Behavior Management And Elementary Students With Adhd

Behavior Management 1

Running head: BEHAVIOR MANAGEMENT AND ELEMENTARY STUDENTS WITH ADHD

Behavior Management and Elementary Students with ADHD

Alice Allen, Emily Carter, Shari Hardy, Bobbi Murrell, and Amanda Pegues

University of Phoenix

March 21, 2009


Table of Contents

Abstract ........................................................................................................................................... 4

Chapter I: Introduction................................................................................................................... 5

Problem Statement ..................................................................................................................... 5

Purpose ........................................................................................................................................ 5

Description of Community .......................................................................................................... 5

Description of Work Setting ....................................................................................................... 6

Writer’s Role ............................................................................................................................... 8

Chapter II: Study of the Problem ................................................................................................. 12

Problem Description .................................................................................................................. 12

Problem Documentation ............................................................................................................ 13

Literature Review ...................................................................................................................... 15

Causative Analysis .................................................................................................................... 24

Chapter III: Outcomes and Evaluation ........................................................................................ 27

Goals and Expectations ............................................................................................................. 27

Expected Outcomes ................................................................................................................... 27

Measurement of Outcomes........................................................................................................ 28

Analysis of Results .................................................................................................................... 29

Chapter IV: Solution Strategy...................................................................................................... 31

Statement of Problem ................................................................................................................ 31


Discussion ................................................................................................................................. 31

Selected Solutions/Calendar Plan.............................................................................................. 36

References ..................................................................................................................................... 45

Appendixes ................................................................................................................................... 50


Abstract

This action research proposal addresses a problem with behavior management of students with

Attention Deficit Hyperactivity Disorder (ADHD) at Matthews Elementary School. Two third

grade classrooms have a large number of students with ADHD and the teachers do not possess

the knowledge required to manage the excessive disruptions that are occurring. Examination of

the setting led to the research of ADHD symptoms and treatments, the collection and analysis of

data, and the development of a solution and calendar plan designed to train the teachers in

effective behavior management and modification strategies for children with ADHD.


Chapter I: 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

The purpose of this study is to determine if behavior management and modification

strategies will result in greater learning and higher test scores for elementary students with

ADHD. Since the condition is characterized by impulsiveness and an interference with

concentration and attention, these students are often disruptive during class. The study will also

seek 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. While the prevailing treatment for ADHD is

stimulant drug therapy, this research will explore the reinforcement of positive behavior in the

classroom to determine if behavior modification is an effective treatment for ADHD.

Description of Community

The Potomac Public Schools district has 197 schools with approximately 169,000

students. The district employs just over 22,000 people. One hundred thirty-seven elementary

schools are in the district.

Because the Potomac Public Schools district is so large, the schools are administered

through eight clusters. The cluster office provides leadership and supervision to the schools in

the cluster and acts as a liaison to schools and communities. The mission of cluster VIII, which is

the group to which Matthews Elementary School belongs, is to provide instructional and


operational leadership support to schools, promoting open communication among educators,

parents, support staff and school board members. The cluster office ensures educational

excellence, equality and high expectations for student achievement in a safe learning

environment (Potomac Public Schools, n.d.).

The research project will take place in two of four third grade classrooms at Matthews

Elementary School. This school is part of the Potomac Public Schools district. The population in

this K-5 setting is approximately 600 students and 75 teachers.

Matthews Elementary School’s mission is to provide students a strong instructional

program that enables them to become independent learners and problem solvers (Potomac Public

Schools, n.d.).

The school is located in a country club community. The population is 15,728, of which

74.9% are white families and 14.7% are black families, both with a median annual income of

$110,993 (MuniNetGuide, 2009). Three elementary schools are in this cluster. The community is

family-oriented with a lake, country club, two swimming pools, numerous playgrounds, a golf

course, tennis courts, and a park. Frequent social functions bring the community together.

Description of Work Setting

In the Potomac Public School system, Matthews Elementary School is known for its

success with children with disabilities and behavior problems. The school has received the

School of Excellence Award for the past seven years. The special education staff includes: one

teacher for students with moderate cognitive impairment, three teachers of students with learning

disabilities (working in the inclusion model), one primary and two intermediate teachers for

students with autism spectrum disorder, three ESOL (English as a Second Language) teachers,

and three part-time speech and language specialists. The school offers special needs classes for


autism and moderately cognitive impaired students, a start gifted program for kindergarten

through third grade students and a signet gifted program for fourth and fifth grade students. A

reading recovery learning training site and a speech and language center are also available at the

school.

Matthews Elementary School offers a significant number of academic contests and

curriculum-related activities to promote student educational growth. All students have the

opportunity to participate in the Chess Club, Student Advisory Council, Quill and Scroll Club

(monthly literary sharing), strings, chorus and the Math 24 Club. Students diagnosed with

ADHD and autism are encouraged to participate in school activities. The in-school mail is

delivered by autistic students. Student Buddies and Classroom Buddies are programs offered to

students having difficulty in school with behavior or social skills.

The majority of the students diagnosed with ADHD are assigned to two of the four third

grade classes to ensure consistency with the educational process of these students. The two third

grade classes in this study consist of the following criteria: Twenty-one students are in

Classroom A, seven of which have ADHD. In Classroom B, 11 students out of 20 have ADHD.

Of these 18 students who are diagnosed with ADHD, 12 are currently taking medication for the

condition. Furthermore, 14 of the students diagnosed with ADHD are male and four are female.

Although Classroom B has the most students with ADHD, it has the least disciplinary problems.

Classrooms A and B both have mission statements posted on their walls that each student

signed at the beginning of school to show his or her agreement. Classroom A used the acronym

BEST for 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 for their mission statement. We will strive to do our personal best by


practicing active listening, respect, caring, cooperation, effort, honesty and patience is the

mission statement for Classroom B.

At the present time both teachers are studying for their master’s degree in elementary

education. The teacher in Classroom A has 15 years of teaching experience while the teacher in

Classroom B is in her second year of teaching. In this study a total of 41 students, 18 of whom

are diagnosed with ADHD, the two third grade teachers and one teacher’s aide will be observed

to determine effective behavior management strategies for children with ADHD.

Rudimentary behavior management techniques are presently being utilized in the two

third grade classrooms in question. A time-out system and a color-coded behavior chart are being

used to address inappropriate behavior. No incentives are in place to reward positive conduct.

Writer’s Role

The writers’ role is that of the five members of the School Improvement Team at

Matthews Elementary School.

Currently a fourth grade teacher at Matthews Elementary School, Dr. Amore Bambinos,

is a native Italian who was educated at Princeton, Harvard, and Yale in the United States. Her

bachelor’s degree in behavioral science, master’s degree in speech pathology, and doctorate in

education at Harvard Graduate School of Education provide her with essential qualities needed

to investigate the effects of Attention Deficit Hyperactivity Disorder in students. Dr. Bambinos

wrote her doctoral thesis on neuropathy and ADHD which uses brainwave patterns to reduce

stress in the ADHD patient. Outside of school, Dr. Bambinos works in the Traumatic Brain

Injury Unit of her local hospital assisting patients who have experienced loss of speech and

memory due to brain injury. Her other hobbies include quilting, snowboarding, and rock

climbing.


