Stepping Away from Sitting Still:

Effective teaching Strategies for Students with ADHD

David Peterson
Dominican University of California
Liberal Studies
Agenda

- Background
- Purpose & Research Question
- Review of Literature
- Findings & Connections
- Questions
 ADHD- an ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or
development.

- National Institute of Mental Health, 2016.

 Why ADHD?
- 10.3% of school-age children are said to Kids have the right to be kids!

be diagnosed with ADHD (CDC, 2016)

- Many teachers do not have enough tools/
pedagogy to help these students
- Children with ADHD are often prescribed
methamphetamine stimulants to
moderate their ADHD behaviors
- Drug companies lie about retention
rates -Peterson, 2016.
- Negative stigma surrounds ADHD
 Purpose

The purpose of my research was to find an

array of alternative teaching strategies,
pedagogies and practices that effectively help
the ADHD child reach their greatest academic
potential
 Research Question

What strategies do teachers use to accommodate students

with ADHD?
Review of Literature
Highlights
 Integrated Dynamic Representation (IDR)
Gonzalez-Castro, Cueli, Cabeza, Alvarez-Garcia, & Rodriguez, 2014.

Fragmented comprehension Fragmented representation Integration

Key concepts are Key concepts are Representations of

identified, either then grouped into numerical data and
with a visual mark union-intersection known information
(highlight) or topics, specify are sewn together
drawing to numerical to form a holistic
represent known representations. representation of
information the equation.
*the fourth step in IDR asks the student to re-formulate the problem statement without referencing the
original problem, enforcing knowledge further.
 Interest ≠ Attention
Wang, Tsai, & Yang, 2013.

- Students show increased span of interest when introduced to more

involved models and materials. However, their attention span -the time in
which they concentrate on that item or task- stays relatively the same
without any significant change.
- This observational research looked exclusively at the effectiveness of the
objects, themselves, in maintaining student interest and attention span.
They did not take into account how the materials were used; not
considering teacher ability to make that object interesting/engaging.
 Positive Intervention in the classroom
Zentall & Lee, 2012.
Implementation
1. Find truth in every answer (Yes, 5 and 5
would be 10 if we were doing addition, but
we’re looking for the product!)
2. Never speak ill of students in or out of the
classroom
3. Give students undivided attention (with lots
of eye contact!)
4. Constructive feedback as opposed to
deconstructive criticism.
5. Facilitate a safe learning environment where
failing, success and attempt are all held to
the same caliber
Effect
1. Allows students to recognize their mistakes
without being criticised for incorrectly
interpreting information.
2. Focusing on positive student qualities results
in more positive behavior.
3. Students reciprocate those listening
behaviors when it is the teacher’s turn to talk
4. Students achieve more when told what they
did right
5. Students become more comfortable with
themselves and with each other.
 Timing is everything
for ADHD students.
Shankman, 2017.
Pink, 2018.

Children with ADHD can be introduced to a variety

of time-management techniques to be used for
better organization.

- Productivity zones
- Recognizing the need for “brain breaks”

Simply knowing when to do certain activities/rituals

improves productivity and work ethic immensely.
Research Methods
(Fieldwork)
 Application for
Teachers
Children need agency in
their learning; they should
be able to pick their
preferred listening style, not
be expected to sit quietly all
the time.
 Application for
Teachers
Intervention is key! Children
with ADHD need help
facilitating, monitoring and
scheduling until they get
into a routine.
https://www.pinterest.com/explore/self-ass
essment/
 Application for Teachers
Medicating students should not be the only implement to help ADHD children. Medication should be
used as a supplement for classroom pedagogies and intervention.

*ASH is an
acronym for
anxiolytics,
sedatives,
and
hypnotics
https://www.cdc.gov/nchs/data/databriefs/db135.htm#x2013;2010</a>%20
 “I’ve never had a student with
ADHD, but somehow they all got
diagnosed after they graduated
my class.”

-Elementary school teacher

Conclusions
 Purpose
The purpose of my research was to find an
array of alternative teaching strategies,
pedagogies and practices that effectively help
the ADHD child reach their greatest academic
potential
 Conclusions
- Teachers implement all sorts of interventions for ADHD children.
- There is endless literature on the topic of helping ADHD children manage,
organize and accel with their own brains.
- Medication should not be the only resource for ADHD children.

*What does this all mean for you, DJ?*

 Children with ADHD are not
broken, they are not lost causes,
and they deserve all the learning
they can get.