Abstract

1. Teacher Effectiveness with ADD*Sarah Anderson, *Kassi Lopez, *Stacie PalmerWest Texas A&M University, Dept. of Psychology, Dr. Elizabeth Rhoades • Methods • Professionals in the field of education nominated 3 excellent elementary teachers for inclusion in the study • Duration: 30 hours each of observation • Researchers were trained in observational techniques before the study began. • To reduce experimenter bias, ADD diagnosis was concealed until late in the study. • Qualitative in-classroom observation • Classroom environment • Teacher-student interactions • Teaching methods • Open-ended interviews with teachers at completion of study • Compare the 3 environments and draw general conclusions based on research data Abstract Attention Deficit/Hyperactivity Disorder (ADD) is a common challenge that teachers see in their classrooms each year. It is estimated that 3-5% of children have the disorder, which typically consists of the child being inattentive, hyperactive, and impulsive. However, teachers rarely get sufficient training on how to teach children with ADD. The researchers conducted a qualitative research study with regular classroom teachers who were nominated as being particularly effective in their work with ADD students. The teachers were observed in their classrooms, interacting with students, for a total of 30 hours each. Semi-structured interviews were then conducted with each teacher. The presenters will provide participants with the results of this study and how these teachers manage their ADD students. Preliminary Conclusions ADD Prevalence • Similar themes found in the 3 classrooms • Positive/Negative/Neutral Communication • Physical Setup of the Room • Discipline Methods • Activity Level within the Classroom • Schedule Structure • Use of Highly Structured Transitions • Thematic Units • Teacher and Student Organization • Management of External Distractions • Increased prevalence rate of ADD student population within our classrooms • 15% compared to 3-5% in the general population • Possible explanations • Increased attention and awareness of disorder • Excessive diagnosis of disorder in our sample • More effective teachers are assigned more students with the diagnosis In Sample Population In General Population