Dr. Addison Davies, a native Texan, received her bachelor’s degree in business

management, master’s degree in elementary education, and doctorate in educational psychology

at the University of Texas at Austin. She worked in banking for twelve years but her love for

children led her to pursue elementary education and later educational psychology. Dr. Davies’

doctoral thesis on achievement in school through effective classroom management was done in

hopes of determining what drives different students to succeed in their educational journey. Dr.

Davies has published numerous articles in both educational and psychology journals. She is a

parent and avid philanthropist in her spare time.

Dr. Anna Bassin received her bachelor’s degree in psychology, her master’s degree in

developmental psychology and her doctorate in education from the University of Michigan. Her

doctoral thesis was written on metamemory development in elementary school children with

ADHD. She is currently employed as a fifth grade teacher at Matthews Elementary School. Dr.

Bassin worked as a counselor for children for several years. When she returned to school for her

doctorate, she decided to indulge her passion of teaching children and become an elementary

school teacher. Dr. Basin’s work and school history make her qualified to investigate ADHD in

students. Dr. Bassin is a parent and enjoys spending her summers at a cabin on the lake and her

winters skiing with her family.

Dr. Norgina Wright, a native Virginian, received her bachelor’s degree in secondary

education and her master’s degrees in behavioral science from George Mason University in

Fairfax, VA. Dr. Wright received her doctorate degree in special education from John Hopkins

University in Baltimore, MD. Her doctorate thesis on improving the social interactions of ADHD

students through behavioral modification procured her the chairperson position on the

Committee for Improving Social Interactions for ADHD Students at John Hopkins. Dr. Wright is


professor and director of special education programs at the University of Louisville, KY. She

enjoys traveling, operas, hang gliding, swimming, and horseback riding.

A doctor of pediatric and adolescent medicine, Elizabeth Cromwell received

undergraduate degrees in biology and child psychology from the University of Oxford before

attending the University of Virginia School of Medicine. After completing her residency, Dr.

Cromwell joined the pediatric staff at Georgetown University Medical Center. She is currently

involved in an extensive research study of drugs and alternative therapies for children with

ADHD. Co-founder of the Friends of Barnabas, a non-profit mission organization, Dr. Cromwell

travels with other doctors and nurses to Central America several times each year to provide

medical care for the young residents of Honduras. She lives in Washington, D.C. with her

husband and two teenage sons.

A particular area of concern to the writers of this research and the staff at Matthews

Elementary School has been the increase in the number of students diagnosed with Attention

Deficit Hyperactivity Disorder (ADHD) and the problems that can accompany this diagnosis.

―Students with attention-deficit/hyperactivity disorder (ADHD; American Psychiatric

Association, 2000) exhibit problems with impulsivity, sustained attention, and overactivity‖

(Stahr, Cushing, Lane, & Fox, 2006, p.201). Currently, 43.9% of the third grade students in the

control group have been put on some type of medication or behavior modification for ADHD.

Teachers confronted with this problem appear to be losing control of their classrooms and claim

not to understand how to handle children with this disorder. The students afflicted with ADHD

have problems with impulse control and often disrupt the classroom with behaviors which

impede an effective learning process.


The writers will be responsible for educating and training the teachers in the school

regarding effective behavior modification strategies. A controlled group of students in two third

grade classrooms will be pre- and post-tested in order to determine if the behavior modification

strategies have any effect on academic improvement. The writers will be discussing and working

with teachers of the control group to make sure that the training of effective behavior

management skills for teachers working with children with ADHD is applied and observed.


Chapter Two: Study of the Problem

Problem Description

The problem 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. Consequently, third grade students at Matthews Elementary

School are performing below acceptable levels in all academic areas. Students who have not

been diagnosed with ADHD are performing below average because of constant classroom

disruptions by students with ADHD.

Students with ADHD act impulsively and have trouble concentrating, which prevents

them from staying focused and attentive (Reid, Trout, & Schartz, 2005). Because of difficulties

with controlling impulsivity, children are interrupting the teacher, calling out, leaving their seats,

talking incessantly, playing in their desks, and disturbing other students. Staying on task is

difficult for students with ADHD so class work, homework assignments, activities, and projects

are often incomplete. Organization can be problematic for students who have an attention deficit,

so study guides, worksheets, library books, agendas, and school supplies are regularly misplaced

or unaccounted for. Test scores, assignment grades, and conduct marks have plummeted as a

result of the behavior issues that are plaguing the students with ADHD.

Another population being affected by the problem is the group of students in the class

who do not have ADHD. These children are, in a sense, victims of their circumstances. They are

members of a third grade classroom that is not running smoothly or efficiently. The disturbances

that are caused by students who lack self-control and social skills are interfering with the

opportunities to learn and engage in classroom discussions and activities. Some students are

following the negative example being set by the students with ADHD and are acting out in ways


that are inappropriate and counterproductive. Test and quiz scores have dropped among the

regular student populace because the children are unfocused and missing out on important

instructional details due to the negative classroom dynamics.

Lastly, the constant disruptions are interfering with the teacher’s ability to teach the

materials in accordance with the lesson plans. Much of the teachers’ time is spent redirecting

students, reprimanding inappropriate behavior, and providing remediation. Teachers are not

trained in behavior management and modification strategies; therefore, the rudimentary behavior

management and modification strategies presently being used in the classrooms are ineffective.

Morale and self-confidence have plunged as the teachers become increasingly discouraged by the

lack of discipline and productivity in their classrooms.

Problem Documentation
Structured observation of the classroom environment has been used for two

documentation purposes. First, the setting has been observed to assess the behavioral tendencies

of the children in question. Findings have confirmed that students with ADHD are disorganized,

behaving impulsively, distracting classmates, and exhibiting little self-control or academic

diligence. Second, the teachers have been observed to determine their effectiveness in instructing

and interacting with students who have ADHD. Repeat observations have confirmed that

teachers are ineffectively using the time-out concept, which reinforces negative behavior.

Students are instructed to move their name clip down a color-coded classroom behavior stick

after breaking class rules or behaving inappropriately. The requests for clip moves occur

inconsistently and after repeated warnings and reprimands; attached consequences for clip moves

are not strictly enforced. A log is kept by the teacher to document the amount of times per day

that the students with ADHD are disrupting the class and moving their clips. See Appendix A1


for a graph which illustrates the number of disruptions occurring in Class A compared to the

amount found on the log in the control class.

Examination of the situation has also revealed that, in addition to being inconsistent with

consequences for inappropriate actions, the teachers do not offer up praise or reward for students

who are on task and having a good day. Angry tones of voice, unpleasant facial expressions, and

aversive conditioning were observed as well. The classroom setting is cluttered and unorganized,

perhaps contributing to the organizational problems that some students appear to be

experiencing.

Questionnaires given to the teachers to measure their understanding of behavior

management strategies for children with ADHD have shown that teachers are lacking knowledge

and training in this area. They recognize the impact that children with ADHD have on their

classrooms but are unfamiliar with the criteria for diagnosis and the complexities that accompany

the disorder. Most teachers do not understand the triggers which lead to disruptions or how to

intervene in order to stop, or even avoid, the disturbances. Teachers appear to lack the classroom

and anger management skills required to deal appropriately with troublesome behavior and

inattentive students. A limited understanding of the importance of classroom accommodations,

behavior modification, external reinforcers, and the establishment of a predictable routine

appears to be a detriment, particularly among inexperienced teachers.

