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InstructionalStrategiestoSupportADHDStudents
ErikaGalewski
SaintMarysUniversityofMinnesota
SchoolsofGraduateandProfessionalPrograms
PortfolioEntryforWisconsinTeacherStandardsThreeandFive
EDUW694ClassroomEnvironment
Instructor:CatherineAnderson
March22,2016

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WisconsinTeachingStandard#3:Teachersunderstandthatchildrenlearn
differently
.Theteacherunderstandshowpupils

differ

in

their

approaches

to
learning

and

the

barriers

that

impedelearning

and

can

adapt

instruction

to

meet

the
diverse

needs

of

pupils,

including

thosewithdisabilitiesandexceptionalities

Knowledge
Theteacherunderstandsandcanprovideadaptationsforareasofexceptionalityinlearning,
includinglearningdisabilities,visualandperceptualdifficulties,andspecialphysicalormental
challenges.

Dispositions
Theteachermakesstudentsfeelvaluedfortheirpotentialaspeople,andhelpsthemlearntovalue
eachother.

Performances
Theteacherusesteachingapproachesthataresensitivetothemultipleexperiencesoflearnersand
thataddressdifferentlearningandperformancemodes.

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WisconsinTeachingStandard#5:Teachersknowhowtomanageaclassroom
.
Theteacherusesanunderstandingofindividualandgroupmotivationandbehavior
tocreatealearningenvironmentthatencouragespositivesocialinteraction,active
engagementinlearning,andselfmotivation.

Knowledge
Theteacherrecognizesfactorsandsituationsthatarelikelytopromoteordiminishintrinsic
motivation,andknowshowtohelpstudentsbecomeselfmotivated.

Dispositions
Theteachervaluestheroleofstudentsinpromotingeachotherslearningandrecognizesthe
importanceofpeerrelationshipsinestablishingaclimateoflearning

Performances
Theteacheranalyzestheclassroomenvironmentandmakesdecisionsandadjustmentstoenhance
socialrelationships,studentmotivationandengagement,andproductivework.

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DanielsonFrameworkforTeaching

Domain2:TheClassroomEnvironment

Component
Component2d:ManagingStudentBehavior

Element
Monitoringofstudentbehavior

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PreAssessment
SelfReflectionAssessmentofClassroomEnvironmentRelatedtoWTS3&5
IhavebeenemployedasanelementaryteacherbytheRegisCatholicSchoolSystemsince
2007.Inthepast,Ihavetaught:secondgrade,K5Library,K5Art,firstgrade,andmostrecently,
thirdgrade.Thisyear(201516),IamteachingthirdgradeatSt.MarysElementarySchoolin
Altoona,Wisconsinforthesecondtime.St.Marysisoneofthreeelementaryschoolswithinthe
RegisCatholicSchoolSysteminEauClaire,Wisconsin.St.Marysenrollsstudentsinpreschool
throughfifthgrade,withtwosectionsofpreschool,andonesectionofkindergartenthroughfifth
grade.Withinmyclassroomoftwentythreestudents,studentsrangeinagesfromeighttoten
yearsold.Iteachthirdgrademath,science,socialstudies,reading,languagearts,andfourthgrade
socialstudies.
Withinmythirdgradeclassroom,ninetysixpercentofstudentsareCaucasianandfour
percentofmystudentsareofAsianethnicity.EightpercentofstudentfamiliesarenonCatholic
withninetytwopercentofstudentfamiliesCatholic.Twentysixpercentofstudentsliveina
oneparenthouseholdandseventyfourpercentofstudentsliveinatwoparent,traditional
household.AllstudentsarenativeEnglishspeakers,withtwostudentsidentifiedwithADHDand
learningdisabilitiesintheareaofreadingandlanguage.EachstudenthasaRegisSchoolSystem
serviceplanthatoutlinestheaccommodationsIprovideastheirclassroomteacher.Such
accommodationsinclude:shortenedtasks,oralresponses,additionaltimegiventocomplete
assignments,oneononeindividualinstructionaltime,smallgrouping,individualworkzones,and
theuseoffidgets/wiggleseats.Sixtypercentofmythirdgradestudentsarecurrentlyreading
betweenafourthandseventhgradeguidedreadinglevel.Thirteenpercentofthirdgradersare

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readingbetweenafirstandsecondgradeguidedreadinglevel.Oneofthesestudentsqualifiesfor
Title1services,butthefamilychosetooptoutofreceivingservicesforthisschoolyear.
Mythirdgradersthisyearexhibitacollectivehighlevelofenergyandareveryactive
learners.Theclassroomdynamicishighenergy,conversationalandfullofphysicalmovementby
amajorityofstudents.TwostudentshavebeendiagnosedwithADHDandarereceivingmedical
formsoftreatmentfortheircondition.IncontrasttoothergradelevelclassesIhavetaught,the
activitylevelofthisparticulargroupofthirdgradersseemstorequiremoreconstantmonitoring
andadjustingtolessons,transitions,andactivitiesbecausetheyareextremelyverbaland
physicallyactiveacrosstheboard.Overall,thisclassishighlysensitive,emotional,andimmature
intheirsocialbehavior.Themajorityoftheclassiscreativewithastrongmusicalandartistic
nature.Theyarehighlymotivatedbycreatingprojectsandsharingthemwiththeclassacrossall
subjectareas.
St.Marysschooldayrunsfrom8:30a.m.to3:25p.m.MondaythroughFriday.Ofthose
nearlysevenhoursofschool,onehouriscommittedtolunchandrecessbreaks.Withsixhoursof
totalclasstime,andtheaddedcomponentofreligionclassfourtimesaweekwithaweeklyhour
ofMass,thetimeallottedforcorecurricularareasisdiminished.Duringtheweek,Regisschool
systemspecialistscometoSt.Marystoteach:libraryskills,gym,music,art,computer,guidance,
andSpanish.Sincespecialistsworkatseveralbuildings,ourweeklyinstructionalschedulecanbe
unbalancedonspecificdays.OnTuesdays,mythirdgradersreceiveonlythreeandahalfhoursof
corecurriculuminstructionwithme.Tuesdaysseemtobethedaywheremystudentsaremore

