Action Research

Interventions to Mitigate Maladaptive Behavior in Home Settings in Gifted Students with Attention-Deficit/Hyperactivity Disorder

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Abstract

When teaching gifted children in elementary school we need to address issues related with on-task time, especially in the presence of ADHD. In home settings for distance learning are another challenge for these children. However, this study has used several interventions that have mitigated the maladaptive behavior markers and hinted us in a direction to further explore the subject. Off-task behavior, refusal, and bolting have been improved with strategies addressing triggers and managing issues like task length and children’s needs. Both our subjects show positive response to intervention during the four weeks of the study that were measured using Problem Behavior Data Collection tools. The baseline was determined using needs assessment questionnaires. All three target goals show increase by percentages ranging from 20 to 40 on average. We can conclude that customized strategies addressing the actual state of students and the features of the in-home distance learning settings can positively impact maladaptive behaviors in gifted children with ADHD. We consider this is an initial trial that we will use as customary practice in the future to implement further interventions and adaptations to meet students’ needs in both classroom and distance learning environment in the presence of both teachers and tutors.

Introduction and Problem Statement

The current year has presented society with a challenge. Nobody was really prepared for the social distancing required due to COVID-19 pandemics. Education has been one of the areas where regular activities have been affected the most. Educators have faced the need for remote instruction and elementary levels are the most complex environments. The rhythm of classes and activities for children are totally alien for parents and caregivers who find themselves unable to organize student’s routines. Children with special needs, including the group we decided to focus on. We decided to addressed the increasing on-task behavior during distance learning time in gifted students with ADHD at elementary level.

This change is particularly meaningful to us because, as educators, we want our students to successfully engaged in academic learning time outside of the classroom setting. Schools’ boundaries have expanded and parents need to be aware of the needs of their children to be able to comply with the continuing education outside the classrooms. Parents were not ready for this situation, especially those with children who demand a lot more time and attention. For instance, a mother wrote a message asking us how can she get her boy to sit for more than two minutes. We suggested her to use his puppet, that fortunately was not left behind at school, and share feelings with it. that is, have the monkey explain how we were all frustrated and bored to be home, and how our imagination is a great tool. Then, she encouraged her son to draw the trips they would have together once this period is over.

Applying behavioral intervention programs to keep them focused and engaged on tasks can be a method to successfully increase their academic learning time in any environment that is accurately and timely managed. Therefore, we decided to use the positive resolution of the current state as the hypothesis for the research. Thus, can behavioral intervention programs keep students focus while at home learning to achieve learning results similar to classroom environments?

The resulting strategy is to increase the on-task behavior during distance learning time for gifted students at elementary level, at home setting. We applied a behavioral intervention plan, based on the results of a preference assessment previously done according to functions of the behaviors observed. Several methods were used to collect data for evaluation to determine the exact course of action, including surveys of both parents and students. Once the variables were clear, we decided the interventions leading to the expected results. The strategies targeting the maladaptive behaviors during distance learning periods were addressed. As a result, interventions were designed to reduce these behaviors and their reduction was assessed in the last stage of this research. The results proved which were the specific interventions that best reduced gifted students’ maladaptive practices in a population of children with ADHD in their elementary school stage. Therefore, this study proves that developing a series of preventive strategies to remove environmental triggers to maladaptive behaviors is a very effective method for the desired outcomes.

Literature Review of the Topic

The main criteria for the selection of the researches included were the innovative approach on the referred method, and the resemblance to the strategies to be applied. All reference articles carry out extensive research in the area pertaining the chosen topic. The challenges of current situations have highlighted the timely use of resources to continue education in non-traditional environment, which is particularly troublesome for gifted students with ADHD.

Jessica L. Riley, B. M. in 2011 proposed a study on the increase of on-task behavior through the use of teacher attention on a fixed-time schedule. This research is directly related to our topic as we are doing research on increasing time on task behavior during distance learning. The aforementioned article is addressing an increase in task time during distance learning by using teacher attention. This article explains the effectiveness of the fixed-time delivery during learning process while increasing students’ on-task behavior and decreasing their off-task behavior. The study uses subjects in general public schools and without limitations to its target, reveals that fixed-time schedule is effective to get response from students and it improves their understanding of the process. Teacher makes behavior specific statements in front of students that shows positive response. The research study also reveals that intervention is also positive in learning process. Teacher attention is a positive element to shape positive learning behaviors.

