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How ADHD Impacts Learning

Tammie Zentgraf

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 1 and 2

EDUW 691 Professional Skills Development

Caroline A. Hickethier

July 30, 2016

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and can create learning experiences that make these aspects of

subject matter meaningful for students.

Knowledge. The teacher understands major concepts, assumptions, debates, processes of

inquiry, and ways of knowing that are central to the disciplines(s) s/he teaches.

Dispositions. The teacher appreciates multiple perspectives and conveys to learners how

knowledge is developed from the vantage point of the learner.

Performances. The teacher engages students in generating knowledge and testing

hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

Wisconsin Teacher Standard (WTS) 2: Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn and develop, and

can provide instruction that supports their intellectual, social, and personal development.

Knowledge. The teacher understands how learning occurs-how students construct

knowledge, acquire skills, and develop habits of mind-and knows how to use instructional

strategies that promote student learning for a wide range of student abilities.

Dispositions. The teacher is disposed to use students strengths as a basis for growth,

and their errors as an opportunity for learning.

Performances. The teacher accesses students thinking and experiences as a basis for

instructional activities by, for example, encouraging discussion, listening to group interaction,

and eliciting samples of student thinking orally and in writing.

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Danielson Domains

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Component 1c: Selecting Instructional Goals

Component 1d: Demonstrating Knowledge of Resources

Component 1e: Designing Coherent Instruction

Component 1f: Assessing Student Learning

Domain 3: Instruction

Component 3a: Communicating Clearly and Accurately

Component 3c: Engaging Students in Learning

Component 3d: Providing Feedback to Students

Component 3e: Demonstrating Flexibility and Responsiveness

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Pre-assessments

Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)

While diving into Wisconsin Teaching Standards (WTS) 1 and 2, I am evaluating the

connection between students with Attention-Deficit/Hyperactivity Disorder (ADHD) and the

impact it has on their learning; specifically, to one of my students. I am teaching special

education in a middle school setting. The school serves students in fifth through eighth grade

and is physically connected to the local high school. I am working with a caseload of

approximately 20 students, of which 7 have some level of ADHD identified as part of his/her

Individualized Education Plan (IEP). While I will be focusing on one student and his specific

needs, the discovered knowledge will be disseminated over a larger group of students who reflect

at least some commonalities to this students journey in the educational setting.

In identifying the links of ADHD and its impact on learning I will be looking at different

excerpts from WTS 1 and 2. In WTS 1, The teacher understands.ways of knowing that are

central to the discipline(s) s/he teaches. As well as, The teacher appreciates multiple

perspectives. Working with students with ADHD often calls for different approaches and a

variety of pathways to help students connect with educational material. In WTS 2, it states, The

teacher is disposed to use students strengths as basis for growth and, The teacher accesses

students thinking and experiences as a basis for instructional activities Students with ADHD

have strengths struggling brings out. As educators, our task is to utilize these strengths to bring

about success for these students. During instruction prior to this research, I believed that my

traditional instruction style would be just as effective for students with ADHD as for my regular

education students. This was due to my experience as a middle school mathematics teacher.

Artifacts A and B represent a more traditional format for presenting information to students. As
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I saw less successful results with ADHD students; I realized there was a need to learn more

about engaging these students in ways that were more compatible with his or her learning

strengths.

The student learning objective that I will be working with is from the Common Core

mathematics fourth grade Measurement and Data section (4.MD, number three), apply the area

formulas for rectangles in real world and mathematical problems. This is what leads me to this

journey of discovery.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

Sam (name changed for privacy) is an incoming seventh grade student. On his 2015

STAR Math assessment had a scaled score of 570, placing him in the eighth percentile.

Throughout the first quarter Sam had shown the ability to solve addition and subtraction

problems with two and three digit numbers, rounding numbers to estimate the sum and determine

place value of digits. He had also been able to identify different parts of a bar graph as well as

create them. He struggled to analyze graphs and answer questions pertaining to the graph. Sam

currently has strong math facts and math calculation skills. He knows the majority of

multiplication facts, but is inconsistent with some. Sam is not able to divide facts consistently at

this point. We are working on story problems/word problems, as this is his biggest area of need.

He does need verbal prompts to stay on task.