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focusedintheclassroombecausetheyhavehadaconstantmindshiftwiththevarietyofspecials
andenteringnewlearningenvironments.
Thephysicalareaofmyselfcontainedthirdgradeclassroomisapproximatelyfivehundred
eightysquarefeet.Withtwentythreestudents,ourclassroomoftenfeelscrampedforspaceat
times.Wehaveourowninteractivewhiteboard,twoclassroomIpads,andaccesstoacomputer
labthreedaysaweek.
Overall,thefamiliesthatchoosetosendtheirchildrentoSt.Marys,identifyas
conservative.Withthatinmind,ourschooladministrationworkswithRegisadministrationto
monitorweeklycommunicationtoreflecttheconservativenatureoftheSt.Marysfamilies.Faith
istheoverarchingelementinallRegisCatholicSchools,andwearemandatedtodevotetimeeach
daytoprayerandreligiousstudies.Duringthemonth,weparticipateinaweeklyschoolMass
wherestudentsareinchargeofreadings,prayers,andserving.Eachmonthstudentsdevotetimeto
prayinginthechurchduringAdoration,orparticipateinliturgicalseasonprayerservices.The
parishpriestalsovisitsclassroomseachweektosharelessonsontheCatholicfaith.Inthespring
of2014,theRegisSchoolSystemwasaccreditedthroughAdvancED.Throughtheaccreditation
process,allteacherswererequiredto:maintainclassroomwebsites,integratetheuseofAIMSweb
assessments,collaboratewithgradelevelcolleaguesacrossthesystemincurriculumplanning,and
consistentlyteachtheRegisVision/Mission/CoreValuestostudents.
Ihopetoinstillalifelongloveoflearningineachoneofmystudents.Oneofthemost
essentialcomponentsinachievingthisistheclassroomenvironment.Mygoalistoguidestudents
ontheirjourneyoflearningandfacilitategrowthandprogressduringmytimedevotedtothemas

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aneducator.ThebestmethodthatIhaveusedintheclassroomtomonitorstudentsattitudesand
feelingsabouttheclassistohavedailyconversationswiththem.Imakeitapointeachdayto
connectwitheachofmystudents.Establishingandmaintainingthatrapportisessentialfor
studentstofeelrespectedandvaluedintheclassroom.
Ialsohaveusedateacherreportcardinthepastwherestudentscanassessmeandprovide
mewithfeedback.Ifeelasthoughstudentsshouldhaveownershipwithintheclassroomanditis
essentialformetolisten.Ibelievethatrespectisearnedthroughestablishingastrongrapportwith
students.Iachievethisthrough:classconversations,settingclearexpectationsforacademicsand
behaviorandgettingtoknowsomethingspecialabouteachstudentandconnectingwiththem.I
believeintheimportanceofteachablemomentsthatarise.Iamskilledatconnectinglessons
acrossthecurriculumanddevelopingthoseconnectionsthroughavarietyoflessonsandlearning
experiences.ThroughbuildingastrongrapportwithstudentsatthebeginningoftheschoolyearI
maketimeeachdaytotalkoneononewitheachstudent.Itmayonlybeforaminuteortwo,butI
trytoconnectwitheachonedaily.Byestablishingandmaintainingthatrapportitiseasierto
determinewhatmotivateseachstudentandwhatskillsarestrongorneeddevelopment.
Iamproactiveinconsistentlymonitoringstudentbehaviorandpreventingissuesbefore
thereisaneedfordiscipline.Whentheneedfordisciplinearises,studentsaregivenacopyofour
CoreValuesandgiventimetoreflectonthebehaviortheyexhibited.Fromthere,studentsare
givenarespectpolicythatneedstobesignedbyaparentandreturnedtoschooltokeeponfile.
Throughoutthisschoolyear,Ihaveonlyusedtherespectpolicytwice.Allotherbehavioralissues
havebeenhandledthroughpositivereinforcementandproximity.