Karrie and Godwin in 2016 carried out yet another study pertaining the off-task behavior of elementary school children that also gave me some guidelines when carrying out our research. They found that there are three main three elements; that is, environment, gender, class and peer intervention, that could affect the on-task behavior of children. Even though this research paper serves as contrast to our search, it provides me with ways to analyze how environmental distractions affect the on-time-task behavior of students in Charter schools. This research paper also discusses gender differences and different responses on-time-task behavior that will also use from the study to discuss in our research paper.

On the same line of research regarding time on task and success in education, Lee, 2018 had some relevant findings pertaining our line of research. This study found that students with higher SRL capacity would have longer time-on-task that is continuous by off-task exercises than understudies who don't have enough SRL capacity. This is relevant for our study since we can use its findings to represent the relationship between on-time-task and online classes. This study tried to show us how on-time-task responses is interrupted in online classes, however, in our research the predicting factors that could reduce interruption will challenge the research question of this paper.

Pertaining the topic as well a study from 2011 carried out by Park shows that, after one semester, understudies who were engaged with legitimate plan/advancement-based learning exercises demonstrated an essentially higher number of social collaborations with the Moodle LMS than did understudies engaged with bona fide conversation based learning exercises. Therefore, it was concluded that there is a direct relationship between course design/beliefs and response of students.

More directly regarding the subject of ADHD, Tycho and Dekkers, 2017, studied children 54 children with ADHD and 57 without ADHD from elementary schools and outpatient mental healthcare center for a total 111 children’s aged 9-13 years. They used an activity designed where after recording initial responses of both groups were asked to respond on trials (a reinforcing or a non-reinforcing condition) and later that responses were used as a measure to explain the motivation level as well as behavioral activeness. In spite of the human participation and the conflict of interests limiting the study, the results stated that stronger time-on-task effects were found in children with ADHD as compared to children without ADHD on indices of basic attention. Thus, this proves the existence of a difference between the effect of time-on-task in children with and without ADHD. This is a key input for our research paper. In order to effectively address the effect of on time task schedule we will have to make it clear what is the difference between children’s with and without ADHD. This paper also informs researchers on how children diagnosed with ADHD are low in sense of motivation, thus we will get help how these ADHD affect the motivation level among these children.

Our last reference focuses primarily on the use of peer-mediated intervention in children with Attention Deficit Hyperactivity Disorder. Nines, 2010, analyzes and replicates procedures using peer as an agent in afterschool programs and determines how intervention affect the behavior peer. Findings of this result show that off-task behavior is sensitive to attention for peers. Thus, we may conclude that the intervention of peer in learning behavior is helpful. Engagement was high in off-task behavior thus results of peer intervention are positive. Thus, the study demonstrated that it is good to conduct both functional analyses and a peer-mediated intervention in an afterschool program. Besides, it was exhibited that the friends were prepared to do precisely executing a differential fortification technique, including strengthening the nonattendance of issue conduct just as disregarding issue conduct. This research has addressed the same issue with addition of peer intervention. We use this article for its research findings about the effect of peer intervention on the behavior of children diagnosed with ADHD. Therefore, it provides evidence of peer intervention as an agent of behavior change.

Methodology: Action Research Project

Population demographics: The study used two subjects, from Hispanic background living with both parents and a sibling. They attend a public school for gifted children, and have been diagnosed with ADHD. They differ in gender. Both the boy and the girl have supportive parents and a functioning family settings. The setting for the collection of data was their houses at the time set for distance learning with parents present. They were named subject A and B. It is important for the study that we understood our subjects’ condition and used it as a starting point for the development of strategies throughout the study. High activity levels, difficulty remaining still for long periods of time and limited attention spans, are common to young children in general. However, ADHD diagnosed children’s hyperactivity and inattention are noticeably greater than expected for their age and cause distress and/or problems functioning at home, at school or with friends. Therefore, identifying the subjects as standard combined type ADHD lead to adjustment of measurements to the expectations for their type. Darias Behavioral Service is the sponsor and space for this project.

