1. Agenda
Managing ADHD in the Classroom: Discuss universal classroom support for
Classwide Interventions students with ADHD
Classwide interventions
Jason Harlacher, MS, NCSP Questions/discussion
Washoe County School District
University of Oregon
School Psychology Doctoral Program
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Rationale Effective Support
3 to 5% diagnosed Understanding need for external
Individualized interventions = taxing, a lot to incentive/feedback
ask, a lot of time/energy, poor fidelity Behavior expectations proactively
Classwide interventions = target student with taught
ADHD, but benefit all students
High social validity Instruction matches skill level
Evidence-based
See Carbone, 2001; Darch et al., 1998; Pfiffner et al, 2005;
Salend et al, 2003.
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Effective Support
Preferential seating
See Carbone, 2001; Darch et al., 1998; Pfiffner et al, 2005;
Salend et al, 2003.
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2. Effective Support Effective Support
Preferential seating Specific Behavior Praise Statements (SBPS)
Example: “Sally, I like the way you’re sitting at
One-step directions
your desk and working quietly.” or “Jimmy, I’m
Brief transitions glad you raised your hand and waited.”
Minimizing distractions Non-example: “Good job!”
1 SBPS/10 minutes = 47% on-task
Use of praise (4:1)
1 SBPS/2 minutes = 89% on-task
See Carbone, 2001; Darch et al., 1998; Pfiffner et al, 2005;
Salend et al, 2003. Sutherland et al (2000); Reinke et al (1997); William Jenson, U of Utah
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Greenwood et al., 1997
Academic Interventions ClassWide Peer Tutoring
ClassWide Peer Tutoring (CWPT) Students are paired
together and provide
Computer-Assisted-Instruction (CAI) instruction, assistance,
Choice-Making and feedback to each
other work together on
Instructional Modification an academic activity
+ frequent & immediate feedback
Academic: target the academic deficits
- setup time
Behavioral: target behavioral symptoms
· social function
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Computer-Assisted-Instruction
Computer-based programs that serve as
supplements to traditional instruction
+ natural extension of instruction, “extra
practice”
- curriculum and program mismatch?
· practice in a very visual format
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3. Choice-Making
Student makes a choice between teacher-
selected assignments
Selects work from a teacher-developed menu
+ student autonomy, easy to implement
- use with caution
· defiance, low to no work completion
Powell & Nelson, 1996
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Instructional Modification
Modify the content and/or delivery of
instruction
Break assignment into smaller parts; give more
frequent, smaller deadlines
“Triangle, Circle”
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Dots strategy
Instructional Modification
Modify the content and/or delivery of
2
instruction
1
+ flexible/adaptive
- decreases amount of work
· good for non-compliance
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4. Behavioral Interventions Contingency Management
Contingency Management
Token Economy and Response-Cost
Peer-Monitoring Antecedent Behavior Consequence
Therapy Balls
Self-Monitoring before after
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Contingency Management Token Economy guidelines
Token Economy Develop 3 positively stated rules
Providing tokens (points, chips) contingent on
appropriate behavior
Provide examples and non-examples
Response Cost Practice the expected behaviors
Removal of tokens after inappropriate behavior Emphasize social reinforcement over token
Make praise explicit and clear
+ effective, external incentive
- tough to manage consistently Make plan to fade use, progress monitor
· for any situation
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Token Economy and Response
Response-Cost guidelines Cost example
Allow for “Cash-in” before starting. “ADHD Classroom Kit”
Earn happy faces for appropriate behavior
Keep students out of negative points.
When inappropriate behavior occurs, receive
Have contingency plan if students refuse to warning sign
give up tokens More happy than sad faces, team wins “Rewards
Practice when students lose tokens Target Game (RTG)”
“Act like your favorite animal”; Freeze dancing,
charades
Used during a “work burst”, 2 to 6 times/day
Anhalt et al, 1998
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5. Peer-Monitoring
Students are taught to provide
reinforcement to others for appropriate
classroom and social behaviors
+ provides positive peer attention
- Lead to hyper-vigilance of negative beh?