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AtSt.Marys,thecommunityofparentsiscloselyknitandverycommittedtotheschool.
Weconsistentlyhave100%parentattendanceatparent/teacherconferences,andmanyparentsare
eagertovolunteertheirtimetoservetheschoolcommunityinanumberofways.Classroom
communicationwithparentsismaintainedthrough:weeklyprintedanddigitalnewsletters,the
Remindapp,surveysusingGoogleforms,andaclassroomblogwherestudentspostaweekly
classroomreview.Duringourfallparent/teacherconferences,severalparentsexpressedaneedfor
anopenhouseformatwhereparentswouldvisittheirchildsclassroomandhearfromtheteacher
about:classroommanagementstyle,gradelevelobjectives,expectations,projects,andcurriculum.
Parentsexpressedthatthisformatwouldpreventanymisunderstandinginwhateachteacher
expectsintermsofacademics,behavior,andhowtheymanagetheirclassroom.
Iamcommittedtotryingnewteachingstrategieswithinmyclassroom.IfeelasthoughI
haveatoolboxofstrategiesthathaveworkedsuccessfullyinpastteachingexperiences,yetIam
constantlytalkingwithotherteachers,researchingonline,ortakingprofessionaldevelopment
classestofindnewmethodstoaddtothattoolbox.Eachclasshasadifferentdynamicandsetof
needs.ItakeeachclassandusethetoolsthatIthinkwillbethemosteffectiveandreevaluatetheir
useastheyeargoesby.Iconstantlyreevaluateandmodifytheuseofthesestrategiestobestmeet
theneedsofmystudents.Iprovidelearningopportunitiesformystudentsthataddressthe
academicstandardssetinplacebythedistrict,stateandnation.Idevelopacurriculummapthat
outlinesthesestandardsandobjectivesforthecourseofeachquarter.Thismapprovidesan
outlinethatcanorganizemyinstructionaltimeandfostermoreopportunitiestoconnectthe
curriculum.IalsoletmystudentsinterestsplayaroleinwhatandhowIteacheachyear.The
curriculummapissimplyaguidethatcanhaveseveralpaths.

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WithregardtoDanielsonsDomain2,ClassroomEnvironment,IfeelasthoughIam
competentincreatinganenvironmentofrespectandrapport,establishingacultureforlearning,
andorganizingthephysicalspace.ThisyearsthirdgradeclassincludestwostudentswithADHD,
andanoverallclassdynamicthatisveryhighenergy,verbal,interpersonal,andphysicallyactive
withintheclassroom.Theclassroomrapportisstrong.Studentsconsistentlyencourageeachother
andcelebratetheirdifferencesthroughV.I.P.oftheweek,H.A.L.O.awards,classroomcitizen
awards,lunchclub,andrecessbuddies.Studentsgeneratedaclassroomcommunitybulletinboard
withexpectationsfortheirwork,materials,andbehavior.Eachstudentchoseanewvirtue/value
eachquartertodevelop.Ialsoaddedmyowngoalstotheboardtoconnectwithstudentsandshow
mycommitmenttoourclassroomaswell.Theseelementshaveboostedourcultureforlearningby
remindingstudentsoftheirgoalsandclassroomexpectations.
Thecultureforlearningwithinourclassroomisbasedonstudenteffortandknowledgeof
content.Iimplementedtheuseofanobjectiveboardforeachsubjectthatstudentscanreferto
duringtheweek,aswellasclassroomacknowledgementsthataironourschooltelevisionto
showcasequalitywork,effortandimprovementineachcorecurriculararea.Althoughthephysical
spaceofourclassroomisquitesmallfortwentythreestudents,Ihavemadeitaprioritytohelp
developthespaceinsuchamannerthatclassmaterialsareorganizedbysubjectinclearlydefined
areas,andstudentsuppliesareorganizedinbookbinsanddesksthatarelabeledbystudent
number/color.Withtheassistanceofgraphicorganizers,studentsarevisuallyremindedhowto
organizetheirdesks,numberbinsandclassroommaterials.Tofacilitateanenvironmentthatis
appealingtotheactivelearner,IhaveanumberofdifferentseatingarrangementsIusewhenI
changedesksatthebeginningofeachmonth.Iimplementarrangementsthatfacilitatesmall

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groupsandcollaborationbetweenstudents.Mostoften,desksarearrangedinahorseshoeorpod
formationwithdifferentgroupingsofstudentsbasedlearningandsocialdynamics.
ThechallengesIfacewithregardtoDanielsonsDomain2,ismanagingclassroom
proceduresandstudentbehavior.WithanactiveclassandtwostudentswithADHD,Ifeelas
thoughIspendmoretimethanisnecessarycalmingstudentsdownduringtransitionsandwaiting
foralllearnerstobereadybeforeanewlessonoractivitybegins.Ihaveincorporatedtheuseof
alternativeseatingwithwiggleseats,floorcushions,roundtables,andusingcountertopsaswork
surfaceswhilestudentsarestanding.Ihavealsousedbrainbreaksthroughouttheyearasa
transitionbetweenlessons.Ihavefoundthatwhenonestudentfailstotransitioninthesetamount
oftime,morestudentsfollowanditisprovingdifficultforallstudentstostayontasktogether,
eventhoughIusevisualcues,positivereinforcementforstudentsontask,andproximitytohelp
managetheseinstances.IlookforwardtodevelopingadditionalstrategiesIcanimplementwithin
myclassroomtoaddressthisissue.

EssentialQuestiontoGuideLearningProcessandGrowth
HowcanIsupportADHDstudentsindevelopingtheirattentionandtransitionskills,
controllingimpulses,andchannelingtheiractivenatureintoproductiveoutlets?

