ERIC Number: ED359729
Record Type: Non-Journal
Publication Date: 1993-Jan
Reference Count: N/A
Practices of Special Education Teachers for Dealing with Students with ADD/ADHD.
Askew, Barbara L.
This study surveyed 300 Illinois special education teachers concerning their views on effective practices for intervention with students having attention deficit disorder (ADD) and their suggestions for regular classroom teachers with such students. Introductory material defines the problem and terminology and identifies assumptions and limitations of the study. A review of the literature examines what ADD is, the causes of ADD, diagnosis of ADD, consequences of ADD behavior, and interventions with ADD children (medication, treatment alternatives, and classroom intervention). Among study findings based on a 61% response rate (N=183) were: 68 percent favored seating the ADD student near the teacher; 66 percent favored a special education setting for ADD students; over 70 percent recommended that a student's work be divided into small pieces; 90 percent preferred to provide nonverbal feedback; and 88 percent taught their students self-monitoring techniques. Tables detail the survey findings, and 10 appendices include letters, the questionnaire, teacher comments, general suggestions for regular education teachers, and general comments regarding ADD. (Contains 54 references.) (DB)
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois