Teaching Elementary School Teachers Cognitive-Behavioral Techniques To Address ADDH Behaviors in the Classroom Setting.

This practicum was designed to address attention deficit and hyperactive behaviors (ADDH) in the elementary classroom setting. The primary goal was to provide teachers with an effective intervention technique which requires little time and addresses the ADDH syndrome. A second aim was to increase teachers' understanding of the ADDH syndrome and its etiology, and to familiarize regular classroom teachers with current treatment methods for overactive and impulsive behaviors. The Conners' Behavior Rating Scale (Abbreviated Form) was used to identify third-to-fifth grade ADDH students referred by classroom teachers as being overactive and inattentive. Teachers of eight identified students were trained to reinforce and monitor their ADDH children's self-rating and self-instruction. The eight students received training in self-rating and self-instruction when working independently. Weekly meetings were held with the students to raise self-esteem, responsibility, and self-awareness, and to review and reinforce targeted behaviors, work completion, and accuracy in completed work. Results indicated that the students did, in general, decrease their off-task, out of seat, and impulsive behaviors. Work completion increased and accuracy in completed work improved only slightly. Teachers' understanding of ADDH issues increased and teachers reported positive behavior changes among their students. Appendices contain background information on behavior problems, a teacher questionnaire, and rating sheets. (22 references) (Author/JDD)