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header: TECHNOLOGY TO INCREASE ATTENTION

Utilizing Technology-Based Lessons to Increase Attention of Non-Focusing Students Lindsey Blaine University of Alaska Southeast

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Abstract It is estimated that every classroom has at least one student with ADHD (attention deficit and hyperactivity disorder) and likely many more that suffer from severe inattention. The use of technology has been recommended in general education classrooms but the specific impact of technology-based lessons on the engagement level of students with attention challenges has not been significantly covered. This case study observes the effects of technology-based lesson plans on the engagement levels of students with ADHD or ADHD like attention challenges. I take a qualitative inquiry approach through real-world observation and personal interviews then utilize content analysis to triangulate shared themes within the documents.

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Utilizing Technology-Based Lessons to Increase Attention of Non-Focusing Students Introduction The purpose of this case study is to evaluate how technology can increase attention toward classroom work for students with ADHD or similar inattention challenges. At this stage in published research, the use of technology is encouraged but examples are non-specific. How can teachers utilize technology in lesson planning to better engage the attention of K-8 grade students with ADHD or ADHD similar attention challenges? The goal of this research was to determine if technology-based lesson plans are more engaging for students with attention challenges by interviewing students then observing student reaction to technology-based lesson plans. It is clear through other research that students with attention difficulties can become quite distracting to the entire classroom community. Learning new ways to engage students and keep their attention longer will help overall classroom management. It may also help those specific students education. Literature Review Its a common scene upon entering a classroom: at least a couple of the students are busy doodling, staring out the window, or interacting with a peer during a time that directions are being given or the teacher is instructing a lesson. The American Academy of Child and Adolescent Psychiatry (AACAP) estimates that all teachers have in their classrooms at least one child with ADHD (AACAP, 2010). ADHD, attention deficit hyperactivity disorder, has many signs that may include forgetfulness, trouble paying attention to details, difficulty shifting focus, overly impulsive behavior, excessive talking, being over-focused on some tasks, as well as other signs (Armstrong, 1999; Zentall, 2005). Many students share these symptoms, specifically

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difficulty focusing and staying on task, although they are not diagnosed with ADHD. This lack of focus is often referred to as inattention. Inattention is associated with significant school failure and is one of the most common childhood school problems (Zentall, 2005). Studies examining the academics of children with ADHD specify that those children are likely to receive lower grades than children without disabilities. (Zentall, 1993). The issues of inattention can not only have academic consequences but social implications and behavioral challenges, as well (Armstrong, 1999; Zentall, 2007). In todays classroom, managing students can be a juggling act of organization and creative lesson planning. Educators must apply ideas of management and teaching strategies from a variety of sources, creating the best possible learning environment (Hooper & Rieber, 1995). Learning should be meaningful. Meaningful learning is the product of building external connections between existing and new information (Hooper & Rieber, 1995). What a student learns from education is, to a large extent, a function of prior knowledge(Hooper & Rieber, 1995; Zentall, 1993). In order for students to make connections to new information, they must be engaged in what they are currently doing. Researchers recommend, providing a stimulating learning environment for students with difficulty paying attention because many children [with inattention challenges] are understimulated, and require higher doses of stimulation than the average person (Zentall, 1993). Research suggests computer technology is a highly effective approach for kids identified as ADD/ADHD (Armstrong, 1999). The benefits of high-speed, instant feedback; ability to self-control stimuli; and the interaction of bright colors/sounds, assist with maintaining attention and preventing behavioral difficulties (Armstrong, 1999; McComb, 1997). Students

