Attention-Deficit Hyperactivity

Disorder:
An information and practice guide

Jemma Cox
EDN449 Assignment 2
Student number: 32561204
Table of Contents

Introduction………………………………………………………………………….. 1

Proactive Strategies………………………………………………………………. 2

Modification of the classroom setting………………………….. 2-3

Intervention Strategies…………………………………………………………. 4

Class-Wide Peer Tutoring…………………………………………….. 4-6

Strategies, Resources and Support Information……………………. 7-8

Establishment of Partnerships………………………………………………. 9

References……………………………………………………………………………. 10-11
Introduction
When entering a new classroom environment, the existence of student diversity is an inevitable factor.
Teachers are frequently encouraged to differentiate instruction and modify behaviour management
strategies in order to cater for a wide variety of students. This is more specifically the case for those
students that have special needs requirements, such as those with Austism Spectrum Disorder, visual,
verbal and physical impairments, intellectual disabilities and attention-deficit hyperactivity disorder
(ADHD). Whilst it is important to understand the range of proactive and intervention strategies relevant
for all types of special needs students, this information and practice guide will focus primarily on the
strategies appropriate for accommodating students with attention-deficit hyperactivity disorder.

Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is most common

amongst children and adolescents (Thapar & Cooper, 2016). The nature of ADHD can be defined by
certain characteristics, such as inattention to concentrate or follow instructions, impulsivity or trouble
with regulating emotions, as well as being in a constant state of overactivity (Kewley, 2011). As teachers,
it is important to never assume that all students with these qualities have ADHD, however the notion
that a child may be undiagnosed with such as disorder must never be ignored. Quite often, students can
be inaccurately labelled with the disorder due to their behaviour within the classroom environment,
however some teachers fail to recognise the disorder all together. Never the less, it is critical that
teachers fully recognise the existence of the ADHD disorder in order to provide a learning environment
that caters for all forms of diversity.

The following information provides an outline on how pre-service teachers can support students with
attention-deficit hyperactivity approach using a cognitive-behavioural approach (Lyons, Ford, & Slee,
2014, pp. 26-27). The guide includes various evidence-based practices that inform teachers on how
students can be proactively catered for, as well as how challenging behaviours can be intervened when
necessary. By taking on a cognitive-behavioural approach, it allows teachers to assist students in
developing self-management and self-regulation skills needed to function positively and successfully
throughout society (Lyons, Ford, & Slee, 2014, p. 26). In addition to this, the guide also informs teachers
on the importance of establishing partnerships and includes specific resources and support networks
that can be used in correlation with the evidence-based practices.
Evidence-based practices:
Incorporating proactive strategies to support students with attention-deficit
hyperactivity disorder

Modification of the classroom setting

A common proactive strategy includes modifying the physical arrangement of the classroom in order to
maintain a sense of safety, support and inclusivity within the learning environment (Sprick, 2013, p. 68).
The dynamics of the classroom incorporates various aspects, such as the arrangement of desks,
workstations and visual cues (such as anchor charts, images, work samples and so on), however it is
critical that teachers understand how these aspects can make significant influence on student learning.
For example, when it comes to the use of visuals, an overuse of these items can sometimes cause
students to become distracted (particularly those students with ADHD) and so it is critical that teachers
carefully measure the use of such displays in order to avoid hindering student learning (Guardino &
Fullerton, 2010). Reflecting on a cognitive-behaviour approach, many theorists such as Lev Vygotsky
suggest the importance of structuring the classroom in a way that facilitates social interaction (Lyons,
Ford, & Slee, 2014). For many students with ADHD, building peer relationships can prove quite
challenging due to their difficulty in controlling impulsivity and regulating their behaviours (Soucisse,
Maisonneuve & Normand, 2015). Although this is the case, it has been established that social
encounters (such as peer tutoring) can in fact increase the engagement of students with ADHD, as they
are able to be assisted in regulating their behaviour and feel a greater sense of academic support
(Dupaul, Weyand & Janusis, 2011). Making modifications to students’ desks can assist in facilitating
social interaction, and in turn can allow students with ADHD to develop their social skills, behaviour and
academic knowledge. Aside from this, changing the arrangement of the class can also allow for the
implementation of strategies such as exit plans, from which students with ADHD can use when they feel
as though they are going to escalate (Carbone, 2001).

Altering the physical arrangement of the classroom can facilitate students with ADHD in many ways.
Firstly, as stated earlier, social interaction is a critical factor in assisting students with ADHD to regulate
their behaviour and improve academically. This can be done by first changing the layout of students’
desks into an ‘E’ shape (which can be seen in the examples below). Whilst organising desks into groups
is more commonly caters for social interaction, this may negatively affect the attentiveness of the
student with ADHD (Carbone, 2001). The student with ADHD should be seated in a position that is safe
and supportive, such as placing them away from windows to avoid distraction or near the door to
 facilitate for an exit plan. They should also be situated in an area that is of close proximity to the
teacher to allow for immediate feedback and support when needed.