An additional form of documentation used to measure this problem is the periodic review

of the teacher’s lesson plans. State educational standards and school district pacing guides dictate

the curriculum and the pace of instruction. Investigation has confirmed that the teachers have

fallen behind in presenting the material that must be covered and tested during the course of the

school year. The class is not able to cover material and perform tasks within an efficient time


frame because the students and teacher are distracted. A large amount of time is wasted on

addressing inappropriate behavior, searching for lost books and supplies, and repeating

instructions.

An important form of documentation used to measure this problem is the review of the

students’ academic performance. Most of the third graders in the class in question, regardless of

whether or not they are diagnosed with ADHD, are receiving lower grades than the students in

the control class in the core academic subjects of language arts, math, science, and social studies

(see Appendix A2). When comparing the students’ grades with their grades from the previous

school year, a marked decrease in academic performance is evident (see Appendix A3).

Literature Review

Attention Deficit Hyperactivity Disorder is a growing disorder which affects 3-5 percent

of school-aged children presenting with symptoms such as inattention, hyperactivity, and

disorganization in the classroom (Cook, 2005). Frequently, children with ADHD have

accompanying disorders including learning disabilities, Oppositional Defiant Disorder, and

depression which may cause additional problems at school (Cook, 2005). When examining

available literature about ADHD, the topic of the most effective treatment method is the focus of

many published articles. Treatment methods suggested for ADHD include ―medical treatment,

behavioral treatment, psychological treatment, social skill training, sensory integration treatment,

and parenting training (Hong, 1998)‖ (Chang, Chang, & Shih, 2007, p. 148). Currently, literature

leans to the prescribing of stimulants, behavior modification, or a combination of the two

treatments as being the most effective methods of treatment (Coles, Pelham, Gnagy, Burrows-

MacLean, Fabiano, Chacko, et al., 2005). According to Stahr, Cushing, Lane, and Fox (2006),

―Two common, effective intervention approaches for managing ADHD are pharmacological


(e.g., stimulants) and behavioral strategies (e.g., token economies, response costs; DuPaul &

Eckert, 1997; Ervin et al., 2000)‖ (p. 201). This is substantiated by other published research,

―although stimulant medication is frequently used as the sole form of treatment for children with

ADHD, there are numerous advantages for administering behavior therapy (BT) and stimulant

medication in combination (Pelham & Waschbusch, 1999)‖ (Waschbush, Carrey, Willoughby,

King, & Andrade, 2007, p.630). Chang, Chang and Shih (2007) find that ―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‖ (p. 153).

Given that stimulant drug therapy, behavior modification, and the combination of

stimulant drug therapy and behavior modification are beneficial in counteracting the effects of

the disorder, educators must scrutinize the treatment method on which they can have the biggest

impact. Looking first at a teacher’s impact on stimulant drug therapy, the level of involvement

that a teacher has in the decision to prescribe medication can be significant. According to Vereb

and DiPerna (2004):

When children exhibit behavior problems in school, teachers often are the first to

recognize and recommend that they receive comprehensive assessment. Beyond this

initial recommendation, teachers play a key role in classification decisions in that their

observations and reports typically are used in diagnosis and treatment determination. (p.

421)

While a teacher’s records and observations are an important piece of assisting the ADHD child

in obtaining medication, a teacher’s role in the prescribing of medication for students with

ADHD is somewhat limited to anecdotal notes about the student concerned. The question is then


asked: Is this the area where a teacher will be able to have the most positive effect on students

with ADHD? According to Evans, Schulz, and Sadler (2008):

The most frequently used treatment for ADHD is stimulant therapy; however, this

treatment does not relieve some ADHD related impairments (Hoza et al., 2005), appears

ineffective in reducing behavioral symptoms in up to 30% of cases (Spencer et al., 1996),

and is rejected or abandoned by a significant proportion of youth and caregivers. (p. 50)

Obviously, stimulants alone do not offer a complete answer. Reid, Trout, and Schartz (2005)

argue, ―although the use of medication for the treatment of symptoms for ADHD has a

documented record of effectiveness (MTA Cooperative Group, 1999), it is not recommended in

isolation‖ (p. 362). Kirkpatrick (2005) suggests ―Medication often can help a multimodal

(combination) treatment program be more effective‖ (p. 21). As medication alone does not

appear to be the solution to controlling behavior problems, educators must next examine the

effects they can have on behavior modification.

When isolating behavior modification as a study for treatment of ADHD, numerous

behavior strategies are presented in the literature. The questions educators must ask themselves

are: Which behavior modification strategy will be most beneficial for this particular student in

this particular classroom? Do I have the proper training and resources to implement this strategy?

Nowacek and Mamlin (2007) assert, ―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)‖

(p. 28). Further, pediatricians describe the lack of collaboration with the educational system to

be a barrier to effective management of children with ADHD (Foy & Earls, 2005). ―The process


depends, at its core, on the mutual interest of school personnel and community health care

providers in improving the care of children with ADHD‖ (Foy & Earls, 2005, p. 98).

―Self-regulation describes a number of methods used by students to manage, monitor,

record, and/or assess their behavior or academic achievement‖ (Reid, Trout, & Schartz, 2005, p.

362). Self-monitoring, or Cognitive-behavior management, is a behavioral modification strategy

which gives children with ADHD the tools they need to monitor their own behavior, relieving

teachers of some of the responsibility of constant monitoring of the ADHD child. Self-

monitoring is a skill that is lacking in ADHD children. Reid, Trout, and Schartz (2005) state:

Recently, Strayhorn (2002) argued that there is a need to develop systematic programs to

enable self-regulated behavior among children with ADHD. This is consistent with recent

theoretical work in ADHD that has begun to conceptualize ADHD as a deficit in self-

regulated behavior (Barkley, 1997). (p.362)

As children need to be conscious of their own poor choices in order to increase instances of

appropriate behavior, the teacher can serve as an important tool in providing the ADHD child

with strategies for self-management. Keeping a log and having the child record the number of

times spent off-task can help a child realize how often he is veering from established instruction

(Crum, 2004). Recently, KidTools, a software system, was designed and developed with

assistance from the U.S. Department of Education to provide another strategy for meeting the

needs of children with behavior problems (Miller, Fitzgerald, Koury, Mitchem, & Hollingsead,

2007). KidsTools provides behavioral, academic, and social benefits for the students who work

with it. According to Miller et al. (2007), ―through the research-based intervention strategies and

corresponding templates, children were empowered to gain control over problem behaviors‖ (p.

18). Teaching the ADHD child to recognize his own poor behavior and take control of managing


it will equip him with a valuable life skill. ―Cognitive behavior management provides students

with strategies to manage their own behavior, thereby giving them more independence‖ (Crum,

2004, p. 308).

―Results of studies have indicated that positive reinforcement is an effective behavioral

intervention (DuPaul & Eckert, 1998; Fiore, Becker, & Nero, 1993; Fabiano & Pelham, 2003)‖

(Nowacek & Mamlin, 2007. P. 29). Students who consistently have behavior problems are often

experiencing feelings of negativity and negative reinforcement from their teachers. While this

may be a natural reaction from teachers to ADHD students and their frequent bouts of inattention

and impulsivity, these students respond more effectively to teachers who use positive

reinforcement and kindness, letting the students know that they are important people in their

classroom. According to Farmer, Goforth, Hives, Aaron, Jackson, and Sgammato (2006):

This does not mean that teachers should ignore the challenging behavior of their students.

On the contrary, teachers should provide appropriate, consistent, and meaningful

consequences in a positive manner that say ―adults aren’t going to let you engage in this

behavior because we care and because you are worth the time that it takes to teach you

how to do it right.‖

Teachers should be sure to communicate clearly and respectfully to all students in her classroom,

providing positive guidance and support. This is especially important for the ADHD child, as

―students with challenging behavior tend to view behavior intervention in a negative manner‖

(Farmer et al., 2006, p. 42). Using positive reinforcement and praising the behaviors that are

being done well can go a long way in building the self-esteem of students with ADHD and all

students.


Behavioral contracts are another behavior modification method that has had some success

with ADHD students. These contracts can list desired behaviors that the student is expected to

have in the classroom. Examples to list on the behavior contract may include such things as

finishing schoolwork on time, asking permission to get out of the seat, not calling out during

class, working without disturbing others, and bringing homework in as scheduled. According to

Cook (2005):

Behavioral contracts are extremely helpful in disrupting a vicious cycle of negative

behavior that begets negative attention that begets negative behavior. The idea is to create

a way to turn the situation around and make it more positive, build up the self-esteem of

an acting-out child, and teach that child how to get positive attention. (p. 6)

Not only can behavior contracts work at school and be reinforced by teachers, the contracts are

also a tool which can be used at home to assist the parents with behavior modification.

Time-outs can be an effective behavior modification strategy when the teacher

understands the behavioral principles behind the concept of time-out (Ryan, Sanders,

Katsiyannis, & Yell, 2007). Many teachers do not understand how to use time-outs effectively

and end up making a bad situation worse. Time-outs can be abused and over-used by teachers

when attempting to rectify classroom behavior.

Time-out (TO) is a behavior management technique used by over 70% of teachers of

students with emotional and behavioral disorders (Zabel, 1986). Costenbader and

Reading-Brown (1995) reported that students with emotional/behavioral disorders in a

separate special education facility spent, on average, 23 hours in exclusionary TO (i.e.,

isolation room) over a single school year. (Grskovic, Hall, Montgomery, Vargas, Zentall,

& Belfiore, 2004, p. 25)


Many types of time-outs can be used by teachers in classroom management. These

include in-seat time-out, or planned ignoring, withdrawal of materials that are causing distraction

in a child, moving a child to another location in the classroom away from other children, and

removing the child from the classroom (Ryan et al., 2007). For time-out to work, instruction

must be interesting enough to hold the attention of the ADHD child, so that time-out is less

appealing than classroom lessons. According to Ryan et al., ―Typical pitfalls include classroom

environments that are insufficiently reinforcing to the students and time-out procedures that lose

their punishing qualities and take on reinforcing qualities for both the student and teacher‖ (p.

62).

Structure is suggested as a beneficial form of behavior modification for the child with

ADHD. Establishing routines and set places for the child to lay his backpack and supplies can be

crucial to the stability of the child. ―These children, in particular, need a stable, daily routine and

clear organization in the home as well as at school‖ (Kirkpatrick, 2005, p.23). Cook (2005)

states, ―the ADHD or disruptive child responds best to a very structured classroom setting in

which rules and expectations are clear, predictable, and known in advance‖ (p. 5). Additional

suggestions for helping the ADHD child to succeed in the classroom are seating him or her close

to the teacher, providing one-on-one instruction, and giving short directions for assignments that

the child is required to repeat.

The classroom environment has also been noted to have an effect on the behavior of

students with ADHD. Killu, Weber, Derby, and Barretto, (2006) declare, ―Along similar lines,

the literature has shown that the identification of environmental correlates of problem behavior

leads to the development of more successful behavioral interventions (e.g., Dunlap et al., 1993)‖

(p. 199). The importance of an organized classroom environment cannot be underestimated. ―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). Teachers employing effective classroom management strategies and creating a

stimulating learning environment assist in the behavior management process of the child with

ADHD.

Cook (2005) proposes that teachers become familiar with the triggers that lead to

disruptions and anger in the child with ADHD. ―Problem behaviors are likely to increase when

educators lack training in effective strategies and technology used to deal with problem

behavior‖ (Killu, Weber, Derby, Barretto, 2006, p. 200). ―Kids who are at risk for having

problems with inappropriate and explosive expression of anger include those with ADHD

because they are impulsive and often don't think before they react‖ (Cook, 2005, p.3). Anger

management training and how children can recognize their symptoms of anger is suggested as an

effective behavior modification approach. The impulsiveness of ADHD children can lead to

outbursts of anger. Training from the teacher and other school staff on how to control their anger

will be helpful to the students. Encouraging a child to use his or her words instead of lashing out

in anger is a way that teachers can assist the ADHD child. Another way is to have anger

management classes held during the time of a preferable activity forcing the angry child to miss

out on something he enjoys (Farmer et al., 2006). During the anger management classes, the

children will practice how to behave and how to control their anger. ―The application of

consequences for problem behavior should be viewed as an opportunity to teach and reinforce

new competencies‖ (Farmer et al., 2006, p. 43).

Kirkpatrick (2005) suggests that the best behavior modification strategies are the ones

that work through a group of people and draw the parents in as part of the team. ―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). Making parents active participants in

the classroom success of their child will help to ensure that everyone involved with the ADHD

child is on the same page and willing to work together to do what’s best for the child. The

concept of parent involvement is reinforced by Chang, Chang, and Shih (2007) who state,

―During the therapeutic process, the degree of cooperation between teachers and parents

determines the degree of improvement to the children’s problematic behaviors (Connor, 2002)‖

(p. 148). Evans et al. (2008) advocate parent training to improve behaviors occurring at home.

Regular parent attendance for the training sessions is vital. ―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).

Finally, literature suggests that a teacher’s willingness to implement behavior strategies is

what will make the strategies effective. ―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). If the teacher is opposed to a certain strategy,

she will be resistant to its introduction in her classroom. Allowing the ADHD child special

privileges when he behaves appropriately may be something a teacher is opposed to based on the

fact that the other children in her classroom behave appropriately most of the time and do not

receive rewards for their behavior. If a reward system is suggested by other school personnel, the

teacher may not be willing to provide the rewards the system requires, and the ADHD child will

have nonexistent means of regulating his behavior. The teacher is the expert when it comes to


knowing what is best for her classroom and a variety of behavioral interventions should be

presented to her in order for her to choose the most effective strategy.

Causative Analysis

A number of factors contribute to the teachers’ inability to effectively implement

behavior management strategies for children with ADHD who are disrupting classroom

instruction at Matthews Elementary School. First, many teachers lack a basic understanding of

ADHD and what the disorder entails. Experienced educators, by virtue of necessity, must learn

to successfully accommodate students with ADHD. Accommodating, and even appreciating, the

ADHD learner requires knowledge of the symptoms, tendencies, likely causes, potential pitfalls,

and recommended methods of working with the diagnosed students. With increased knowledge

comes understanding, respect, patience, compassion, and higher levels of success in the

classroom.

Second, students may be treated with stimulants for their ADHD, yet they are not self-

monitoring or practicing cognitive behavior management skills that would enable them to

succeed in class. Students can be more successful in school if they understand what appropriate

behaviors are. Teachers can help contribute to the student’s self-regulation by requiring the

student to keep a behavior log. This encourages the promotion of positive behavior and the

recognition and management of negative behavior. The student can learn to determine what

causes him to lose control, giving him the confidence and tools to practice self-regulation and

seek help where necessary.

Third, teachers may lack the knowledge of appropriate interventions and modifications

for children suffering with ADHD. More effectual classroom management strategies will enable

teachers to create an environment that is more conducive to learning and student enrichment.


Students with ADHD can act out in frustration or anger. As a result the teacher may experience

increased stress, irritation, and discouragement which affect her ability to properly manage the

classroom. While experiencing high levels of frustration, the teacher may miss out on

opportunities to use positive reinforcement, possibly contributing to the escalation of the

students’ poor behavior. Organization, well-established routines, and consistency in the

classroom can help to soothe the children with ADHD, which will contribute to an overall

positive environment for all students. Teachers may incorrectly utilize time-outs, thus making

them ineffective or counter-productive. An investment of time and resources would better serve

the teacher working with children with ADHD, as there may be a number of behavioral and

environmental modifications that would better serve the integrated classroom and produce more

effective results.

Next, the amount of teaching experience that a teacher possesses may be a determining

factor in how successfully she balances the management of student behavior with instruction. A

new teacher who is inexperienced with general classroom management may feel overwhelmed

by the presence of ADHD learners. Typical strategies for maintaining order and encouraging

hard work and cooperation may not work with students who have ADHD, leaving the teacher

with feelings of frustration and failure.

A lack of special education courses and training may hinder the progress that a teacher

can make while interacting with and accommodating ADHD learners. Support from the school’s

special education team may be required for the teacher to develop successful behavior

management and modification strategies for her classroom. The teacher’s relationship with the

special education staff may present problems as well if power struggles or conflicting opinions

on best practices exist.


Because ADHD frequently coexists with other problems such as learning disabilities,

Oppositional Disorder, and depression, teachers should be familiar with conditions that can

impede a student’s success at school (Cook, 2005). A child’s difficulties with academic skills,

anger management, social skills, and regulation of emotions will be compounded by ADHD. If

a teacher is lacking basic knowledge of learning disabilities and other childhood and adolescent

psychological issues, effectively managing the resulting behavior may be even more

problematic.

Finally, there may not be sufficient collaboration on part of the parents, family, school

personnel and physicians or psychiatrists. Consistency at home and school can help to reinforce

the positive behaviors of students with ADHD. If the teacher and the family can be on the same

page, they can better isolate problems and work together towards creating a haven for the

students with ADHD. Having a child or student with this disorder can clearly be a frustrating and

trying experience for parents and teachers. Communication on the part of doctors, caregivers and

teachers will better serve all parties involved and will lessen the stress that a student with ADHD

experiences. This in turn will correlate positively with a decreased amount of tension and

suffering for all the classroom participants.


Chapter Three: Outcomes and Evaluation
Goals and Expectations
The goal of this study is that teachers will receive training on staff development days and in their

classrooms that will allow them to implement effective behavior management strategies with their

students. A teacher who is well-informed about ADHD and the challenges present with children

diagnosed with ADHD will be more successful at executing 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.

Expected Outcomes

The importance of the teacher cannot be underestimated in the life of the ADHD child. According

to Corkum, McKinnon, and Mullane (2005):

While parents are the primary managers of their children’s environments and behavior, teachers

also play a very significant role in the lives of school-aged children. The quality of a teacher-

student relationship can have far-reaching consequences for a child with ADHD, either positively

or negatively (Barkley, 1998; Pffifner & Barkley, 1998; Power, Hess, & Bennett, 1995). (p.33)

As the teacher attends classes and participates in training exercises she will become familiar with new

classroom management strategies. Her level of confidence will increase as ADHD learners respond to the

behavior modification techniques that are implemented and conditions begin to improve. The classroom

will become a calm and productive work environment as students grow accustomed to the new routine

and expectations.

Teachers will be trained to work collaboratively with the parents of the ADHD child. In a study

done by Corkum, McKinnon and Mullane (2005), the results ―provide compelling preliminary evidence

that involving the classroom teachers of children whose parents participate in an ADHD parent training

group provides additional benefits to these children in terms of a greater reduction in ADHD behaviors

across settings‖ (p.45).


After the new systems for managing the behavior of the students with ADHD and working

collaboratively with the parents have been put into action, the areas of improvement will be considered.

The teacher will achieve four specific outcomes by becoming a more effective classroom

manager:

(1) Disruptions to classroom instruction will decrease by 75%. Students with ADHD will better

manage impulsivity, work without disturbing classmates, and improve methods of organization and time

management.

(2) Seventy-one percent, or five out of seven students with ADHD will receive passing grades on daily

quizzes, worksheets, homework, and tests. The students with ADHD will become more productive by

working with increased accuracy and completing assignments on time.

(3) Benchmark test scores for all students will increase in Class A and become more in line with the

control group. The scores will have improved for the ADHD learners as well as the other students in the

class due to the alteration of the classroom environment and policies.

(4) Seventy-one percent, or five out of seven students with ADHD will receive passing grades in the

subjects of language arts, social studies, math, and science. Overall, ADHD student grades will improve

as a result of better classroom management and behavior modification systems.

Measurement of Outcomes

Each predicted outcome of the action research study is observable and measurable. As ADHD

students learn to better manage impulsivity and distractions in the classroom decrease, several methods of

measurement will be utilized to evaluate the results.

First, by keeping a detailed daily log of behavior clip moves, the teacher will be able to

track the number of disruptions in the classroom (see Appendix B). Dedication to this process

will yield an accurate measurement of how many times instruction is interrupted each day by

students with ADHD who are impulsive and off-task. Color-coding the log will give additional


insight into what types of disruption interfered with the learning process. The teacher will be able

to use this information to improve behavior modification strategies. For example, if a student

routinely calls out or interrupts the teacher, then that behavior will warrant further regulation.

By comparing this daily log with records kept previously, the researcher will be able measure the

difference in the number of daily interruptions due to behavior.

Second, teachers will keep track of individual grades in a grade book and will compare

homework, class work, and test and quiz averages with like grades from the previous marking

period. By comparing apples to apples, the teacher will be able to determine whether or not the

improvement in conduct and work habits had a positive effect on completion of work and scores.

A spreadsheet that displays the ADHD students’ scores will provide a simple, easy to read

format for the comparison (see Appendix C).

Next, student performances on benchmark tests that are given at the end of each nine

weeks marking period will be compared to check for improvement among children with and

without ADHD. For instance, students will be given a school system issued math benchmark test

that covers the material taught in class during the first nine weeks of school. After a new

behavior management system has been implemented in the classroom, the students will take the

math benchmark test for the second nine weeks. The spreadsheet shown in Appendix C can be

used to compare the scores.

