Spaced out: an exploration of potential ADHD strategies and the Tennessee Comprehensive Assessment Program

The study investigated how implementing academic and behavioral strategies can improve outcomes for students with ADHD by addressing their challenges with cognitive and executive functioning, which impact academic and social skills. Students with ADHD often experience coexisting conditions like anxiety and depression, and they face difficulties in traditional education systems designed for neurotypical learners. Accommodations such as extended time, preferential seating, and breaking tasks into smaller steps are helpful but insufficient. Other strategies included providing digital and written notes, using graphic organizers, incorporating movement, and offering instant rewards to maintain focus and engagement. The research questions focused on the effectiveness of strategies by gender, their impact on academic performance, and the students’ perceptions of the interventions. The study aimed to increase understanding of ADHD in education, contribute to more inclusive practices, and reduce stigmas surrounding ADHD diagnosis and treatment. The study involved a total of 41students from a high school in rural Appalachia of Southeast Tennessee. Five of the 41 students had documented ADHD. The study used a mixed-methods case study design and examined the relationship between these strategies and student achievement on the TCAP English I Practice Test in writing and reading comprehension. It also explored gender differences in ADHD presentation and how these might have influenced the effectiveness of strategies. After conducting Chi-Square tests, results indicated no statistical significance for RQ 1-4. However, for RQ 5, using a paired samples t-test and a two-way ANOVA, it was found students with ADHD scored lower on the self-perception posttest when compared to their peers without ADHD. RQ 6’s qualitative findings indicated students’ positive perceptions of the teacher’s academic and behavioral strategies used, such as communication tools, organizational aids, and classroom management techniques. Even though there were no statistically significant quantitative results, the findings contributed to the understanding of inclusive teaching practices and improving support for neurodivergent learners. Moreover, this research sought to reduce stigma surrounding ADHD by promoting awareness, improving outcomes, and providing students with coping mechanisms for adulthood.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Ribeiro, Amelia

Contributors dc:contributor

• Rausch, David W.
• Taylor, Jessica; Crawford, Elizabeth K.; Gordon, Jason
• College of Health, Education, and Professional Studies

• Academic achievement
• High schools—Tennessee—Examinations
• Learning strategies
• Youth with attention-deficit hyperactivity disorder--Education--Tennessee

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/986

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-2170