SynthesisofResearch
Attentiondeficithyperactivitydisorder(ADHD)isoneofthemostcommonlydiagnosed
disordersinchildhood.TheAmericanPsychiatricAssociationstatesintheDiagnosticand
StatisticalManualofMentalDisorders(DSM5)that5%ofchildrenhaveADHD(2013).
AccordingtoMayoClinic,ADHDisachronicconditionthataffectsmillionsofchildrenand

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oftenpersistsintoadulthood.ADHDincludesacombinationofproblems,suchasdifficulty
sustainingattention,hyperactivityandimpulsivebehavior(2015).Inordertobediagnosed,
symptomsofinattention,impulsivity,hyperactivity,oracombination,mustbepresentbeforethe
ageoftwelveandsignificantlyimpacttheabilityofthestudentintwoormore

socialoracademic
settingsforaperiodofatleastsixmonths

(DSM5).
StudentswithADHDmayexhibitsignificant
underachievementinacademicsandpoorperformanceonexecutivefunctioningtaskslike
organizinginformation,materials,andfollowingmultistepdirections.Noncomplianceand
aggressioncanalsomanifestinstudentswithADHD.Boysaremorewidelydiagnosedwith
ADHDthangirls,andstudentswithfamilymembersdiagnosedwithADHDaremorelikelyto
exhibitsymptomsthanchildrenwithnofamilyhistoryofthedisorder.
Withintheclassroom
setting,studentswithADHDmayexhibitdifficulty:stayingontask,completingassignments,
organizingwork,followingmultistepdirections,dealingwithemotions,keepingstillforlonger
periodsoftime,interactingwithpeersappropriately,andcontrollingtheirimpulseseffectively.
TheprevalenceofADHDinregulareducationclassroomsisestimatedtobeashighasonetotwo
studentsperclassroom(Barkley,2000).Whichmakestheneedforgeneraleducationteachersto
bewellinformedontheconditionandbetrainedinvariousmethodologiesthatcanaddressthe
widevarietyofneedsofthesestudents.
ReflectionofClassroomwithregardtoADHD
Inmynineyearsofteaching,Ihavehadexperienceinworkingwithawidevarietyof
students,includingstudentsdiagnosedwithADHD.Thisyear,Ihavetwostudentswhohavebeen
diagnosedwithADHDandreceivevarioustreatments.Onestudentstrugglessignificantlywith
attentionduringclass,andimpulsecontrolfueledbyfrustrationandanger.Theotherstudent

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struggleswithstayingontaskformorethanoneminuteatatime.MyunderstandingofADHDis
thatitaffectsboysmoreoftenthangirls,andthatitcanmanifestitselfinmanydifferentwaysin
theclassroomsetting.Timeontask,fidgeting,issuescontrollingimpulses,forgetfulness,lackof
organizationskills,anddifficultyfollowingmultistepdirections,areafewofthequalitiesthata
studentwithADHDcanexhibit.
ReflectionofCurrentProfessionalLearningwithregardtoADHD
Throughresearch,Iwouldliketofurtherenhancemycollectionofinstructionalstrategies
andsupportsIcanutilizewithinmyclassroomtoassiststudentswithADHDtosupport:timeon
task,confidencebuilding,anddevelopingpositiverelationshipswithintheclassroom.Ifeelthat
certaindaysIsupporttheirattentionwellwithvisualprompts,theremovalofdistractors,andclose
proximity.Onotherdays,Ifeelmypatiencewearsthinwhenthestrategiesweusedontseemto
workaswellforattention,orwhenstudentsarehavingamoreenhancedemotionalday.When
workingwithmytwoADHDstudents,mystrengthsaremypatienceanduseofpositivepraiseand
redirection.ThechallengesIfacearescaffoldinglearningexperienceswiththesestudents,inorder
forthemtoselfmonitorandreflectupontheirlearningandbehavior.AnotherchallengeIfaceis
howtomaintainapartnershipwithparentsthatfostersopencommunicationandsupportsthe
academicandsocialskillsofthestudentsatschoolandathome.
RelevantResearchonADHD
Attentiondeficithyperactivitydisorderaffectsapproximatelytwomillionchildreninthe
UnitedStates(Kieling,2008,p.285).Itisoneofthemostcommonchildhooddisorderstobe
diagnosed,andconsistsofawidearrayofsymptomsthatcanrangeinseverity.Accordingtot
he
AmericanPsychiatricAssociation'sDiagnosticandStatisticalManual,Fifthedition(DSM5),

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PeoplewithADHDshowapersistentpatternofinattentionand/orhyperactivityimpulsivitythat
interfereswithfunctioningordevelopment(2013).Figure1.1highlightstheDSM5criteriafor
ADHD.

WithADHDaffectingsomanychildren,itisevidentthatparentsandteachersneedtobe
educatedinwhatsymptomstobeawareofandhowthisdisordermayaffectthestudentinandout
oftheclassroomsetting.Parentsandteachersmustbeknowledgeableaboutinstructionalmethods
thatcouldbeutilizedinordertofacilitatepositivechangeathomeandatschool.Instructional
supportsandmedicationaretherapiesthathavebeenusedsuccessfullytotreatADHD.
Aswith
anyspecialneed,thesuccessofthetherapyisdependentupontheindividualchildandthe
consistencyinwhichtherapiesarefollowedbyboththeparentswithinthehomesettingand
teachersintheschoolsetting.AccordingtoMcGuinness,IntheUnitedStates,medicationisoften
thefirstinterventionusedtotreatADHD(2008,p.23).StimulantmedicationslikeAdderall,