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with attention and behavioral difficulties may work well with technology due to their predisposition toward high stimulation (Zentall, 1993). Research supports the ideals of a learner-centered classroom that allows for a moderate amount of choice-making (Armstrong, 1999; Dunlap et. Al., 1994; McComb, 1997; Zentall, 1993). In a traditional classroom, information is often presented sequentially and focus is for the teacher to make the material easier to understand (Hooper & Rieber, 1995). Hypermedia allows users to browse through an information base and to construct relationships between personal experience and the lesson (Hooper & Rieber, 1995), thus creating a more student-centered approach toward meaningful learning that encourages choice-making (Armstrong, 1999; McComb, 1997). Learner-centered classrooms support active learning. Active learning occurs when learners must actively seek and generate relationships between lesson content and prior knowledge (Hooper & Rieber, 1995). It encourages construction of knowledge (Hooper, 1995; Parsonson, 2012). Active learning means students are doing: they are active, engaged and attentive. When students are using technology as a tool to communicate and make choices (Armstrong, 1995) they are actively learning. The benefit of educational technology is the way it combines ideas and technology. It encourages students to concentrate and use deeper cognitive learning (Hooper & Rieber, 1995). Utilizing proactive strategies like lessons with physical activity and current technology (Geng, 2011; Pfiffner, 2006) ensures that students are engaged. Learner-centered environments that are facilitated with technology (McComb, 1997; Pfiffner, 2006) provide a creative and stimulating environment that can increase attention and decrease negative behavior. It should be noted that Yehle (1998) cautions that certain types of technology can be over-stimulating; thus, learning styles and individual needs should be taken into consideration. Technology is

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continually growing and changing, utilizing evolving knowledge to improve its very system. (Hooper & Rieber, 1995). Technology will only have a positive impact in the classroom if it is used to facilitate active learning and not inundate students with additional, unnecessary stimulation. It is widely agreed upon that providing extensive visuals and presenting instructions in writing (Zentall, 2003; Geng, 2011) are good instructional techniques for teachers to help inattentive students. Further recommendations include the use [of] color, bold emphasis, animation or verbal cues to guide the attention of students (Zentall, 2005). By integrating technology into their overall lesson plan, teachers may be able to hook, provide instructions, share information and encourage knowledge through the use of technology (Zentall, 2003). For example, teachers can use the smart board to write directions and then underline or highlight key points in a different color. Geng (2011) encourages educators to use digital audio recorders to help students record information that they can play back immediately. It can also be used for reminders throughout the day or even homework assignments. The literature reviewed demonstrates agreement among researchers that inattention leads to academic, social and behavioral problems. Many students suffer from inattention, whether they are formally diagnosed with ADHD or informally struggle. Guided by research findings from cognitive psychology and other related areas, teachers can create environments in which students actively engage in cognitive partnerships with technology (Hooper & Rieber, 1995). The use of technology is widely supported as an effective way to create a student-centered, active learning classroom. It is demonstrated that technology can provide instant feedback, help to maintain attention, encourage interaction with the material and prevent behavioral challenges by keeping students focused and on-task.

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Method In this study on the effects of technology-based lesson plans on the engagement levels of students with ADHD or ADHD like attention challenges, I take a qualitative inquiry approach examining a real world situation, without manipulating it. I take a grounded theory approach in this research (Merriam, 2009) through a case study design that is both intrinsic and instrumental (Merriam, 2009). Participants Participants are students with ADHD/similar attention challenges that currently participate in interventions at Chapman Elementary School. Participants were chosen because they demonstrate a clear difficulty with maintaining attention on tasks, during instruction time and throughout lessons. Materials I utilized a framework to guide field notes then coded notes to identify reoccurring actions and create unifying themes. Information was gathered through student interviews, 6 days of direct observation of varying activities and subjects both with and without technology, and compared to data from the document analysis. Analysis tables and framework are located in the appendix. Procedure Interviews Semi-structured interviews consisting of 3-5 questions on the topic of the students interest in their work took place in the general education classroom of Chapman Elementary School. The leading question, and subsequent guided questions, provided a slight framework for

