Section I: Introduction

Arrival Story

Thirteen years ago my little cousin was diagnosed with down syndrome. She has inspired
me to work in the field of special education. She has taught me to accept others for who they are
and to celebrate peoples differences. Now that I am on the track of becoming a teacher, I have
been more and more interested in the strategies teachers use to help students with disabilities
succeed. Researching and studying these strategies will really help me become a teacher that
makes a difference in the lives of students. I originally wanted to study multiple disabilities, but
found that it was best to narrow down my research. Therefore, I have chosen to do my capstone
on strategies and methods that teachers use to help a child with ADHD be successful in and
outside of the classroom. Learning these teaching strategies and techniques will not only help
me when teaching children with disabilities or behavioral problems, but will also help develop
my knowledge of different teaching methods that will enhance my teaching abilities.

Statement of the Problem

Students are more frequently being diagnosed with Attention Deficit and Hyperactive
Disorder in schools. There are many different methods that can be used to make an impact in a
student with ADHDs life. There are many different teaching techniques that teachers use to help
a student with ADHD be successful.
Unfortunately, students with ADHD are more often being prescribed medicine as a
solution to their diagnosis. The concern here is that we are teaching our students that the only
way of treating their diagnosis is by prescribing them medicine. Instead of showing them there
are other ways they can control their impulsivity and hyperactivity, we are limiting their ability
to find other tools that will help them be successful. Although studies have shown that medicine
can be effective in reducing symptoms of ADHD, these medications can be the cause of many
other problems that were not there before. ADHD medicine can have negative side effects on the
social and emotional development of children. Some negative side effects of ADHD medicine
include, sleep problems, decreased appetite, delayed growth, headaches, stomach aches,
irritability when the medication wears off, and moodiness (Boorady, 2014). Every child with
ADHD is different and will experience different side effects. Students are asked to adjust to
medications very frequently (Kam, 2015). If one medication does not work, then they are put on
a different one and are then required to adjust to that new medication. There seems to be no
stability. All students need stability, especially if they have ADHD.

Significance of the Study

This study is important because there are many children who are diagnosed with ADHD and as a
future teacher I want to be able to provide the children in my classroom the tools necessary for
success. This research will help build my knowledge of the strategies and methods that will help
all students be more successful academically and socially.
Purpose of the Study
Therefore, the purpose of this study is to find teaching strategies that will help students
with ADHD be successful academically and socially. The first purpose of this study is to better
understand ADHD, and the challenges that children face when they are given this diagnosis. The
second purpose is to research what practices can help these children be more in control of their
bodies and of their hyperactivity. The final purpose of this study is to examine what tools and
support teachers can give children who struggle with ADHD.
Background Information
There are many different teaching strategies that can help children with ADHD be in
control of their bodies. Providing the tools and teaching the children how to use calming methods
themselves, will create a better learning experience for all. With the frequency of children
diagnosed with ADHD, it seems efficient to resort to medication, because perhaps it is less
challenging. However, noting that is not worth fighting for is ever easy. Although, it may be
challenging, it is still worth advocating for children who cannot advocate for themselves.
Research shows that there are many different treatment plans that do not only resort to
medication, but that involve changing the attitudes of important adults in the childs life (Levine
& Anshel, 2011). Anecdotal evidence shows that teachers who make an effort to understand their

children, are more likely to see successful outcomes. Implementing different strategies like
allowing children the opportunity to move their bodies, or finding different tools that work well
for them when they work (Golubovic, 2014). For example, using focus tools like medicine balls
they can sit on while working. The goal is to find teaching strategies that meet their needs.
Research Question
This study will address the following research question:
1. What are the best teaching strategies that can help students with ADHD be successful
academically and socially?
Definition of terms
Attention Deficit Hyperactivity Disorder- A behavioral disorder characterized by functional
impairments in the areas of impulsivity, hyperactivity, and or inattention, is one of the most
frequently identified psychological disorders of school-age children and adolescents (Levine &
Anshel, 2011, p.297)
Cognitive Behavioral Paradigms - Cognitive behavioral paradigms follow the model proposed
by Aaron Beck (1964), which emphasizes the central role of thoughts and attributions in
understanding an individuals emotional and behavioral life. The CBT paradigm also includes an
emphasis on education, posting that giving people information about their diagnosis encourages
the development of independent problem-solving skills (Levine & Anshel, 2011, p. 298).
Social and Emotional Learning- [I]nvolves the processes through which children and adults
acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and
manage emotions, set and achieve positive goals, feel and show empathy for others, establish and

maintain positive relationships, and make responsible decisions (Weissberg & Cascarino, 2013,
p. 9).