The ADHD Toolkit
SECTION 2
The school setting
1
Systematic classroom observation
(1) Fixed interval sampling (FIS)
• Target student only is observed
• Recordings are made of predominant
behaviour at 15 second intervals
• Provides data on frequency and duration of
behaviour
• Can be used in any setting for lessons of
varying lengths
2
FIS data analysis
Carl, aged 10 years
Date
Context
Design Technology lesson
Thur 4 Dec Half class (N = 12) working outside
13:54 –
main classroom with teacher
35 minutes Modifying model chassis, adding
motor
Assembly
Fri 15 Nov Whole school in hall
10:20 –
(N = 440 students, HT, teachers, TAs)
28 minutes ‘Children in Need’ day
No
ADHD
ADHD behaviours
Inatt’n
Hyp-imp
88%
9%
3%
28%
34%
38%
3
FIS data analysis
Carl, aged 9 years
Date
Context
Literacy lesson – group (N = 4)
Wed 25 Sep Working with TA, SENCO
11:00 –
Six short, varied activities (very little
60 minutes writing involved)
Mon 30
Sep
09:17 –
50 minutes
Numeracy lesson – group (N = 4)
Working with TA)
Number bonds to 10; addition and
subtraction games
No
ADHD
ADHD behaviours
Inatt’n
Hyp-imp
88%
7%
5%
35%
21%
44%
4
Systematic classroom observation
(2) Instantaneous time sampling (ITS)
• Target student and non-ADHD comparison are
observed
• ‘Snapshot’ of behaviour recorded at 30second intervals
• Used over a ten-minute period (20
observations), or three periods in different
parts of a lesson
5
ITS data analysis
Date, time
at which
10-minute
recording
period
began
Carl
(Target student)
Context, part of lesson
No
AD/
HD
ADHD
behaviours
Ian
(Comparison)
No
AD/
HD
Inatt H/I
ADHD
behaviours
Inatt H/I
History – 2 classes of 10 yr olds
Mon 15 Sep
13:36
13:57
14:28
Mon 25
Nov
14:00
14:24
14:44
Start – watch video
Middle – class discussion
End – writing, worksheets
16
3
5
1
8
12
3
9
3
20
11
13
0
6
7
0
3
0
Art – group (N = 5) in art area
outside classroom
Start – apply hot wax to Batik
Middle – draw design on material
End – Reapply hot wax
18
17
18
1
3
2
1
0
0
19
16
19
1
4
1
0
0
0
6
ITS data analysis
Date, time
at which
10-minute
recording
period
began
Carl
(Target student)
Context, part of lesson
No
AD/
HD
ADHD
behaviours
Ian
(Comparison)
No
AD/
HD
Inatt H/I
ADHD
behaviours
Inatt H/I
Science – class 10–11 yr olds, group
Thu 20 Nov
11:30
11:50
12:02
Start – Write up experiment 1
Middle – T introduces experiment 2
End – Experiment 2 – separating
solids
5
16
20
12
4
0
3
0
0
13
18
20
6
2
0
1
0
0
6
6
5
5
7
9
9
7
6
16
15
14
3
3
4
1
2
2
Science – class 9–10 yr olds
Tues 15 Oct
14:03
14:27
14:40
Start – Devise tables ‘Changes’
Middle – Class discussion, ideas
End – Draw cross-section of fruit
7
General classroom strategies
Refer to checklists in Chapter 6 for:
• Inattention:
Classroom layout
Sustaining attention
Time management and organisation
• Hyperactivity
• Impulsiveness
8
Behaviour management strategies
•
•
•
•
•
•
•
Rules – consistent, positive, clearly displayed
Involve pupils in deciding rewards and sanctions
Remain calm, do not shout
Model appropriate behaviour at all times
Rewards – value good behaviour with rewards
Reprimands – short and given at time of incident
Interventions – time-out, ignore-rules-praise,
token economies, behavioural contracts
• Positive behaviour-related comments to be made
4 times as often as negative comments
9
Associated difficulties
• Cognitive difficulties
• Affective difficulties:
Emotional immaturity
Social relationships
Self-esteem
• Other difficulties
10