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children rather than conducting a fully unstructured interview. This environment is familiar to the students, allowing for them to feel comfortable and provide more accurate, detailed answers. Observations My data is strongly based in observation. To begin, I observed the entire classroom for about 30 minutes, making small notes on overall behavior, attention and interaction. I then went with 6 kids as they moved to a different classroom with an intervention teacher. I continued to observe overall behavior. After the 6 students transitioned back to their general education classroom, I interviewed the 5 students I intended to watch closely throughout the week. The following days of the week I observed the students working in the general education classroom. During this time they participated in several different subject lesson plans. Half of the plans involved technology or hands on activities and half did not. My observations included notes and I referred to a rubric as necessary to ensure a common basis for analysis. Because of the less-structured nature of the interviews and observations, general synopsis best shares the information gathered. Some specific quotes and a summary of the key points from the observations are included in the appendix. Document Analysis The documents analyzed were the Kenai Peninsula Borough School District (KPBSD) Learning Disabilities Manual (2010), the KPBSD Parent-Student Handbook (2012) and the Alaska Special Education Handbook (2012). These documents were chosen for analysis because of their policies regarding individual teaching plans for students with challenges, overall teaching methods for students, and guidelines regarding instruction in borough schools. A summary of the key points from my content analysis is discussed in findings and the main points are shared in the appendix.

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Findings Participant Background All 5 students participate in interventions; 2 in QWEST intervention which is a challenge program and then 3 in individualized interventions to meet individual education plans (IEP). I did not review any IEPs or personal information but was aware that they were in place for those students. These 5 students were selected through discussion with multiple teachers for their challenges in attention. Two were girls, grade 3 and 4. Three were boys, grade 3 (two students) and 4 (one student). I attempted to select students that would provide a good range of inattention levels and represent both genders. For reference and confidentiality purposes the names of the students have been changed. I approached each student for a short interview while they were working on a craft. Due to the amount of time allotted for this research, interviews did not include students that dont generally show attention challenges. Therefore, all themes and conclusions are based solely on similarities between the five students, although they may or may not be relative to other students. Ally is a fourth grade student that attends a literacy intervention with two other students, twice a week. Both of her teachers have noted that she has a generally quiet demeanor and her attention will often drift while working. She often has a difficult time finishing her work on time and rarely returns completed homework. Mariah is a third grade student that attends an intervention for advanced students twice a week. Her teacher notes she is bright, enthusiastic and a good student but often has problems focusing on work. At times she does not complete work or may even bother other students who are trying to work. The majority of the time she gets off track but will refocus when

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reprimanded. She was one of the students named student of the quarter recently, even though she often displays inattention. Adam is a third grade student who attends an intervention for advanced students twice a week. The teachers both noted that he is an exceptional student but often has to be reseated because he will lose focus and interrupt other students to talk. This disruption often costs the teachers extra time but does not appear to hinder his ability to complete his work. Bill is a third grade student who attends an intervention three times a week by himself. He often interrupts the teacher and other students. He has difficulty completing his schoolwork but always returns completed homework. He is seated on a large rubber ball in the classroom where he can rock and move back and forth; the general education teacher believes this allows him to burn off additional energies. Caleb is a fourth grade student who attends an intervention twice a week with other students. He is very outgoing and seems to have many friends. According to his teachers, he gets sidetracked from his work regularly but tries to refocus when directed to do so by a teacher. His intervention teacher pointed out that his difficulty reading impedes his performance in all subjects. Participant Interviews Each student was approached during a time when they were working on individual crafts. There was a moderate amount of talk going on throughout the classroom so others easily ignored our interviews. I began each interview with a leading question then let the conversation flow. Ally I approached Ally and noted that she seemed to really enjoy cutting out the shapes. She agreed that she did. I asked her what other types of work she liked to do and she shared that she