Lastly, report card grades in language arts, math, science, and social studies will be

compared. ADHD students’ grades from the first nine weeks will be put side by side with grades

from the second nine weeks in order to determine if an improvement has been made as a result of

the implementation of new behavior management and modification techniques. Again, the

spreadsheet in Appendix C will be helpful with making grade comparisons.


Analysis of Results
The results of this study will be evaluated using quantitative methods. In order to gain

comparative data, the projected outcomes from Class A will be measured against the control

group by comparing grades on assignments, homework, tests and quizzes, benchmark tests, and

report cards. By doing this, the researcher will determine whether or not Class A, whose teacher

received additional training in classroom management and behavior modification strategies, will

outperform the control class. Additionally, Z-scores will be calculated in order to analyze the

results of the benchmark tests for Class A and the control group. Further comparisons of the two

groups will be made through the use of these scores. A correlation coefficient will be calculated

to determine whether or not the teacher’s training is having an impact on the behavior of the

students.

The behavior logs in Class A and in the control class will be consulted to find out the

number of disruptions that occur during instruction each day. Comparisons will be made in order

to determine if Class A is experiencing less frequent student outbursts as a result of the teacher’s

training classes and determination to establish order and create a productive learning

environment.


Chapter Four: Solution Strategy

Statement of Problem

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.

Discussion

―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). The aims of this study were to uncover any correlation between teacher training of

behavior modification methods and improved classroom management, and to assess which

behavior modification methods provided successful means of reducing problem behavior in the

classroom.

Research has shown that teachers who have had past experience teaching children with

ADHD are more likely to be knowledgeable in regard to this condition. Kos, Richdale, and

Jackson (2004) state ―exposure to children with ADHD in the classroom is an important factor in

teachers’ knowledge about ADHD, but that general teaching experience alone does not aid in

increasing teachers’ actual knowledge of the disorder‖(p. 524). Further, training for teachers

regarding ADHD is most beneficial when teachers get experience working with an ADHD

student. Kos et al. (2004) agree that ―additional training (e.g., workshops or seminars)

specifically aimed at increasing the ADHD knowledge of primary-school teachers is useful, but

also should include exposure to students with ADHD‖ (p. 525). Administration should be aware


that teachers who have successfully worked with ADHD students may have the experience

necessary to handle the ADHD student in future classrooms. Kos, Richdale, and Hay (2006) state

―professional development of teachers is fundamental to increasing knowledge‖ (p. 152).

Exposing inexperienced teachers to children with ADHD should only be attempted after training,

preparations, and observations of classrooms with solid behavior modifications in place have

occurred. Not only do teachers need to be trained in the symptoms and handling of Attention

Deficit Hyperactivity disorder, but training also needs to be directed towards the fact that ADHD

may very well be accompanied by other disorders.

Increasing teachers’ insights into the current debates over best practice in the

management of ADHD includes developing their awareness of the pervasiveness of

comorbid conditions. They certainly will be aware of the reading problems common in

young people with ADHD, but may be less aware of the high rate of anxiety disorders

among these children (Kos, Richdale & Hay, 2006, p. 157).

Providing training on staff development days or even in the classroom will help teachers take

control of their classrooms and get a better handle on disruptive behavior.

A method which provides promise for improving the behavior of the student with ADHD

is through external reinforcement. This can come in the way of a token economy which provides

rewards for appropriate behavior. In a token economy, the ADHD student might receive chips or

points at different intervals throughout the school day that he can redeem for rewards or prizes

when he has earned a certain number. According to Cook (2005), ―Behavioral psychology

research shows that the most effective type of reward is intermittent positive reinforcement.

This means that a target behavior is most likely to increase when rewards are given periodically,

on an intermittent basis‖ (p. 7). Studies have debated whether or not the rewards for ADHD


children must be immediate or will have the same impact if delayed. According to Michel,

Kerns, and Mateer (2005), the timing of the reward may not be the critical factor, ―however,

there was an intriguing suggestion that the potential for reinforcement changed the underlying

mechanisms of task performance in children with and without ADHD‖ (p. 301). As the child’s

behavior progresses, he will move from receiving material rewards to earning special privileges

or activities, and finally to a behavior contract where his behavior will continue to be monitored

through an occasional revisiting of the contract (Evans, Schultz, and Sadler, 2008).

Positive reinforcement can occur through teacher praise of the student. Ryan, Sanders,

Katsiyannis, and Yell (2007) state:

Research indicates that classes in which the teacher has a strongly positive reinforcement

ratio often have fewer behavior problems (Sugai & Horner, 2002). When teachers use a

5-to-l ratio of positive to negative comments, the classroom will have a more reinforcing

atmosphere—an atmosphere from which students will not want to be removed. (p. 63)

The use of a Daily Behavior Report Card (DBRC) is an effective behavior modification

strategy, of particular value with the collaboration of parents and teachers. A home system can

be developed that will complement the DBRC, reinforcing the behavior that was seen in school.

If the child behaves poorly during the school day, the result will be lost privileges at home. If the

child behaves well during the school day, extra privileges can be granted, supporting the good

behavior the child displayed at school that day.

Research on the effectiveness of DBRCs appears promising, especially when DBRCs are

used in conjunction with an existing home token economy with response cost procedures

(Davies & McLaughlin, 1989; Kelley & Mc-Cain, 1995). Indeed, DBRCs are widely

used in schools, are adaptable to many situations, and are an acceptable strategy for most


teachers (Chafouleas, Riley-Tillman, & Sassu, 2006). (Evans, Schultz, & Sadler, 2008, p.

51)

Self-regulation, also known as cognitive-behavior management, is a behavior

modification strategy which leads to the child taking control of his own behavior. Feedback is

critical to the success of the self-regulation strategy so that the child understands immediately

what acceptable and unacceptable behaviors entail. ―Self-regulation theory has long recognized

the importance of a feedback cycle in which individuals systematically self-assess and self-

evaluate their behavior (Pintrich, 2000; Zimmerman, 2000)‖ (Reid, Trout, & Schartz, 2005, p.

362). While teachers may invest more time in the short-term, the effects of self-regulation will

pay off long-term.

Self-regulation involves the completion of logs for on-task behavior by the student. A

daily log is kept by the student to assess his ongoing behavior. A student can record a summary

of his afternoon or morning behavior on a weekly log. As the child becomes witness to the

amount of times he is veering off task, the hope is that he will self-correct his behavior.

―Cognitive behavior management is a valuable tool for helping students reach their academic and

social potentials by providing teachers with strategies and information on how to support student

needs‖ (Crum, 2004, p. 308).

Software has also been developed to help with self-regulation. A program called

―KidTools‖ promotes the use of self-regulation strategies among children with behavior

problems. Teachers have recognized the benefits of this type of software. According to Miller,

Fitzgerald, Koury, Mitchem, and Hollingsead (2007):

Most teachers who implemented strategies from the EPSS [Electronic Performance

Support Systems] reported positive changes in the behavior of their students (Miller et


al., 2004). Teachers stated that using the software slowed the children down and helped

them think before acting‖ (p. 17).

