my thesis work was done. It is understood that any copying or

publication or use of this thesis or parts thereof for financial gain shall not be allowed without my

written permission. It is also understood that due recognition shall be given to me and to the

University of Saskatchewan in any scholarly use which may be made of any material in my

thesis.

Requests for permission to copy or to make other use of material in this thesis in whole or

part should be addressed to:

Head of the Department of Educational Psychology and Special Education College of Education, University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1

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Abstract

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are usually inattentive

and disruptive in class, are at high risk for chronic academic achievement difficulties, and may

develop problems in relationships with peers, parents, and teachers (DuPaul, Stoner, 2003). One

of the primary goals of behavioural treatment for ADHD is to enable a student to develop

adequate levels of self-control (Barkley, 1990; DuPaul & Stoner, 1994). Methods are needed in

the classroom, which give the child or adolescent with ADHD, control over his or her condition

and thus increased independence, more experiences with success, and increased resiliency.

Listening to music has many therapeutic applications, including the development of cognitive

skills such as attention and memory (Canadian Association for Music Therapy, 2006). Music is

accessible to all teachers and students, and is an easy strategy to implement in classrooms. Yet,

despite the knowledge that adolescents are active users of music media (North, Hargreaves, &

ONeill, 2000), little research on music and ADHD participants has been completed. Through

the use of a single subject case study, the purpose of this study was to: look at the academic

experience of one adolescent male diagnosed with ADHD; and to gain a better understanding of

how music might positively affect his ability to self regulate and cope with the detrimental effects

of ADHD during in-class seat work and when completing homework. Multiple interviews with

one boy, his parents, and teachers across a 14-week period of time provided a primary source of

data. Results indicated that the adolescents experiences with listening to music during school

and homework increased the time that he was able to attend and concentrate. Unexpected gains

included an increase in his ability to recall information during exams, and an increase in

motivation, positive attitude, and mood towards school work as a result of enjoying listening to

his favourite music. However, the study also involved the unexpected and disheartening

discovery of clashing and competing voices that perhaps ultimately rendered the boys positive

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experiences with music insignificant, given the louder rule-and-order school culture. The

pragmatic realities of working within a school context will need to be considered and

strategically addressed if students are to benefit from practices that help even though they may be

unconventional and not fully understood.

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Acknowledgements

As I come to the end of this journey I am reminded of the saying, nothing truly

meaningful in life is ever easy. I had heard it many times, but only now do I genuinely

understand its significance. My perseverance has paid off; however, I could have never done it

alone.

To my incredible research supervisor Dr. Jennifer Nicol, thank you so much for all of the

guidance and encouragement that you have provided throughout the last two years of graduate

school. I truly could not have accomplished my goals without your continual support. Also to

my committee members, Dr. Laureen McIntyre and Dr. Tim Claypool, I would like to thank you

for your guidance and direction throughout the completion of my thesis.

To the wonderful and talented women of my cohort in the School and Counselling

Psychology class of 2007, I couldnt have survived graduate school without being in the

company of your wisdom, experience, and friendship. It was truly refreshing to be surrounded by

so many inspiring and intelligent women.

To my mom and dad, I cannot thank you enough for always being there to support me.

Whether it was a late night call about my most recent crisis or when I needed an informal

counseling session, you two were always there.

Thank you to my friends for being supportive of me and understanding of the times when

I was absent. It was easier going through this process knowing that I had true friends that would

always be there for me when I needed them.

And last, I would like to thank Derek for always being my soft place to land at the end of

a stressful day.

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Dedication

I dedicate this work to all of the kids that annoy their family, friends, and teachers. Never

lose your energy and excitement for life!

To my brother, who still cannot remember anything I say.

And lastly, to my iPod that provided me with countless hours of music, and kept me

entertained and motivated throughout the entire writing of this thesis.

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Table of Contents

Permission to Use..i

Abstract........ii

Acknowledgements.iv

Dedication.v

Table of Contentsvi

CHAPTER ONE: INTRODUCTION..1

CHAPTER TWO: REVIEW OF LITERATURE....4

ADHD...4 Diagnosis..5 Specific Culture, Age, and Gender Features6 Prevalence.6 Co-morbidity of ADHD7 Persistence of ADHD into Adolescence and Adulthood..7

Etiology8 Genetics8

Defining Hyperactivity-Impulsivity...10 Defining Attention..10 Cognitive Profile Associated with ADHD.11

Executive Functions...12 Working Memory...12 Areas affected in the Brain.13

Anatomical Imaging Studies..13 Functional Imaging Studies of ADHD...14 Neurotransmitters...15 Norepinephrine...15 Dopamine15 Summary.16 Treatment...16 Neuropharmacology...17 Amphetamines17 Nonamphetamine Behavioural Stimulants.....17 Selective Norepinephrine Reuptake Inhibitors...18 Antidepressant Drugs.19 Formulations of Medication...19 Limitations of Pharmacological Treatments..19 Behaviour Management......20 Limitations of Psychotherapeutic Treatments21 Combined Approaches...22

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Treatment of Adolescents...23 Summary.24 ADHD in the Classroom.24 Summary.26 Positive Affects of Music...26 Memory and Attention27 Arousal and Mood..28 Use of headphones..30 Summary.30 Conclusion..31 Purpose of the Study...31 CHAPTER THREE: METHOD.....33

Qualitative Research...33 Small-N Design..33

Case Studies34 The Case.36

Other Participants...36 Family and Personal History..37 Diagnosis and Medication..37 Length of Study..37

The Music Listening Intervention..38 Frequency of Music Listening Sessions.38

Data Collection...38 Sources of Data...39 Field Notes......39 Semi-Structured Interviews....40 Parent Interviews................40 Adolescent with ADHD Interviews....41 Teacher Interviews.42 Attention Checklist.43 Data Analysis..44 Case Study Data Base.44 Forming Categories45 Data Representation....45 Quality Concerns....46 Internal Validity..46 External Validity.....47 Reliability...............47 Ethical Considerations....48

CHAPTER FOUR: RESULTS...49

Sam.49 Sams ADHD..51 Sams Teachers Understanding of his ADHD52

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Sams Family..54 Sam and School..55 Sams Current Classroom...56 Sams Schools Policy on Music ...58 Music and Sam...59 Music Makes Work More Fun....60 Time is Different61 My Memory Works Better.62 Existing Paradoxes.63 Other Perspectives on Music and Sam...64 First Teachers Perception..64 Second Teachers Perception..65 Attention Checklist.67 Parents Perception.70 Participants Final Reflections72 Sam.72 First Teacher...72 Second Teacher...73 Parents73 My Final Reflections as Researcher...73 Juxtaposition: ADHD and Music at School...74

CHAPTER FIVE: DISCUSSION..76

Summary of Research.76 Context of Research78 Limitations of Research..81 Confirming Findings...83

Attention.83 Memory..84 Rock Music.85 Use of Headphones.86 New Findings..87

Increasing Motivation, Creativity and Reflection..87 Excitement Induces Learning.90 Relieving Str