Self Regulation Strategies to Support Grade 1 Student

with ADHD overcome Symptom-Related Behavior in

the Classroom: a Problem Solution Essay

By: Daniella B. Gutierrez

NT – MALT

MLT 410
 Self Regulation Strategies to Support Grade 1 Student with ADHD overcome

Symptom-Related Behavior in the Classroom: a Problem Solution Essay

Self-regulation is the person capability to supervise and direct their behavior,

emotions and thoughts. It is also defined as the control that students have over their

cognition and motivation through the use of personal strategies to attain their

established goals (Panadero & Tapia, 2008). Thus, it involves emotion regulation,

behavior regulation and cognitive regulation/executive functioning (Williford et. al.,

2013). Emotion regulation is the ability to modulate emotional arousal. On the other

hand, behavior regulation is the skill to control behavior. Meanwhile, cognitive

regulation/ executive functioning are the capability to plan, focus and direct attention to

different tasks. In a classroom setting, it can be visible if a student was able to exhibit

shift in their own action in order to meet the demand of a certain situation. Hence, self-

regulation plays a vital role in students’ success in a specific assignment. Moreover

according to the Social Cognitive theory of Self Regulation by Bandura (1991), “in social

cognitive theory human behavior is extensively motivated and regulated by ongoing

exercise of self-influence”. This means that self-regulations influence the person’s

motivations and way of acquiring and learning new concepts.

In a classroom setup, young kids can demonstrate self-regulation by means of

controlling their cognition and behavior in performing a certain task. However, in some

cases students suffers from self-regulation deficit that leads to difficulty in sustaining

focus, controlling impulses and finishing tasks. Kids experiencing lack of self-regulation

suffer from a disorder which is known as attention deficit hyperactivity disorder (ADHD).

ADHD is a disruptive childhood neurobehavioral disorder. It is characterized by

inattention, hyperactivity and impulsivity. Inattention is shown by a child having hard

time paying attention or usually daydreaming. Hyperactivity is present if a child was not

able to finish tasks due to restlessness. A hyperactive child talks too much, cannot stay

seated and is in constant motion. Impulsivity takes place when a child frequently has

trouble taking turns, frequently acts and speaks without thinking and interrupts others.

ADHD is also classified into three subtype namely hyperactive-impulsive type (behavior

marked by hyperactivity and impulsivity but not inattentiveness), inattentive type

(behavior marked by inattentiveness but not hyperactivity and impulsivity) and

combination type (combination of hyperactivity/impulsivity and in attentiveness).

As observed in the real classroom setting, combination is the most common type

of ADHD visible to a Grade 1 student. In relation to self-regulation, combination type of

ADHD can be described as a child having problem in doing things that require ongoing

mental efforts and directing right manners in order to suit a specific task. In addition, a

child that suffers from this kind of ADHD usually involve in class fight. Rabiner (2008)

discussed Barkley’s theory of ADHD and stated that, “ADHD is more problem of doing

what one knows rather than knowing what to do”. Barkley’s Theory of ADHD attested

that individuals with ADHD are not suffering from lack of knowledge and skills, but

rather, they experience difficulty applying their knowledge and skills at the necessary

times. For instance, a child with ADHD may “know” that hurting others is wrong;

however hurting incidents in the classroom are still unavoidable because these kids’

frequently acts without thinking possible consequences. They may not intend to harm

their fellow classmates but because of their impulsivity they were able to do such things.
Having said those information, different self-regulation strategies may be use to address

the problem of a child with ADHD.

This problem solution essay aims to provide self-regulation strategies to supports

Grade 1 student with ADHD cope with the changing milieu in Grade 1. Being in Grade 1

requires an adjustment, not only in the way of analyzing and applying their learning but

also in terms regulating of regulating behavior. However, a student with ADHD find it

hard to cope in Grade 1 years. As observed in the real classroom setting, a child with

ADHD knows the steps to follow in doing a certain job on school yet they tend to neglect

doing this because of their problem managing their time and motivating themselves.

