Running head: Modern Treatment for ADHD in the Classroom 1

Modern Treatment for ADHD in the Classroom

Frank W. Cox High School

2425 Shorehaven Drive, Virginia Beach, VA 23454 ​(757) 648-5250

Brynn Brazukas, Rebecca Kilby, Eric Michals, Abbie Miller

21 March 2020
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Treating Young Student with ADHD in the Classroom

To date, about 6.4 million children in the United States alone are diagnosed with ADHD

(Holland). Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder

that most often occurs in children, but it can also be diagnosed in adulthood. Symptoms of

ADHD include trouble concentrating or staying focused, difficulty being organized,

forgetfulness about completing tasks, and struggling to sit still. Because ADHD symptoms can

vary, it’s difficult to diagnose (​14 Signs of ADHD: Does Your Child Have ADHD?​).

How to Spot ADHD

Although ADHD is a common learning disability, it can be difficult to spot in some

students and undiagnosed ADHD can be extremely crippling to a student’s education. The first

sign a teacher should look for in a student with ADHD is self-focused behavior which is when a

student is unable to recognize the desires of others which can be shown as a hard time sharing in

younger ages and possible bullying as one begins to mature. Another sign one should look for is

the inability to focus which can lead to problems such as being quiet, interrupting, and

consistently not finishing tasks. This can inevitably result in lower grades, as well as a steady

pattern of disciplinary actions against the student. Lastly, students with ADHD will often avoid

tasks and assignments that require an extended time of mental effort (​14 Signs of ADHD: Does

Your Child Have ADHD?​). This can lead to disagreement with the facilitator of the task which

can once again most likely lead to disciplinary action. If any of these signs are spotted in a

student the teacher should take one of two actions: contact the parent with the concern or talk to

an administrator. Ensuring that no boundaries are being crossed and the student gets a fair chance

are the goals.

Effects of ADHD on the Student

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In most every inclusion classroom, there are students with learning disabilities and the

second most common disability is ADHD. An inclusion classroom is a class where students that

have learning disabilities learn alongside non-special education students. According to the U.S.

Department of Education students who are affected by ADHD experience expulsion, they drop

out and/or earn lower grades than those not labeled ADHD (​Identifying and Treating Attention

Deficit Hyperactivity Disorder: A Resource for School and Home)​. The principle of education is

that it should give every child an equal and fair chance to excel, yet students with ADHD are

often not given this opportunity. This is due to the fact that students with ADHD may act out in

class and their behavior could result in administrative actions against the student such as In

School Suspension (ISS) in older ages or decrease of recess time in younger (​Marner)​. Students

with ADHD also frequently have trouble focusing on their schoolwork and homework,

especially when the student is not challenged or interested in the subject. Austin Koontz, a senior

at Frank W. Cox High School diagnosed with ADHD in elementary school, often has difficulty

doing homework. According to him this issue has caused conflicts between him and his

guardians (Michals).

How to Help Students with ADHD

The number of ADHD symptoms practically matches the number of treatments available.

Many turn to traditional medications as an easy way to ease the symptoms of ADHD.

Medications such as Adderall and Ritalin can help children focus, as well as block out

distractions. According to ​the article “Adderall: Side effects, dosage, uses, and more” published

in August of 2018, “80% of children with ADHD who are treated with stimulants improve a

great deal once the right medication and dose are determined” (​MNT Medical Network​). The
Treating Young Students with ADHD in the Classroom 4

article also stated that Adderall is the most common medication prescribed for ADHD. Adderall

has been shown to reduce the amount of exposure to distractions, student's overzealousness,

narcolepsy, and daytime sleepiness in those diagnosed. ​Because of these benefits many decide on

medicating ADHD students with drugs such as Adderall and Ritalin, but many parents also

believe that medicating their child is wrong because they are so young. Since ADHD mostly

affects school age children, there needs to be more tools to help them in the classroom. At Frank

W. Cox High School in Virginia Beach, there are teachers who have taken special education

courses in order to help students with ADHD in a classroom. These teachers may be placed in

special classes that are created for students with learning disabilities. Their classes may be taught

at a slower pace, or at an easier level. The topic of special education is included in classes such

as Virginia Teachers for Tomorrow (VTfT) in order to teach future teachers the importance that

some students require accommodations in the classroom. According to an interview with Olivia

Pugh, a VTfT student from Frank W Cox High School in Virginia Beach, the Virginia Teachers

for Tomorrow formal lesson plan outline at Frank W. Cox High School contains an entire section

dedicated solely to accommodations for students who may need extra help (Brazukas).

According to ​the article “Strategies for Students with ADHD: Ideas to Help Kids Shine”

written by C. Z. Dendy, ​some helpful strategies to support a student with ADHD include

providing visuals, assigning work at a student’s skill level versus the class as a whole, ensuring

students engagement and interest in learning, as well as encouraging hands on learning (Dendy).

Hands on learning is a strategy that many teachers are using. It is an approach to lesson plans

using objects, visuals, and anything that one could put their hands on. Using strategies like these

is called behavior classroom management. One can employ this system by giving students
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awards such as candy or stickers that acknowledge their accomplishments, or having daily goals

for them to accomplish; this helps encourage students to keep working diligently. According to

the CDC, “​The American Academy of Pediatrics (AAP) recommends that the school

environment, program, or placement is a part of any ADHD treatment plan. AAP also

recommends teacher-administered behavior therapy as a treatment for school-aged children with

ADHD” (​ADHD in the Classroom).​ ​Students will feel more comfortable and eager to learn and

interact in the classroom if these tactics are implemented. Encouragement and positivity can go a

long way in a classroom. It can give students something to look forward to and something to

work for. All students will be more likely engaged and willing to work if there are positive goals

implemented like a recess, a class party, or even a movie.

