1 / 10

ADHD in the classroom: What techniques work best for addressing ADHD / ADD in the classroom?

ADHD in the classroom: What techniques work best for addressing ADHD / ADD in the classroom?. By Maria lacava Fall 2013 Cbse 7202. TABLE OF CONTENTS. Research Design – Slide 3 Proposed Data – Slide 4 Threats to Internal Validity – Slide 5 Threats to External Validity – Slide 6

natan
Télécharger la présentation

ADHD in the classroom: What techniques work best for addressing ADHD / ADD in the classroom?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ADHD in the classroom: What techniques work best for addressing ADHD / ADD in the classroom? By Maria lacava Fall 2013 Cbse 7202

  2. TABLE OF CONTENTS Research Design – Slide 3 Proposed Data – Slide 4 Threats to Internal Validity – Slide 5 Threats to External Validity – Slide 6 Pre-test, Post-test Analysis – Slide 7,8 Sample student surveys – Slide 9 References – Slide 10

  3. RESEARCH DESIGN Pre-experimental Design One group of 23 non-randomly assigned students, with no controlled group Symbolic Design: OXO The single group of participants (O) will be pre-tested before being given the treatment (X), and a post-tested (O) in order to determine the experiment’s success.

  4. PROPOSED DATA Teacher will administer a survey to students about their attention and work habits. Teacher will first assign a self directed research assignment. Following the self-directed assignment, the teacher will then administer multiple, short task based assignments concerning material. Teacher will administer post survey to see which techniques worked better for students.

  5. Threats to Internal Validity History: Students amount of sleep, family life, stress may affect their attention span on the given day of the survey and experiments. Selection-Maturation Interaction: Student maturity and growth differs, and this might affect their attention span / ability to focus. Maturation: Some students will be more emotionally mature to focus on tasks on hand. Some students might “grow out” of their ADD/ADHD symptoms

  6. THREATS TO EXTERNAL VALIDITY Experimenter Effects: Students might not answer truthfully on the surveys based on concerns that they might be graded or judged. Pre-Test Treatment: students may answer differently since they were pre-tested. Hawthorne Effect: Students might modify their behavior, work habits in order to please the experimenter.

  7. PRETEST / POST TEST Analysis

  8. PRETEST / POST TEST Analysis

  9. SAMPLE STUDENT SURVEYS SURVEY QUESTION 3: I TEND TO ENJOY SELF DIRECTED TASKS THAT INVOLVE RESEARCH 1- NEVER 2-RARELY 3 – SOMETIMES 4- MOST OF THE TIME 5 – ALL OF THE TIME SURVEY QUESTION 4: I PREFER SHORT / TASK BASED ASSIGNMENTS, AND GAMES FOR LEARNING MATERIAL 1- NEVER 2-RARELY 3 – SOMETIMES 4- MOST OF THE TIME 5 – ALL OF THE TIME

  10. REFERENCES O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. Retrieved from http://bbhosted.cuny.edu/webapps/portal

More Related