X X X X
X

X
X X X X
X

X
X

X
Door

X X X X
with ADHD
Student

X
Mat Area
Teacher’s desk

Once teachers have strategically placed the student with ADHD, they can then start thinking about
intervention strategies such as exit plans to cater for hyperactivity and impulsivity. Exit plans, are
negotiated strategies put in place for students with ADHD to regulate their feelings of escalation. For
example, if a student feels as though they are going to ‘erupt like a volcano’ (use of primary-aged
language), then they can be given a pass to leave the classroom to resolve their emotions (such as going
for a run in a safe area or doing star jumps). This strategy allows students with ADHD to begin
monitoring their own emotions and behaviours, as well as build skills necessary for self-regulation.
Overall, the modification of the classroom setting can open up opportunities for students with ADHD to
build a sense of belonging, personal development and safety. By critically analysing the influence of the
classroom setting, teachers can successfully cater for the needs of students with ADHD and building an
inclusive classroom environment.
Evidence-based practices:
Incorporating intervention strategies to support students with attention-deficit
hyperactivity disorder

Peer tutoring

Peer tutoring can be regarded as both a proactive and intervention strategy, and it is one that is used to
create engaging and meaningful learning experiences for students with attention-deficit hyperactivity
disorder (Nowacek & Mamlin, 2007). For many students with attention-deficit and hyperactivity
disorder, being within a social setting can sometimes cause high levels of anxiety and stress due to their
inability to control impulsive behaviours (Barkley, 2006; DuPaul & Stoner, 2003). As this is the case,
class-wide peer tutoring encourages these students to develop appropriate social skills and
consequently allows challenging behaviours to be suppressed (Karagiannakis, & Sladeczek, 2009, p. 93;
Dupaul, Weyand & Janusis, 2011). In addition to this, incorporating peer tutoring within learning
experiences also allows students to build positive relationships with one another by encouraging them
to connect through common interests, acknowledge the notion of diversity, and make use of positive
praise and feedback. Whilst it is important to critically plan the use of peer tutoring, successful
implementation means that students with ADHD have an opportunity to be within a safe and inclusive
social circle, where the fear of failure and rejection is nonexistent. This leads to students building
positive self-esteem and self-efficacy, and developing self-regulation skills necessary for understanding
for appropriate and inappropriate social behaviours.

There are many variations to peer tutoring however it is critical that teachers first have a clear
understanding of the academic abilities and personalities of students before implementing the practice.
This ensures that students are paired up in a way that is constructive and beneficial to their learning. For
example, students that have ADHD should be paired up with those students that are attentive and
patient in order to ensure that the social interaction is positive (Carbone, 2001). The use of peer
tutoring can be incorporated within a set seating arrangement, where students are placed next to their
peer through a long period of time (such as a term or a semester). This allows the peer to be an active
participant in prompting, reinforcing and modeling appropriate social behaviours in which the student
with ADHD can follow (DuPaul & Weyand, 2006). An alternative method to peer tutoring can include
taking on a class-wide approach (Greenwood, Delquadri, & Carta, 1988). According to DuPaul and
Weyand (2006), class-wide peer tutoring can be an effective practice used to assist students with ADHD
in overcoming social anxieties and feeling a greater sense of belonging, however the following steps
must be taken in order to adequately implement it;
Step 1: At the beginning of a lesson, separate the class into two groups and then form pairs within each
team

Step 2: Provide each student with an academic script (such as a set of problem-solving questions and
their answers) and then allow the pairs to take turn tutoring one another (the complexity of the
questions can differentiate depending on the students)

Step 3: Encourage the students in the role of the tutor to provide positive encouragement, praise and
feedback

Step 4: The tutors are also required to correct any errors straight away, as well as assisting the other
students in understanding methods used to solve the problem.

Step 5: Whilst students are taking turns tutoring one another, teachers can then incorporate a points
system where students earn points for displaying particular behaviours or standards.

Step 6: Once the lesson has completed, the teacher can then tally the points and reward those pairs
with the most.