Sam has two goals related to mathematics written in his IEP that will be the focus of his

academic growth in mathematics. Sams first goal is to increase his math vocabulary on the

Transmath vocabulary baseline assessment from 14/60 to 45/60 by the end of the next grading

period. The second goal is Sams second goal is being able to find the area of a rectangle with

80% accuracy.
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Assessment of Learning Environment While Learning Targeted Objective(s)

While Sam is integrated into the regular educational setting for most of his classes, he is

in a small group instruction format for his English Language Arts (ELA) class and mathematics

class. This mathematics instruction class meets daily for 45 minutes in the schools resource

room. The following supplementary services that Sam receives in his small group learning

environment are also to be offered to him in all his classes. Some of these services include:

Provide Sam with the opportunity to have his tests read aloud to him.

Provide access to a distraction-free space or alternative location for Sam.

Give Sam word banks for assignments or tests.

Modified tests and assessments adjusted to his reading level if given as homework.

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment show

that even with the supports and small group instruction that have been implemented for Sam, he

is still struggling to experience academic success. I need to research his ADHD and find

strategies that can work with his way of processing, connecting and retaining knowledge so he

can achieve academic success. The essential question that will guide my research is: What

instructional strategies help students with Attention Deficit/Hyperactivity Disorder (ADHD)

become successful learners?

Research Summary

In evaluating how ADHD impacts learning, first take a look at what ADHD is.

According to Block, R. M., Macdonald, N.P., & Piotrowski, N.P. (2016), ADHD is defined as,

A condition characterized by an inability to focus attention or to inhibit impulsive,

hyperactive behavior: it is associated with behavior that results in poor performance in

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educational, social, or work settings. The disorder is diagnosed in childhood, but

symptoms can persist into adulthood for some people. (Preface of article)

Block et al. (2016) discussed the three main categories of symptoms: inattention, hyperactivity,

and impulsiveness. Inattentive students tend to struggle maintaining focus for more than short

bursts of time. When doing an unpleasant task a student will avoid the task and display high

levels of distractibility. Those with hyperactivity may seem overactive even in very relaxed

settings. These students fidget, like pencil and foot tapping, without being cognizant of such

movements. Stillness is a difficult request to those with ADHD. The last category of symptoms

is impulsiveness. This includes behaviors such as moving ahead of someone in line because

waiting seems impossible, frequent interruption of others or blurting out in class. The students

with ADHD are not acting out in these ways simply out of boredom or intentional misbehavior;

it is a neurological brain issue. Block et al (20160 stated it this way:

It is important to recognize that children with ADHD are not bad children who are

hyperactive, impulsive, and inattentive on purpose. Rather, they are usually bright

children who would like to behave better and to be more successful in school, in social

life with peers, and in family affairs, but they simply cannot. One way to think about

ADHD is to consider it a disorder of the ability to inhibit impulsive, off-task, or

undesirable attention. Consequently, an individual with ADHD cannot separate important

from unimportant stimuli and cannot sort appropriate from inappropriate responses to

those stimuli. It is easy to understand how someone whose brain is trying to respond to a

multitude of stimuli, rather than sorting stimuli into priorities for response, will have

difficulty focusing and maintaining attention to the main task. (para. 7)

Understanding the basics of ADHD is necessary for educators to implement strategies to elicit
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successful student learning.

Historically speaking, ADHD as a medical diagnosis is still a relatively new area of

study. About twenty years ago more studies started to emerge with data driven strategies to

work with students with this diagnosis. In July 1994, Fiore and Becker published a book titled,

Promising Classroom Interventions for Students with Attention Deficit Disorders. This book

provided insight into working with students with this disorder. It should be noted that ADHD

and Attention Deficit Disorder (ADD) have been used interchangeably throughout its brief

history and ADD has re-emerged as the current preferred blanket diagnosis used in education.

For the purposes of this paper, ADHD will continue to be used as that is the specific diagnosis of

the student of specific interest. Fiore and Becker (1994) elaborated on different interventions

designed to benefit students, some of which are as follows:

Class wide peer tutoring programs

Tribes activities

Soft skills for school success

Life-centered career education opportunities

The book details each of these interventions with data evidencing the success of these strategies.

Peer tutoring in mathematics resulted in, lower special education placement rates, less

restrictive special services and maintained significant advantage in academic achievement

(Fiore et al., p. 31). Tribes resulted in students with ADHD, having greater feelings of social

self-efficacybetter social skills, more social interactions, and less rejection of students with

academic handicaps (p. 80). Fiore et al. also described how instructing skills for school success

impacted students, skills such as self-questioning improved the performance of important

ideas and comprehension (p. 161). To date, researchers have not formally evaluated the
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life-centered career education in actual practice in schools. LCCE in various forms, however has

been widely employed in schools during three decades and thus can claim some level of

legitimacy through use (p. 213). These ideas were collected and tested in the classroom by

experienced teachers and provided physical data as well as observational feedback.