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Ritalin,andtimereleasedversionsofthesemedicationsarethemostwidelyusedformof
medicationusedtotreatADHD.Behavioraltherapymethodshavealsobeenusedinconjunction
withmedication,andarenowrecommendedbytheAmericanAcademyofPediatrics(2011).The
AmericanAcademyofChildandAdolescentPsychiatryandtheAmericanPsychiatricAssociation
compiledinformationbasedonalongtermstudywhichbeganin1992.TheMultiModal
TreatmentStudyofChildrenwithADHD(MTA)bytheNationalInstituteofMentalHealth
showedthatstimulantmedicationismosteffectiveintreatingthesymptomsofADHD,aslongas
itisadministeredindosesadjustedforeachchildtogivethebestresponseeitheraloneorin
combinationwithbehavioraltherapy(ADHDParentsMedicationGuide,2013,pg.6).Behavioral
treatmentsintheMTAstudyincludedthreeapproaches:parenttrainingonmaintainingpositive
dynamicswiththeirchild,childfocusedtreatmentandbehaviormodificationwiththerapistsor
schoolcounselors,andschoolbasedinterventionslikepositivereinforcement,dailyreportcards,
andpreferentialseating(2013,pg.7).
Ina200910studycollectedbytheCentersforDiseaseControlandPrevention,

43%of
childrenagesfourtoseventeenusemedicationonlyfortheirADHD,13%onlyusebehavioral
therapyfortheirADHD,31%utilizebothbothmedicationtreatmentandbehavioraltherapyand
theremaining13%don'tutilizeanymedicationtreatmentorbehavioraltherapyfortheirADHD
(2011).WithbehavioraltherapybeingrecognizedbytheAmericanAcademyofPediatricsasan
essentialcomponenttotreatingchildrenwithADHD,teachersmustbetrainedinformsofthistype
oftherapyinordertosupportstudentlearninganddevelopment.
ADHDStrategies
Throughoutmyresearch,IidentifiedthreeinstructionalmethodsIwillimplementwithin
myclassroomwithmytwostudentswithADHD.IhypothesizethatthemethodsIhavechosen

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willreducefrustrationandoutburstswithintheclassroom,fosterpositivityandperseverance,as
wellasenhancestudentfocusandorganizationskills.ThethreemethodsIwillimplementare:
meditation/mindfulness,theStrategicTransfigurationModel,andpeertutoring.
Onebehaviortherapytoutilizeintheclassroomismeditationandmindfulness.Meditation
canbedefinedasatechniquethatcalmsandstabilizesthemind(WilliamsOrlando,2013,pg.
27).Thepracticeofmindfulnessisanelementofmeditationandcanbedefinedasthepracticeof
pausingandpayingattentiontowhatyouarethinkinganddoing(WilliamsOrlando,2013,pg.
30).WilliamsOrlandohighlightsfourwaysinwhichmeditationtherapyassistschildren
strugglingwithanxiety,depressionandADHD.Meditationreducesstress,developsbrain
connectionstogoalsandbehaviors,trainsthemindforattention,anddevelopsthebrainsabilityto
processsensoryinformation(2013,pg.27).Teachingstudentstobemindfulandmeditateduring
challengingacademicorsocialsituationscandevelopresiliency,perseverance,selfesteem,anda
deeperawarenessofthemselves.
Teachersthatcommittoimplementingmeditationandmindfulnessintotheirclassroom
mustestablishaconsistentroutinewithclearexpectationsstructurelearningactivitiesinan
environmentthatencouragesexplorationprovidestudentchoicewithinsetboundariessimplify
practiceswithscaffoldingandvisualcuesrelatetostudentsinapositive,caringmannerandfoster
communicationbetweenschoolandhome.Asteachersmodelthroughandpracticesilent,mindful,
orimagerymeditationswithstudents,thestudentsarelearninghowtocopewithchallengesthey
face.Silentmeditationsinvolvepositiveselftalk,whereasmindfulmeditationsfocusonbreathing
andbeingawareofthesurroundingsbeingpresentinthemoment.Imagerymeditationsinvolve
picturingpositiveimagesinthemindwhileusingcalmingbreaths.Teachingstudentsthese

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techniquescanleadtoenhancedselfawarenessinADHDstudents,whichcoulddeveloptheir
focusandattentionlongterm.WilliamsOrlandomaintainsthatmeditationisaformofmental
trainingthattrainsthemindtobecalm,attentive,empathetic,andstable,resultinginclear
thinking,improvedcopingandresiliency,andincreasedconsciousnessandcompassion(2013,pg.
32).OnetooltoencouragemindfulnessintheclassroomistheMindfulSTOP.ArtifactAisa
graphicorganizerIdevelopedbasedonRenshawstheMindfulSTOPacronymthatstudentscan
useinstressfulsituations(2015).
AnadditionalstrategyIplantoimplementwithinmyclassroomistheStrategic
TransfigurationModel(STM).AccordingtoRock,theSTMisathreepartapproachthatisbased
onabroadspectrumframeworktofacilitatepositivebehavioralchangeinstudentswho
demonstrateactiveorpassivebehavioralchallengesintheschoolsetting(2004,pg.65)Thethree
componentsofSTM,asoutlinedbyRock,are:goalsetting,goalmonitoring,andgoalevaluation
(pg.65).TheACTREACTmnemonicdeviceoutlinesthesixphaseswithinthegoalsetting,
monitoring,andevaluatingprocess.ArtifactBisacollectionofgraphicorganizersIdeveloped
basedontheSTMmodel.
ThefinalstrategyIplantoimplementwithinmyclassroomtobettermeettheneedsof
studentswithADHD,ispeertutoring.TherearesevenelementswithinClassWidePeerTutoring
(CWPT)thatprovidesupport,structure,andfeedbacktostudents,whichpositivelydevelopsthe
muchneededskillsoffocus,attention,andorganizationforADHDstudents.CWPTisa
peerassistedlearningstrategyinvolving:pairingofstudents,creatingpairteams,tutortraining,
structuredpeertutoringpractice,performanceassessment,publicpostingandaccountability
(Ayvaso,2014,pg.79).UsingCWPTrequiresdirectmodelingandinstructionfromtheteacher.

