Attention deficit hyperactivity disorder: implications for the classroom teacher

Journal of Instructional Psychology, Sept, 2002 by Elizabeth M. Reis

This strategy usually involves having individuals keep track of their own behavior and then receive consequences, usually in the form of rewards based on their own behavior. It was decided to try this strategy because the teachers felt that too much of their time was being devoted to being "police sergeants". They also began to wonder if the teacher continued to play this role how would it be possible for students with ADHD to become more aware of the many parameters that made-up their behavior. The contingency-based self-management phase involved the student evaluating his or her behavior on a 5-point scale (0=unacceptable to 5=excellent) at the end of an agreed time period. The teacher also rated the behavior, and the student was awarded points based on how closely the ratings matched. In another time-period or class, the teacher awarded negative or positive points to members of the class depending on whether or not they responded to attention-seeking behaviors from any member of the class. In both time periods or classes, the points could be used for privileges.

Current Research Based Findings

The research literature has pointed to the critical role that contingency plays in contingency-based self-management. Specifically, it has been shown that reinforcement of some kind, such as social praise or points that can be traded for privileges, is especially important in order for self-management techniques to be effective in leading to positive behavioral changes in students with ADHD (DuPaul & Eckert, 1997).

Strategy #6: To use self-monitoring of attention to increase on-task behavior

This strategy addresses the observation that students with ADHD had difficulty displaying on-task behaviors for extended periods of time. As a result of our discussions, the teachers decided to apply a self-monitoring strategy for these students. Self-monitoring of attention involves having students ask themselves "Was I paying attention?" and recording a "Yes" or a "No" on a score sheet every time they hear a tone on a tape recorder. The time between tones varies randomly from thirty seconds to one and a half minutes. Once the student is able to use the self-monitoring program successfully and consistently, the teacher weans the student off the tape recorder and the self-recording sheet.

Current Research Findings

The use of self-monitoring strategies are effective at increasing the on-task behaviors of inattentive students in both elementary and secondary schools (Lloyd, Hallahan, Kaufman & Keller, 1998). As students learn to monitor their own on-task behavior, they learn to be more conscious about what triggers their off task behavior and they can use this information to better enable themselves to return to on-task behaviors (Shapiro, DuPaul, & Bradley-Klug, 1998).

Conclusion

This article has focused on the role that attention plays for students with ADHD. Throughout the article some six strategies have been described. Each of these strategies was the result of field-based observation by the author. All field based observations were shared with the three classroom teachers that had students labeled ADHD in their classrooms. In addition to sharing these observations, pertinent research literature was also shared at scheduled meetings. At a subsequent meeting, both the teachers and I agreed on a plan of action that would be tried to better engage the attentive behaviors of the students in their classrooms. It is suggested that other teachers and districts working to better meet the needs of students with ADHD might try such a model of collaboration.