Time-outs can be a valuable means of behavior modification if not used excessively.

Training should be given to teachers in regard to employing an effective time-out strategy. First,

teachers must provide an enriching classroom experience to keep the attention of the ADHD

student. By doing this, the child will believe that he is missing out when he is removed from

instruction. ―The combination of effective training in the effective use of time-out procedures

and an established policy on its use in classrooms will help ensure that time-outs are used safely

and effectively in reducing inappropriate behaviors‖( Ryan, Sanders, Katsiyannis, & Yell, 2007,

p. 66).

―Good communication with parents and psychological preparation are the most critical

keys to the success of substantial behavioral improvement among hyperactive children‖ (Chang,

Chang, & Shih, 2007, p. 147). The importance of parent involvement in the behavior of the

ADHD student cannot be underestimated. Teachers should reach out to parents to gain their

support. Parents should be encouraged to attend training sessions and cooperate with teachers in

attempting to reduce poor behaviors. Literature supports the theory that parent involvement is

crucial in reigning in the behavior of the ADHD child.

ADHD can be improved through proper use of medicine and the application of

psychological therapy. During the therapeutic process, the degree of cooperation between

teachers and parents determines the degree of improvement to the children’s problematic

behaviors (Connor, 2002). (Chang et al., 2007, p. 148)

Working hand in hand with the parent will serve to strengthen relations and improve cooperation

between the parent and the child’s behavior at school.


Selected Solutions/Calendar Plan

To improve the teacher’s ability to manage the students with and without ADHD in the

classroom, the teachers will attend a training class at the local community college focused on

implementing behavioral interventions with children in elementary school. The training is a 40-

hour course taken in the evenings for a four week period.

The first step is educating the teachers about how to identify students with ADHD. The

beginning of the training course will focus on identifying symptoms. The symptoms of ADHD

can be broken down into three categories; inattention, hyperactivity and impulsivity. The Center

for Disease Control and Prevention (CDC, n.d.) gives the following information regarding

inattention:

Six or more of the following symptoms of inattention have been present for at least 6

months to a point that is disruptive and inappropriate for developmental level; often does

not give close attention to details or makes careless mistakes in schoolwork, work, or

other activities; often has trouble keeping attention on tasks or play activities; often does

not seem to listen when spoken to directly; often does not follow instructions and fails to

finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or

failure to understand instructions); often has trouble organizing activities; often avoids,

dislikes, or does not want to do things that take a lot of mental effort for a long period of

time (such as schoolwork or homework); often loses things needed for tasks and activities

(e.g. toys, school assignments, pencils, books, or tools); is often easily distracted; is often

forgetful in daily activities. (para. 3)

The CDC (n.d.) lists the following as symptoms of hyperactivity:


Often fidgets with hands or feet or squirms in seat; often gets up from seat when

remaining in seat is expected; often runs about or climbs; often has trouble playing or

enjoying leisure activities quietly; is often quot;on the goquot;; often talks excessively. (¶ 4)

According to the CDC (n.d.), a student having difficulty controlling impulsivity ―often

blurts out answers before questions have been finished; often has trouble waiting one's turn;

often interrupts or intrudes on others‖ (¶5).

After learning how to identify students with ADHD, the training will move onto teaching

behavior modification techniques and how to measure the student’s behavior. Techniques

involving setting limits, establishing clear consequences for actions, and using positive

reinforcement will be taught. The training will show teachers how to set up routine and structure

within the classroom. Since children with ADHD have shorter attention spans, teachers will be

taught how to break lessons down into smaller achievable tasks. According to Cook (2005):

Teachers can also assist children with ADHD by dividing their worksheets into sections

and reducing their amounts of homework. Math problems and written assignments

especially may prove extremely difficult and time-consuming for children with ADHD,

and reducing the quantity of these types of tasks is recommended. (p.8)

Teachers will be taught to identify the signs of target behaviors. Target behaviors are

behaviors which the teacher either wants to decrease or eliminate, such as not touching the other

students and keeping their hands to themselves. When the behaviors have been identified, the

teacher will talk with the student about the behavior and let them know a clear consequence,

such as time out, which has been a successful strategy in reducing undesirable behaviors.

When teachers encounter student problem behaviors that need to be decreased, they may

need to use behavior reduction procedures such as timeout….From a behaviorist


perspective, timeout is defined as a behavior reduction procedure or form of punishment

in which students are denied access to all opportunities for reinforcement, contingent

upon their displaying inappropriate behavior (Alberto & Troutman, 2006). (Ryan,

Sanders, Katsiyannis, & Yell, 2007, p. 60)

The training will also teach how successfully to use a reward system for positive

behavior. Adding a reward such as praise or a sticker for positive behavior witnessed is one way

of implementing a reward system. ―Common techniques used with preadolescent children

include behavioral systems such as token economies, whereby desired behaviors (e.g., getting

ready for school on time) are rewarded with tangible tokens, such as stars, stickers, or poker

chips‖ (Evans, Schultz, & Sadler, 2008, p. 50). Being consistent with any form of behavior

modification techniques is important to be successful.

In closing the training class, the instructor will focus on instructing the teacher on how to

discuss the student’s behavior with his or her parents. The teachers will learn that when they

meet with the parents, they should discuss both the positive and the disruptive behavior the

student shows in the classroom. The techniques used in the classroom should be discussed with

the parents. An open discussion is necessary with the parent to set up the same techniques used

in the classroom to be used in the home environment. At the conference, strategies can be

discussed with the parents such as the use of a daily behavior report card (Evans et al., 2008).

On the daily report card, the student’s behavior will be rated by the teacher. Rewards and

privileges according to the teacher’s rating can be established by the parents. ―Given the need for

strong school-home communication, DBRC effectiveness can be limited if either parents or

teachers fail to implement the procedures and communicate with each other consistently‖ (Evans


et al., p. 51). Being consistent with the techniques used in the classroom and at home will ensure

greater success.

Training and support techniques will also be given to the teacher from the school

psychologist. The teachers will meet once a week for four weeks for one hour at a time. Prior to

the meeting, the teacher will fill out a form discussing behavior techniques they have previously

used in the classroom and specific skills they would like to see improved. Based on the needs of

the teacher after reviewing the form, the school psychologist will develop the scope of the

meeting. Some of the topics the school psychologist may discuss are how to establish classroom

rules and enforce them, how to organize the classroom, the use of timers, the type and amount of

work given, how to use positive reinforcement, how to use redirection and reprimands, how to

use time outs and how to use reinforcers. In follow-up meetings the teacher will discuss what

worked well in their classroom and what did not work well. The school psychologist will review

with the teacher areas which need improvement. He will also visit the teacher’s classrooms on a

regular basis to ascertain if overall behavior is improving or the teacher is in need of further

training and assistance. See Appendix D for a sample calendar.