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Theteachercreatespairsbasedonsameabilitylevel,orteamsoffourstudentswithmixed
levelabilities.Whenthepairsorteamsarecreated,theteacherprovidesdirectinstructionasto
howtotutorinapairorateam.Acrossanycontentarea,theteachercanconstructamodelfor
howatutorsessionwillbeconducted.Usingmathasanexample,theteacherwillprovidesample
wordproblemsforeachpair/teamtosolve.Bydirectmodeling,theteacherwillprovidestructured
mathtasksforteamstopracticewithteacherscaffolding.Whenstudentshaveprogressedthrough
training,thesessionscanbeimplementedforanymathtasktheteacherchooses.Duringtutoring
sessions,thepartnerswilltaketurnsbeingthetutorandthestudent.Thefirsttutorwillbein
chargeofobservingtheirpartner.Thestudentwilldemonstratehowtheyworkthroughthemath
problem.Thetutorwillobserve,listen,andofferpositiveorcorrectivefeedbacktotheirpartner
usingaperformancerecordorchecklist.Oncethefirststudentcompletesatask,he/sheassumes
thetutorroleforthenexttask,repeatingthesameprocess.Oncebothpartnershavecompletedthe
tasks,theywillposttheirprogressonaclassprogresschart.Theywillidentifyhowmanytasks
theycompletedandcomparetotherestoftheclass.Thismethodprovidesinteractionsand
movementwithintheclassroomthatallowsforstructuredchoiceintasks,promotesontask
behavior,andbuildspositiverelationshipsbetweenstudents.
Conclusion
Inconclusion,withtheprevalenceofADHDamongschoolagedchildren,teachersmustbe
equippedwithanenhancedunderstandingofthechallengesthesestudentsfaceintheclassroom.
Teachersmustalsobeequippedwithacollectionofresourcesandinstructionalmethodsthatcan
helpsupportADHDstudentsindevelopingtheirattentionskills,controllingimpulses,and
channelingtheiractivenatureintoproductiveoutlets.Throughtheuseofmeditation/mindfulness,
STM,andpeertutoring,IhopetoprovidemethodsthatwillhelpthetwoADHDstudentsinmy

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classroomtakeownershipoftheirstrengths,facetheirchallengeswithpositivity,andprogressin
theacademicandsocialskillstheyrequireforfuturesuccess.

ProfessionalImplicationsofResearch
AfterresearchingADHDandseveralinstructionalstrategiesthatcouldhelpfoster
enhancedattentionalskillsandthedevelopmentofimpulsecontrolinADHDstudents,Irealized
thatIneededtodevelopadetailedsupportsystemforthesestudentsbeyondwhatIwascurrently
doing.Beforemyresearch,Igavevisualaids,preferredseating,andpositivereinforcementtomy
ADHDstudents,butIdidnotrealizetheimpactofbuildingpositiverelationshipswiththeirpeers
duringinstructionaltime,orthepositiveinfluenceofmindfulnesstrainingandgoalsetting.
Iplantoutilizemeditation/mindfulness,theStrategicTransfigurationModel,andpeer
tutoringwithinmyclassroominordertobringaboutpositiveprogresswithmyADHDstudentsin
termsoftimeontask,qualityofwork,impulsecontrol,peerrelationships,andstrengtheninga
positivemindsetwhenfacedwithchallenges.Iplantoteachmywholeclassaboutmindfulness
andmeditationaspartofaseriesoflessonstiedintoourCatholicfaith.Eachafternoonduringour
prayertime,Iwillguidestudentsthroughameditationexercisethatworksondeepbreathingand
guidedimagery.Throughthisdailyprocess,wewillhavediscussionsinsmallgroupsastohow
meditationandprayercanhelpstrengthenthemindandprovideapositivemindsetforthework
ahead.Iwillsharethemindfulstopgraphicorganizer(ArtifactA)withallstudentsasatoolto
utilizeduringmomentsoffrustration.Ibelievebyteachingthesetechniquestoallstudents,the
studentswithADHDwillfeelincludedandsupportedbytheirpeersandfeelmoreateasewhen
usingthesetechniques.