Procedures:

Assessment: to establish the variables accordingly, subjects were assessed to set their needs and expectations. Therefore, the tools were accurate for their state and range. The term needs assessment simply means a methodical process which defines and talks about the necessities or gaps which are between the existing situations and preferred circumstances or "requirements". The difference that is there between the existing and required condition has to be measured properly in order to appropriately detect the need. Since a need assessment is a part of planning process, most individuals use it to improve understanding of certain persons especially students with attention deficit or hyperactive disorders it is in this case. This assessment therefore is an effective tool that will help to identify the major problems hence coming up with desirable solutions in order to improve the behavior of the identified students (Grande.et.al, 2017). This organized review helps to give an overall view of different functions performed at individual level as well as the organizational level; so as to overcome problems such as attention hyperactive disorder thus improving learning in elementary level (Nayahangan.et.al, 2017).

There are several factors as to why these methods were chosen and the best explanation is that they involve comparing of different performances with the indicated abilities. This method makes use of other methods such as self- assessment, observation and caregiver assessment hence enabling me to identify challenges, capabilities, environmental factors, and functions of specific targeted behavior to elaborate a Behavior Intervention Plan that targets specific replacement behaviors to increase on-task behavior during distance learning time at elementary level. In carrying out these methods several procedures are involved which include carrying out several observations, organizing surveys and questionnaires as well as interviews.

Secondly, during the assessed period we used charts measuring the incidence of a problem behavior in time, that is a regular frequency of displays per day. The Behavior’s Topographical Definitions used were as follows:

· Bolting: any instance when the student runs away more than 10 feet from the working area to another part of the setting without safety implications.

· Off-task: any instance of the student engaging in any tasks other than the assigned task or ongoing activity (e.g., looking around the room, playing with items) for more than 10 seconds following a demand.

· Task refusal: any instance of student refusing to comply with instructions, requests, academic tasks.

Our critical question was the actual effect of the interventions to reduce maladaptive behavior while performing tasks as shown by markers set as goals 1, 2, and 3 of the charts. We focused on increasing on-task behavior during distance learning time in gifted students with ADHD at elementary level. This target is particularly meaningful to me because, as an educator, we want our students to successfully engaged in academic learning time outside of the classroom setting. We intend to increase the on-task behavior during distance learning time for gifted students at elementary level, at home setting. The behavioral intervention plan applied, as based on the results of a preference assessment previously done, comprised functions of the behaviors observed. In spite of the notion of the school as the ideal setting for learning acquisition for gifted students, we propose that children can also learn in home settings when in possession of the appropriate resources. Applying behavioral intervention programs to keep them focused and engaged on tasks can be a method to successfully increase their academic learning time.

Interventions

To address the issue of maladaptive behavior during on-task time, several interventions were designed pertaining each potential problem. The preventive strategies also serve to remove environmental triggers to maladaptive behaviors detected during observation. For instance, off-task environmental triggers were prevented by keeping the workspace clean and removing any object/edible that could be a distractor from the area client is going to be working on academic activities. Other measures included to make sure student uses the bathroom and drinks water and/or eats before he has to seat on the work area to complete the activities, and set up the computer or paper activity that student is going to work on before deliver the instruction.

To manage task refusal issues, we decided to advise subject of what coming after the academic activity (highly preferred reinforcer). We also provided frequents breaks and used a timer to mark the end of the breaks and advised client the amount of time that he had left before timer rings and what’s coming next. This strategy helped with transitions from a preferred activity to a non-preferred one. Another intervention was to develop a sequence interchanging preferred subjects’ activities with non-preferred ones.

To handle bolting we decided to accommodate the work area in a way that minimizes student’s running away from it and place the desktop far from the door(s). We also decided to sit next to the student (no more than 6 ft. away to block the behavior and redirect him to the activities.)

