1. Behavior Management and
Elementary Students with ADHD
Team A:
Alice Allen, Emily Carter, Shari Hardy,
Bobbi Murrell, and Amanda Pegues
University of Phoenix
March 21, 2009

2. Chapter One:
Introduction

3. 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.

4. Purpose
To determine if behavior management and

modification strategies will result in greater
learning and higher test scores for
elementary students with ADHD.
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.

5. Community
Matthews Elementary School

– 2 of 4 third grade classrooms
– 600 students and 75 teachers
– Located in a country club community
– City population:15,728
74.9% are white families

14.7% are black families

– Median annual income of $110,993

6. Work Setting
Matthews Elementary School

– Known for success with children with
disabilities and behavior problems
– School of Excellence Award for past 7 years
– Fully staffed Special Education Team
Majority of students diagnosed with ADHD

are assigned to two of the four third grade
classes to ensure consistency with
educational process of the students

7. Work Setting (cont.)
Classroom A Classroom B
Twenty-one students Twenty students
 
Seven have ADHD Eleven have ADHD
 
Test Group Control Group
 
Mission Statement is “BEST” Mission Statement is “We will
 
(Believe in themselves and their strive to do our personal best by
ability to achieve; Embrace practicing active listening,
diversity and learn from it; Strive respect, caring, cooperation,
to make ourselves, our school, effort, honesty and patience”
and our community a better
place; and Treat others the way
we wish to be treated)
12 out of the 18 students with ADHD are medicated
14 of the 18 students are male and 4 are female
Two teachers and one teacher’s aide will be observed

8. Writer’s Role
Five members of the School Improvement
team:
Amore Bambinos
Dr.
Dr. Addison Davies
Dr. Anna Bassin
Dr. Norgina Wright
Dr. Elizabeth Cromwell
Each member has extensive background in
dealing with students with ADHD

9. Chapter Two:
Study of the Problem

10. Problem Description
Difficulties with controlling impulsivity

– Children are interfering with the teacher’s ability to teach
– Children without ADHD are being affected by poor behavior
of other students
Staying on task is difficult

– so class work, homework assignments, activities, and
projects are often incomplete
Organization can be problematic

– Homework and books are regularly misplaced or
unaccounted for

11. Problem
Documentation
Observation of the classroom environment

– Setting has been observed to assess the behavioral tendencies of the
children
– Teachers have been observed to determine their effectiveness in
instructing and interacting with students who have ADHD
Questionnaires

– Measure teacher’s understanding of behavior management strategies for
children with ADHD
Periodic review of lesson plans

– Demonstrate if the teacher’s lesson plans are keeping pace with
standards
Review of student’s academic performance


12. Highlights of Literature
Review
“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” (Chang, Chang, & Shih,
2007, p. 153).
“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).

13. Highlights of Literature
Review (cont.)
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).
“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).

14. Highlights of Literature
Review (cont.)
“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).
“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).

15. Causative Analysis
Many teachers lack a basic understanding of ADHD

Students are not self-monitoring or practicing cognitive behavior

management skills
Teachers may lack the knowledge of appropriate interventions and

modifications
The lack of teaching experience may be a factor

A lack of special education courses and training may hinder the

progress that a teacher can make while accommodating ADHD
learners
ADHD frequently coexists with other problems such as learning

disabilities, Oppositional Disorder, and depression
Insufficient collaboration on part of the parents, family, school

personnel and physicians or psychiatrists

16. Chapter Three:
Outcomes and Evaluation

17. Goals and Expectations
Teachers will receive training that will allow them

to implement effective behavior management
strategies with their students.
Well-informed teachers will execute 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.

18. Expected Outcomes
Disruptions will decrease by 75%

Five out of seven students with ADHD will receive

passing grades on tests, class work, and homework
Benchmark test scores will increase for all

students
Five out of seven students with ADHD will receive

passing grades in language
arts, math, social studies,
and science

19. Measurement of Outcomes
(should be observable and measurable)
Daily log of behavior clip moves

 Teacher keeps track of grades and
compares them to previous marking
period
 Benchmark grades are compared to
previous marking period
 Report card grades

20. Analysis of Results
Compare grade outcomes and behavior logs
of Class A with the control group to
determine if the teacher’s training in
behavior management and modification has
been beneficial.

21. Chapter Four:
Solution Strategies

22. Problem Restated
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.

23. Behavior Modification
Strategy
Methods to modify behavior of students with

ADHD
– Teacher Training
– External reinforcement
– Intermittent positive reinforcement
– Daily Behavior Report Card
– Self-regulation
– Proper use of Time-out

24. Teacher Training
40 hour training course on effectively

managing ADHD students including:
– How to identify students with ADHD
Inattention, hyperactivity, and impulsivity

– Behavior modification techniques and how to measure the
student’s behavior
– How to identify signs of target behaviors
Target behaviors are behaviors the teacher wants to decrease or

eliminate
– How to successfully use a reward system for positive
behavior
– Effective time-out strategies
– Effectively communicating the student’s behavior with
parents

25. Teacher Training(cont.)
Collaboration

 School Psychologist
Will meet once a week for four weeks for one

hour at a time
Will provide in-classroom instruction

 Special Education Team

26. Intervention Program
Peer-mediated intervention

– The first step is assigning trusted peer-partners
– Next, all students and partners will be trained to self
monitor and to identify alternative social skills
– Every 15 minutes the teacher will give feedback and praise
to the ADHD students as a form of positive reinforcement
– The teacher will meet with all students once a week to see
how the process is working and if adjustments need to be
made
– A calendar plan will be maintained that covers six weeks of
training and implementation of the peer partner’s strategy
to monitor the program

27. References
Bloh, C., & Axelrod, S. (2008, April). IDEIA and the means to change behavior should be enough:

Growing support for using applied behavior analysis in the classroom. Journal of Early &
Intensive Behavior Intervention, 5(2), 52-56. Retrieved February 20, 2009, from Academic
Search Complete Database.
Chang, H., Chang, C., & Shih, Y. (2007, June). The process of assisting behavior modification in a

child with attention-deficit hyperactivity disorder. Journal of Nursing Research, 15(2),
147-155. Retrieved February 20, 2009, from CINAHL Plus with Full Text database.
Evans, S., Schultz, B., & Sadler, J. (2008, August). Psychosocial interventions used to treat

children with ADHD: safety and efficacy. Journal of Psychosocial Nursing & Mental Health
Services, 46(8), 49-59. Retrieved February 20, 2009, from CINAHL Plus with Full Text
database.
Kirkpatrick, L. (2005, Fall2005). ADHD treatment and medication: What do you need to know as an

educator?. Delta Kappa Gamma Bulletin, 72(1), 19-24. Retrieved February 20, 2009, from
Academic Search Complete database.
Nowacek, E., & Mamlin, N. (2007, Spring2007). General education teachers and students with

ADHD: what modifications are made?. Preventing School Failure, 51(3), 28-35. Retrieved
February 20, 2009, from Academic Search Complete database.
Vereb, R., & DiPerna, J. (2004, September). Teachers' knowledge of ADHD, treatments forADHD,

and treatment acceptability: An initial investigation. School PsychologyReview, 33(3), 421-
428. Retrieved February 27, 2009,from MasterFILE Premier database.