ERIC Number: ED385987
Record Type: RIE
Publication Date: 1995
Teaching High School Students with Attention Deficit Hyperactivity Disorder Self Advocacy Skills and Strategies for Coping with Their Disability in School.
This practicum provided a 12-week group instruction program which was designed to enable 8 high school students with attention deficit hyperactivity disorder (ADHD) to gain knowledge about ADHD, implement strategies for coping with the disorder, and employ self-advocacy skills. The program involved administration of an ADHD measure prior to and following the intervention; administration of a learning strategies inventory; development of a list of classroom modifications which students discussed with their teachers; development of goal attainment sheets; selection of instructional materials; and interviews with individual students, parents, and 16 teachers. Data analysis indicated that students: (1) increased understanding of their ADHD; (2) increased understanding of individual learning styles; (3) gained strategies to self-advocacy; and (4) selected modifications to address individual learning styles. It was concluded, however, that high school students need more than a 12-week group program to learn self-advocacy skills and strategies for coping with the disorder. Three appendices provide the goal contract used, a classroom modification checklist, and the ADHD pre/post-test. (Contains 20 references.) (DB)
Descriptors: Accessibility (for Disabled), Attention Deficit Disorders, Cognitive Style, Coping, Goal Orientation, High School Students, High Schools, Hyperactivity, Individual Differences, Knowledge Level, Self Advocacy, Self Determination, Self Evaluation (Individuals), Self Management, Student Participation, Student Role
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova Southeastern University.