Behavior Management and Elementary Students with

ADHD

Team A:Alice Allen, Emily Carter, Shari

Hardy, Bobbi Murrell, and Amanda Pegues

 University of Phoenix

March 21, 2009

Chapter One:

Introduction

Problem Statement

The problem, as indicated in this study, is that due to the lack of time and training, elementary school teachers are not using effective behavior management strategies for children with ADHD who frequently disrupt classroom instruction.

Purpose

To determine if behavior management and modification strategies will result in greater learning and higher test scores for elementary students with ADHD.

To determine if consistent boundaries, a highly predictable routine and external reinforcers will reduce the amount of impulsivity and distraction in the classroom and lessen the impact of the disruptive students on the other children.

Community

Matthews Elementary School– 2 of 4 third grade classrooms – 600 students and 75 teachers– Located in a country club community – City population:15,728

74.9% are white families 14.7% are black families

– Median annual income of $110,993

Work Setting

Matthews Elementary School– Known for success with children with

disabilities and behavior problems– School of Excellence Award for past 7

years– Fully staffed Special Education Team

Majority of students diagnosed with ADHD are assigned to two of the four third grade classes to ensure consistency with educational process of the students

Work Setting (cont.)

Classroom A Twenty-one students Seven have ADHD Test Group Mission Statement is “BEST”

(Believe in themselves and their ability to achieve; Embrace diversity and learn from it; Strive to make ourselves, our school, and our community a better place; and Treat others the way we wish to be treated)

Classroom B Twenty students Eleven have ADHD Control Group Mission Statement is “We will

strive to do our personal best by practicing active listening, respect, caring, cooperation, effort, honesty and patience”

12 out of the 18 students with ADHD are medicated

14 of the 18 students are male and 4 are femaleTwo teachers and one teacher’s aide will be

observed

Writer’s Role

Five members of the School Improvement team:Dr. Amore BambinosDr. Addison DaviesDr. Anna BassinDr. Norgina WrightDr. Elizabeth Cromwell

Each member has extensive background in dealing with students with ADHD

Chapter Two: Study of the Problem

Problem Description

Difficulties with controlling impulsivity– Children are interfering with the teacher’s ability to

teach– Children without ADHD are being affected by poor

behavior of other students Staying on task is difficult

– so class work, homework assignments, activities, and projects are often incomplete

Organization can be problematic– Homework and books are regularly misplaced or

unaccounted for

Problem Documentation

Observation of the classroom environment– Setting has been observed to assess the behavioral tendencies

of the children– Teachers have been observed to determine their effectiveness in

instructing and interacting with students who have ADHD

Questionnaires– Measure teacher’s understanding of behavior management

strategies for children with ADHD

Periodic review of lesson plans– Demonstrate if the teacher’s lesson plans are keeping pace with

standards

Review of student’s academic performance

Highlights of Literature Review

“Medical treatment can reduce a hyperactive child’s symptoms. But cultivation of internal control and good behavior requires behavioral treatment, and, especially, a relationship between pre-behavioral stimulation and response” (Chang, Chang, & Shih, 2007, p. 153).

“Although children with ADHD experience significant academic and behavioral difficulties, research suggests that the majority of classroom teachers lack knowledge of what constitutes appropriate interventions and modifications (Parker, 1992)” (Nowacek & Mamlin, 2007, p. 28).

Highlights of Literature Review

(cont.) By analyzing the classroom, teachers can make

themselves more organized and more responsible so that they can encounter fewer disappointments (Heward & Wood, 2003)” (Bloh & Axelrod, 2008, p. 52).

“Effectively teaching students with ADHD often requires the use of a variety of interventions in the classroom. Researchers (e.g., Eckert & Hintze, 2000) have suggested that teachers' acceptability of various treatments may influence their willingness to utilize them” (Vereb & DiPerna, 2004, p. 427).

Highlights of Literature Review

(cont.) “Generally, best results occur when a

team approach is used with parents/family, school personnel and therapists or physicians working together” (Kirkpatrick, 2005, p.23).

“Attendance and engagement are critical variables in the success of parent training, as studies have shown that the degree with which parents implement the procedures as instructed affects the benefits to the child (Hinshaw et al., 2000)” (Evans et al., 2008, p. 52).

