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Antecedent- and consequence-based CMS are both vital to managing students. In this study, Staff et al. (2021) aims  to evaluate the effectiveness antecedent and consequence-based classroom interventions for children with ADHD through conducting a mixed-methods, longitudinal, experimental, randomized control microtrial.

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In this quantitative and phonographical study, Gasstra et al. (2019) examines the use and effectiveness of different types of CMSs for students with ADHD and their relationship to a teacher’s attitudes and experience toward ADHD.

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Gaastra et al. (2016) conducted a mixed-method, meta-analytic review of previous research studies that explore classroom management strategies that decrease off-task and disruptive behavior in children with ADHD.

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Verbal and non-verbal cues from teachers can promote or hinder behaviors of ADHD. This study shows how various verbal and non-verbal classroom management strategies provided from the teacher can directly effect students with ADHD.

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What are effective classroom management strategies elementary teachers can implement to support students with ADHD?

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In 2016, the National Survey of Children's Health (NSCH) conducted a cross-sectional survey of parents related to their child and ADHD diagnosis. According to their results, as of 2016, 5.4 million 2-17 year old American children had ADHD. Through additional survey question answered by parents, the results found that 62% of children with ADHD were on medication, 46.7% were given behavioral treatment, and 23% had received no form of treatment. Although this survey was taken eight years ago, the information is relevant and important in understanding patterns and monitor trends of ADHD in children.

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Why this topic? Wow, great question. I chose this topic as it resonates with me in several ways. First, working with students with ADHD in the past, I gained an immense appreciation for their innovative learning styles. Second, as a future teacher, I am preparing strategies to implement in my classroom that effectively motivate and support students. Third, my own experience with adult ADHD encourages me to look deeper into child ADHD. ADHD presents itself differently in each individual. With that, I want to gain insight and perspective on the ways to attend to these variations.

Through this presentation of research, my audience will begin to understand ADHD in the classroom, the effects it has on students, and how as teachers/families of students with ADHD, they can implement effective instructional and motivational classroom management strategies to support the learning of students with ADHD.

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Topic: Effective CMS to Support Students with ADHD

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Topic: Effective CMS to Support Students with ADHD