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TheStrategicTransfigurationModel(STM)andpeertutoringwillbebeneficialtoteachto
allstudentsaswell.ThroughtheuseoforganizationtoolsliketheSTM,Icanteachallstudents
howtogoalsetandorganizetheirlearningexperiencesineachclass.IenvisionthatIwouldhave
todevotemoretimetodevelopingdifferentiatedlearningcentersandsmallgrouplessonsin
literacyandmathinordertosuccessfullyteachthismodeltoallstudents.Oncestudentshavehad
multipleexposurestousingthismodelwithteacherscaffolding,studentscouldbeselectedaspeer
tutors.FormyADHDstudents,thiswouldrequiremultipleindividualizedinstructionsessionsand
continuedsupportandscaffoldingasIteachthemhowtousethemodelsofReady,Aim,Fireand
ACT/REACT(ArifactB).Ianticipateusingthesemodelsfirstinreading/languagearts.Iwould
breakaparttheACT/REACTstrategyintosmallerpartsbyfocusingononlyonecomponentata
time.Wewouldworkonarticulatinggoalsfirstforafewlessonsandthenexpandingintohowto
createaworkplanusinggraphicorganizers.Fromthere,thelessonswouldfocusonworktime
expectationsforqualityandtimeontask.Thelastfewlessonswouldworkondeveloping
selfreflection,positiveselftalk,monitoringandevaluation.Aftertheinitialindividualized
lessons,studentswouldbeexpectedtobeginusingthesemodelswithteacherandpeersupportfor
reading/languageartslessons.
Istronglybelievethatteachingmindfulness,andusingSTMandpeertutoringwillsupport
ADHDstudentsindevelopingtheirattentionandtransitionskills,controllingimpulses,and
channelingtheiractivenatureintoproductiveoutlets.

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ResearchbasedActionPlan
ActionPlanSummary

IwilldesignclassroomsupportsforADHDstudentsthatinclude:
1. Mindfulnessandmeditationexercisesandgraphicorganizers
2. Graphicorganizersforgoalsettingandworkexpectations
3. Peertutoringguidelinesandopportunitieswithintheclassroomsetting

AnticipatedImplementation

Formywholeclassofthirdgraders,Iwillneedtoteachmindfulness/meditation
techniquesduringourafternoonprayertime.Iwillusemindfulness/meditationexercises
fromCalm.comandGoNoodleasintroductoryexamplesforstudentstoengagein.From
there,asaclass,wewilldevelopapositivemindsetbulletinboardforstudentstoreference
throughouttheday.Studentswillbeinchargeofcreatingartifactsforthebulletinboardas
wellasintroducingittotherestoftheclass.FormyADHDstudents,Iwilldevotetimeat
thebeginningofeachmorningtogooveramindfulness/meditationexerciseandreviewthe
graphicorganizerswiththem(ArtifactA).Iwillalsoneedtoteachthewholeclasshowto
usetheSTMgraphicorganizerswhengoalsettingandworkingduringclasstime.Formy
ADHDstudents,Iwillneedtoprovideadditionalindividualizedlessonsinusingthe
organizers.Ianticipateutilizingpeertutoringusingthesemethodsonceallstudentshave
hadmultiplelessonstofamiliarizethemselveswiththeproceduresandexpectations.

AnticipatedOutcomes
MyanticipatedoutcomewouldbethatADHDstudentswouldbemorepositive
duringlessonsandindividualworktime,aswellasbeabletospendmoretimeontaskand

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bemoreincontroloftheirimpulsesintheclassroom.Ialsoanticipatethatworkqualityand
positivepeerrelationshipswouldbeenhancedduetogoalsetting,teacherscaffolding,and
peertutoring.

Postassessment:Reflection

WhatWorked(oranticipatewhatwillwork)andWhy
1.Ianticipatethatthemindfulness/meditationexercisesandpracticesintheclassroomwill
increasestudentpositivityandpromoteperseverancewhenworkingthroughchallengingsituations
intheclassroomenvironment.Byutilizingastudentcreatedmindfulnessbulletinboardand
graphicorganizers(ArtifactA),studentswillbemoreinclinedtosupportoneanotherand
themselvesthroughdevelopingagrowthmindset.
2.Ianticipatethatthegraphicorganizersusedforthemindfulstop(ArtifactA),theReady,
Aim,Fire,andACT/REACT(ArtifactB)willhelpstudentsorganizetheirthinkinganddevelopa
growthmindset.Themindfulstopgraphicorganizerwillsupportstudentsindealingwith
frustrationandhelpthemmoveforward.TheReady,Aim,Firegraphicorganizerwillassist
studentsinorganizingtasksandwillprovideavisualrepresentationofhowtofollowthrougha
workplaninordertoachieveagoal.Ianticipatethatthesetools,ifusedconsistently,willprovide
studentswiththeskillstheyneedinordertoperseverethroughschool.

WhatDidNotWork(oranticipatewhatwillnotwork)andWhy
1.IanticipatethattheACT/REACTstrategywillbeverytimeconsumingtoteachtoall
studentsinordertoformconstructivepeertutoringrelationships.TheACT/REACTstrategy
ideallyistaughtwithsupportstaffintheclassroom.Idonothaveaccesstosupportstaffona
regularbasis,soIwouldneedtoprovideadditionalsmallgrouptimetoteachingthestrategytomy
ADHDstudents.TheACT/REACTstrategyalsoinvolvesgoalsettingforeachlessonand

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mappingoutwhattheexpectationsforthatlessonareinavisualmanner.Icanenvisionthatthis
wouldrequirealargeamountoftimefromeachlesson,justtomapoutexpectations.Althoughthis
methodwouldrequireamassiveamountoftimetosetup,teachandsupport,Ifeelasthoughthe
timewoulddecreaseasitbecamepartoftheirroutineeachday.Ideally,thisstrategyshouldbe
taughtinthebeginningoftheyear.
2.Ianticipatethattheuseofpeertutoringwillbeverytimeconsumingatfirst.Ourclass
mustdevelopasetofexpectationsforpeerstousewhentutoringorconferencinginorderforthe
experiencetobeproductive.Theobjectiveforpeertutoringwouldbeforstudentstodevelop
positiverelationshipswiththeirpeersandbeabletoanalyzeworkqualityandofferconstructive
commentsthatwouldenhancetheoverallqualityofthework.Forthattobeattained,allstudents
mustbeawareofproceduresandexpectationsduringpeertutoringsessions.Icanenvisionsome
studentsbeinguncomfortableinsharingtheirworkorlisteningtothefeedbackoftheirpeers.
Directmodelingoftheexpectationsandproceduresduringpeertutoringwouldhavetobeexplicit
andrepeatedoverthecourseofseveralweeksbeforepeertutoringcouldtakeplace.