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was really enjoying a current project where they were creating movies using claymation. I then asked her about the process they were using and then focused on her responses that were strongly based on the technology aspect of the project. I asked her about the instructions and she mentioned that she had to keep asking because I forget what Im supposed to do sometimes. Mariah Mariah was quietly reading at her desk. I almost hated to interrupt but the teacher had directed me to interview her next. She was gracious to stop and when I asked her about the book, she gave me a detailed account of the story. We talked a lot about her love for reading. When I asked about other things she liked she mentioned science, art, music and PE. My favorite quote from Mariah was regarding an ongoing salmon-based project. She is obviously redirected often, but shows just slight remorse. I really like to listen to stories but its hard to listen to someone talk about fish when theres so many live people having fun outside the window, you know? [Her teacher] makes me sit by [a fellow student] because she pokes me to keep me listening. Adam Adam was working on cutting for his craft as well. He was very talkative and impressed me with his ability to talk and keep cutting. We discussed the project; his favorite subjects were math and reading as long as recess didnt count. I asked him directly if he felt his attention sometimes needed improvement. He laughed and said all the time. When I asked him about focusing and what helped him, he gave me a wry smile and said that he pays more attention than people know. Bill/Caleb

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Bill and Caleb were working on their projects at the same time. They were both coloring. They both seemed to be rushing through it a bit. When I approached I mentioned that I hoped I was not interrupting because they seemed quite busy. Bill told me they were rushing to get done so they didnt have homework. I asked them both to describe their favorite activities. Bill, again, went first. His top three activities were all hands-on: basketball in PE, making a video on the laptop and using the iPod touch for flashcards. Caleb shared activities that all had to do with hands on and technology, like the claymation project and making his own books on his iPod touch. Observations These five students were observed working in the general education classroom during several different lessons over the course of 6 days. The times of day for observation varied in order to rule out time of day as a factor in attention. For example, attention may be affected by hunger right before lunch or excitement prior to recess. Results from day one were not included as they served as a day to help the students get used to my presence in the classroom and for me to develop a critical yet smooth method of tracking my observations. A general overview of the notes demonstrate a much longer attention span to activities that required hands-on involvement of the students either through building something (working with clay, cutting paper or using math manipulatives) or utilizing technology (computer, smartboard, iPod touches). When students were asked to sit quietly and listen, their attention often drifted away from the teacher to other activities going on around them, including action outside the classroom window. There appeared to be no correlation between the type of nonhands on activities and the amount of time that they remained focused. Activities that required active participation held the attention span much longer. In lesson plans that did not involve

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hands on work or technology, mathematics held attention spans longer. The rest of the subjects did not show any specific relation to attention span. Attention and focus tended to drift drastically with longer lessons. Further studies would be required to make a correlation to short breaks helping keep students on task. However, lessons that were short and allowed students to provide a finished product after that short time kept the students attention well. For example, in science lessons were broken up where the students would do a hands-on lesson one day that demonstrated little to no attention drift. A different day the students wrote down and illustrated something they had learned from this previous activity. They were instructed to name three things and illustrate one of them and were given verbal cues to how much time they had remaining. Each student finished this task (although quality of work varied greatly). There was noticeable difference between attentions to oral lessons (teacher reading or talking) versus lessons where the students were physically doing something (reading, writing). During one reading lesson the teacher read the students a chapter and attention drifted greatly. During another lesson where the students had to read and take notes they were much more focused, although two students were often out of their seats and off task. Students paid attention longer when they were performing a task. Attention span increased further when they were performing a task that involved creation or technology. Students performing tasks that combined creation and technology maintained their attention throughout the entire lesson with little distraction (distraction of focus varied mildly among students). An example of this was the claymation project. Students were combining technology and art (among other subjects) and each student showed a high attention retention rate.

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Students who received directions verbally, whether directly from the teacher or via audio, had to ask for directions to be repeated nearly twice as much as when directions were also provided written down or on a board/device. This was significant because it correlated with classroom time management. The less instructions had to be repeated, the more complete the work was at the end of the allotted time period. The exception to this was if the teacher spent a lot of personalized time with just one or two students. Then their work was more complete even with directions being provided multiple times. Due to the size and time constraints of the general education classroom this practice wasnt viewed often. I did not notice a difference between age or gender in the notes or rubric. I did however notice a variation between students in how their lack of attention manifested and the frequency in how their inattention affected other students. These correlations did not affect this particular study but they provide further support for ongoing research into classroom management techniques for the vary challenges of students with inattention struggles. Document Review The literature review provided three distinct patterns and three overall themes. Evidencebased instructional practices were studied and shared. Many of the previous studies also employed impartial, consistent observation. Researchers agree that students demonstrating inattention should not have this behavior affecting their academic grade. The themes that emerged included a push toward high quality instruction in the general education classroom, repeated measures of performance to rule out single focus issues, and early intervention for students suffering from inattention issues. The document analysis reviewed three manuals/handbooks created by the state of Alaska or the Kenai Peninsula Borough School District. The goal was to identify any patterns of

