Attention Deficit Hyperactivity Disorder: Effective Methods for the Classroom.

Abstract

Attention deficit hyperactivity disorder (ADHD) is estimated to affect from 3 to 5 percent of school-age children (APA, 1994). ADHD currently is conceptualized as a neuropsychological disorder that has a strong genetic component but that also is affected by environmental factors (Barkley, 1998). Although a number of promising lines of research are emerging, at present the cause(s) of ADHD remains uncertain (Barkley, 1998). Children who exhibit the behaviors characteristic of ADHD often have difficulty attending to tasks, remaining seated, and resisting distractions, and they often act impulsively (APA, 1994). In addition, children with ADHD may be noncompliant or aggressive, or may exhibit other disruptive behaviors. Children with ADHD also are more likely than their peers to have academic problems. Research suggests that, in school-based samples, around 50% of children with ADHD will qualify for special education, the majority of whom qualify under either the Learning Disability or Behavioral Disorders category (Reid, Maag, Vasa, & Wright, 1994), and most children with ADHD also should qualify for service under Section 504 (Reid & Katsiyannis, 1995). ADHD, however, is not strictly a special education problem. Most children with ADHD will spend most of their time in the general education classroom (Reid, Maag, Vasa, & Wright, 1994). Thus, effectively working with children with ADHD demands attention to both the general education and special education environments. At present, a multimodal approach to ADHD treatment is the most widely accepted approach (e.g., Barkley, 1998; DuPaul & Stoner, 1994). The model includes four major areas in which intervention may be addressed: (a) educational accommodations, (b) promoting appropriate behavior, ( c) medical management, and ( d) ancillary support services for children and parents (e.g. counseling, parental support groups). This article will focus on two facets of ADHD treatment: educational accommodations and interventions for promoting appropriate behavior. These areas are the ones in which the teacher, whether special education or general education, will be directly involved. The purpose of this article is to present a compendium of best practices recommended by research and practical experience.