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TEACHING STUDENTS WITH ADHD

TEACHING STUDENTS WITH ADHD


Joseph A. Ingram












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TEACHING STUDENTS WITH ADHD


The purpose of this paper is to identify a school related problem and discus it further as it
relates to secondary education today. Attention Deficit Hyperactivity Disorder ADHD has
become a major issue in school in the last twenty years. The diagnosis and effects of ADHD
have played a significant role in how to teach these students in the classroom. The goal of this
paper is to address the behavior of ADHD, discuss the issues, and identify the best solution for
addressing and working with students who may have this diagnosis.
















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TEACHING STUDENTS WITH ADHD



I. Problem
How to deal with students who have ADHD and learn the signs and symptoms of ADHD
as opposed to assuming that a child is bad, misbehaving or out of control. In what setting will
students with ADHD generally receive their instruction?

II. Background
The purpose of this paper was to write a field-based paper on an issue that I have
observed in my education clinicals related to exceptional education. My experience was based
upon a student, John Doe, a fictional name, hereinafter referred to as John, who has a learning
disability in the areas of reading and writing and also diagnosed with ADHD. As part of this
paper, I spent some time with him for this project to learn from him and to get his point of view
regarding his disability.
John acknowledged that he remembered being diagnosed as early as five or six years old
with ADHD. He remembers that when he was in elementary school, he had difficulty staying
focused or becoming engaged in material. Often times he would get into trouble for acting out in
class or being impulsive. He began taking Ritalin and eventually as he matured, his medication
was changed to Adderall. John knew that because of his disability, he was in special classes for
reading and writing. He can recall when he and his mother would meet with his teacher to
discuss his individualized education program (IEP) and the feelings he had from those
experiences. He indicated that being labeled as a special education student often made him not
care about school or strive to do his best. He was openly emotional, expressed sadness, and
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TEACHING STUDENTS WITH ADHD


acknowledged that he had low self-esteem about the stigma and label that was placed upon him
by his peers.
John recalled how other children would make hurtful comments to him about his learning
disability with reading and writing. He indicated that when he would go to a resource room he
always felt embarrassed by having to leave a general classroom. These experiences also made
him withdrawn and as a result, he did not have many friends in school his own age. Even today,
as a senior he knows that his writing looks remedial compared to his chronological age and his
peers. However, John has adapted quite well and is scheduled to graduate in May, 2014, with his
fellow classmates.
III. Data and Information
ADHD is not considered as a separate disability category under IDEA legislation.
However, students may receive special education and related services under the disability
impairment of (OHI) Other Health Impairments listed in PL 108-446. Secondarily, students may
receive accommodations in general education classrooms under the protections of Section 504 of
the Rehabilitation Act of 1973 (PL-112). ADHD is so often misunderstood and undiagnosed in
students. The behavior of individuals with ADHD is also often misinterpreted, with their actions
being seen as indicators of laziness, disorganization, and even disrespect. (Smith, Polloway,
Patton, & Dowdy, 2008). In fact, the definition used by the American Psychiatric Association
(2000), describes the condition as a persistent pattern of inattention and/or hyperactive
impulsivity that is more frequent or severe than is typically observed in individuals at a
comparable level of development (p 85). This definition could apply to all of us, or anyone at a
given time. However, the American Psychiatric Association defines three subtypes of ADHD
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based upon an individuals profile such as: 1) ADHD, predominantly inattentive type; 2) ADHD,
predominantly hyperactive-impulsive type; 3) ADHD combined type. The vast majority of
individuals with ADHD exhibit the combined type (Barkley, 2006).
From a statistical point of view, ADHD is believed to affect approximately 3 to 5
percent of the school-aged population, (p. 1158-1170.) (American Psychiatric Association,
2000), or an estimated 1.5 million to 2.5 million children (U.S. Department of Education,
2008b). Approximately seven out of ten children with ADHD will continue to display symptoms
into adolescence (Glanzman & Blum, 2007). According to Lerner and Johns (2009), ADHD
represents one of the most common chronic conditions of childhood. There is a perception that
ADHD is identified more in males as opposed to females. ADHD is diagnosed four to nine
times more often in boys than girls (U.S. Department of Education, 2008b). Boys may be more
likely to exhibit disruptive, hyperactive behavior, thus being more noticeable to teachers.
(Vaughn, Bos, & Schumm, 2011). To date there is not a precise cause of ADHD. Also, there is
no single medical or psychological test to determine if a child has ADHD.
The characteristics of students with ADHD vary widely. However, it is not uncommon
for behaviors associated with ADHD to be exhibited as early as kindergarten or first grade
(Vaughn et. al. 2011). There are some typical patterns of behavior such as: chronic over time,
generally pervasive behaviors across situations, deviant from age-standards, increased likelihood
of having another difficulty or psychiatric disorder. (Vaughn et. al. pp. 163-164). Assessment
and diagnosis of ADHD is a multi-faceted endeavor involving the gathering of specific medical,
behavioral, and educational data (U.S. Department of Education, 2008a).
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TEACHING STUDENTS WITH ADHD


