ADHD Reflection Paper

Anna Schmit
Reflection Paper
8 November 2014
ADHD
Throughout the semester of SPED300, every class day, if not every experience at Kids First provides us with insight of a perspective far different than our own. We are faced with difficult topics that aren’t commonly discussed but are however, important to understand. One of the many topics covered in SPED300, is ADHD, also known as Attention Deficit Hyperactive Disorder. This paper will provide a summary of ADHD as examined in class, a summary of a study on a student with ADHD, and my future plans to support what I’ve learned about ADHD and how to project this in my own classroom. Attention Deficit Hyperactivity Disorder is commonly referred to as ADHD. I chose this topic because it is a disorder that is becoming more and more prominent in elementary schools (or at least easier to identify). Although I know many people struggling with ADHD, I know very little about the substance of this disorder. In class we discussed briefly the three types of ADHD: Inattentive, Hyperactive and combined. People with Inattentive ADHD have the ability to sit quietly and show no signs of physical hyperactivity, causing those around them to overlook the possibility of ADHD. Many who suffer with Inattentive ADHD are easily distracted, have poor organization skills, and avoid participating in activities that require lengthy mental engagement. They may seem mentally absent, frequently making careless mistakes when participating in activities or attempting schoolwork. Hyperactive ADHD is characterized by consistent hyperactive and impulsive behavior. This form is much more easy to identify and diagnose. People who suffer from Hyperactive ADHD are known to disrupt the classroom setting with constant fidgeting and moving around. They may frequently interrupt or speak out of turn. People with ADHD combined do not exhibit a clear tendency toward either category specifically, but instead are known for displaying behaviors associated with both. Although they may have phases of being able to sit patiently without interrupting, their brain is still not processing information like most of their general education classroom. Symptoms of ADHD must be maladaptive and present for at least six months. This means that their symptoms must not change with the environment, for instance, from school to home. ADHD is difficult to control in a classroom without the appropriate strategies to prevent students’ outbreaks. The first strategy we reflected on in class was behavioral interventions. This proves the consequent of the student’s behavior and breaks down what happened before and after the event took place. The second strategy is cognitive-behavioral interventions, which can be defined by self-instruction and self-monitoring. Self-instruction is essentially students teaching themselves. This allows for people to control their own behaviors without constantly having to be told what to do. Self-monitoring includes the student keeping track of his/her own behavior outbreaks. To effectively record their behavior, they must first recognize that a problem is occurring. Self-monitoring allows for students to see the frequency of their behavior, and possibly even begin brainstorming different approaches to their “triggers”. All of these strategies provide students with direction to behavioral changes, and effective ways to go about it.
With further research I ran across a journal article titled, Effects of a Collaborative Behavior Management Plan on Reducing Disruptive Behaviors of a Student with ADHD, by Rebecca Burley and Raymond J. Waller. The authors began this study by stating the problems associated with ADHD and then gave some background information about ADHD. They describe the assessment one must complete for ADHD and the criteria professionals look for behind the diagnoses. After they discuss the process of diagnosing ADHD they begin to strategize and configure the appropriate behavioral management plan. In the article they contemplate various strategies behind effective learning for students with ADHD. Some of these like peer tutoring and peer monitoring, I recognized this from class discussion. Another important and effective strategy revolves around the student making his/her own choices. In this case, they get to choose their reinforcement, which helps motivate them to get their work done, and stay on task.
This article was based on a study conducted about a 13 year old male student who was diagnosed with ADHD. Freddy was functioning within a “normal” intelligence range, but was two grade-levels behind his peers. He was not on any medication. The journey started after multiple teachers reported Freddy having a tough time staying on task and causing disruptions in the class. His special education teacher observed Freddy’s behavior in two different general education classes. In his reading class, it was apparent right away that he was in his own world and wasn’t following what the rest of his classmates were doing. While the rest of the class was writing down tomorrow’s assignment Freddy was found singing to himself. After taking his neighbor’s purse, yelling at the class to be quiet, and claiming he doesn’t understand the assignment, the class was over. Freddy