Effective Classroom Accommodations for ADHD Students

students. The hypotheses will determine if there are significant differences between Stanford 9 standardized pre- and post-test scores each group and if there is a significant difference between Stanford 9 standardized post-test scores comparing Group 1 to Group 2. Subjects for this study will be 30 ADHD students chosen from a conveniently located elementary school. All students will be pre- and post-tested with the Stanford 9 standardized test. The experimental group will receive standard educational accommodations commonly used as intervention treatments with ADHD. Findings will be compared with controls. ANOVA will be used to analyze data.

Attention Deficit Hyperactivity Disorder (ADHD) is the name given to a neuropsychological disorder that results in social and academic problematic behaviors for an estimated 5 percent of all school age children (range: 2 to 9 percent), with a ratio of

3 to 1 boys to girls (Taylor, 1998). Characteristics include activity levels far in excess of those for the individual's appropriate age group, the inability to sustain interest, attention, or persistence to their activities as well as their peers, and impulse control and self-regulation abilities that lag far behind the expected level of development (Barkley 1996).

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lp failing ADHD students, try to change the student to fit the school environment, instead of trying to find ways to manipulate the environment to fit the student's learning style. The authors claim that taking tests in a distraction-free environment with extended time, being assisted with taking notes, and being allowed to audiotape class lectures are some accommodations that will help make learning possible for students with ADHD. Again, unfortunately no research is sited to verify the effectiveness of these accommodations. Some researchers believe that comprehensive changes designed to make classrooms more nurturing may, eventually eliminate the need for so many individual classroom accommodations, and that what works for ADHD students, is good for learning in general. However, since not much research exists about specific ADHD interventions, educators and policy makers have little to guide them when considering such academic strategies (Richter-Sand, 1997). Geenewald and Walsh (1996) did report on the experimental interventions used with a nine year old, third grade boy whose impulsivity and inattentiveness were interfering with his learning and the learning of his classmates. Prior to the intervention, the sub
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Approximate Word count = 5740
Approximate Pages = 23 (250 words per page)

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