Action Research Project:

Creating Effective Programs For Students With ADHD

Introduction:
Students with ADHD can be disruptive in the classroom, which affects other students
learning as well as classroom management. I chose to investigate how to assist teachers with
managing a classroom with a student with ADHD because I am interested in learning about
different options to trial with these students. How can teachers create more effective classroom
programs for students with ADHD?
I am concerned because I have observed that these students do not often receive the extra
care that they need and deserve in a classroom setting. Teachers may find it difficult to give
enough individual attention to students with ADHD without neglecting the rest of the class.
Students with ADHD often fall behind their peers in school, and this has the potential to affect
their success throughout the rest of their lives. I also have noted that cases of ADHD tend to be
on the rise. Whether this is because parents/professionals are becoming more knowledgeable
about how to identify the symptoms, or whether there are other factors at play, it seems to be a
condition that teachers will have to address on a fairly regular basis.
I first came to be concerned about this issue when I was a young teenager helping out in
my Mothers grade 1 classroom. There was one student Nickolas who gave my Mother a
particularly hard time. She was constantly trying to find new ways to engage him and help him
to become part of the classroom community. Nickolas had ADHD and had a lot of trouble
staying on task. He would also be quite disruptive to the other students.
Research Literature:
Teachers must be made aware of the importance of implementing accommodations and
modifications in order to fully benefit and engage every type of learner. This is essential when
creating effective programs for students with ADHD. Inservice Education , regardless of its
focus, has proven to be beneficial in building teachers confidence and knowledge about ADHD,
as well as teachers empathy for these students if they develop a deeper understanding of the

function of the ADHD behaviour (Zentall & Javorsky, 2007). Zentall and Javorsky (2007)
provided teachers with either 1) simple information about ADHD or 2) complex research about
ADHD, management , 3), details about using behavioural analysis. All three programs led to real
changes in teaching practices and observations of student behaviour (Zentall & Javorsky, 2007).
After these inservices, teachers were more willing to make instructional changes. When teachers
are willing to make changes and accommodations within their programs, students with ADHD
will be more likely to succeed.
In order to create a positive relationship between teachers and parents of students with
ADHD, Fabiano et al., (2010) recommend Daily Report Cards (DRPs). This can create a positive
environment where mutual sharing can take place. It can also foster better child and family
attitudes towards school (Fabiano et al, 2010).
DRPs are used to target a childs behaviour (e.g. interrupting, noncompliance,
inappropriate behaviour in unstructured environments such as the hallways or at recess.) The
teacher should then provide immediate feedback regarding the behaviour outlined on the DRP
(Fabiano, et al, 2010). Teachers are recommended to give out liberal praise for meeting the goals
of the DRP (Fabiano, et al, 2010). It is important for parents to be as equally involved as the
teacher so that they can reward a good DRP at home.
Reflections on Practicum Observations
I believe that all teachers, including myself, would have benefitted from an inservice
providing information about ways to manage ADHD, to build our confidence and empathy
towards these students. In my 1st practicum, Mrs. Ward (Grade one teacher) kept a DRP for a
student with ADHD. The DRP consisted of a checklist that was specifically made for the child
and their learning and behaviour issues. (e.g. shouted out during a lesson, completed task on
time, interactions with other children, ect). The DRP essentially opened up a regular form of
communication between Mrs. Ward and the parents of the child with ADHD. They were able to
work together and support each other on a daily basis. Mrs. Ward was able to share her program
plans and receive feedback from the parents. It also helped to serve as a reminder of the needs of

this particular child. This seemed to be a lot of work. Through this experience I learned the
importance of evaluating each students individual needs and creating a program plan that is
suitable for them. Through the research and from classroom experience I have come to
understand how much work it is to provide a successful learning environment for a child with
ADHD. However, if the child is has a better chance of succeeding in school and life then it is
worthwhile to put in the extra effort.
One assumption I had before researching ADHD was that all students with ADHD would
be hyperactive. However, I have learned that there are 3 subtypes of ADHD: predominantly
inattentive, predominantly hyperactive, and mixed (Zentall & Javorsky, 2007). I will be better
able to identify ADHD, knowing that it may present itself in different subtypes. I still have some
questions remaining about whether there are more simple and less time-consuming ways to
manage a classroom with a student with ADHD, so I will continue to research the topic.
References
Fabiano, G.A., Vujnovic, R.K., Pelham, W.E., Waschbusch, D.A., Masseti, G.M., Pariseau,
W.E.,
Enhancing
attention
Review, 39

Naylor, J., Yu J., Robins, M., Carnefix, T., Greiner, A.R., & Voker, M. (2010).
the effectiveness of special education programming for children with
deficit hyperactivity disorder using a daily report card. School Psychology
(2), 219-239.

Zentall, S.Z. & Javorsky, J. (2007). Professional development for teachers of students
with

ADHD and characteristics of ADHD. Behavioural Disorders; 32 (2), 78-93.