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• W2520111941 abstract "Attention Deficit Hyperactivity Disorder (ADHD) is a commonly diagnosed childhood behavioral disorder affecting millions of children in the U.S. every year (National Institute of Mental Health [NIMH], 2012), with prevalence rates between 5% and 11% of the population. (American Psychiatric Association [APA], 2013; CDC, 2014). The primary signs of ADHD include a persistent pattern of inattention or hyperactivity lasting in duration for six months or longer with an onset before 12 years of age. These behaviors are inappropriate for the child's age level and symptoms typically interfere with functioning in multiple environments. Two primary types of the disorder include inattentive and hyperactive/impulsive, with a combined type when both inattention and hyperactivity occur together. Inattentive ADHD is evidenced by executive functioning deficits such as being off task, lacking sustained focus, and being disorganized. Hyperactive ADHD is evidenced by excessive talkativeness and fidgeting, with an inability to control impulses that may result in harm. Children with ADHD often experience peer rejection, neglect, or teasing and family interactions may contain high levels of discord and negative interactions (APA, 2013). Historically, much research on ADHD has focused on the academic impact of behavioral symptoms such as reading (Benezra & Douglas, 1988; Bremer & Stern, 1976; Doublas & Benezra, 1990; Dykman & Ackerman, 1992; Felton, Wood, Brown, Campbell, & Harter, 1987; Levy & Hobbes, 1989; McGee, Williams, Moffitt, & Anderson, 1989; Narhi & Ahonen, 1995; Pennington, Grossier, & Welsh, 1993) and mathematics (Ackerman, Anhalt, & Dykman, 1986; Zentall & Smith, 1993). Other research has examined singular traits such as executive function deficits in the school setting (Bear & Rys, 1994; Bijur, Golding, Haslum, & Kurzon, 1988; Brown & Wynne, 1982), task performance in the school setting (Berk, 1986), driving (Barkley, Guevremont, Anastopoulos, DuPaul, & Shelton, 1993), and awareness of time (Barkley, Koplowicz, & Anderson, 1996; Zakay, 1992.). However, researching academic aspects of the school experience does not provide a comprehensive understanding of the systemic effects of ADHD in the school environment. Such narrowly focused studies, while relevant, have not informed teaching practices that would benefit this particular student population. Many general education teachers report utilizing behavioral interventions in their classrooms (Fabiano & Pelham, 2003), but mainstream teachers are not trained at the preservice level in how to teach to special needs students, and thus are less likely to utilize behavioral interventions than special education teachers (Forness & Kavale, 2001; Zentall & Stormont-Spurgin, 1995.) Arcia, Frank, Sanchez-LaCay, and Fernandez (2000) found that most teachers do not understand the characteristics of ADHD and are not familiar with classroom management techniques for students with these disabilities. Identifying strategies for increasing the academic success of students with ADHD is therefore crucial to their long term academic and life success. Method The goal of the current study was to explore the school experience of a student with ADHD in order to help identify strategies teachers may implement when working with this population. We utilized a case study design in order to examine an individual student in the natural school environment, specifically exploring factors affecting school success. Case study research emphasizes the use of multiple data sources including direct observation, interviews, and relevant artifacts to gain an in depth understanding of the particular case (Creswell, 2007). Participant Selection A fifth grade female student, whom we will call Gail, was enrolled at a religiously-affiliated elementary school in a large, urban Southwestern city. She was purposefully chosen for this case study because she had been diagnosed with ADHD, inattentive type, and her academic performance was below what would have been expected, given that psychological testing indicated she had an above average intelligence. …" @default.
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• W2520111941 title "Teaching Strategies for Students with ADHD: Findings from the Field." @default.
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