Observing the Classroom

Recently, VTfT students observed an academic lab block at Frank W. Cox High School,

where teachers assisted students with​ different learning disabilities (Kilby). All the students in

the class are in different grade levels and have different disabilities. ​The only trait they all have

in common​ is that they all have Independent Educational Program (IEP) forms. The class

operates by a pre-assessment that is administered in the beginning of the year that measures the

students’ educational level. After this, the students treat this class as a study block that has more

than one teacher or advisor in the room. The reason behind the multiple facilitators is to be able

to help students with any questions or work they may have. The teachers in this room strive to

create an environment of safety where kids don’t feel judged and are free to act like themselves;

this is achieved by students being free to do what they want after their work is done such as

playing a bass guitar, napping, or simply playing a game with others in the class. Rebecca Kilby,
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a VTfT student, talked with one of the students in the academic lab who is diagnosed with

ADHD and she asked him to help her understand what he goes through when it comes to his

education. He said that the grades on his report cards are usually B’s and C’s, and his parents

know that with his disability these grades are good. He finds that teachers who are always

willing to help others with any questions and never give up on students help him through his

ADHD. He said that he struggles to find the ability to fully relax because he subconsciously

finds something to do such as cleaning up after himself, playing games on his phone, and playing

his bass guitar. In order for him to calm down he often makes tea. Without these coping

mechanisms he believes it is difficult for him to relax, and he reports that he also has a hard time

falling asleep without these methods. He said that throughout his educational career he struggles

the most with classes that have long periods of brain stimulation, which matches with the

research that stated that students with ADHD have a troublesome time focusing when they have

to be learning for a extended period of time (​14 Signs of ADHD: Does Your Child Have

ADHD?)​. Another issue he has with school is when his work begins to pile up and he starts to

get stressed out. He also said that when it comes to fidgeting in class with his hands and feet that

it is his “worst enemy.” This may lead to another reason why he may have trouble focusing in

class. His teachers know to make sure he is aware of the task at hand, so his body and mind are

fully focused (Kilby).

Conclusion

Although ADHD is an extremely common disability, it is often not talked about in

schools because according to an interview with Austin Koontz many students do not want their

teachers and peers to know that they are diagnosed with it (Michals). Current and rising
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educators should make an effort to normalize the talk about ADHD and learn how to educate

students with this disability. This may be done through the use of lesson plan outlines such as the

VTfT outline at Frank W. Cox High School that contains a section for student accommodations

(Brazukas​).​ With the recommendations given above it will make students feel less insecure, will

open the doors to ADHD discussions, and students will be less scared to seek help. Students with

ADHD, diagnosed or not, need to feel safe and supported in their learning. Implementing

strategies such as adding a safe space for students (like separate classrooms), or private time

periods to spend with trained professionals, can ensure the safety of students with ADHD as well

as meet the need to normalize the diagnosis​. T

​ his may lead to a higher quality educational

experience for the diagnosed individual. Although there are many different drugs that can help a

child with ADHD, it only does so much. If more educators are trained to spot ADHD and learn

how to help with it, it can be normalized and the students may even learn more effectively. This

could be done by a required class that must be taken by all educators, rising or current, that

shows them how to spot ADHD, as well as how to cater to the individual needs of each student.
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References

14 Signs of ADHD: Does Your Child Have ADHD? (2018, August 13).​ Healthline Media a Red

Ventures Company. Retrieved from:​ ​https://www.healthline.com/health/adhd/signs#1

ADHD in the Classroom. (2019, November 7). Retrieved from

https://www.cdc.gov/ncbddd/adhd/school-success.htm

Braaten, E. (2016​, March 4). ADHD medication for kids: Is it safe? Does it help? Harvard

University. ​Retrieved from:​ ​https://www.health.harvard.edu/blog/adhd-Medication-

for-kids-is-it-​safe-does-it-help-201603049235

Brazukas, B.​ (2020, February 1). personal interview with [O. Pugh]

Common ADHD Medications & Treatments for Children. (2019, September 27)​. American

Academy of Pediatrics. ​Retrieved from:​ ​https://www.healthychildren.org/English/health-

issues/conditions/adhd/Pages/Determinin​g-ADHD-Medication-Treatments.aspx

Dendy, C. Z. (2020, January 14). Strategies for Students with ADHD: Ideas to Help Kids Shine.

New Hope Media LLC​. ​Retrieved from: ​ ​https://www.additudemag.com/teaching-

strategies-for-students-​with-adhd/
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Holland, K., & Riley, E. (2018, July 23). ADHD by the Numbers: Facts, Statistics, and You.

Healthline Media a Red Ventures Company. ​Retrieved from:

https://www.healthline.com/health/adhd​/​facts-statistics-infographic

Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and

Home.-- Pg 4. (2009, February 13). Retrieved from

https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-identifying_pg4.html

Kilby, R. (2020, January 31). personal interview with [Anonymous]

Marner, K. (2018, July 24). Behavior Problems at School: ADHD Symptoms in the Classroom.

Retrieved from

https://www.additudemag.com/is-your-child-punished-for-adhd-behavior-at-school/

Michals, E. (2020, January 28). personal interview with [A. Koontz]

MNT Medical Network ​(2018, August 28). Adderall: Side effects, dosage, uses, and more.

Healthline Media UK Ltd, Brighton, UK, a Red Ventures Company. Ret​rieved from:

https://www.medicalnewstoday.com/articles/326219.php#about