Instructional Techniques for Elementary Students with Attention Deficit Hyperactivity Disorder

Author

Marlene Tiller, Longwood University

Date of Award

5-11-1995

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Rachel Mathews, Ed.D.

Second Advisor

Ruth L. Meese, Ph.D.

Third Advisor

Linda Tennison, Ph.D.

Abstract

Instructional techniques used with elementary students diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) were investigated. Subjects included fifty (n=50 ) special education teachers of elementary level (K-5 ) students with learning disabilities (LD) and/or emotional disabilities (ED). Of the fifty subjects, only twenty-three surveys were returned . Subject s were asked to choose the most effective desk placement, classroom placement , classroom strategy , and teaching method for an elementary level student with ADHD . A t-test, chi- square, and descriptive statistics were used to analyze the data . No significant differences were found between the choices of teachers of students with learning disabilities, and the teachers of students with emotional/behavioral disabilities. The number of years in which each teacher had taught special education did not reveal a significant difference in the chosen answers. Seating the child in study carrels, placing the student in a special education classroom , using shorter assignments, removing distractions, rewarding appropriate behavior, and home-school instruction were found to be the most utilized techniques . Of the teaching techniques chosen, home school instruction was found to be the most effective .

Recommended Citation

Tiller, Marlene, "Instructional Techniques for Elementary Students with Attention Deficit Hyperactivity Disorder" (1995). Theses & Honors Papers. 341.
https://digitalcommons.longwood.edu/etd/341