Dr.

David Pelcovitz Understanding Diverse Learners Research Review

Nosson Schuman August 6, 2012

o Select one of the tools you will contribute to the class Wiki toolbox. Find a minimum of 5 articles from peer-reviewed journals that research the application of this technique with children. o Create a bibliography of the articles in APA style

Verbal and Non-verbal strategies for Managing ADHD students Cook, M. N. (2005). The disruptive or ADHD child: What to do when kids won't sit still and be quiet. Focus on Exceptional Children. 37 (7), 1. DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective I intervention strategies. Theory Into Practice. 50 (1), 35-42. Geng, G. (2011). Investigation of teachers' verbal and non-verbal strategies for managing attention deficit hyperactivity disorder (ADHD) students' behaviours within a classroom environment. Australian Journal of Teacher Education. 36 (7), 17-30. Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD: A summary of teacher options beneficial for the whole class. Teaching Exceptional Children. 39 (2), 6-12. Jitendra, A. K., DuPaul, G. J., Someki, F., & Tresco, K. E. (2008). Enhancing academic achievement for children with attention-deficit hyperactivity disorder: Evidence from school-based intervention research. Developmental Disabilities Research Reviews. 14 (4), 325-330. Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers' reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child & Youth Care Forum. 40 (3), 193-210. Reiber, C., & McLaughlin, T. F. (2004). Classroom interventions: Methods to improve academic performance and classroom behavior for students with attentiondeficit/hyperactivity disorder. International Journal of Special Education. 19 (1), 1-13. Roberts, M., White, R., & McLaughlin, T. F. (1997). Useful classroom accommodations for teaching children with ADD and ADHD. B.C. Journal of Special Education. 21 (2), 7184.

Dr. David Pelcovitz Understanding Diverse Learners Research Review

Nosson Schuman August 6, 2012

o Select one of the articles o Briefly but clearly summarize the research presented, including the background (what has been done in the field before), a description of the subjects, methods and setting, research questions and hypotheses. o Was the strategy effective? Are the results generalizable to a Jewish setting? Why or why not?

Geng, G. (2011). Investigation of teachers' verbal and non-verbal strategies for managing attention deficit hyperactivity disorder (ADHD) students' behaviours within a classroom environment. Australian Journal of Teacher Education. 36 (7), 17-30.

ADHD students present great challenges for their teachers. Exhibiting distractibility, impulsivity and hyperactivity, they can easily lose concentration, and with it, distract the teacher and deter the whole class from learning. It will take a teacher with extra patience and self- control to implement many of the verbal and non-verbal strategies proven effective by Geng to manage a class with ADHD students. As it is a common malady nowadays, there has been much research on how best to teach ADHD students. Studies have been performed testing the efficacy of cognitive behavioral therapy upon the children, parental training programs, behavioral approaches of positive reinforcement, and optimal classroom organization among others. Regarding communication with the ADHD student, Paula Galey in The ADHD Support Book (2007), recommended the frequent use of the students names, standing close when giving instruction and maintaining eye contact, using specific and direct instructions, illustrating and writing instructions in addition to speaking them, developing a rapport with the students and treating them with respect. Nonetheless, Gretchen Geng felt that there was a need for more research to better understand the role that teachers verbal and non-verbal strategies play in ADHD students behavior management in the classroom

Dr. David Pelcovitz Understanding Diverse Learners

Nosson Schuman August 6, 2012

Research Review setting. Therefore she set out to investigate which verbal and non-verbal strategies might encourage positive behaviors from ADHD students and ultimately improve their educational and behavioral outcomes. The study was performed by observing the interactions between three pairs of male ADHD students and their teachers in three schools in separate parts of Australia. Observations were carried out during the morning sessions, lunch and afternoon sessions by five researchers for a period of one to four days per student. All the researchers used the same form to record their observations. The form included three sections: the students ADHD behaviors, the teachers verbal and non-verbal strategies, and the students response to the teachers strategies. It was found that positive teachers verbal strategies included voice control (low to loud volume, firmness, tone and pace), short phrases, repeated instructions, use of students names and a combination of visual cues and verbal instructions. Calm verbal strategies resulted in students calming down or complying with the teachers instructions. Like Galleys conclusions, Geng found that these strategies only worked in the long run if there was a strong rapport with the students. Similarly, non-verbal communication such as taps on the shoulder and hand gestures enhanced verbal communication. Much information was learned from improper communication strategies. A disapproving shaking of the head or turning ones back on misbehavior inexorably stimulated worse behavior from the students. Ignoring and yelling were found not to produce any positive responses from students at any time. It gave students permission to continue with the behaviors. Ignoring or not noticing behaviors resulted in continuation of the behaviors. Yelling also resulted in defiance: it was found to be a trigger for the escalation of challenging behavior.

Dr. David Pelcovitz Understanding Diverse Learners

Nosson Schuman August 6, 2012

Research Review Geng likewise found that behavior management strategies that were implemented together with medication were the most effective. The Jewish faith has always known the great impact of speech, Life and death are in the control of the tongue (Proverbs: 18) and , A soft response quells anger, whereas a word said in rage brings on more anger (Proverbs 15). We always knew to apply these heedings of caution to lifes challenging scenarios. Geng has extended them to the teaching of students of ADHD. Shes has conclusively proven that teachers talk can influence whether a situation escalates or calms. She has shown that the choice of words and mode of delivery are of the utmost importance. Gengs conclusions are extremely important for the Judaic teacher and administration. Many teachers misunderstand the ADHD student, assuming their disobedience for rebellion. In truth their disobedience was due to true lack of self-control. These teachers need to be extra sensitive when communicating with the ADHD student. Better verbal and non-verbal cues will make a difference. I have seen that when the situation is mishandled, not only will the ADHD student disturb the rest of the class, but he ended up being removed from the class, even expelled from the school. Considering that so much of Jewish identification as an adult is influenced by the K12 years, its imperative that the teacher learn the most he can on effective strategies for educating the ADHD child for the consequences can be frightening.