In Teaching Students with ADHD, Brown et al. (2015) established and defined ADHD in

much the same way as Block. Brown et al.s writing focused on the best strategies that teachers

could use to help students with ADHD become successful in the classroom (2015). Many of the

suggestions come down to research based, best classroom practices that most students would

benefit from.

These practices will engage not only the ADHD students, but would contribute to the

success of all learners in a classroom environment. Many of the practices described have to do

with three basic areas: the physical space and surroundings, the instructional strategies used, and

the behavior management process. Keeping a physical space in mind, Brown provides a list of

suggestions that assist students with ADHD, a complete list of strategies can be found as Artifact

E. A few of the educational setting strategies are as follows: Make rules clear by posting, seat

students near the teacher or near a focused child and arrange student seats in rows rather than

groups at tables (Brown, 2015, para. 18).

An additional aspect Brown provided guidance is specific teaching strategies. Once

again a complete list of teaching strategies found in his research can be found in Artifact E. A

few of the teaching strategies to assist students with ADHD include: peer tutoring, experiential

learning that appeals to visual, audio, tactile and kinetic, breaking lessons into short segments,

separated by breaks and to encourage interaction during lesson time (para. 19).

In addition to the set-up of the physical room and instructional strategies, there is a
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behavioral management piece to building successful students with ADHD. This segment in

Browns article discussed having a Functional Behavioral Assessment (FBA) completed to

determine what behaviors are problematic for students and develop strategies to address and

diminish those behaviors. Being in a school that has a Positive Behavioral Interventions and

Supports (PBIS) program is helpful as is providing a tracking record for students to monitor their

progress. A final recommendation for the behavioral management piece is to work with students

to help them work toward good self-regulation.

Research Implications

My essential question was, What instructional strategies help students with Attention

Deficit/Hyperactivity Disorder (ADHD) become successful learners? To get a better picture

specific to the student whose goals are being targeted, there is other information that must be

noted. Sam has comorbid conditions with ADHD which factor into his educational experience.

These conditions include microcephaly, history of high lead levels, and significant language

needs. In studying Sams IEP, I discovered language is a pervasive issue that affects every area

of his learning. Sam is an English Language Learner; he is difficult to understand in both

English and Spanish. He struggles with comprehension and expression of language in both

languages. Sams expressive vocabulary and grammar are limited which means he needs extra

time to articulate his thoughts both in speaking and in writing. He toils with recognizing whether

his sentences or stories make sense. These comorbid factors must be addressed simultaneously

in order for Sam to gain traction in his academic progress. With this extended understanding of

Sams needs, I will be linking the researched strategies that benefit students with ADHD to

concurrently support Sams language deficits.

Research-based Action Plan

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Action Plan Summary Outline

1. Generate an instructional lesson segment utilizing research based teaching strategies

identified to benefit students with ADHD.

2. Introduce vocabulary needed to understand the lesson segment. This will be

accomplished by integrating multi-learning styles to connect with the relevant vocabulary in

different ways.

3. Scaffold to this lesson segment by bringing prior knowledge to build on.

4. Facilitate knowledge integration through lesson segment by implementing strategic

brain breaks, using Kagan Strategies such as Rally Coach and Stand Up, Hand Up, Pair Up.

5. Assess mastery level of student learning objective to determine impact of newly

integrated instructional strategies.

Targeted Student Learning Objective(s)

1. Standardized goal: As described on Sams IEP: Sam will increase his math

vocabulary by the end of the next term from a score of 14/60 to 45/60 on the Transmath

vocabulary baseline assessment. Sam will be able to find the area of rectangles with 80%

accuracy.

2. Targeted learning objective: As taken from Wisconsin Common Core 4.MD Three.

Apply the area formulas for rectangles in real world and mathematical problems.

(13)Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Task: Sam will show proficiency in calculating area of rectangles at least 80%.

Task: Sam will demonstrate increased understanding of mathematics vocabulary

by retaking the Transmath vocabulary baseline assessment with a score of 45/60.

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)

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a. Sam will answer four out of five questions correctly on assignment.

b. Sam will link lesson specific vocabulary words to their definitions on

assignment, supporting the on-going goal of increasing mathematic vocabulary.