A medical evaluation is designed to rule out other possible medical conditions that might
contribute to ADHD such as: epilepsy, thyroid problems, and brain tumors (Hallahan et. al.,
2005). Professionals making a diagnosis of ADHD can also consider and seek guidance from the
guidelines from the American Academy of Pediatrics (2000). Rating scales are another way
professionals are able to determine if someone has ADHD. Behavioral rating scales can
distinguish between children with and without ADHD (U.S. Department of Education 2008a).
Many students with ADHD have trouble performing well in school. In fact, academic under-
achievement is one of the salient features of this disability. Many students with ADHD are at
risk for chronic school failure (McKinley & Stormont, 2008).
In our current educational climate of emphasizing inclusionary placement for individuals
with disabilities, it is safe to assume that large numbers of students with ADHD receive services
in the general education classroom (Mercer and Pullen 2009).
IV. Possible Solutions
Considering that the vast majority of the students are going to receive instruction in the
general education classroom, it is important to consider some solutions to help students be
successful. Most students with ADHD perform better in an environment in which structure,
rules and expectations are clearly defined. As stated earlier, ADHD is not considered special
education under IDEA PL 108-446; therefore, most if not all, of these students qualify for
accommodations in the general education classroom under Section 504 of PL 93-112. The
teachers that are the most successful in working with students with ADHD use a three step
approach. The three items include: evaluate the students individual needs, select appropriate
instructions and practices, and integrate practices within the (IEP) is receiving special education.
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TEACHING STUDENTS WITH ADHD


Because no two children are alike with ADHD, it is important to keep in mind that no single
educational program, practice or setting will be best for all children. (U.S. Department of
Education, 2008b, p.4).
Another way to assist students with ADHD is a functional behavioral assessment.
According to Alberto and Troutman (2006), the purpose of a functional behavioral assessment is
detailed observation, analysis, and manipulation of object and events in a students environment
to determine what is the [inappropriate] behavior. Self-regulation is another solution that
students with ADHD can employ to help themselves in school. Self-regulation strategies are
often used to modify classroom behavior so that one can work independently, stay on task, and
complete schoolwork. Self-regulation requires students to stop, think about what they are
doing, compare their behavior to a criterion, record the results of their comparison, and receive
reinforcement for their behavior if it meets the criterion. (Johnson & Johnson, 1999, p.6). Also,
it is important that parents play a key role in reinforcing students behaviors at home. It cannot
be overemphasized that parents need to communicate effective and ineffective solutions at home
so that teachers can help the student be successful at school as well.
Modifying a students instruction or environment with ADHD probably plays the biggest
role in their success in the classroom. Lerner and Lowenthal, (1993) offer the following
instructions for teachers: 1, Place the youngster in the least distracting place, 2. Surround the
student with good role models , 3. Maintain a low pupil-teacher ratio, 4. Avoid unnecessary
changes in schedules , 5. Maintain eye contact with student when giving instruction, 6.
Combine visual and verbal instructions.
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Finally, medication has probably played the biggest improvement in people with ADHD
in the last twenty years. Medication should not be the sole remedy, but, if used with instructional
strategies and modifying a students instruction, a student has a much greater chance of being
successful in the classroom. Instructional and environmental accommodations should always be
the first intervention tactic used to assist students with ADHD (U.S. Department of Education,
2008a, 2008b). A teacher should never recommend to parents that their son or daughter needs to
be on medication. Only a medical provider can make a decision that involves medication. It has
been estimated that approximately 70 to 80 percent of children with ADHD respond favorably to
medication (American Academy of Pediatrics 2000).
V. Final Solution
As a future educator, I have become aware that I will need to pay attention and focus on
what students can do, rather than on what they cannot do. From my observations with John and
being in a school this semester, and researching this issue, I realized that all people do not learn
in the same way. Some students will learn by visual aids, some by listening, and some will
require the material to be broken down into smaller sections with clear concise instructions.
As a teacher, I will need to understand and display alternate teaching instructions for each
and every student. I have become aware in my studies and research that learning should remain
student-centered first and not teacher-centered. In addition, most if not all students with some
type of learning disability will be in a general education classroom. Based on the full inclusion
model and teaching students in the least restrictive environment, it is important to be cognizant
that the curriculum is focused on assessing the students individual progress. A student with
ADHD will require a focus on their individual achievement and individual learning style.
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Therefore, it is my role to get to know my students and inquire into their strengths and
weaknesses, and their likes and dislikes. It will be important to make modifications to lesson
plans and/or individualized student plans so that all students are educated to the maximum of
their potential.
I have also become aware that I will need to demonstrate an understanding of my
students experiences and incorporate them into their instruction. Based on researching this issue
and this class, I will appreciate differences among all students no matter what their disability
may be. This research and my class have opened my eyes to the special needs of students, and
how classroom teachers have to take into consideration the unique capabilities of each individual
person.












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WORKS CITED
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