Instructional Techniques for Elementary Students with Attention Deficit Hyperactivity Disorder

Instructional techniques used with elementary students diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) were investigated. Subjects included fifty (n=50 ) special education teachers of elementary level (K-5 ) students with learning disabilities (LD) and/or emotional disabilities (ED). Of the fifty subjects, only twenty-three surveys were returned . Subject s were asked to choose the most effective desk placement, classroom placement , classroom strategy , and teaching method for an elementary level student with ADHD . A t-test, chi- square, and descriptive statistics were used to analyze the data . No significant differences were found between the choices of teachers of students with learning disabilities, and the teachers of students with emotional/behavioral disabilities. The number of years in which each teacher had taught special education did not reveal a significant difference in the chosen answers. Seating the child in study carrels, placing the student in a special education classroom , using shorter assignments, removing distractions, rewarding appropriate behavior, and home-school instruction were found to be the most utilized techniques . Of the teaching techniques chosen, home school instruction was found to be the most effective