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)

1. Sam will complete an in-class assignment containing five problems requiring

the calculation of area for different rectangles in real world situations. This assignment

contains an example of how to solve for area using a formula and provides interactive

instructions that build in both a physical break and an opportunity to use the information

immediately with a peer using Dr. Spencer Kagans Rally Coach Structure. This

assignment can be viewed as Artifact D. This assignment will be turned in at the end of

class time and will be evaluated for its accuracy.

Post-assessments

Instructional Insights Related to WTS and Targeted Student Learning Objective(s)

The targeted student learning objective to apply the area formulas for rectangles in real

world and mathematical problems will be instructed using the research based instructional

strategies that will benefit Sam. By introducing vocabulary in a way that appeals to multiple

learning styles with visual, auditory and physical aspects, the vocabulary connects in more ways

than having him only read or write a definition. Drawing a picture and having a physical motion

(Total Physical Response TPR) that connects with pertinent vocabulary will change learning

into a multi-sensory experience and involves more areas of the brain allowing for long-term

storage and easier recall of information. For example, the TPR for height would be to place hand

on head, representing the total distance between the floor and the tallest part of the body. In

addition to TPR, the Frayer model, shown in Artifact C, for building vocabulary creates a visual
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representation of the critical attributes of specific vocabulary words. These instructional

strategies will be part of an on-going effort to bolster the Sams mathematical understandings

through vocabulary development.

The key to improving student success is in providing instructional supports that will

guide the student through the tasks. An example of this would be the student learning objective

of generating area for rectangles in real world situations. The supports have been built into the

lesson segment as well as the assignment to enable the student to more effectively and

independently make progress in their learning. These instructional strategies include: Kagan

structures for engagement, brain breaks, as well as scaffolds and supports integrated into

instruction and assignments. Each of these strategies will work toward supporting Sams

academic progress by providing tools to maximize his achievement.

Comparison of Student Performance Related to Targeted Student Learning Objective(s)

The added instructional strategies to engage Sam, and allow for integration of the

knowledge will create stronger connections to the material. Because multiple strategies are

being used, it will allow for information to be stored more easily in long term memory. As Sam

becomes proficient in using strategies, such as the Frayer model for vocabulary, this skill can be

utilized across other curricular areas. The reciprocity of information flows more freely when a

similar skill set enables learning in multiple academic environments. Kagans structures for

engagement also provide a variety of ways to enlist Sam to participate in a structured format. So

while I envision these instructional strategies to lead to success for Sams given goals, I also

expect these strategies to magnify success globally in the academic setting.

Comparison of Learning Environment While Learning Targeted Objective(s)

Oftentimes our students who are in special education arent willing to engage with their
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peers. While Sam is an outgoing, friendly student, he becomes somewhat reserved when asked to

participate by speaking in front of the whole class. However, the Kagan structures for

engagement provide a structured, accessible, non-threatening way to interact in short segments;

therefore, creating a community of learners where everyone participates. Making a visual

schedule to create a predictable classroom routine provides stability, comfort and structure to

their learning environment. I also see that a lot of these strategies would be beneficial for our

regular education students and can help reluctant learners find more success by utilizing these

learning tools.

Reflection of Entire Learning Process

My essential question was, What instructional strategies help students with Attention

Deficit/Hyperactivity Disorder (ADHD) become successful learners? There was a focus of two

goals, one for increasing mathematic vocabulary and the other a specific mathematic learning

objective. Learning to engage in curriculum in different ways, developing mental stamina, and

tools to refocus diverted attention are results of the introduced instructional strategies. My hope

is that with the skills learned in reaching the above goals, there will be segues to other academic

areas to nurture success across the curriculum.

What Worked and Why

1. The instructional strategies to increase mathematics vocabulary were effective because

they appealed to multi-sensory learners.

2. Scaffolds and reference materials built into lesson provide the needed information for

the student to be successful by breaking the information into smaller chunks and providing a

space to think through each step of the process.

What Did Not Work and Why

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1. I am a bit skeptical about the engagement level using the Kagan structure because of

the age group being middle school students who may be resistant to such strategies. I envision

watching for cues from students and adjust the strategies accordingly until a balance of

comfortable interaction is found.

2. With Sams language difficulties, will the vocabulary get stored in his long term

memory or stay stuck in his short-term memory that never gets fully integrated. His extensive

challenges in this area may not make these the best strategies to support his learning; therefore,

may need to explore a multitude of resources and tools to find a model that works for him.

My Next Steps

1. To use the Frayer model for vocabulary to build an interactive notebook as a growing

glossary of mathematic vocabulary words. This model can again be used across the curriculum

but will support Sams goal of expanding his mathematic vocabulary.