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recommendations or policies that affect students with attention disorders. No specific patterns were found in regards to attention, however many patterns were identified for students with IEPs or those requiring specific interventions. There were several unifying themes about the use of technology being presented for all students and having every student spend time in a general education classroom. This led me to the general conclusion that since all students will be in a general education setting, this is an ideal time to utilize technology for instruction and ongoing evaluations or support. Conclusions and Recommendations There is overwhelming support through the interviews and observations that technologybased lesson plans are much more engaging to todays students. The five students in this study share a challenge of ADHD but vary dramatically in their overall success as students, suggesting that other factors influence their academic career such as the level of their inattention, support from home and general demeanor. Students with attention difficulties like ADHD offer require more stimulation than other students (Zentall, 1993). Technology provides an opportunity for differentiation and the ability for the student to adjust the stimulation to keep their own attention. Each student demonstrated increased mental stimulation and concentration when working with technology. Reviewed research, as well as observations, support providing instructions in writing as well as verbally (Zentall, 2003; Geng, 2011). Utilizing technology can allow the teacher to highlight and color code important instructions. This helps students decode what they should be doing. This can become a classroom management technique by reducing the amount of time the teacher is repeating directions or answering questions.

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Students demonstrating regular inattention did better when working with their hands or utilizing technology to perform activities versus activities that required them to sit quietly and listen. A variety of teaching techniques will keep all students more interested. For students with attention challenges the use of manipulatives and more hands on and computer based work that requires body movement as well as mental thought was shown to keep their attention much longer than any other form of instruction. While breaks were not studied here, there is sufficient evidence elsewhere to suggest that frequent breaks from high-concentration or high-listening skills can help children with inattention focus better on longer tasks. Every child is different and responds to teaching techniques in different ways. Supporting literature and the information gathered throughout this study suggest that incorporating technology regularly into all subjects of lessons can better engage all students but especially those with attention challenges. This introductory study suggests that more detailed research should be performed on the types of technology that are most engaging and how those types can be used to reach students. As technology will continue to evolve, our teaching practices must evolve to utilize tools to best reach all learners.

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References American Academy of Child and Adolescent Psychiatry. (2010). Facts for families. Reviewed at: www.aacap.org. Armstrong, Thomas. (1999). ADD/ADHD Alternatives in the Classroom. N.d.: Association for Supervision & Curriculum. Dunlap, G., dePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518. Geng, G. (2011, July 30). Investigation of teacher's verbal and non-verbal strategies for managing attention deficit hyperactivity disorder (ADHD) student's behaviours within a classroom environment. Australian Journal of Teacher Education, 36(7), 17-30. Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon. Kenai Peninsula Borough School District. (2010). Learning disabilities manual. Pupil Services Department. Kenai Peninsula Borough School District. (2012). Parent/student handbook. McComb, B. L., & Whisler, J. (1997). The learner-centered classroom and school: Strategies for increasing student motiviation and achievement. N.p.: Jossey-Bass Education Series. Merriam, S. (2009). Qualitative research: A guide to design and implementation. (2nd ed.). San Francisco: Jossey-Bass. Parsonson, B. S. (2012). Evidence-based classroom behaviour management stratgies [Electronic version]. Kairaranga, 13(1), 16-23.