· social deficits
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Therapy Balls
Using “gym balls”
as seats
+ socially valid
- may not be practical, pricey
· fidgety/hyperactivity
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Self-Monitoring
Teams evaluate themselves on a designated
behavior while the teacher does as well
Ratings are then compared
Teams earns points for matching behavior
ratings, then for increasing appropriate
behavior
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6. 1
How to use self-management 0
1
1. Initially teacher controls contingencies and 1
manipulation of target behavior 1
2. Introduce self-management technique to 0
facilitate transfer of teacher-controlled 1
contingencies to student-controlled contingencies
3. Fade use of self-management over time as 5
target behavior becomes maintained naturally
Teacher-maintained…(self-management)…Student-maintained
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Salend et al, 1992
Inappropriate verbalizations (talk outs)
Example and non-examples of behavior
Each team rated selves with a form
Teacher rated teams
0 to 5 talk outs = 5 = Excellent
6 to 10 = 4 = Very good
11 to 15 = … + maintenance
- blame
July 16, 2008 © Harlacher, 2008 33 Salend et al (1992) · impulsivity
Student
Behavior expectations taught?
Ideal Plan -Be there, be ready (check board for supplies needed)
-Be safe (stay in seat, raise hand)
Yes
Yes
No
No
-Be responsible (turn in work) Yes No
Identify a specific behavior and time period Preferential seating? Last row
Talking out during independent math time (30 Instructional match? Yes
minutes at 10am). -assignment: complete add & sub pxs; regroup__
-level: ________CBM: on-grade level__
Evaluate universal support One-step directions? Complete worksheet, check answer Adjust to give one
with peer, correct, turn in, get out at a time
reading book
Brief Transitions? ~2 minutes
Minimized distractions? Yes
Ratio of positive to negative statements/use of SBPS 1/minute
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7. Ideal Plan Conclusions
Identify a specific behavior and time period Various academic and behavioral
Evaluate extent of “universal” support interventions to use at various points
Judge function of behavior Evidence-based
CWPT = social function; still completing same Low-risk, anonymity
assignment No “one size fits all” intervention
15 minutes Consider function of behavior
Implement & evaluate
Way to measure?
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Questions One more idea
Comments? Feedback on the interventions? The “Office”
Providing an “office” for the student to work
free of distractions
Set a time limit
+ still academically engaged
- can be viewed as punishment
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Resources for CAI References
Anhalt et al. (1998). The ADHD classroom kit: A whole-classroom approach for managing disruptive
www.soliloquylearning.com behavior. Psychology in the Schools. 35, 67-79.
Barkley, R. (2005), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment
www.readwritethink.org (3rd Ed.) Guilford: NY
Carbone. (2001). Arranging the classroom with an eye (and ear) to students with ADHD. TEACHING
Exceptional Children. 34, 72-81.
www.sra4kids.com Darch, et al. (1998). Instructional classroom management: A proactive model for managing student
behavior. Beyond Behavior, 9, 18-27.
Headsprout Greenwood et al. (1997). Together we can! Classwide peer tutoring to improve basic academic skills.
Longmont, CO: Sopris West.
Harlacher et al (2006). Classwide interventions for students with ADHD. Teaching Exceptional
Children, 39, 6-12.
Powell & Nelson (1996). Effects of choosing academic assignments on a student with ADHD. Journal
of Applied Behavior Analysis, 30, 181-183.
Salend et al (1992). Group evaluation: A collaborative peer-mediated behavior management system.
Exceptional Children, 59, 203-209.
Sutherland, K.,Wehby, J., & Copeland, S. (2000). Effect on varying rates of behavior-specific praise on
the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2-8.
Walker, H., Zeller, R.,
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8. Student
Behavior expectations taught?
Yes No
Yes No
Yes No
Preferential seating?
Instructional match?
-assignment_________________
: -level:_________________________
One-step directions?
Brief Transitions?
Minimized distractions?
Ratio of positive to negative statements/use of SBPS
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