The study took four weeks and we were provided with a baseline prior information as a starting point. We began recording data on every meeting on June 11, 2020. The paper appendices include the logs of the intervention incidences and charts analyzing the resulting data for student A and Student B independently. The data collected includes the results of the assessments for both children, as well as the incidences of maladaptive behavior markers such as off task, refusal, and bolting. The graphs are a summary of these data regarding our three main goals; that is, appropriate escape, stay on task, and following instructions.

Methods used are a combination of qualitative and quantitative approaches. This is a case study where variables and data are built on a short time and result in no conclusive hypothesis testing. However, the graphs used showed the evolution of the variables as a steadily increasing curve during the four weeks with peaks and lows that described the actual events as a progressing happening. Questionnaires show accurate and customized baseline for further studies as well as the exact validation of issues from the view of the subjects. For instance, what each considers the appropriate time to be at a task, for one 20 minutes and 10 for the other subject.

The duration of the paper and the use of the initial assessment helped us maintain the line we had proposed at the beginning of the study. However, a goal was added in the study of subject B, to remain seated as a result of the observation during the trial. To sum up, we gave subjects an initial assessment that helped me define the three goals to modify maladaptive behavior to be modified. The interventions addressed bolting, off-task, and refusal with precise management. Daily logs collected incidences and allowed for a final analysis.

Findings

This is an exploratory study to determine the validity of several strategical interventions addressing the maladaptive behavior around on-task time in home settings of gifted children with ADHD in elementary school age. The main tools used were an initial assessment and daily measurement of behavior markers. The data collected proved the positive effect of the interventions in steady results of improved management.

As we studied Park, 2017, we can use her experiences as the referred research describes behavioral interaction of students in two different learning courses. That shows that different designing of courses explores participants to different behavioral responses thus there is a direct relationship between course design/beliefs and response of students. The discoveries infer that while planning an online course, it must include learning assignments, streamlining students' conduct association succession to augment their learning viability.

In this paper, the results of assessing both subjects show a difference in their initial stand towards distant learning. While subject A refers to be happy about it, this setting makes subject B worried. Both subjects refer positive results in their last online activity and prefer Mathematics. Their dislikes differ, for subject A Science is challenging while Grammar poses the greater try for S-B. regarding amount of work and time, there is a curious deviation. Whereas subject A considers it is a lot of work and spends 20 minutes doing it, subject A doesn’t consider it a lot and spends 10 minutes at online homework. We realized both subjects’ commitment to work is different, and this is a baseline to consider when observing following data collection.

Both subjects prefer in person classes and want to get A in their next homework. This speaks of a concern about in home session and good motivation. They both rely on teacher for help. While subject A expresses a contradictory point of view when considering on paper assignment more difficult and remaining happy about online classes; subject B is consistent with concerns about online tasks and being worried about the online learning.

The QABF shows student A is at 13 when it comes to attention issues, while S-B rates at 9. Their scape behavioral functions are at 14 for A and 11 for B. Their non-social actions are equally at 5 and physical rates very similar at 3 for A and 2 for B. Tangible maladaptive behaviors rate at 11 for A and 10 for B. These results are very average and served me to restate the quality of the sample as representative for the demographics chosen.

The data was studied through qualitative criteria like the antecedents for events, their consequences and possible functions in order to subjectively appraise the observed behaviors and decide timely interventions. Once the study was in progress we used two main markers as the troublesome behavior, task refusal and bolting for the ongoing measurements during the four weeks observed. For subject A, the rates of task refusals moved from 2.5 to 2.8 to 2.3 and down to 1.8. His off-task behavior rated first at 3.8, then 3.1, later 3.6, and finally 2.8. Subject B, on the other hand, started task refusal at rates moving from 3.2 to 3.8 to 3.3 and down to 2.8. His bolting behavior rated first at 2.8, then 3.2, later 3.5, and finally 2.5.

Goals are also depicted in the graphs. Goal 1 was appropriate escape. With the interventions designed, student A manage to move from a 20-30 % baseline to reach levels up to 80% and more with a steady 70% through week 3. On the other hnd, student B managed to move from a 0 to 10 % baseline to 20 % steady in week 2, and up to 50 % by the end of the search. Goal 2, Stay on task experienced similar improvement with the best numbers in week 3 at 98 % for both students A and B. Following instruction as the last common goal behaved with a steady increase from 57% baseline up to 86% for student A by the conclusion of study. Student B showed a mild improvement of 10% above his 30 % baseline.