Besides, some children with ADHD are maladaptive. Frequently these kids are

characterized by negative attitudes towards learning because of their failure in the past.

In addition, they noticeably talks a lot, exaggeratedly move around and exhibit temper

tantrums. Even when they are in good mood, they suddenly shift into tantrum if they met

an unexpected change in classroom circumstances. More often, they interrupt and

intrude others especially their classmates. Due to this child’s kind of behavior, their

relationship with their classmates is usually at risk. Their discordant affiliation with some

kids of their age frequently results to delinquent behavior. Evidently, different self-

regulation strategies can be helpful so that problem caused by ADHD can be lessened.

The first possible way to improve the self-regulation of an individual with ADHD is

by means of an intervention called “Self-Monitoring”. In a typical classroom setup, kids

with ADHD will be the one to take charge in observing and recording their own behavior.

They will monitor their attention and performance in each subject. Each child will be

given a self-monitoring card for them to fill up alone. In addition, their subject teacher
will sign at the lower portion of their card to make sure that the way they correctly

monitor their attention and performance. Below is the sample of the self-monitoring card

that was given to the child in order to monitor their own behavior.

Figure 1: “My Self-Monitoring Card ”

Self-monitoring cards trains the young kids with ADHD rate their behavior and

performance by themselves. In an interview conducted to a Grade 1 teacher, she stated

“that My Self-Monitoring Card does not prevent the child from doing hyperactive-

impulsive behavior but as time passed by it lessen those kind of behavior”. Though the

improvements in each area were slow going, still a good change in the kids’ behavior is

undeniably observable. In another interview done, teacher said that “My Self-Monitoring

Card does not only help the child self-regulate their performance and behavior but also

it motivates the child. This is for the reason that they usually wants to shade all the three

stars so they try to behaved and do the specific task”. Grade 1 child with ADHD always
to receive stars in any possible way. More often they are willing to do all their

undertaking just to get stars because they want to show their parents that they do well

in school. Having this kind of instinct, generally their self-regulation is being driven by

some motivating factors. Base on Learner – Centered Psychological Principles

presented by American Psychological Association (1997), a child’s motivation is being

manipulated by their emotional states, beliefs and goals. In the case of a child with

ADHD, emotionally they are sometimes out of control but if they will able to be directed

intrinsically by positive thoughts (e.g. positive beliefs about themselves) there is a

greater chance of better performance. Also, in line with the Social Cognitive Theory of

Self-Regulation presented by Bandura (1991), individual that attend intimately to their

performance are persuaded to set attainable goals for themselves. Self-monitoring card

can help kids create their personal goals and it gives them opportunity to rate their

achievement for a specific task. It can also help regulates their behavior so that they

can perform well and attain their set goals. However, the purpose of the “My Self-

Monitoring Card” was sometimes being defeated. Sometimes, kids are already familiar

with the card since it is frequently use. In the end the quarter, they find it restless to

constantly answer the card. Thus, there should be a change in array from time to time.

Teachers can still provide other way of monitoring child’s self regulation in terms of

performance and behavior.

Another way to promote self-regulation for among these kids is by means of

preparing “Special Calming Place”. Since the behavior of a child with ADHD is

unpredictable it would be best to have a special part in school that can be called as

“Special Calming Place”. The place should be safe and private. It should have lots of
pillows, comfortable chair and different stuffed toys. For instance, the teacher does not

give the stuff a child with ADHD wanted. The child experience tempered tantrums. In

spite of the tantrums, the teacher is still didn’t give the object. The child’s irritability

continues that resulted to class distraction. In the midst of this situation, the child is

usually being brought to the special calming place where the teacher will ask the child to

calm down by means of different consoling materials. The place can also help the child

freely move and release some of their hyperactive actions. However, not all the time

“Special Calming Place” has positive attributions. Sometimes the kids were not able to

attend some subjects because they were brought to the calming place. In addition, they

missed some seat works and activities that are helpful in understanding a certain topic.

