Data collection

1. How do checklists help children diagnosed with ADD/ADHD?

2. Do children who use checklists as part of their daily routine perform better and have more appropriate behavior than children who do not use these checklists?

3. How can checklists successfully be implemented in the classroom?

Literature Review

ADD and ADHD in the Classroom

ADHD is related to children having difficulties in school settings, with problems related to keeping attention to effortful tasks. Completion of independent work is inconsistent, and performance in school and outside activities may be compromised to due a lack of attention on task instructions. Other academic problems related to ADHD include attention problems, poor test performance, disorganized notebooks and workspaces, insufficient study skills, and lack of participation in lectures and group studies (Langberg et al, 2012). This disrupts not only their own learning, but the learning of their classmates. This results in academic underachievement, high rates of aggression and noncompliance, and disturbances in peer relationships (Briesch & Chafouleas, 2009).

Effective Strategies and Teaching

Effective teachers of students with ADHD also individualize their instructional practices in accordance with different academic subjects and the needs of their students within each area. This is because children with ADHD have different ways of learning and retaining information, not all of which involve traditional reading and listening. Effective teachers first identify areas in which each child requires extra assistance and then use special strategies to provide structured opportunities for the child to review and master an academic lesson that was previously presented to the entire class

Prevalence of ADHD

About 3 to 10 percent of children in the United States are diagnosed with ADHD (CDC, 2013). Most general education classrooms include around 20 children, meaning that at least one child in every classroom is statistically likely to have ADHD (Dupaul & Stoner, 2014). Children reported to evidence problems in behavior or attention are typically referred to school psychologists and may be diagnosed with ADHD or ADD (Rief, 2008). Boys with ADHD outnumber girls at a ratio of 6:1 in terms of being diagnosed. More than 50 percent of children do receive some medication, while about 12 to 34 percent receive special education and mental health services. In relation to other diagnosed conditions, ADHD is considered to be high-incidence (Ota & DuPaul, 2002).

Checklists for Children Diagnosed with ADD and/or ADHD

Successful programs or interventions for children diagnosed with ADHD include academic instruction, behavioral interventions, and classroom accommodations. Students with ADHD learn better when they know what to expect and what will happen. They learn bet with a carefully structured academic lesson and routine, making it important to have a checklist to stay on task. A formal behavioral modification form should be used that consists of checklists. Additionally, a contract can be done so that studnets can self-regulate and document behaviors, so it is clear what the checklist will be used for and how it will help the student. This makes clear expectations that can enhance the quality of the intervention.

Intervention

A checklist with the daily tasks will be given to the student. This will include the daily schedule and routine, as well as specific things that go with the daily routine. I.e. Every day, math will be on the schedule, but it will change according to what specifically is happening in math. This is based on research that shows that highly structured and meaningful tasks are written and organized so the student can self-regulate behavior.

Data Collection Ideas

A behavioral observation form will be used to gather behavioral problems such as being off task, shouting out, and other behaviors related to ADD/ADHD. The teacher will then implement the check list and progress monitor every two weeks using the same behavioral observation form. The information will then be coded and put into Excel to create data that shows the incidence, frequency, and intensity of behaviors before, during, and after the intervention.

References

Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-

management interventions to promote appropriate classroom behaviors (1988–

2008). School Psychology Quarterly, 24(2), 106.

DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention

strategies. Guilford Publications.

Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012).

Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for

middle school students with ADHD as implemented by school mental health

providers. School Psychology Review, 41(3), 342.

Ota, K. R., & DuPaul, G. J. (2002). Task engagement and mathematics performance in children

with attention-deficit hyperactivity disorder: Effects of supplemental computer

instruction. School Psychology Quarterly, 17(3), 242.

Rief, S. F. (2008). The ADD/ADHD checklist: A practical reference for parents and teachers.

John Wiley & Sons.

Thomas, G., & Atkinson, C. (2016). Measuring the effectiveness of a mindfulness-based

intervention for children’s attentional functioning. Educational & Child

Psychology, 33(1), 51-64.