Further Reflection and Continuing Questions about Our Action Research Journey

After the detection of the maladaptive behavior we decided to address and their baseline incidence, this study focused on the intervention strategies and measuring their impact on the goals proposed. We were able to determine how off-task behavior, bolting, and task refusal could be modified through changes in the workspace, provisory routines, and clear advice and timely communications. The main goals of improved behavior around appropriate escape, time on-task, and following instructions were met. Therefore, in our future teaching practice, we plan to always use initial assessments to set baselines and design strategies to intervene with timely activities.

Prior to this study in several occasions, when asked regarding the current situation and how to handle learning issues, other educators agree that the classroom setting is the most successful one when it comes to knowledge acquisition because in this setting, students have less distractions than at home. Another concern that educators have in relation to this matter is that at home setting there is no scholar schedule and/or structure as in schools and also caregivers are not trained on teaching skills and most of the time responses to exercises/test can be biased by their help and/or other distractors environment related.

This study proves how a systematic observation of the practice can lead to improvements contributing to change management and adaptive behaviors. Next time, we plan to carry the study for a whole semester and include more subjects. We would also like to focus on the motivational concepts and derive a comparative conclusion. We also want to explore more papers within the subject and if possible do a systematization in the field. Our question is really how much of the reaction of students with ADHD is related to the lack of customized planning of classes and adaptive strategies. This could lead to classroom variations to match the needs of the gifted students addressed.

We came to realize how relative the role of teachers is when addressing students with particular needs. It is impressive to understand that the more we understand the students’ approaches on learning the better we can keep discipline and encourage their processes. As teacher, we need to researchers to be able to appraise new situation and create adaptive strategies of intervention to fit the class’s features.

Conclusions

To wrap up, we would say as a teacher we will keep logs on the daily activities fostering, or not, improvement of behavior. The baseline measurement is also another powerful tool, to determine the starting point of a new class/term. Assessments are multiple, and we want to try the efficacy of several questionnaires available, as children respond in very specific ways that we must further explore.

Upon starting the research and stating its goals, the background was determined from the stand that the school is the ideal setting for learning acquisition for gifted students, but they can also learn in home settings if they have the appropriate resources.

We think we will continue to search through the databases of our institution to find related papers. The use of case studies provides a valuable source of information regarding the potential variations of results in such studies. We trust the observation of empirical events can provide a body of knowledge providing the baseline for further explorations.

We encourage our classmates to research. This is a positive practice that keeps our practice alive. Students respond to the quality of our attention, communication skills combined with research methods can create a collaborative environment rendering excellent results.

Our personal experience using intervention strategies to mitigate the negative impact of change in the teaching-learning environment from a classroom to the in home setting has provided me with a new understanding of teaching methods and resources. The clarity of the interventions and their direct use based on the initial assessment and developed through the ongoing measurements is a journey we will pursue in the future as an active teacher.

References

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Karrie, E., Godwin A., M. V. (2016). Off-task behavior in elementary school children. Elsevier, pp.129-137

Lee, Y. (2018). Effect of uninterrupted time-on-task on students’ success in Massive Open Online Courses (MOOCs). Elsevier, pp.175-180

Nayahangan, L. J., Konge, L., Schroeder, T. V., Paltved, C., Lindorff-Larsen, K. G., Nielsen, B. U., &Eiberg, J. P. (2017). A national needs assessment to identify technical procedures in vascular surgery for simulation-based training. European Journal of Vascular and Endovascular Surgery, 53(4), 591-599. Retrieved from https://www.sciencedirect.com/science/article/pii/S107858841730059X

Nines, M. D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, pp. 547-551.

Park, S. (2017). Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks. International Review of Research in Open and Distributed Learning, 213-233.

Riley, J. L., B. M. (2011). Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time Schedule. Psychology Faculty Publications, vol. 217.

Tycho J. Dekkers, J. A.-a. (2017). Time on task effects in children with and without ADHD: depletion of executive resources or depletion of motivation? Eur Child Adolesc Psychiatry, pp.1471-1481.

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