In an interview to school personnel, “Special Calming Place” or what they call as

“Playroom” enables the child to release all the stressors and regulate their emotion

through the aid of different materials. They also stated that, “Though they are in

playroom for a specific period due to their tantrums, we see to it that the teacher they

were not able to attend will still give them opportunity to comply with their missed tasks”.

If “Special Calming Place” will not be use rudely, it can really help the child with ADHD

self-regulate especially their emotions and behavior.

Lastly, the most common strategies to enhance self-regulation of these young

ones is by means of frequent behavioral intervention. It is usually done at the start of the

day and before the class end. The homeroom adviser will have a daily conversation with

the child. The teacher will ask the child several questions with regards to the daily

school happenings. Then the child will narrate the daily activity and behavior done in the

classroom. For example, a child wants to gain lots of friend. However, in some situation
the kid unconsciously hurt a fellow classmate. Since the classmate has a negative

connotation about the hurting incident, the image of the classmates towards the kid

most probably is negative. If this time comes, the child will be asked to tell the story and

reflect on the behavior done. Through this intervention the child will be taught to analyze

situation that may produce negative result. In some instances, if the child really find it

hard to visualize a certain situation the teacher can help the child by means of acting in

out. Thus, the child will learn the STAR acronym. Behavioral classroom intervention can

help the child develop skills by merely asking: If I do this, what will happen? Asking the

students with this question will not only trim the behavior but also improve their

cognition on several concepts.

Figure 2: STAR acronym

Stop
Think
Act
Responsibility

Behavioral interventions may also include reviewing classroom rules and getting

the work done. At the start of class “House Rules” are always made mention. Start with

goals that the child can achieve in small steps. Keep classroom behavior rules simple

and clear. Be consistent with the rules. Review classroom rules from time to time and

see to it that each set of rules are being followed. Writing rules down and posting it can

be an effective way for the child to remember it. If some rules were broken use positive

approach in correcting the misconduct. Encouraging the child to answer the “I’
statement will help them develop their self- regulation. From the answers they wrote,

teachers can identify what is the possible struggle of the child.

Figure 3: “I” Statement

“I feel _________________________________ when the I am

______________ because

______________________________________________”

According to the study conducted by Loe I.M. and Fehlman H.M. (2007),

behavioral interventions for ADHD are the most efficient way in trimming down the

major symptoms of ADHD. Base on a conversation with grade school teachers, they

believed that behavioral intervention really help a child improve their behavior. Through

constant reminder some rules were instill to them. Those rules are the one they followed

and look up to. Meanwhile, behavioral intervention does not only improve child’s self-

control over their behavior but as well as their control in their cognition. Behavioral

intervention sometimes becomes academic counseling for young kids. Teachers lend in

hand to support these kids in any way they can. Given this following ideas, it can be

possible and effective to consider this kind of intervention in avoiding such instances.

This can be the best way of dealing with the child’s daily behavior thus give the required

reprimand if there is a need.

By systematically observing children with ADHD inside the classroom, teachers

can discover how amazing individual they are. Self-regulation strategies presented were

the commonly implemented strategies in the classroom base on observation. It may be

helpful in some situations, yet, the fact that there are other lots of intervention that may
be made use of in dealing with such kind of situation. These strategies, in line with the

recent classroom-based implementation show a great impact in developing self-

regulation skills of a student with ADHD. These strategies are not only beneficial to kids

with ADHD but also to in fostering children having trouble in self-regulation. As stated

by Harlacher et. al. (2006), “self-regulation interventions can be beneficial to implement

with any child who is struggling with their self-regulating ability”. Considering that each

learner has their own individual differences, self-regulating strategies may help them

overcome their some struggles in learning. Constant support and encouragement to the

young kids with ADHD may not only teach them self-regulate themselves but it can also

help them draw out their best.

