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Applications

How can Catholic schools ensure that their teachers have the resources to implement behavioral intervention plans for students with ADHD so that medication is not the only option?

How can we create better communication between parents, teachers, and specialists who diagnose ADHD so that potential behavioral interventions can be implemented consistently at home and at school regardless of socioeconomic status and home situation?

Should all teachers receive training on ADHD behavior intervention strategies because of the growing prevalence of ADHD in the classroom?

The Power of Parent Involvement

  • behavioral intervention methods in school can be supplemented with parental cooperation

  • coordination between home and school tactics can lead to greater behavioral improvement

Also an optional response cost aspect

Might not have an effect either way but it was preferred by teachers and parents

Use of these report cards led to significant improvements in on-task behavior and rule-following in students

Self-Regulation Application

Two step process:

  • Identify the behavior being targeted
  • Record instances of this behavior

Encourages awareness of attention

Provides consequences and reinforcements

Daily Report Cards

Fabiano et al. studied the effectiveness of daily behavior report cards at improving the in-school behavior of students with ADHD

Methods

Study 1: Effectiveness of the DNA procedure with students with ADHD

  • 4 Week Ramp Up, 4 Week Ramp Down
  • Compare average daily quiz and assignment scores by the week

Study 2: Process or Product of Notes?

  • 4 Conditions: Did/did not take notes in class; did/did not have notes in study hall
  • 3 weeks of instruction, 5 weeks of assessment

Efficacy of Notetaking for Students with ADHD

  • Notetaking intervention by Evans, Pelham and Grudberg
  • Lecture-format classroom
  • Target passive learning style and disruptive behaviors
  • Directed Notetaking Activity (DNA)
  • Model-Coach-Fade
  • Main idea and details in outline format

IN THE CLASSROOM

-Behaviors to reward:

  • staying focused on an assignment for 10 minutes
  • turning in an assignment on time
  • following along with reading in class
  • raising hand and waiting to be called on before speaking
  • regulating own emotions well

-Behaviors to punish:

  • doing other things besides the assigned work
  • calling out
  • leaving seat without permission
  • temper tantrums

-Immediacy of rewards and punishments

-Individualized rewards

RESPONSE-COST

-Problems with positive reinforcement only

-Study comparing token economies to response-cost

-Add mild punishments to a token economy

Study 1: Effectiveness of the DNA procedure with students with ADHD

  • 4 Week Ramp Up, 4 Week Ramp Down
  • Compare average daily quiz and assignment scores by the week

Study 2: Process or Product of Notes?

  • 4 Conditions: Did/did not take notes in class; did/did not have notes in study hall
  • 3 weeks of instruction, 5 weeks of assessment

Methods

Results of Study 2

NN = Did not take notes in class and did not use notes in study hall; YN = Did take notes in class but did not use them in study hall; NY = Did not take notes in class but was provided with notes to use in study hall; YY = Did take notes in class and used them in study hall

TOKEN ECONOMY

-Positive reinforcement behavioral structure

-Just as effective in decreasing ADHD behaviors as Ritalin

-Increase in academic achievement

Talked excessively?

Made careless mistakes?

Have you ever:

Had difficulty sustaining your attention?

Fidgeted with your hands or

squirmed in your seat?

Lost things?

Interrupted or intruded upon others?

Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder

Pelham & Fabiano (2008).

Evidence-Based Psychosocial Treatments for Children and Adolescents with ADHD

Evans, Owens, & Bunford (2013)

  • Studies conducted after 2007 included
  • Continued support for BPT as Evidence-Based
  • Increased support for BCM as Evidence-Based
  • Adequate support for BPI as Evidence-Based
  • 46 studies conducted between 1997 and 2006
  • Conducted in schools, clinics, and summer programs
  • Three types of Behavioral Interventions
  • Behavioral Parent Training (BPT)
  • Behavioral Classroom Management (BCM)
  • Behavioral Peer Interventions (BPI)
  • Behavioral Interventions are Evidence-Based Treatments!

Works Cited

Choice-making interventions

  • Students presented with choices
  • reliable and consistent increases in task engagement
  • reductions in disruptive behavior

Verbal Reprimands and Statements

  • rarely implemented effectively to change behavior

  • can redirect students to on-task behavior if certain characteristics are utilized
  • specificity regarding teacher's concern
  • consistent delivery following problem behavior
  • more effective when brief, calm, and quiet
  • ideally made in private and with eye contact

ClassWide Peer Tutoring

  • enhances mathematics, reading, and spelling skills and performance
  • effective for all achievement levels
  • increased active engagement of students with ADHD
  • reduced off-task behavior

Ayllon, T., Layman, D., & Kandel, H. (1975). A behavioral-educational alternative to drug control of hyperactive children. Journal of Applied Behavior Analysis J Appl Behav Anal, 8(2), 137-146. Retrieved July 14, 2015, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311832/pdf/jaba00056-0015.pdf

DuPaul, G.J., Guevremont, D.C., & Barkley, R.A. (1992). Behavioral treatment of attention deficit hyperactivity disorder in the classroom: The use of the attention training system. Behavior Modification, 16, 204-225.

DuPaul, G.J. & Weyandt, L.L. (2006). School-based interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing academics and behavioral outcomes. Education and Treatment of Children, 29(2), 341-358.

DuPaul, G.J., Weyandt, L.L, & Janusis, G.M. (2011). ADHD in the classroom: Effective intervention strategies, Theory into Practice, 50(1), 35-42.

Evans, S.W., Pelham, W.E., & Grudberg, M.V. (1995). The efficacy of note taking to improve behavior and comprehension of adolescents with attention-deficit hyperactivity disorder. Exceptionality, 5, 1-17.

Fabiano, G.A., Pelham, Jr., W.E., Coles, E.K., Gnagy, E.M., Chronis-Tuscano, A., & O"Connor, B.C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29, 129-140.

Fabiano, G., Vujnovic, R., Pelham, W., Waschbusch, D., Massetti, G., Pariseau, M., Naylor, J.,

Yu, J., Robins, M., Carnefix, T., Greiner, A., Martin, V. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39 (2), 219-239

Jurbergs, N. (2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly, 22(3), 358-379.

Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361-377

Questions?

ADHD in the Classroom: Tips for Teachers

Presented by the Stingrayz:

Elizabeth Peterson, Brittany Borman, Ethan Montemayor, Brendan Shea

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