Causative Analysis Many teachers lack a basic understanding of ADHD Students are not self-monitoring or practicing cognitive

behavior management skills Teachers may lack the knowledge of appropriate

interventions and modifications The lack of teaching experience may be a factor A lack of special education courses and training may hinder

the progress that a teacher can make while accommodating ADHD learners

ADHD frequently coexists with other problems such as learning disabilities, Oppositional Disorder, and depression

Insufficient collaboration on part of the parents, family, school personnel and physicians or psychiatrists

Chapter Three: Outcomes and Evaluation

Teachers will receive training that will allow them to implement effective behavior management strategies with their students.

Well-informed teachers will execute systems designed to create a calm and productive learning environment.

ADHD learners will flourish under the guidance and instruction of a teacher who has learned to accommodate their needs as well as those of the other students.

Goals and Expectations

Expected Outcomes

Disruptions will decrease by 75% Five out of seven students with ADHD will

receive passing grades on tests, class work, and homework

Benchmark test scores will increase for all students

Five out of seven students with ADHD will receive passing grades in language

arts, math, social studies, and science

Measurement of Outcomes

(should be observable and measurable)

Daily log of behavior clip moves Teacher keeps track of grades and

compares them to previous marking period

Benchmark grades are compared to previous marking period

Report card grades

Analysis of Results

Compare grade outcomes and behavior logs of Class A with the control group to determine if the teacher’s training in behavior management and modification has been beneficial.

Chapter Four:Solution Strategies

Problem Restated

The problem, as indicated in this study, is that due to the lack of time and training, elementary school teachers are not using effective behavior management strategies for children with ADHD who frequently disrupt classroom instruction.

Behavior Modification

Strategy Methods to modify behavior of students

with ADHD– Teacher Training– External reinforcement– Intermittent positive reinforcement – Daily Behavior Report Card– Self-regulation– Proper use of Time-out

Teacher Training

40 hour training course on effectively managing ADHD students including:– How to identify students with ADHD

Inattention, hyperactivity, and impulsivity

– Behavior modification techniques and how to measure the

student’s behavior– How to identify signs of target behaviors

Target behaviors are behaviors the teacher wants to decrease or eliminate

– How to successfully use a reward system for positive behavior

– Effective time-out strategies– Effectively communicating the student’s behavior

with parents

Teacher Training(cont.)

Collaboration School Psychologist

Will meet once a week for four weeks for one hour at a time

Will provide in-classroom instruction Special Education Team

Intervention Program

Peer-mediated intervention– The first step is assigning trusted peer-partners– Next, all students and partners will be trained to self

monitor and to identify alternative social skills– Every 15 minutes the teacher will give feedback and

praise to the ADHD students as a form of positive reinforcement

– The teacher will meet with all students once a week to see how the process is working and if adjustments need to be made

– A calendar plan will be maintained that covers six weeks of training and implementation of the peer partner’s strategy to monitor the program

References Bloh, C., & Axelrod, S. (2008, April). IDEIA and the means to change behavior should be

enough: Growing support for using applied behavior analysis in the classroom. Journal of Early & Intensive Behavior Intervention, 5(2), 52-56. Retrieved February 20, 2009, from Academic Search Complete Database.

Chang, H., Chang, C., & Shih, Y. (2007, June). The process of assisting behavior modification in a child with attention-deficit hyperactivity disorder. Journal of Nursing Research, 15(2), 147-155. Retrieved February 20, 2009, from CINAHL Plus with Full Text database.

Evans, S., Schultz, B., & Sadler, J. (2008, August). Psychosocial interventions used to treat children with ADHD: safety and efficacy. Journal of Psychosocial Nursing & Mental Health Services, 46(8), 49-59. Retrieved February 20, 2009, from CINAHL Plus with Full Text database.

Kirkpatrick, L. (2005, Fall2005). ADHD treatment and medication: What do you need to know as an educator?. Delta Kappa Gamma Bulletin, 72(1), 19-24. Retrieved February 20, 2009, from Academic Search Complete database.

Nowacek, E., & Mamlin, N. (2007, Spring2007). General education teachers and students with ADHD: what modifications are made?. Preventing School Failure, 51(3), 28-35. Retrieved February 20, 2009, from Academic Search Complete database.

Vereb, R., & DiPerna, J. (2004, September). Teachers' knowledge of ADHD, treatments forADHD, and treatment acceptability: An initial investigation. School PsychologyReview, 33(3), 421- 428. Retrieved February 27, 2009, from MasterFILE Premier database.