Understanding the nature of an individual with ADHD can help us realize that

they are uniquely incredible individual capable of doing better things than normal

individual can do. It is unavoidable to encounter a child with ADHD since it is very

common psychiatric disorder for kids. As an educator we should empathize with these

children so they may feel that someone stills understands them. We should encourage

in every way we can and redirect them to productive outlets for their emotions. When

teaching, we need to take into account different forms of the child development in order

for us to make sure that our students learn as much as possible.

In relation to the Learner – Centered Psychological Principles presented by

American Psychological Association (1997) where it is indicated that, “Learning is most

effective when differential development within and across physical, intellectual,

emotional and socials domains are taken into account”. Individuals have different way

of learning. Each individual development varies across several domains. Therefore, kids
with ADHD have their own way and strategies of learning that we need to take into

consideration. There is no one intervention that will suit and improve the classroom

functioning of all these students. We should exert all our maximum effort to

accommodate each of our student’s need. In order for as to improve the self-regulation

of children with ADHD, we should keep in mind the word “scream”. Scream not to our

student but remember the acronym “SCREAM”. The acronym SCREAM can help us

best address specific strategy to meet the need of the child. It is also very helpful not

only in the part of the teacher but as well as to the child.

Figure 4: SCREAM

Structure
Clarity
Redundancy
Enthusiasm
Appropriateness
Maximum Involvement

In conclusion, considering that chidden with ADHD suffers from self-regulation

deficit, we should find meaningful ways in motivate control their own learning and

behavior. We should continuously seek for other creative self-regulating activities that

will promote learning. We should keep in mind that teaching a child with ADHD is not a

burden but rather a challenge for us to become a better and sympathetic educator since

there is always a need in considering each student’s individuality and necessity. It will

give us an opportunity not just to teach mind of the student but also to touch their hearts

and transform their lives for a better future. As Shannon Alder quotation goes, “Never
give up on someone with a mental illness. When "I" is replaced by "We", illness

becomes wellness.”

References:

American Psychological Association (1997). Learner- Centered Psychological

Principles. Retrieved from https://www.apa.org/ed/governance/bea/learner-

centered.pdf

Bilkey, T. (2016). Attention-deficit hyperactivity disorder: A handbook for diagnosis &

treatment.Canadian. Journal of Psychiatry, 61(2),

127.doi:http://dx.doi.org/10.1177/0706743715626405

Bandura, A. (1991). Social Cognitive Theory of Self Regulation. Retrieved from

https://www.uky.edu/~eushe2/Bandura/Bandura1991OBHDP.pdf

Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for

students with ADHD. Teaching Exceptional Children. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22970334&site

=ehost-live

Loe, I.M. & Feldman H.M. (2007). Academic and educational outcomes of children with

ADHD Retrieved from https://jpepsy.oxfordjournals.org/content/32/6/643.full.pdf

Panadero, E. & Tapia, J. (2008). How do students self-regulate? Review of

Zimmerman‟s cyclical model of self-regulated learning Retrieved from

http://scielo.isciii.es/pdf/ap/v30n2/psico_evolutiva1.pdf
Rabiner, D. (2008). Self-Regulation and Barkley’s Theory of ADHD. Retrieved from

http://sharpbrains.com/blog/2008/02/23/self-regulation-and-barkleys-theory-of-

adhd/

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children

with attention Deficit/Hyperactivity disorder. Exceptional Children. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17403801&site

=ehost-live

Williford, A.P., Vick Whittaker, J.E., Vitiello, V.E., & Downer, J.T. (2013). Children’s

Engagement in Preschool and the Development of Self-Regulation Retrieved

from http://curry.virginia.edu/uploads/resourceLibrary/CASTL_Research_Brief-

Williford_et_al._(2013)_EED.pdf