(DuPaul & Weyand, 2006)

A study conducted by DuPaul, Ervin, Hook, and McGoey (1998) aimed to evaluate the effectiveness of
teaching methods such as class-wide peer tutoring towards students with attention-deficit hyperactivity
disorder. The study focused primarily on the students’ academic performance and behaviours, and how
they were impacted once class-wide peer tutoring was implemented. During the investigation, 19
students with ADHD were required to participate in two ‘baseline’ activities and two activities that
incorporated class-wide peer tutoring for the areas of either mathematics, spelling or reading (these
students were of mixed genders and ranged from years 1 to 5) (DuPaul, Ervin, Hook, and McGoey,
1998). For example, students may have first participated in an independent reading for their baseline
activity and then moved on to shared reading with their designated tutor. After the investigation was
completed, the results showed that the students’ engagement during class-wide peer tutoring increased
to 82.3% in comparison to 21.6% engagement throughout baseline activities (DuPaul & Weyand, 2006).
In addition to this, the number of misbehavior occurrences also reduced whilst the average post-test
scores differentiated from 55.2% for baseline activities to 73% when class-wide peer mentoring was
incorporated (DuPaul & Weyand, 2006). Looking at the evidence provided by the study, it is clear that
implementing peer tutoring (in particularly class-wide peer tutoring) is an effective strategy to cater for
those students with ADHD. Students are given the opportunity to feel a greater sense of safety and
belonging within the classroom community, and consequently develop their social, behavioural and
academic capabilities.
Teaching Strategies, Resources and Support

The following information explains how various teaching strategies, resources and support
systems can be used to further support students with attention-deficit hyperactivity disorder.

Developing a ‘Learner Profile’

Learner profiles are effective resources to help teachers understand all aspects of their students, such as
their interests, background knowledge, experiences and characteristics (Weimer, 2013). Developing
learner profiles allows teachers to build stronger relationships with students, as well as create learning
experiences that are inclusive, motivating and engaging. Teachers can develop a learner profile by
getting students to answer a series of questions (such as “what am I good at?” or “who are the people
close to me?”), or by simply having a one-on-one conversation with students.

Building in breaks

Building in breaks it a crucial teaching strategy in order to assist all students in maintaining motivation
and engagement throughout activities (Christenson, Reschly & Wylie, 2012). Particularly for students
with ADHD, it is not uncommon for students to become restless or agitated from being seated for too
long. Due to this, it is important that teachers incorporate breaks during particular blocks of time. For
example, after every 30 minutes students may have opportunities so exert excess energy by doing star
jumps or small dance sequences.

Self-management checklists

A self-management checklist is an effective strategy that allows the student with ADHD to monitor their
own behaviour and build self-regulation skills (DuPaul & Weyandt, 2006). These checklists can include
acceptable behaviours in which a student can tick off numerous times throughout the day. A checklist,
or self-monitoring program, may also include a tracking sheet where the students report on their own
behaviour for each different lesson (use specific behaviours such as ‘following teachers instructions’).
For example, putting smiley face for great behaviour, a straight face for okay behaviour or sad face for
not so great behaviours next to the time frame 7:30-9:30.
Alternative seating

Alternative seating refers to making adjustments or changes to the chairs

that students with ADHD sit on. Many students with ADHD are in a
constant state of hyperactivity, and so find it difficult to sit still or stay in
their seat all together. Exploring different options for seating can prove
effective in assisting students with ADHD to remain engaged during
learning experiences (Gochenour & Poskey, 2017). A “hokki stool’ is a
common example of alternative seating that assist both students with
ADHD and students with autism in burning excessive energy and staying
focused. They feature a moveable, almost ballpoint-like, base that allows
students to move in different directions. Other types of alternative seating
include exercise balls, wiggle cushions and even bean bags.
Establishment of Partnerships

As teachers, the establishment of partnerships with parents and the community is an essential
component in order to successfully cater for students with special needs, such as attention-deficit
hyperactivity disorder. In order to create a classroom environment that is safe, supportive and inclusive
for a child with ADHD, it is important that there is always ongoing communication between teachers,
parents/carers and health professionals. There must be a ‘triangle of communication’ in which a
negotiation of strategies and behaviours can take place. Firstly, building partnerships with parents
allows for a collaborative discussion about how their child can be catered for. This includes reviewing
the proactive and intervention strategies used to assist the students with ADHD (both in the classroom
and at home), as well as evaluating how the student is progressing academically (DuPaul, Weyandt &
Janusis, 2011). When maintaining partnerships with parents, it is important that teachers are
continuously informing parents on how the student has been throughout the day, including both
positive and negative circumstances (this can be done by introducing home-school diaries). Another
important purpose to parent-teacher relationships is to support parents during homework activities.
Due to students with ADHD having difficulty staying focused, it is important that successful teaching
strategies are communicated to parents. Lastly, establishing partnerships with the community can
include communicating to allied health professional and further ADHD support networks. This can prove
useful in understanding the characteristics of the student with ADHD, as well as how they can be
efficiently catered for within the classroom environment. Aside from this, health professional and
outside support networks can also assist teachers and parents on how they can respond to particular
situations, such as if a child with ADHD escalates or if they begin to develop mental health concerns such
as depression and anxiety (DuPaul, Weyandt & Janusis, 2011).
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_BwE