Motivational Strategies for ADHD Students in the Classroom

Introduction

Motivational strategies in the classroom represent a challenging enterprise under any circumstances, but the need for effective strategies in classrooms with young learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) is particularly pronounced. The condition affects students' ability to learn in ways that can undermine even the most thoughtful motivational approaches, and teachers in crowded classrooms may find themselves at a distinct disadvantage when trying to satisfy the mandates of the No Child Left Behind Act and the Individuals with Disabilities Education Act. To determine what motivational strategies have proven effective in classrooms with ADHD learners, this paper reviews the relevant peer-reviewed and scholarly literature, followed by a summary of key research findings in the conclusion.

Prevalence and Characteristics of ADHD

The prevalence of ADHD varies from source to source, but Wender suggests that "probably as many as four million children and four to five million adults in the United States suffer from Attention Deficit Hyperactivity Disorder (ADHD)" (2000, p. 3). While the condition has been described in the medical literature for several years, the frequency with which it occurs has been recognized only in recent years (Wender 2000). As the number of young learners being diagnosed with ADHD continues to increase, the impact on their ability to learn grows correspondingly significant. Wender adds that "exact figures are not available, but it seems likely that between 3 to 10% of school-age children and 4 to 5% of adults have ADHD. ADHD is frequently accompanied by learning disorders in reading, spelling, or arithmetic, and it may be accompanied by other behavior disorders" (2000, p. 3).

Studies to date have shown that boys are more likely to be diagnosed with ADHD than girls, and contrary to earlier thinking that the condition was transient, researchers have determined that it can persist well into adolescence and even into adulthood (Wender 2000; Prosser, Reid, Shute & Atkinson 2002; Reilly 2005; Westmoreland 2010). Moreover, more than half of all students diagnosed with ADHD are taught in mainstream classrooms (Zentall, Moon, Hall & Grskovic 2001).

Based on DSM-IV population studies, the diagnosis rate for ADHD is expected to fall between 3% and 5% of the population (Nylund 2000); however, the current rate of diagnosis has far exceeded this epidemiological projection. In many classrooms, as many as 50% of male students are diagnosed with ADHD and are receiving Ritalin as a result (Diller 1998).

DSM-IV Diagnostic Criteria for ADHD

The DSM-IV symptoms for ADHD are as follows:

1. Often fails to pay attention to details or makes careless mistakes in schoolwork, work, or other activities.
2. Often has difficulty sustaining attention in tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow through on instructions and fails to finish schoolwork, chores, or work duties (not due to oppositional behavior or incapacity to understand instructions).
5. Often has difficulty organizing tasks and activities.
6. Often avoids or dislikes tasks that require sustained mental effort (such as schoolwork or housework).
7. Often loses things necessary for tasks and activities (for example, toys, homework, pencils, books, or tools).
8. Is often distracted by extraneous stimuli.
9. Is often forgetful in daily activities (Delfos 2004).

Any classroom teacher can readily observe that all young children exhibit some or all of these tendencies from time to time. However, in order to be diagnosed with ADHD, an individual must exhibit at least six of these symptoms on a consistent basis (Delfos 2004; Lensch 2000). When children are diagnosed with ADHD and receive medication for the condition, it does little good to second-guess the clinicians; instead, appropriate motivational strategies must be devised (Deutscher & Fewell 2005). Fortunately, a number of such strategies have been developed in recent years in response to this growing need (Sideridis, Mouzaki, Simos & Protopapas 2006; Stronge, Tucker & Hindman 2004; Burcham & Carlson 1999).

Conclusion

The research showed that attention deficit hyperactivity disorder can adversely affect the learning process in a number of ways and that the prevalence of the condition appears to be on the increase. The research also demonstrated, however, that a number of motivational strategies are available that can fully engage these young learners in the classroom, limited only by the imagination of the teacher. In the final analysis, ADHD students will likely benefit from many of the same types of motivational strategies that are effective with all students: interesting lessons presented in innovative and exciting ways.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

Burcham, B. & Carlson, L. (1999). Promising practices for serving students with attention deficit hyperactivity disorder. School Administrator, 51(10), 32.

Delfos, M. F. (2004). Children and behavioural problems: Anxiety, aggression, depression and ADHD — a biopsychological model with guidelines for diagnostics and treatment. London: Jessica Kingsley.

Deutscher, B. & Fewell, R. R. (2005). Early predictors of attention deficit hyperactivity disorder and school difficulties in low-birthweight, premature children. Topics in Early Childhood Special Education, 25(2), 71–72.

Diller, L. (1998). Running on Ritalin. New York: Bantam Books.

Lensch, C. R. (2000). Making sense of attention deficit hyperactivity disorder. Westport, CT: Bergin & Garvey.

Nylund, D. (2000). Treating Huckleberry Finn: A new narrative approach to working with kids diagnosed ADD/ADHD. San Francisco: Jossey-Bass.

Prosser, B., Reid, R., Shute, R. & Atkinson, I. (2002). Attention deficit hyperactivity disorder: Special education policy and practice in Australia. Australian Journal of Education, 46(1), 65–67.

Reilley, S. P. (2005). Empirically informed attention deficit hyperactivity disorder evaluation with college students. Journal of College Counseling, 8(2), 153–154.

Sideridis, G. D., Mouzaki, A., Simos, P. & Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29(3), 159–161.

Stronge, J. H., Tucker, P. D. & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Wender, P. H. (2000). ADHD: Attention deficit hyperactivity disorder in children and adults. New York: Oxford University Press.

Westmoreland, P. (2010, June). ADHD attention deficit hyperactivity disorder in offenders. Corrections Today, 72(3), 62–63.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Zentall, S. S., Moon, S. M., Hall, A. M. & Grskovic, J. A. (2001). Learning and motivational characteristics of boys with AD/HD and/or giftedness. Exceptional Children, 67(4), 499.