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Pfiffner, L. J., Barkley, R. A., & DuPaul, G. J. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (3rd ed.) (pp. 547-589). New York: Guilford. State of Alaska. (2012). Special education handbook. Retrieved from: http://www.eed.state.ak.us/tls/sped/handbook.html Yehle, A. K., & Wambold, C. (1998, July). An ADHD success story: Strategies for teachers and students. Teaching exceptional children, 30(6), 8-13. Retrieved from ERIC (EJ570175). Zentall, S. S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143-153. Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42, 821-836. Zentall, S. S., & Javorsky, J. (2007). Professional development for teachers of students with ADHD and characteristics of ADHD. Behavioral Disorders , 32, 78-93.

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Appendix A Interview Protocol Interviewer: Lindsey Blaine Interviewee: Chapman Elementary School students with attention challenges Thank you for taking the time to talk with me. I am a student, too, so I appreciate you helping me learn. You have been selected to speak with me today about some of the assignments you work on during class. My project is called a research project and I will look at how students focus and enjoy the class work they are doing. My project does not look at how you are learning or if you are doing a good job. My goal is simply to learn more about learning and teaching so that hopefully I can become a better teacher and help other teachers and students just like you. Leading question: 1. Ive noticed that you seem to like to __________________. Can you tell me what you like best about it? Potential conversation questions depending on answer to leading question.: 1. What other type of work do you like to do? 2. Do you like to use the computer or iPod to do assignments? 3. If you have a choice between writing in your journal or typing it on the computer which do you like to do? 4. Do you like getting your instructions on the computer or told to you?

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Thank you again for talking with me today. Everything that weve discussed is just between me and you. This isnt for a grade in class, it is to help me in my learning. Do you have any questions about my project or our talk today?

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Appendix B Observation Protocol Observer: Lindsey Blaine Place/Participants Observed: Chapman Elementary School students with attention challenges during work with an interventionist and while in the general education classroom. What will be observed? General terms of observation: Evaluate attentiveness during two social studies activities, two math activities, two literacy activities and two science activities where one of each involves technology and one of each does not. All activities should be individual-based to keep the variables of partner or group work neutral. Use procedures below and rubric for evaluation. 1. Students level of attentiveness while teacher is giving instructions 2. Student level of attentiveness during first 5 minutes of assignment (no technology used) 3. Student level of attentiveness after 10 minutes of assignment 4. Student level of attentiveness after 20 minutes of assignment 5. Student level of attentiveness after completion of assignment or end of time period, whichever comes first 6. Students level of attentiveness while teacher is giving instructions using technology (white board, notes sent to iPod, etc) 7. Student level during first 5 minutes of assignment that requires use of technology 8. Repeat observation of attentiveness at 10, 20 and completion of assignment or end of period

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Appendix C ATTENTION RUBRIC Yes (attentive) No (non-attentive) Student is looking at teacher Student is looking elsewhere while teacher is talking or is from teacher or fidgeting, talking reading instructions. with another student, drawing, or other activities that may demonstrate no attention to instructions. Student is actively working on assignment. Either listening, writing, typing, creating, or other activities that show physical focus on the assignment. A strong effort has been made on the assignment demonstrated by completion of the task or quality work (at that students level). The student is not actively working on the assignment. Either focus is actively on another source or student is quiet. No focus on work that is scheduled during that time. At the end of period allotted for the assignment work is not completed and little or no effort has been made on the project. Work is lower quality or appears rushed.

Teacher provided directions/instructions

During work time

End of period or work completed

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Appendix D Observation Analysis

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Appendix E Document Analysis Name of document: KPBSD Learning Disabilities Manual KPBSD Parent-Student Handbook Alaska Special Education Handbook High frequency words/phrases: IDEA, IEP, instruction, intervention, technology Patterns:
Evidence-based Behavior Impartial,

instructional practices

not reported with academic grade consistent observation

Themes:
High

quality instruction in general education classrooms measures of performance

Repeated Early

intervention

Conclusions The district currently has in place several policies and goals for their students that include inclusive general education classes, IEPs for students who have demonstrated a need, measuring performance, and the use of the Internet and other technologies as tools in the classroom. All students will have access to Internet and other technology at times. Since all students will be in a general education setting, this is an ideal time to utilize technology for instruction and ongoing evaluations or support.