Attention Deficit Disorder There are a number of modification

Effects of Teacher/Administrator Modifications And Accommodations

Unfortunately while there have been many articles advocating the use of teacher- and administrator-related educational modifications and accommodations ADHD students, there has been little evaluative research examining the success of such programs. However, Greenewald and Walsh (1996) did report on the evaluation of instructional accommodations/modifications for an attention deficit hyperactivity disorder student's impulsivity and inattentiveness, both of which were interfering with his learning and that of his classmates.

Prior to experimental intervention, a simple event recording was conducted over nine class periods to determine the frequency of the subject's impulsivity and inattentiveness. For ease of observation the most frequently occurring behavior was targeted for study which was impulsivity and inattentiveness.

An ABAB reversal design was used to study the effects of regular instructional procedures (baseline) and instructional procedures recommended for ADHD children (intervention) on the subject's non-attending behavior. Bas

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increased understanding of their ADHD; (2) increased understanding of individual learning styles; (3) gained strategies to self-advocacy; and (4) selected modifications to address individual learning styles. It was concluded, however, that high school level ADHD students need more than a 12-week group program to learn self-advocacy skills and strategies for coping with the disorder. Bloomquist, August and Ostrander (1991) compared two variations of school-based cognitive-behavioral training programs with each other and with a waiting-list control condition in the treatment of first through fourth grade students with attention-deficit hyperactivity disorder. Interventions included: (1) a multicomponent condition that provided coordinated training programs for parents, teachers, and children and (2) a teacher-only condition that offered training for classroom teachers only in cognitive-behavioral modifications for classroom use. Evaluation of outcome data occurred at pre-intervention, post-intervention, and at a six-week follow-up. Findings revealed that the multicomponent cognitive-behavioral training condition was significantly better than the other conditions at improving observed off-task/disruptive behavior at posttest
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Approximate Word count = 1407
Approximate Pages = 6 (250 words per page)

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