was the only one who didn’t finish his assignment or even start it for that matter. In math class it appeared Freddy didn’t complete the assigned homework. When the teacher asked the class what the answer was to one of the problems the class all replied with the correct answer, except for Freddy. Freddy wasn’t even looking at the board, he just blurted out the first number that popped into his head. As the class began reviewing their assignment, Freddy began drawing. The teacher had to ask Freddy multiple times to be quiet because he was either tapping his pencil on the desk or making other distracting noises. After the observation it was evident that Freddy was either constantly being scolded or being ignored. When he was asked to stop the inappropriate behavior he would, but he would replace it with something else. In both classes Freddy didn’t complete any of the work that was due or done in class. After interviewing his teachers they found this has been ongoing since the beginning of the semester. However, his grades had slowly been dropping as time progressed.
After discussing Freddy’s situation, the team found that allowing Freddy to enjoy his favorite activity was effective in motivating him to stay on task and decrease inappropriate behavior. They made the rules of the classroom clear to Freddy so he knew what was expected of him. Because he enjoyed drawing so much, they told him for every day that he has less then 5 disruptions, he would get to draw in his special education classes. Freddy’s inappropriate behavior was reduced and his assignments were finally getting completed.
Between classroom lectures and further research I have become more intrigued with ADHD. I am aware of what to expect and how to handle situations regarding this disorder. Although I am no expert, I would consider myself more than ready to approach this problem in my own classroom appropriately. One of the most important rules I’ve learned in lecture is that it’s not my job to diagnose students. I see this becoming a habit in many teachers, whether they are discussing the student’s issues with parents or just having casual conversations with other teachers. Regardless, discussing and trying to diagnose a student based on personal observations is unacceptable. . If students are having a tough time processing the information, it is not okay for me to use this as a diagnoses or an excuse for the student. It is my job to adjust the information or the material so it is suitable for the student. I can adjust the curriculum by adapting new ways that are positively affecting the students. This may be the way I give instruction, the materials I use or the content I teach.
The second rule we continuously discussed in class is the importance of person-first language. This is designed so people react to the human and not their disease/disorder. Although this has never been an issue for me personally, I never recognized it used in everyday speech, or the importance of using it. Something as simple as saying “a child with autism” stating the child first and their disorder second, prove the understanding of this concept.
Whenever I think about my future as a teacher, I get excited realizing the chance I have to impact my students. One thing I admire about my SPED300 professor is his perspective on life after working with students less fortunate. After every lecture I can’t help but think to myself, “man, this guy must really change lives”. He cares about his students and pushes them to their fullest capacity. He strives to see that every student gets an appropriate education and walks out of his classroom a better person. I want to impact students the way he does. I want students to feel compelled to help others, the way my professor makes me feel.
Students with ADHD are highly intelligent and packed with potential, just as long as they are given the appropriate resources to thrive. The classroom environment can be a challenging place for a child with ADHD. The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. This means working hard to find customized teaching and behavioral strategies as well. My biggest tool to helping my students with learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help them enjoy learning and even reduce their symptoms. Although this is helpful for students with ADHD, it is also effective for the rest of the general education classroom. This follows the idea of Universal Design. Most times lesson plans are adjusted, depending on multiple variables. Because most of our schedule is subject to change, we need to make room for flexibility in our classroom. This will help students to be successful no matter what the circumstances may be.

References
Burley, R. & Waller, R.J. (2005) Effects of a collaborative behavior management plan on reducing disruptive behaviors of a student with ADHD. TEACHING Exceptional Children Plus, 1(4) Article 2. Retrieved [8 November 2014] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/2

References: Burley, R. & Waller, R.J. (2005) Effects of a collaborative behavior management plan on reducing disruptive behaviors of a student with ADHD. TEACHING Exceptional Children Plus, 1(4) Article 2. Retrieved [8 November 2014] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/2