MyNextSteps
1.
Iplantoresearchmoreaboutthegrowthmindsetandhowtofosteritinmyclassroom
setting.GrowthmindsetisaninterestingtopicformeasaneducatorbecauseIobservethe
majorityofstudentseachyearperceivingmistakesasfailuresinsteadofavaluablepartofthe
learningprocess.ThisyearhasbeenthefirstyearIhavetaughtmystudentsabouthowtheirbrains
workandhowthepathwaysareformed.Itwasveryinsightfultomeandtothem.Isawashiftin
thewayhalfofmystudentstookonnewmaterialbeinglearned.Iwitnessedstudentsusingthe

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termspathwaysandconnectionsmoreoften.Iwouldliketolearnmoreabouthowtoteach
studentsinamannerthatpromotesagrowthmindsetinorderforstudentstofeelmoreconfident
whenlearningnewmaterialorfacingachallenge.
2.
AnotherstepIwouldliketotakeinthefutureishelpingdeveloptheRegisSchool
SystemStudentSupportTeam.Iamafoundingmemberofthisteam,andIwouldliketoorganize
specificplansandsupportmaterialsforRegisteacherstoutilizeintheirclassroomswhenteaching
studentswithADHD.BycollaboratingwithfellowRegiscolleagues,mygoalistofurther
researchADHDandcomeupwithtoolsandinstructionalstrategiesthatwouldbeofuseto
teachersandparents.OnceourplansandsupportsareinplaceforADHD,Iwouldbeinterestedin
researchingotherexceptionalconditionsinordertoaddtoourtoolkitforteachers.

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ExamplesofArtifacts

ArtifactA
Icreatedmyownversionofamindfulstopgraphicorganizer,basedoffasimilartoolcreatedby
by
Dr.PhangChengKar
ontheMINDFULGymblog
http://mindfulgym.blogspot.com/
Iused
thismindfulstopgraphicorganizerintheclassroomtoassistADHDstudentsindealingwith
frustration,anger,andotherextremeemotions.

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Icreatedmyownversionofameditationgraphicorganizertoassistallmystudentsduring
ourmeditationexercisesintheclassroom.

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ArtifactB
IcreatedthesegraphicorganizersbasedoffofmyresearchontheACT/REACTstrategy.
Theseorganizerswerecreatedtoassiststudentsindevelopinggoalsandorganizingtheirworktime
tomaintainfocusandimprovequalityofwork.

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ArtifactC
IcreatedthefollowinghandoutsonADHDbasedonmyresearch.Theseresourceswould
besharedwithteachersandparentsofADHDstudentsinordertoshareinformationaboutthe
conditionandwhattypesofmethodsmaybebeneficialatschoolandathome.

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Resources

AmericanAcademyofChild&AdolescentPsychiatryandAmericanPsychiatric
Association.2013.ADHDparentsmedicationguide.245.
AmericanAcademyofPediatrics.2011.ADHD:Clinicalpracticeguidelineforthe
diagnosis,evaluation,andtreatmentofattentiondeficit/hyperactivitydisorderinchildrenand
adolescents.Pediatrics.Vol.128.No.5.
AmericanPsychiatricAssociation.2013.Diagnosticandstatisticalmanualofmental
disorders,fifthedition:DSM5.Retrievedfrom:http://www.adhdinstitute.com/assessment
diagnosis/diagnosis/dsm5tm/
Ayvaso,S.2014.Classwidepeertutoringforelementaryandhighschoolstudentsatrisk:
listeningtostudentsvoices.Supportforlearning.Vol.29.No.1.7792.
Barkley,R.A.2000.TakingchargeofADHD:thecomplete,authoritativeguideforparents.
NewYork:Guilford.
CentersforDiseaseControlandPrevention.2016.ADHDdataandstatistics,Retrieved
from:http://www.cdc.gov/ncbddd/adhd/data.html
Kieling,C.,Goncalves,R.R.,Tannock,R.,&Castellanos,F.X.2008.Neurobiologyof
attentiondeficithyperactivitydisorder.Childandadolescentpsychiatricclinicsofnorthamerica.
Vol.17.285307.
McGuinness,T.M.2008.HelpingparentsdecideonADHDtreatmentfortheirchildren.
Journalofpsychosocialnursing.Vol.46.No.8.2326.
Renshaw,T.L.(2015)
Usingmindfulnesstoimprovewellbeinginschools.Communique.
Nationalassociationofschoolpsychologists.Vol.43.No.6.48.

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Rock,M.L.(2014)Transfiguringitout:convertingdisengagedlearnerstoactive
participants.Teachingexceptionalchildren.6472.
WilliamsOrlando,C.2013.Teachingmeditationtochildrenaspartofpsychotherapy.
Integrativemedicine.Vol.12.No.4.2732.