Students with ADHD are sometimes unaware of the disruptions their behavior causes in

the classroom; therefore, self-management strategies with peer-mediated interventions will be

taught to the students. Self-management strategies assist students with ADHD to develop self-

evaluation skills which will aid them in building social skills needed throughout life

(Christensen, Young, and Marchant, 2004). According to Plumer (2007), using peers for

intervention has had a positive impact and demonstrates success in promoting social skills for

children with ADHD. Peer attention is more reinforcing than teacher attention to an ADHD

student. The peer-mediated interventions shift responsibility for behavior from teacher to


student, enabling teachers to devote more time to teaching. Using peers is cost-effective since it

minimizes the amount of time a teacher needs to work with the ADHD student. Since teachers

are not always aware of a student’s behavior, using peers increases the possibility of intervening

at the point of the actual performance and it decreases the focus that ADHD students bring when

asking for assistance from adults for their problems (Plumer, 2007).

The first step in the intervention program is selecting peer partners from the class who

have a good attendance record, are average in academic performance, maintain positive

interactions with others, follow directions, and with whom the students are comfortable and trust.

The teachers will make the final selection because of the personal knowledge of the students.

The goal of the peer partner strategy is to decrease the amount of negative social interactions that

the ADHD student has throughout the day and to assist the student in reaching the weekly goal.

This will require the peer partner to spend as much time as possible with the ADHD student

which may not be acceptable to some parents. Permission to participate in the study will be

requested from the parents of all participants before implementation.

The second step of intervention involves training all participating students to self-

monitor, to identify alternative social skills, and to give reinforcement for positive and negative

behaviors (Christensen et al., 2004). Involving all students in the training will ensure everyone

knows how the process works and what is expected. The students will be trained outside of the

classroom by the school psychologist for one hour each day for a week. Peer partners will be

given instructions on what to say when the ADHD student is observed performing positive or

negative behavior. The students will be advised to meet the first thing in the morning to discuss

issues from the day before and to decide on a plan for the present day. During the training the


students will be instructed to speak to the teacher anytime help is needed. Once the training is

completed the strategies will be implemented in the classroom.

The self-monitoring strategies will be used to train the students to supervise their own

behavior, effectively giving the teacher opportunities to instruct and work with other students.

The teachers and peer partners will be given a timer to signal time intervals (Christensen et al.,

2004). To begin with, the peer partner will receive a signal every 3 minutes to give the ADHD

student a sticker as a reward for positive behavior. If there was an incident of negative behavior

during the three minutes, a sticker will be removed immediately and the peer partner will start

the timer to begin the 3 minute interval again. In addition to having the sticker removed the

ADHD student will be given a form referred to as a ―think sheet‖ on which to write the negative

behavior performed and why (see Appendix E). At the end of the week the stickers will be

totaled and if 300 stickers or more have been received during the week the student will select a

prize from the treasure chest. If the teacher observed that the peer partners performed their duties

the partners will also receive a prize from the treasure chest as a reward.

Every 15 minutes the teacher will give feedback and praise to the ADHD student as a

form of reinforcement (Christensen et al., 2004). As a method of self-monitoring, if during the

15 minute intervals the student realizes he is not on task, the student will be trained to ask for

help. If help is needed, the student will raise his hand and the peer partner will respond by

answering the question or assisting with the task (Plumer, 2007). If no help is required, the

student will instruct himself to stay on task through self-talk. The student may take a break by

going to the restroom or water fountain to get a drink of water but must immediately return to the

work area.


The teacher will meet with all students once a week to see how the process is working

and if any adjustments in efforts need to be made. The time intervals will be increased weekly if

the ADHD student is making progress. See Appendix F for a sample of the student schedule

calendar.

The calendar plan will cover six weeks of training and the implementation of the peer

partner’s strategy. Training will involve one hour before school starts each morning for six

weeks, and an additional hour on Fridays after school for five weeks. The training will discuss

methods of behavior modification as well as the peer partner’s strategies.

Week 1.

On Monday, a letter of permission will be sent home to the parents of students selected as

peer partners as well as the student with ADHD (see Appendix G). Upon collection of the

permission slips, peer partners will be chosen on Friday of the first week.

Week 2.

Formal behavior modification training will begin for teachers. The training will be held

before school starts from 8:00 to 9:00 a.m. The teachers will also have the opportunity to spend

an hour each day with the school psychologist to make sure they are on the right track with the

strategies that they have learned.

During week two, the teachers will be trained to identify alternative social skills and how

to use both positive and negative reinforcement correctly. Expectations for peer partners will be

stressed during Tuesday’s training. Learning to use the timer correctly and at the proper intervals

will be the focus of Wednesday’s meeting. On Thursday, training for an appraisal system will be

held. Friday will close the training with discussion between the faculty and training staff. An

opportunity for questions and answers will also be given.


Week 3.

Behavior modification training during week three will focus on time-out and how proper

usage of time-out can improve behavior.

Monday of week three provides the commencement for the peer partners to begin their

work together. On each of the following days, the peer partners will meet in the morning to

discuss the previous day’s behavior and ways that it might be improved. The behavior will have

been monitored at three-minute intervals, where a sticker is given for positive behavior or taken

for negative behavior. Teachers will provide feedback and praise every 15 minutes. Think sheets

will be sent home each night which allows the children to address problems with negative

behavior in a note to their parents. On Friday afternoon, the teacher will meet with each child

who has 300 stickers and allow them to select a prize for good behavior.

Week 4.

During week four, teachers will be trained in stimulant medication which can be

prescribed for ADHD students and how the medication can affect student behavior. The training

will also focus on the benefits that the combination of behavioral techniques and stimulant

medication provides.

The peer partner process will continue as in week three with peer partners meeting each

morning to discuss previous day’s behavior, think sheets continuing to be filled out, and teachers

giving feedback. As each week progresses, the teacher will also begin to assess student behavior

to see if intervals can be adjusted and the students can go longer intervals before reinforcement

occurs. The teacher will continue to meet with the students at the end of each week who have

achieved set goals for good behavior and allow them to choose a prize as their reward.


Week 5.

In week five, the focus of training will be on self-monitoring and how the use of such

strategies can move the ADHD child towards independence. The peer partner process will

continue through weeks five and six as will the teacher’s assessment of student behavior.

Week 6.

Finally, in week six, the teachers will be given instruction in how to talk to parents with

children of ADHD and strategies that will help the parent and teacher become a unified force in

the child’s academic life.


References

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Appendix A


Figure A1

Comparison of Average Number of Disruptions Logged in Per
Day between Class A and Control Class
14
Number of Daily Disruptions Logged

14
12
10
8
Disruptions
6 2
4
2
0
Class A Control Class
Comparison Classes

Figure A2

Comparison of Grade Point Average (GPA)
Between Class A and Control Class
4
3.5 3.05
3
2.8 2.8 2.8
2.65 2.65
3
2.3
2.5 2
2.1 1.85
GPA

1.8 1.85 1.65
2
1.5
Class A
1
0.5 Control Class
0

Subjects


Figure A3

Comparison of Class A's Grade Point Average (GPA)
Between 2nd and 3rd Grade
4
3.3
3.5 3.05 3.05 2.95 2.85
2.8
2.7
3
2.3
2.5 2.1 2
1.85 1.85
1.8
GPA

1.65
2
1.5
Class A 2nd Grade
1
Class A 3rd Grade
0.5
0

Subjects


Appendix B


Appedix C


Appendix D

Behavior Management And Elementary Students With Adhd

Behavior Management And Elementary Students With Adhd

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