2. I will continue to look for additional ways to develop Sams vocabulary skills which

are impeding his learning across the curriculum.

3. Use these improved vocabulary supports to move toward more complex mathematical

word problems as the math calculations are not his barrier but the language to understand what is

being asked of him is the greater challenge.

4. Continue introducing strategies designed to break problems down into more

manageable segments and build confidence and competency in Sam.

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References

Block, R. M., Macdonald, N. P., & Piotrowski, N. P. (2016). Attention deficit hyperactivity

disorder (ADHD). [Magills Medical Guide Online Edition]

Brown, K. (2015). Teaching Students with ADHD. Research Starters: Education [Online

Edition].

Fiore, T. A., Becker, E. A. (Jul 1994). Promising classroom interventions for students with

Attention Deficit Disorders. Research Triangle Park, NC. Center for Research in

Education
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Artifact A: Initial Vocabulary List

The below vocabulary list simply catalogs the vocabulary words and dictionary

definitions. The challenge with this information is that is has limited impact to students unless

they are auditory or visual learners. Introducing a more interactive vocabulary list that students

have to engage in to complete will draw students into a multi-faceted learning style.

Artifact B: Initial classroom assignment

This initial assignment was straight-forward but provided few tools for the challenged

learner. These are the types of assignments that many students will see in a regular education

classroom, but part of our responsibility as special education professionals is to provide the

scaffolds necessary for the student to be successful. By adjusting the format to include

additional instructional supports the task becomes achievable by having tools built in. Teaching

the students to advocate for themselves with their regular education instructors is another goal

for students to achieve. This advocacy enables students to recognize and ask for supports that

are beneficial to their success.

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Artifact C: Vocabulary Instructional Tool

The vocabulary cards shown below in Artifact C, are based on the Frayer Model template

for identifying different aspects of vocabulary words that will resonate with different learning

styles. This model demands different aspects of a word to be considered, what it means in words

and pictures as well as what it is not. This design will work toward better understanding and

application of the academic terminology needed to continue building mathematical skills and

concepts.
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Artifact D: Guided practice perimeter and vocabulary

After researching strategies to help students with ADHD, having shorter segments that

utilize more of a gradual release of responsibility approach: I Do, We Do, You Do. The lesson is

broken into smaller chunks and more immediate practice is incorporated into the instruction to

engage the learner and reduce the expectation for long, focused attention. Brain breaks will be

taken with intentional movements to get students crossing over their mid-line giving their brains

time to integrate knowledge and to refocus for the next piece of information.
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Complete the missing information in the below vocabulary cards:

Please note that in the above artifacts, I have reduced the allowable workspace for the sake of

this studys presentation. In giving these artifacts for students to complete, the work space
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would be expanded to sizes appropriate for the given tasks.

Artifact E: Researched Strategies Lists

Browns research on classroom environment as well as teaching strategies is presented in lists

below as taken from his article in American Psychological Assoc., (2015, paras. 18-19). The

information was valuable, but too cumbersome to report fully within the text of the paper.

For the Classroom Organization:

Make rules clear: post them.

Make a schedule clear: post it.

Seat students with ADHD near the teacher or near a focused child.

Seat students in rows, if possible, rather than at group tables.

Closed classrooms, rather than pod arrangements are helpful.

Students easily distracted by sounds may do better seated in the rear of the room so they

dont have to turn around to see the distraction.

Interact personally with the student often.

Seat students with ADHD away from the hall and the windows.

Keep one part of the room relatively distraction-free.

Stand near students with ADHD when presenting a lecture or giving directions.

Individual headphones, classical music, or background white noise may be helpful in

reducing distractions. (para. 18)

The teaching strategies Brown (2015, para. 19) identifies to assist students with ADHD include:

Use peer tutoring, either have older students tutor the student with ADHD or have

him/her tutor younger students.

Include a variety of activities in each lesson.

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Appeal to a variety of senses during the lesson (visual, audio, tactile, kinetic); include

hands-on experiences when possible.

Break lessons into short pieces separated by breaks.

Encourage interaction during lessons (answering questions etc.).

Try role playing and acting out lessons when possible, involving the class.

Use cooperative teams in learning, where each student has a defined role.

Interact verbally with students with ADHD and maintain eye contact when giving

directions.

Give directions one step at a time.

Ask the student to reiterate directions to ensure clarity.

Set accuracy goals and encourage the student to take time to complete tasks, rather than

rushing to complete them.